EDUCATION: UNIVERSITIES AND COLLEGES INTRODUCTION Most education in the UK after the end of compulsory schooling at the age of 16 takes place in universities and colleges. Students between 16 and 19 years of age attend colleges (and the sixth forms of some schools) studying below degree level, and students over 19 attend universities, undertaking degree and post-degree level study and research the former sector is known as ‘further education’ and the latter as ‘higher education’, but demarcation has become less clear, and the two sectors can be referted to together as ‘tertiary education’, ‘The majority of growth and change in higher and further education is being accommodated through adaptations and refurbishments in existing institutions, whether in buildings designed for education, or in buildings no longer required for thei original purpose {e4. factories, churches, and country mansions). Higher education: background ‘After the foundation of Oxford and Cambridge in England (1133 and 1209) and St Andrews in Scotland (1412), the first university not to be tied to the Church was London University, now University College London (1824); during the 19th century the so-called red-brick universities were established in the UK’s main provincial cities (Sheffield, ‘Manchester, Birmingham etc.). ‘A new wave of universities was builtin the 1960s as, a response to demographic changes, and to the principle spelled out in the Robbins report (1963) that “courses... should be available to all who are qualified by ability and attainment to pursue them and wish to do so’. These were the so-called plate-glass universities, Polytechnics were born at around the same time, to respond to the same pressures, and drew their inspiration from ‘A Plan for Polytechnics and Other Colleges’, written in 1966; the first were designated in 1968. They were formed from mergers among existing colleges of advanced technology and advanced arts colleges, and were mainly based in city centres, in existing’ 19th century buildings, with some new teaching buildings. ‘At that time the. UK higher education sector consisted of 42 universities and 30 polytechnics, the former being autonomous institutions and the latter the apex of the local education authority systems, In 1992 the ‘binary line’ was removed and the polytechnics became autonomous, eventually changing their name to ‘university’ in order to reflect their new status. In 1997 there were 115 universities in the UK, together with 61 other university sector institutions, In 1966 the age participation rate for higher education for 18-19- year-olds was 10%, but by 1997 it was about 33%, an increase in real terms from around 350 000 full-time students to over 1.1 million today. Trends In the provision of higher education courses, and therefore in the design of facilities to accommodate them, trends derive essentially from this rapid growth in the age participation rate, coupled with the need to keep costs under control, and this is a world-wide trend, The percentage of GDP spent on 1 general teching: 2 Wx 9 alice; 4 ore 5 std aro; S medical oom 7hnance fier 8 reception foyer; 10 aew drome faye gael fice; 12 pings sorta 13 pnp 14 vee principe 1. Nosh Area Sith Form Collage: exiting layout 1 rprogrophics; 2 mara 3 reprogrphicy sor; 4 premise: tmonagaert;§ student suppor so 8 pesonrl manogenen 7 student Series: 8 principal 9 recov 10 den sees manager 17 sacral ‘oppo 12 vce pncpal, 13 wasting vo; 14 sore; 15 France dcr, 16 finance; 17 too preparation are; 18 odin ond supp sal 19 cosh sles; 20° recopion; 21 wating: 22 foyer/depoy, 29 new enonce, 24 porch; 25 Cs, 26 ves room; 27 mesial room: 28 cousling ond inteniow,29 nex dar foyer; 30 kicheny 31 eonerence se 2. North Avee Sich Form College: theoretical layout (Arch: Intoives in Design) {0 ond Fem Deparment or auction, Actes & Buling Branch, Design Note 50, Accommodation for Changes in Fer Eduction, p. 26, gs 25 nd 24 Crown copii eroded wth the permission ef th Cortalr 1 Her Molesy’s Stoner Of)TET EEOEETT GES higher education in the UK has oscillated between 0.9 and 1.15% over the last 20 years, but this disguises the fact that the index of public funding per student has fallen from 100 to 60 over the same period (a virtual halving of the real unit of resource). ‘Therefore the main trends are likely to be an increase in self-directed and distance learning and a better ‘organisation of time and space in existing institutions, with a larger proportion of teaching/leaming, space given over to resource centres and more wide-spread provision of information technology. Further education: background The further education sector in England and Wales by 1997 consisted of 435 colleges, with 2.35 million students, studying for 3.6 million qualifications. Until recently most students were making the transition from school into employment, but now only 28% are under 19, and over half are between 25 and 59 years old Colleges include: ® agriculture and horticulture: 7% art, design and performing arts: 2% ® general further education and tertiary: 64% sixth form colleges: 24% specialist