41 Universities
Revised by Rupert Goddard and Renza La Sala
Rupert Goddard and Renza La Sala specialise in university design and are partner and associate partner respectively at
Sheppard Robson
KEY POINTS
The UK higher education system is becoming increasingly
diverse. This diversity is expressed in the use of space, particu-
larly between teaching-led and research-led universities. Space
will be subject increasingly to remodelling for new needs or
to meet new standards. With imaginative design, space can be
Increasingly, more provision is being made for student-led and
‘blended learning’ (a mixture of face-to-face plus IT-mediated
learning). This will demand more relatively small and adapt-
able spaces. IT developments are enabling more intensive use of
space for teaching and learning
Contents
2 Space types
1 INTRODUCTION
universitas magistrorum et scholarium
41.1 Cambridge town plan: Cole and Roper map of Cambridge,
1804
1.2 Scope
Madrasah schools in the
Handbook
guidance could be extended to upgrading or extending existing Collegiate universities
1.3 History and types
Urban universities
these early institutes bore a strong relation to monasteries in their
41-1
41-2 Universities
1.5 Building form
buildings:
Subsequent urban universities
1.6 Orientation
Rural and suburban campus universities
Further education
1.7 Energy use
Potential ideas to minimise energy use could include:
exchanging with hot water supply
1.4 Site strategy
and reduce heat gains
and pedestrian circulation routes within and around the campus to
1.8 Water
Universities 41-3
1.9 Health and well-being Key issues
Registration technology
Building
Bulletin 93: Acoustic design in schools
2 SPACE TYPES
2.1 Introduction 2.3 Lecture theatres
Space will be increasingly subject to remodelling to meet changing
proposals:
Strategic issues
Uses
Single or multiple speaker presentations
Panel discussions
2.2 General teaching and learning space
Sightlines
without armrests
Supporting facilities
41-4 Universities
2.4 IT rooms
Task lighting
Within an open setting
2.5 Tutorial rooms
Group formal settings
rounding area:
2.6 Informal and social learning spaces
circulation spaces are considered as social meeting and group learning
Individual or group informal settings
areas support social interaction and blur the lines between social
2.7 Libraries
Individual formal settings
41.2 The Brooks Building, Manchester Metropolitan University, designed by Sheppard Robson. The ‘Spanish Steps’ provide valuable
social and informal learning space, complementing traditional seminar rooms
Universities 41-5
Key design issues
Special collections
Categorisation method
Accessibility
Community access
Wet laboratory
Access to drinking water
laboratory
and all personal items are stored externally to the laboratory
Environmental factors
Dry laboratory
Correct balance between background and task lighting
Library support functions
E-laboratory
‘Discovery’ laboratory
2.8 Specialist teaching and research spaces
These are either:
Specialist spaces
which could be accommodated in a standard structural shell
Support spaces
2.9 Laboratories
Preparation rooms
41-6 Universities
Storage University-based business schools
equipment
undertaken in dedicated accommodation and can comprise:
2.10 Music
the business school or department and comprises:
Rehearsal studios
Recital studios
Small breakout spaces associated with music rooms
Environmental considerations
should be considered:
the taught programme
traction and with suitable enhancement by the room acoustics
The two main acoustic concerns are sound quality and sound
clients
insulation
tional student intake
Space planning principles
Catering
ing external spaces
2.11 Business schools
Universities 41-7
Independent graduate business schools
Alumni centre
include:
Programmable lighting and blackout
based on chosen subject areas
2.12 Art and design
Graphic design and illustration
Painting
Screen printing
Jewellery
Sculpture
Supplementary and storage spaces may include:
Resource areas
Screening room
Secure dye store
Primary design considerations
working in the same or adjacent spaces
41.3 The Sammy Ofer Centre at the London Business
School, designed by Sheppard Robson. The renovation and
Annexe provide the wide range of learning, social and conference
settings required by the modern business school
41-8 Universities
PE accommodation
messy or large scale projects
A gym
Other considerations
and display
exhibition space or a catwalk
Clay traps to sinks in ceramic studios
2.14 Nursing and health professionals
2.13 Teacher training/education
way mirrors and specialist AV
2.15 Engineering
Science accommodation
Workshops
Teaching and research spaces
to consider are:
Universities 41-9
2.16 Incubators
and electromagnetic considerations ages entrepreneurship and minimises obstacles to new business
Start-ups and spin-offs
University incubators
Create a bridge between education and the economy
panies
Acoustic controls separation
Vibration
