| Figures | ||
| 1.1 | Tacit: Explicit knowledge interchange (Nonaka, 1991) | 8 |
| 1.2 | Strengths and weaknesses of qualitative vs quantitative (Looi, 2014) | 14 |
| 2.1 | Complex adaptive assemblage drivers (adapted from Deleuze & Guattari, 1987, in Dovey, 2016, p. 269) | 25 |
| 2.2 | Four future university scenarios (OECD, 2006) | 40 |
| 2.3 | Forces for change determining the size of the university (from Hashimshony & Haina, 2014) | 41 |
| 2.4 | The new American university and its origins (adapted from Crow & Dabars, 2014) | 42 |
| 2.5 | The emergence of the branch campus model (Garrett & Gallagher, 2014) | 42 |
| 2.6 | Four possible evolutionary scenarios for universities (Ernst & Young, 2014) | 43 |
| 2.7 | Research intensive vs teaching; professional training vs higher education | 45 |
| 3.1 | Main layout prototypes: Schematic presentation of examples | 53 |
| 3.2 | Schematic description of changes in the organisational structure of the university | 58 |
| 3.3 | Forces for change determining the size of the university | 59 |
| 3.4 | Graphic presentation of alternative values for each spatial variable | 61 |
| 3.5 | Values applied to the three main uncertainties to generate the four scenarios | 62 |
| 3.6 | Graphic presentation of the spatial characteristics of each of the four scenarios | 64 |
| 4.1 | Input conditions (left) in the conceptual model explaining the proposition of the built environment as catalyst for innovation. These interdependent conditions are required to create and apply knowledge (innovation as a process in the middle) conducting to different outputs (right) (from Curvelo Magdaniel, 2016, p. 326) | 74 |
| 4.2 | Overview of the main stakeholders influencing the demand for developing tech-campuses framed into the Triple Helix model (Etzkowitz, 2008) (from Curvelo Magdaniel, 2016, p. 108) | 76 |
| 4.3 | Data collection plan (from Curvelo Magdaniel, 2016, p. 463) | 78 |
| 4.4 | Location of urban areas developed by the MIT in collaboration with public and private partners since 1959. Green: Urban area developments. Grey: The MIT’s owned land. Black: The MIT’s owned/leased buildings (Curvelo Magdaniel, 2016, p. 256) | 80 |
| 4.5 | Technology Square in 2014 | 81 |
| 4.6 | Kendall Square in 2014 | 84 |
| 4.7 | University Park @MIT in 2014 | 85 |
| 5.1 | The cause and effects of a postmodern world (based on Ishikawa Diagram) | 95 |
| 5.2 | Educational trends | 100 |
| 8.1 | The purpose-process-place framework (visualised after Duffy et al., 2011, in Beckers, Van der Voordt and Dewulf, 2015, p. 3) | 154 |
| 8.2 | Purpose of education (derived from Beckers et al., 2015) | 156 |
| 8.3 | Education processes (derived from Beckers et al., 2015) | 158 |
| 8.4 | Framework for aligning learning space with educational purpose and process (Beckers, 2016a, p. 40) | 159 |
| 8.5 | Impression of learning settings in the Nijmegen building (Beckers, 2016b) | 163 |
| 8.6 | Mean values regarding the importance of characteristics of the physical study environment in higher education buildings (N=697) (Beckers, 2016b) | 164 |
| 8.7 | Higher education learning space framework (adapted from Beckers et al., 2015) | 165 |
| 8.8 | Mean values regarding the learning space preferences (N=697) (adapted from Beckers, 2016b) | 165 |
| 8.9 | Settings for an activity based learning environment (classrooms excluded) (Beckers, 2016, p. 163) | 167 |
| 9.1 | Philosophical position of the grounded theory (philosophical triangle, based on Candy, 1993) | 180 |
| 9.2 | The interrelationship of the components of the research approach | 181 |
| 9.3 | The ten-step process of the research approach in the main study | 183 |
| 9.4 | The six step process: Archiving, coding, and analysing data in the pilot study | 186 |
| 9.5 | An example of mapping an individual perception of one student | 187 |
| 9.6 | Tree codes: Presenting the hierarchical structure of codes in MAXQDA | 188 |
| 9.7 | Selected codes for technology as an element of the tree codes | 190 |
| 9.8 | Planning the element based model: Positioning each code to realise its attribute, element, and environment | 191 |
| 9.9 | The fourth step of coding: Selected codes of nine elements | 191 |