designated institutions: 3%. ‘One thing these colleges do have in common is that they were all made ‘independent’ in 1993. Before that time they were part of the local education authority system of schools and colleges, and although they did not provide compulsory education and training, their legal arrangements were similar to those of schools, with most of their administrative tasks being carried out by the local authority. Now they have to find the expertise, and the supporting facilities and space, to deal with their own finance, personnel, premises, marketing and student support. ‘This rearrangement can often take place within existing buildings (see 7,2), or existing buildings can be linked to provide a social centre (see 3). Trends _In the provision of technical and vocational courses, trends are now reflecting the need for students to be trained in the practicalities of their disciplines; the National Council for Vocational Qualifications in England and Wales is promoting GNVQ (General National Vocational Qualifications) and NVQs (National Vocational Qualifications). If training cannot be provided in the workplace, under appropriate supervision, colleges will need to provide workplace equivalents, or ‘real work environments’ (RWEs); at the same time they will need to provide areas within which potential students can be interviewed and assessed, so that existing skills developed through experience can be properly taken into account: this is known as the ‘assessment of prior learning’ (APL). Plymouth College of Further Education (see 4) has some of the earliest examples of purpose- designed real work environments for catering courses, designed in such a way that space and equipment can be used in different combinations as requirements change. | frre sere; 2 cules 3 cll & polwey § wore ond col ofc: 6 store 7 il rom 8 ther roam; 9 woth 1 esauon 11 prod, psi 12 production hich 13. preducon larder 1 walkin fridge, 1S sve 16 calle shop: 17 bar, 18 reepon 19 VCs; 20 babacue oa 4 Plymouth FE College, Plymouth, round floor plan {rom Deparment fo Edveatin, Architects & Bling Bronch,Osign Noe 50, Azamedaon for Changes in Furor Evan. 15,8 9. Crown copy is eraduced wi he periaion lhe Conall of Her Maen’ Sooner fee) ing bulnge 1 12st Heck 2 oym 5 Story block 4 Bory block raw bul Sorte 6 closzoons, aborts ond scons 3 Shotfiold Hollom University, Pond Skeet Campus (Mester plan arch: The Bond 8ryon Portnersi; arch: Building Design Partnership & Shephard Design) Pesce sece secre SCH asec Sec SCH SCH CH SECC CH CHSC SCH ECH MSH Eee IeSH ESERIES eS RSH ane seSH ECU eH SCH ISCH eeu eH eEHeeH eer meaSCHEDULES OF ACCOMMODATION Accommodation categories ‘Traditionally, educational accommodation at this level consisted of four main types of accommodatioi teaching accommodation, learning accommodation, non teaching/learning accommodation, and. the balance. However, in the interests of flexibility and adaptability itis suggested that there should now be ‘more overlap among them. Equally traditionally, overall space in the different categories was calculated according to the number of space full-time equivalent (SFTE) students to be accommodated, using different space guidelines for different disciplines and levels of work (see Design Notes 33 and 44, and University Grants Committee Notes on Procedure), and using various formulae for turning students into SFTEs. In broad terms, gross figures have ranged from around 20m? for one advanced level space full-time equivalent student taking drama, building construction or some other course involving large-scale activities (DES Design Note 20, 1979) to Sm for one space full-time equivalent student doing humanities in further education in 1996 (Further Education Funding Council, Guidance on Estate Management, 1993} However, with better information on proposed curricula now available, it is suggested that the number of workplaces in each type of teaching/learning accommodation should be calculated according to the level of utilisation it is possible to obtain in that type of | accommodation (using optimum scheduling systems, and sharing across disciplines as far as possible). For example, if itis assumed that it is possible to achieve 40% utilisation of general purpose teaching space over a 40 hour teaching week (the accommodation is assumed to be available for 40 hours, not the staff or students), for each teaching hour which needs to be accommodated, 2.5 workplaces need to be provided. When the number of workplaces in different EUTERTI teachingflearning accommodation categories has been calculated, the appropriate net workplace area standard can be applied, and a percentage addition then can be ‘made to cover non-teaching/learning and balance. From the total gross area of the buildings: © 60% approx is teaching/learning area 8 15% approx is non-teachingflearning = 25% approx is the balance. The table shows net workplace areas for higher and further education. For recommended breakdown among teaching, learning and other types of accommodation overall (see 5). Teaching accommodation is the major component of any