IIM Nagpur, Maharashtra Designing Campuses for the 21st Century
MONDAL DEVJANEE ( A/2944/2016 ) G u i de : P r o f . D r . A m i t H ajela A r . R aje s h D ong r e
C o r d i nato r : P r o f . D r . J aya K u ma r
Architectural Thesis 2021
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Declaration
The thesis titled “ Indian Institute of Management, Nagpur “ a requisite of the Bachelors Program in the Department of Architecture, School of Planning and Architecture, New Delhi – 110002, was completed by the undersigned in January – May 2021. The supervisors were Dr. Prof. Amit Hajela and Prof. Rajesh Dongre. The undersigned hereby declares that this is his/her original work and has not been plagiarized in part or full from any source. Furthermore this work has not been submitted for any degree in this or any other University.
Mondal Devjanee A/2944/2016 Section B
22nd June 2021 Department of Architecture School of Planning and Architecture. New Delhi
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Indian Institute of Management Nagpur
Certificate
Certifica ate Certifica ate We certify that the Thesis titled “Indian Institute of Management, Nagpur, Maharashtra: Designing campuses for the 21st century” by Mondal Devjanee roll no A/2944/2016 was guided by us in January – June 2021 and placed in front of the Jury by the candidate on 31st May and 1st June 2021. W We certify y that W We the certify e Thesis y thattitled“Ind the e Thesis titled“Ind Maharashtr dian Instit tute dian of M Management, Instit tute ofNagpur, M Management, Nagpur, ra : Maharashtr ra : On completion respects including the last chapter by the candidate and based on the declaration by the st of the report in allst roll n no.A/2944/20 n was gu uided 016 by us was s ingu uided by us s in D Designing C Campuses D Designing fo or 21C Campuses Cen ntury“by fo or 21 Mo ondalDevjan Cen ntury“by nee Mo ondalDevjan nee roll 016 no.A/2944/20 candidate herein above, we forward the report to the Department to be placed in the library of the School of Planning and June J January – J June Architecture, J January 2021 and– placed J JuneDelhi. 2021 in front and placed of theinJur front ry by of thethe c Jur candidate ry by o on the31st c May candidate y ando on1st 31st May y and 1st June New 2 2021. 2 2021. O On completi ion of O On the completi e report ion in of n all the e resp report pectsin ninclu alluding resp pects the last inclu uding chapt ter thebylast the chapt ter by and the candidate and candidate b based on th he declarat b basedtion on th by he the declarat e candidate tion e byherein the e candidate ab bove, ewe herein fo orward ab bove, the we fo orward the Depart tment tment report to the report to the Depart t to be place ed in t to thebel library place ed of in t the the School l libraryofofPlannin t the School ng and of Arch Plannin hitecture, ng andNew N Arch Delhi. hitecture, New N Delhi. Department of Architecture
D Department of f Architectur D Department e Planning of f Architectur e School of and Architecture. S School of Pla anning New S School and Delhi. Architecture. of Pla anning and Architecture. N New Delhi. N New Delhi.
P Prof.(Dr) A Amit Hajela P Prof.(Dr) a A Amit Hajela a
Prof (Dr.) Amit Hajela
T Thesis Guide T Thesis Guide Thesis Guide ogy D Design, Resea arch, Technol D Design,Research, Resea arch, Technology Design, Technology
Ar.RajeshDongre Ar.RajeshDongre
Ar. Rajesh Dongre
Thesis Gu uide Thesis Guide Design Design
Thesis Gu uide Design
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Acknowledgement
This Thesis has been a roller coaster journey for me which included a lot of vital inputs, critical analysis of study and insight and unquestioned theories from all around. I would like to take this opportunity to extend my gratitude for everyone who helped me along in this. First and foremost I would like to thank my family throughout these long months and the panic situation brought around by the Covid19 pandemic. The support that i got from my family is immense and also I would like to thank my close friend to guide me in the Design solution. I would like to take this opportunity to show my gratitude towards my Mentor Prof. Amit Hajela and Prof. Rajesh Dongare, for their valuable insights on the project, guiding me with patience and motivating me throughout the semester. They took put in-numerous hours to discuss the project at every stage, and through their rigorous discussions kept me at my toes along. I would also like to thank my thesis co-ordinator - Dr. Prof. Jaya kumar. Projects by Annirudh Sharan, Rajat Kumar were a constant source of guidance and inspiration. A constant source of motivation and happiness were my friends especially Daddera Suraj Suresh-who despite going through their own problems were always there help me out and create a joyful atmosphere around me. I would to thank my junior Vivek Dadoriya, Karpate Vaishnavi, Yashvant Chudasama for their help during my stressful time.