| 9.10 | The fifth step of coding: Each code positioned according to its environment and its value | 192 |
| 9.11 | The main attributes of the place-time environments | 193 |
| 9.12 | The HBDS model and its attributes | 194 |
| 9.13 | The summarised HBDS model complemented by Face-to-Face and web-based education | 194 |
| 9.14 | Elements in design studio education: The final conceptual framework | 199 |
| 10.1 | Space 1 | 209 |
| 10.2 | Space 2 (Photo: Sino-Finnish Centre, 2016) | 209 |
| 10.3 | An integrated model of learning space and student learning in higher education based on an empirical study in China | 210 |
| 11.1 | Social construction of knowledge (from Nonaka & Konno, 1998) | 224 |
| 12.1 | Schematic diagram of an active learning classroom (from Brooks, 2013) | 246 |
| 12.2 | Steelcase ‘solutions’ for active learning classrooms (from Scott Webber et al., 2013) | 250 |
| 12.3 | Emergent relational model linking pedagogy, learning environment and student wellbeing (from Waldrip, Cox, & Jin Yu, 2014) | 251 |
| 13.1 | Peter Jones Learning Commons. Exterior view of west entrance | 266 |
| 13.2 | Library first floor (G170). Entrance of library | 267 |
| 14.1 | Six key qualities of academic library spaces | 291 |
| 14.2 | Barry Street Library of the University of Melbourne, Australia: The library showcases some good example of the use of artificial lighting in study areas with the feature of students’ ability to control the desired level lighting | 293 |
| 14.3 | In order to control the noise created from student groups working together, in La Trobe University Library at Bundoora Campus, Melbourne, sound absorbing materials were used for the screens dividing the space and defining the group study areas | 293 |
| 14.4 | Study spaces created along two sides of an internal garden in University of Queensland Ipswich Library, Ipswich, accommodate quiet individual study, offer a pleasant well-lit ambient and view of the rainforest garden and water features, and are not completely secluded or isolated | 296 |
| 14.5 | In Deakin University Library at Waurn Ponds Campus, Geelong, project and study rooms are defined as separate enclosed spaces while maintaining visual connections. These spaces are also equipped with technologies and furniture to support students’ collaborative learning needs | 297 |
| 14.6 | Refurbishment of Brownless Biomedical Library of University of Melbourne showcases some good examples of using furniture and colours to define a range of spaces where a formerly dull rectangular space was broken down into a number of smaller spaces that accommodate a variety of functions. Built-in furniture helps in defining areas for small group collaboration and study | 298 |
| 14.7 | In Queensland University of Technology at Kelvin Grove Campus, Brisbane, a range of colour palettes are used in different library spaces corresponding to specific activities that students are engaged in | 299 |
| 14.8 | A variety of learning spaces is created in Biological Science Library of University of Queensland, Brisbane, to accommodate a range of individual and group activities. Sliding panels also installed to open up adjacent spaces and create bigger space when necessary | 300 |
| 14.9 | Dividing elements adjusted on the tables in Macquarie University Library at Macquarie Park Campus, Sydney, have the flexibility to be taken out and create different learning settings | 301 |
| 14.10. | Macquarie University Library, Sydney, showcases efforts to create a sustainable learning environment by implementing a range of sustainable design solutions i.e. reusing and recycling demolition and construction wastes, using recycled materials, maximising the use of natural light from courtyards and skylights and controlling glare by shading and double facades, and using Automated Storage & Retrieval System (ASRS) | 302 |
| 14.11. | In La Trobe University Library at Bundoora Campus, Melbourne, one of the main entrances is located along one side of the Agora, the central hub of the campus accommodating a range of student services and amenities i.e. ATM, coffee shops, and stores; a strategy that highlights the role of library as the ‘focal point’ of the university campus | 303 |