institution’s total built area and includes general teaching and specialised teaching (large scale and small scale). For very specialised teaching areas, eg. clinical or manufacturing, see Health Service Buildings and Laboratories sections Le 1h pest fe |e ie I T / | / | elf] a evening | fg Is fj ie en eee 5 Gross floor area: guide proportions {fom Deprier or EBucten, Acad & Bulling Bronch, Onn Noe $0, ‘Azenmodoton fr Changes in Father Econ, p. 2, Crown cop ‘epodiced hfe permison lth Controle Hersey’ Stoney Os) net workspace areas higher educotion: space type used for general teaching (0), lecture theatres; close seating carrongements (2). teaching ot tables in informal groups {3}. teaching ot tables or desks (4). teaching wih demonstration facies ‘ond students seated ot large tables ‘workplace (m') specialised teaching small sole (5). information technology 27-32 (6). science (most scence laboratories) 36 () ort and design (studios and drawing offices) 40-56 lorge seole (under certain conditions, these figures may be increased) (8) engineering 56 (9). science end technology 56 (10) ort and design (specialist areos) 5684 learning (11) libeary/esource conto 25 (02) terminal room 320 (13) projec work ‘appropriate further education: space ype used for general teaching lecture theatres; close secting orrangements 10 ‘workplace (m) teaching ot tables in informal groups 1821 teaching ot tables or desks 23.25 teaching with demonstration fies cond students seated at large tables 25-30 specialised teaching small scale information technology (commerce ond business) 2.7-3.2 scionee (non-advanced) 30-46 crt ond design {studios ond drawing offices) 32-56 large scale home economics, fashion, trodes (carpentry, plumbing, lecronics ete} 4556 catering, beauty core 6584 heeny crafs (e.g. construction, welding, motor vehicle work) 75-84 learning libran/resource centre 25 terminol room 3.0 project work + oppropriatePENI Learning accommodation libraries, resource centres and spaces used for untimetabled projects or research (see Libraries section). Non-teaching/learning accommodation staff areas, administration, catering and communal areas, and the increasingly important student support services. Balance areas provide for circulation, services, lavatories, storage ete Once total areas have been calculated, room sizes should be chosen to respond to group sizes. The range of room sizes should be kept as wide as possible, and the size of forecast groups should be checked’ as closely as possible (preferably through empirical use surveys); in reality there are always a wider size range and smaller groups than teachers imagine. Spaces designed for one use only should be avoided; stepped lecture theatres should be kept to @ minimum. Building users should be encouraged to treat their space and facilities as adaptable and responsive resources, capable of accommodating a wide spectrum ‘of future demands, so long as current patterns of use and forecast changes and numbers are monitored continuously. Cambridge Regional College (Kings Hedges campus) phase 3 (see 6) was designed very much. along the lines of the foregoing principles and those in Design Note 50. OTHER CONSIDERATIONS ‘An accommodation strategy, as recommended by public funding bodies, should not only suggest how the appropriate amount and type of teaching/learning accommodation should be provided, it should also try to make provision for rapidly changing circumstances, now and in the future, in both the educational field and the field of economic and social expectations. CHANGING EDUCATIONAL NEEDS Growth of demand In all advanced countries there is a move towards the ‘massification’ of higher education, and the development of further education, Between 1994 and 1996 in the UK there was a 16% increase in student enrolments in the further education sector alone, to 3.$ million The response to these enormous rates of growth cannot be simply to provide more of the same ~ more buildings and more teachers teaching more classes. Courses are being delivered in different ways (through information technology, through individualised learning progcammes and packages), and buildings are having to work harder (through tighter scheduling, through being open longer, over the day, the week and the year). These demands mast be met partly through more robust, more flexible and more adaptable buildings. zl AE | gororol woching 2 speciszd eching leaning spaces 4 nomeoching nes oreos ae bones {6 Comibridge Regional Collage, Kings Hedges Comous, Cambridge: ground floor (Arch: Bernard Swell Architects & Powell Moya Partnership li),A combination of managerial and physical adaptations can lead to enormous gains within existing buildings. The table shows progress made by Stockton Sixth Form College over 20 years; the building was purpose-built, but together with its users it was able to respond successfully to increased demands, mainly through managerial improve- ‘ments, improving space utilisation. Most of the adjustment is from reductions in average gross area per teaching space: reduced from 151m! to 130m’, and per workplace