Access control and security
Remote equipment controls
2
to 500 m2
other regulatory restrictions
ist gases
2
2
Space planning
2
walls as well as equipment
building 2.17 Student support facilities
guide:
41-10 Universities
Student union
Student services
Control room
Careers and employment Green room
Cloakrooms
Nursery
Other student support facilities
2.21 Catering facilities
PGT student study room
PGT student computing lab
2.18 Staff facilities Informal and formal dining
Main kitchen and catering support
Goods reception
2.19 Public facilities
Other issues to be considered include
Waste and recycling strategy
ble to the public
Visitors waiting and collection area
Security control point
2.20 Conference facilities
Universities 41-11
2.22 Retail facilities
a guide:
Pharmacy
2.23 Sport and recreation
Indoor facilities
segregating the hall with net partitions
small reception and dedicated storage A balanced approach
2 2 2
aid room
Outdoor facilities administration and central departments includes:
Quality assurance
including lockers
Other considerations
Community and club use
Car parking requirements
41-12 Universities
2.25 Operational requirements Staff welfare
Parking and commuting
Security
Whole site Students
Site entry
Car parks
Environmental health and safety
Reception desk
Access points and circulation within building
Waste and recycling
Paper and packaging 2.26 The virtual campus
Glass
Catering
Sittings
Seating area
e-university
Materials handling
Central stores
Post
Embedded e-learning
Maintenance and cleaning
Site
Central storage
Information communications technology
Archives
Policy
Mobile and wireless technologies
Communications
Telephone
Deliveries and storage
Universities 41-13
Mobile and wireless learning
online lectures and the PowerPoint presentations coupled with
2.26 Other modes of learning
Work-based learning
Partnerships
Acceptance by learners
3 SPACE PLANNING
Online exams and assessments
3.1 Key issues
Campus-based e-learning Adopt a modular planning system that is clear and simple to
Distance learning
learning system designed to be carried out remotely using elec
adaptable
Distributed learning
Organise accommodation such that discrete academic depart
3.2 Sustainability
Applying sustainable solutions where appropriate to education
learning less dependent on time and location
ments
reduce churn
41-14 Universities
General teaching spaces
Robust materials requiring low maintenance
Table I SMG updated UGC space norms (net usable m2/FTE student)
systems
Allowance
Academic inc. for
staff: student UG1 PGC2 PGR3 academic
Subject group ratio m2 m2 m2 staff
Psychology
Agriculture and
and minimise carbon emission Physical sciences
Computer sciences
3.3 Space norms technology
and planning
Geography and
economics
Social studies
Archaeology
drama
Catering and hospitality
management
UGC space norms 1
2
Postgraduate course
Postgraduate research
Table II SMG updated PCFC space norms (net m2/FTE student)
Programme area m2
Teaching and PG research labs
Science
Art and design
3.4 Space standards
tionality and will need adjustment in many situations to suit
PCFC space norms
Universities 41-15
Table III UGC and PCFC Space Standards (net usable m2/workplace) Table IV Examples of indicative space standards used by institutions (net
usable m2/workplace)
Space types UGC m 2
PCFC m
2
Space type Net usable m2/workplace
General teaching
20
9
Teaching rooms 7
20
Teaching rooms 15
Tutorial rooms 10
Seminar rooms Standard computing area
Teaching rooms 10
7
Teaching laboratories (UG and PGC)
Gross internal area – for building costs estimation
Physics
Chemistry
Computer studies Net internal area – equivalent of net lettable area: the area within
Art and design
Net usable area – area available in rooms for people to use: the
Research laboratories
Balance area – area to enable the building to function
Computer studies
Libraries/learning
Gross Floor Space (GIA) area breakdown
Reader seat
Studies
Computer room
Net usable area 70 per cent
4 BRIEFING
4.1 The brief
Gross external area – for planning applications
understanding can only be established by implementing a thorough
41-16 Universities
41.4
Interview meetings
Data analysis
Benchmarking
Project sponsor and project steering group
Vision statement and background
the project sponsor
Universities 41-17
41.5
Impact on space of future changes in higher education
Managing space: A review of English further education
and HE overseas
sponsor and project steering group Review of space norms
The concept options should be tested against the preliminary
Space utilisation: Practice, performance and guidelines
the project
Space and furniture planning guide-
lines
sheets Effective learning and teaching in UK higher edu-
cation
5.2 Useful web sites
5 BIBLIOGRAPHY
5.1 Publications
Design with distinction: The value of good building design
in higher education
Learning spaces
Designing spaces for effective
learning: A guide to 21st century learning space design
Case studies