| 14.12. | A number of design features is included in Deakin University Library at Waurn Ponds Campus, Geelong, to turn the library into the heart of the campus. An outdoor area is being designed in front of the library. The library is also in close proximity to student centre building and a natural open area including a pond | 304 |
| 14.13. | Inside Deakin University Library at Waurn Ponds Campus, Geelong, the design creatively incorporates some of the carrels of the old library in the ceiling defining a space below and adding a style to the interior architecture. Staircase walls were also made using old and outdated books from the old library which contributes to the identity and historical backgrounds of the library | 304 |
| 14.14. | Deakin University Library at Burwood Campus, Melbourne, presents some good examples of providing opportunities for students to not only find their spaces in the library but also to create their “own” places among the library spaces | 305 |
| 14.15. | In the refurbishment of level 2 of Walter Harrison Law Library of University of Queensland, Brisbane, design solutions were incorporated to address requirements of technology use i.e. provision of power points on the partitions next to desks and creating a range of spaces to accommodate different functions and activities | 306 |
| 14.16. | Refurbishment of Baillieu Library of University of Melbourne, Melbourne, presents a number of design strategies to create inspirational spaces i.e. maintaining openness and creative incorporation of built-in display spaces | 307 |
| 15.1 | Higher education learning space evaluation concept model 1 (from Rose-Munro & Majeed, 2017) | 319 |
| 15.2 | Higher education learning space evaluation model concept 1a (from Rose-Munro & Majeed, 2017) | 320 |
| 16.1 | The three over-arching modes of learning theory (Bolton, 2005) | 328 |
| 16.2 | Adaptive teaching framework (Bolton, 2005) | 328 |
| Tables | ||
| 1.1 | Implementation outcomes variables (from Peters, 2013) | 15 |
| 1.2 | Mapping the objective research question and method (adapted from Peters, 2013) | 15 |
| 1.3 | Summary of the university-industry-government relationship (adapted from Etzkowitz, 2000) | 18 |
| 2.1 | Faculty interest in active learning models | 39 |
| 5.1 | Summary of findings | 99 |
| 7.1 | Factor analysis results for WIHIC | 138 |
| 7.2 | Means, standard deviations and gender differences (ANOVA result and effect size) for WIHIC scales | 141 |
| 7.3 | Simple correlation and multiple regression analyses of associations between learning environment scales and student enjoyment and achievement | 142 |
| 8.1 | The industrial model versus the inquiry model in education (derived from Leland & Kasten, 2002) | 152 |
| 8.2 | Design characteristics of learning spaces | 161 |
| 8.3 | Design characteristics of four main learning space types (adapted from Beckers, 2016a) | 161 |
| 8.4 | Respondents characteristics (N=697) (Beckers, 2016b) | 163 |
| 8.5 | t-values to identify significant differences between learning space preferences per task (Beckers, 2016b) | 166 |
| 9.1 | Different scenarios of the HBDS model | 198 |
| 10.1 | A categorisation of three main dimensions of student learning activities | 208 |
| 12.1 | Students’ learning: Negotiating space, time and circumstances and institutional space development strategy (adapted from Boys, Melhuish, & Wilson, 2014, p. 17) | 249 |
| 13.1 | Campus members’ location and sociological grouping preference | 274 |
| 13.2 | Campus members’ location and observed activity | 275 |
| 14.1 | Key qualities of academic library spaces linked to their corresponding measures or quality indicators | 291 |
| 14.2 | List of academic libraries visited in Australia | 292 |
| 14.3 | Criteria of qualities in academic library spaces and their corresponding quality indicators | 308 |
| 15.1 | Success evaluation criteria, 1 indicates not achieved, 5 indicates successfully achieved | 323 |
List of Figures and Tables
In: The Translational Design of Universities
Editor:
Kenn Fisher
Kenn Fisher
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