it has reduced from 8m? to 6m*, This can represent a fall in premises-related costs per student of £139 a year (at £30/m"/year) ‘An example of a small-scale but very successful adaptation of a university building from one use to another is that for the archaeology department at Nottingham University (see 7). Space management at Stockton Sixth Form College 19771996 increase (5) orca (rm) 6350679210 ‘no. of teaching spaces 42 S224 no, of workplaces 70112542 1 of students 500 840 6B utilization ()| “4 378 New teaching and leaming methods Some are moving towards individualised open learning, perhaps using computerised teaching packages. On the other hand, some disciplines insist on permanent, individual workspaces (e.g. architecture), 50 it is important to realise that different courses lend themselves to different modes of delivery. The impact of information technology In some institutions there appears to be an insatiable demand for IT; in others it is felt that teachers are too traditional to use it and that the buildings would not be able to cope. IT will never entirely supplant the need and the desire for interaction between staff and students, and between students and students; it is more suitable for some types of courses than others (e.g. for simulating large-scale or dangerous activities). For medical and para-medical disciplines it may be particularly appropriate therefore, and for other types of high-level training. Good examples are the interactive language laboratory at University of Stockton (see 11), currently used for work in European Studies, but shortly to be used also by students of geography and chemistry, and the entire conception of Oldham Sixth Form College (see 8), where for the first time a college in the further education sector was designed and purpose-built to be fully networked. IT is becoming essential in the running of a university or a college as an organisation and as an organisation within a set of buildings. TT is also an essential component of open and distance learning, as offered to students wanting life- long learning, at times and in places to suit them: Blackburn College of Further Education, for round floor fiat floor ce eal 7 Nottingham University, Department of Archaeology: conversion from old engineering workshops (Arch: Marsh & Grochowski} <0 Fay Sich oot es a 4 YPY Boece eifecs Sts Oi Pas Bes ee MTT = OF A 8 Oldham Sich Form College, Oldhom: part of fis floor plan, science lob (Arch: Cruikshonk & Seward)POET EUCETI ay instance, has a purpose-built New Technology Centre, and a Flexible Training Centre in converted premises on an industrial estate, with a local area network for them and all college buildings, with over 500 personal computer terminals CHANGING SOCIAL EXPECTATIONS Anew clientéle With the widening of access to non-traditional students, and with more attention being paid to the demands of ‘life-long learning’, institutions have to answer an ever growing list of needs: some institutions will need to provide very specific accommodation (e.g. for Asian students with different religious requirements), or they may be receiving a growing number of post-graduate students from other European countries (in the context of EU exchange programmes). Part-time and full-time students have very different expectations of what an institution should provide: full-timers in higher education need facilities for every part of their life; part-timers have to concentrate their attendance at classes or other teaching sessions. Child-care facilities are no longer a desirable add- on, aimed mainly at staff, they are now an essential feature of any institution which wishes to attract mature students, and parents on part-time courses. The institution in its environment There is a tendency, with the move to greatly increased student numbers, for ever smaller regions and towns each to want its own university (eg. Lincoln ~ see 9), or part university (a trend well advanced in Greece and France). Although greenfield sites are no longer desirable, itis generally agreed chat city centres may be too crowded to take on whole new universities, but that suburbs can provide appropriate sites, without becoming isolated campuses. Institutions can indeed have an important regenerating effect on their surroundings. Docks sites and existing dock buildings make ideal areas for new and developing universities (see University of Stockton (11) and the new university going up at Docklands in East London (13)), Liverpool John Moores University rationalising the many sites of the old polytechnic One of the most impressive new sites is that for Hackney Community College in north-east London (see 12), where long periods of local consultation, {an amalgamation of international, national and local sources of finance, and a design involving existing and new buildings, have all combined to produce a morale-boosting ‘flag-ship’ project. Science parks have a mixed impact. They may successfully bring together university and commercial research interests if they are well thought through, and they may provide useful revenue if the university ‘owns the land. They can make use of old, warehouse type buildings, to provide mixed closed, communal and residential accommodation. Residential and leisure facilities Auractive residential and social accommodation may prove decisive in attracting students and staff. It is important to decide to what standard student residences should be provided, and whether they can double up as part of a conference package. Access for students with disabilities So far as possible students with physical disabilities should be integrated into the main student body, and where courses are put on for students with special needs, their accommodation should also be integrated into the main student buildings. Health, safety and security Physical safety and security are big issues among women students and could well play a part in the parental choice of an institution, Closed-circuit TV may need to be installed in some public areas; dummy cameras can be a deterrent. 9 University of Lincoln (phose 1}: plan of ground floor (Arch: RMIM/Botfour Beaty)PLANNING NEW FACILITIES Space norms These are becoming less relevant as, institutions have increasingly to find their own finances, and as national funding bodies have less power t0 impose blanket standards. In very general terms, for planning new buildings and for assessing existing ones, the guidelines suggested in Design Notes 37 and 45 can be applied in further and higher education (see table), but for detailed projects, the institutions themselves need to have accurate information on their space, its allocation and use. gross area guidelines further education further education institution for institution for buildings 5000+ <5000 5000+ <5000 ved for SFTES SFTEs —SFTEsSFTEs (om) (’) (owt) (mt) normal spreod of work 10.0 100 145 150 70 70 105 110 largesscale coctvities 130 130 175 180 Briefing The briefing process should not lead too quickly to definite solutions; rather it should raise questions as it proceeds. Equally, the architect should enter into dialogue with the users as early as possible (and this should be all users, including the surrounding population and agencies). It is not helpful for the brief to be prepared by an anonymous consultant. Lee 1 eine lt 2 setts 3 school clerk 4 oditoor 5 ecco fice 6 tor eS ues | BY 8 senor tor 10 mesg room 11 camino 12 computer 14 pachicry 6 octomy sore 1? rescuer room 18 paladin sore 22 shor 23 donor soe 24 bichon 25 plot 26we round lo 10 Universiy of East Anglio, School of Occupational Therapy & Physical Theropy (Arch John Miller & Portners) 7 eowroondemo ‘8 rstorch desk oom 13 chico! wedahon 15 casroon/dem fasten) 19st choring 20 a dorging 21 student changing Project management As the project proceeds, under a steering committee to include academic, social, physical and financial interests, there should be a clear decision maker, probably the person with the closest control over the money. Investment appraisal Some assessment should be made of the whole life costs of a new building, to include running and maintenance costs, although such estimates can be only approximate. Funding bodies which still control the borrowing powers of institutions, such as the Further Education Funding. Couneil in England and Wales, require institutions to prepare an accommodation strategy, with a demand-led (student numbers, new courses, changes in teaching methods) justification for any proposed capital project, including an investment appraisal of its long-term potential, using the Treasury-approved method to find the option with the highest net present value, Design issues Flexibility and adaptability Flexibility is the capacity of a building or space to accommodate different activities at the same time, or at least in the very short term; adaptability is their ability to alter over time in order to respond to broader changes in use. Systems ‘of demountable but substantial walls, of heavily serviced shells with plug-in facilites and of free-standing serviced kits help to provide short- and long-term adaptability. From another perspective, ‘Flexibility is natural light and natural ventilation” (Bernard Stilwell, architect). 2 lc hooks 2 cinealwerlchop 4 orl 5 kichonte bofce 7 eh enizomans Bichon 9 batiroom 1 acy worahop 1 eave workshop 12 reoweewom 13.9% 14 gym sore 15 ceone ere Velen wwe Bred first floor °Improvements by design = Develop sites and buildings so that working links between different faculties can be established easily = Surround departments that require an identifiable core or nucleus by spaces which are shared in a way that allows the departments to expand or contract their activities by using shared spaces for more or less time. = Avoid the use of schedules of accommodation consisting of rooms tailor-made to a single activity. = Rooms should be grouped into the broadest categories and particular functions should be provided for by furniture and services that can be altered easily to meet likely alternative uses. © Make sure that buildings contain a variety of room sizes suitable for a wide range of different teaching ‘groups so that changes in courses and teaching methods can be accommodated principally by timetabling, Improvements by management Place as much accommodation as possible in a common pool for timetabling, to be shared between departments or, in large institutions where distances are great, between ‘groups of departments, ® Classify rooms by their basic size, shape and facilities so that all potential uses are revealed. = Examine carefully the customs that have grown up in the timetabling of events and the use ‘of rooms in order to see which are essential and which may be altered with advantage, Spread scheduled activites as far as possible throughout the day, week, term/semester and year so that "unnecessary peaking is avoided, bearing in mind that the hours of opening of non-teaching areas such as cafeterias may have 2 considerable effect on the timetable, The need to provide for a completely unforeseeable future and to cover other points mentioned above is exemplified by the University of Stockton (see 17), which is part of a business park, and is a good example of the increasing trend to use a standard office building specification, TEETER ‘round floor 11 University of Stockton (Arch: Holiday Meschorn Architects Ut)CCC CONCLUSIONS Because of the continually changing nature of the educational process, and the need for buildings to be able to respond to change as well as to the sometimes conflicting demands of students, staff, industry and government, the designers of colleges and universities must try to reconcile a series of creative tensions. Centralisation: decentralisation Where should the point of decision-making be? If capital funding comes from central authorities, do the building users get enough input into its design? Does an institution have more commitment to its buildings if it has to raise its own money for them? “The sorts of consultation procedures undertaken at Hackney Community College, even within the public sector, may obviate these problems (see 12). National norms: individual requirements The use of space norms should be reserved for detailed design work, but they should not be so detailed as to inhibit new approaches. Long term: short term Buildings must pay for themselves and be fit for their purpose over the long term; but the students, the buildings’ raison d’étre, inhabit them only in the short term. Academic and administrative staff may use such buildings for 20 or 30 years. In order to respond to this unusually broad range of attendance patterns over time, the designer must include flexibility in the short term and adaptability in the long term. Independence: cooperation In the new ‘free market’, there is the danger that temporarily unpopular subjects will disappear from the curriculum as institutions concentrate on courses which attract students and money. Designers need to make sure that institutions can keep their options open. Commerce: education and training ‘There is the danger that some institutions become so involved in raising money that education and training take a back seat to the conference trade or the industrial short course programme. The primary educational function of the building complex must not be forgotten. Experience: new technologies Teachers, particularly in the vocational sector, may have come from industry and may not be up to date with modern methods. Buildings and facilities should allow both the experienced practitioner and the cutting-edge experimenter to give of their best to their students, ‘efurtiohed Edwardian building paso 3 - tte ond media Balding ow Sito of phoso 2 lepers foi) 12. Hockney Community College (Shoreditch Campus): ground floor plan lArch: Hampshire County Arcitecs/Peckins Ogden Architects)CI EOI Teaching staff: support staff ‘The roles of teaching and technical support are becoming more intertwined; advice and demonstration are made easier when workshops and offices are opened up so that everyone is more accessible, to students and to each other. Education: training ‘An institution should offer its students the chance to experience as wide a range as possible of ways of learning, from hands-on to analytical exercises; this may extend beyond the individual establishment. sina) 13 Univeity of Eas London, Docklands Compus (Asch: Edward Cullinan Architects) The individual: the community More than in any other setting a student is both an individual and part of an intellectual and social community. The buildings must respect and reflect this dual role, Security and privacy must be combined with openness, permeability and ‘corporate interaction with the immediate and wider world. Although universities and colleges should be diverse, and in some senses special, ‘special’ must not mean ‘ghetto’. 1 Unieriy Sqvre: 2 main bubings cling loing rosuice centre, rain audio, shops ond colt 9 lingo set (on south se: lace freorer,ofces ond don susie; on noth sider painting susios ond werhopal: 4 sede! orconmodofon: 5 car parking & Royal Alber Dock: 7 tendon Ciy Apart; 8 Rojl Alert Woy dual eariogenay A1O20}; {Doc ght Raa (LR; 10 Cyprus Staion (DLR 11 Gans Reach Soon (DLR) 12 Golion Fig Sion; 13 howsng ot Cypus