Mondal Devjanee
May, 2021
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Abstract
Generations through generations, human has passed on their knowledge for the greater good of humanity and civilization. Education has become inevitable and will continue to be passed on, only the method and process will keep on changing. The Indian system had started with the gurukul system and now education takes place digitally through laptops, tablets along with the conventional methods of blackboard and textbooks. Technological advancement, the increasing educational access lead to a never-ending change in the educational process. Land acquisition is another major issue to create a social community campus for the future generation. If the educational process will never cease to stop then it is impossible to create a permanent campus where changes might lead to waste of money, time, and energy. The future of education also depicts that where everything will be controlled by artificial intelligence, humans are no more required in laborious skills. Humans need to develop cognitive, managerial skills as well as designing skills. To create a campus for the 21st century, the thesis will be looking into the design of the master plan of IIM Nagpur, which is located in a prime location of India offering management courses, which is important for future generations to consider. The thesis research through literature study, case studies of old and new business schools will help create a 21st-century campus with technological advancement. The campus will have enough space for systematic future development along with flexible classroom spaces that can be integrated with the latest technologies.
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Chapter 01
Chapter 02
Chapter 03
Introduction
Background research
Case study
Thesis Proposition Need identification Project Background Areas under research Design Objectives Scope Research Question Research Methodology Project Vision
Design Investigation
Planning of Campus University and the city The Future trends Collaborating
Parameters of case study Case Study • • • •
IIM Ahmedabad IIM Bangalore IIM Udaipur Harvard Business School
Comparative study Case Examples
Chapter 04
Chapter 05
Chapter 06
Site study
Area Programme
Technology research
Site location and connectivity Land use analysis & Development controls Site Drawings Built fabric analysis Open space analysis Vehicular accessibility Contour Study Supporting Infrastructure Site services Climate analysis SWOT Analysis
Programme components User Identification Space standards Area Programme Programme analysis
Project Vision Sustainable solutions
Water Harvesting System Radiant Heating and Cooling System Solar Farms Living Facade
Structure
Integrated waffle Slab Waffle slab Post-tensioned structure
Library Management system RFID Tags Automated High density storage
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Design Translation
Chapter 07
Chapter 08
Chapter 09
Concept
Evolution of Design
Design Proposal
Project Vision Site Derivatives Design Determinants Master Planning Concept Zoning Concept
Iteration 1 Iteration 2 Iteration 3 Iteration 4 Iteration 5
Master Planing Academic Focus Area
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List of figures
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figure 1 : Source : Author figure 2 : Source : Author figure 3 : Source : Author figure 4 : Source : Author figure 5 : Source : Author figure 6 : Source : Author figure 7 : Source : Author figure 8 : Source : Campus planning in India, A Kanvinde figure 9 : Source : Campus planning in India, A Kanvinde figure 10: Source : Author figure 11 : Source : Campus planning in India, A Kanvinde figure 12 : Source : Campus planning in India, A Kanvinde figure 13 : Source : Campus planning in India, A Kanvinde figure 14 : Source : Campus planning in India, A Kanvinde figure 15 : Source : Author figure 16 : Source : https://www.cyient.com/ augmented-reality-workforce-solutions figure 17 : Source : Author figure 18 : Source : Author figure 19 : Source : Author figure 20 : Source : Google images figure 21 : Source : Google images figure 22 : Source : Google images figure 23 : Source : Google images figure 24 : Source : Google images figure 25 : Source :Campus Landscape Space Planning and Design figure 26 : Source : Google images figure 27 : Source : Google images figure 28 : Source : Google images figure 29 : Source : Google images figure 30 : Source : Author figure 31 : Source : Google images figure 32 : Source : Future Libraries digital figure 33 : Source : Future Libraries digital figure 34 : Source : Future Libraries digital figure 35 : Source : Author figure 36 : Source : https://www.floornature.com/ architectural-solutions/interior-mecanooas-lochalmechanical-library-15403/ figure 37 : Source : Author figure 38 : Source : https://www.collegetransitions. com/blog/college-the-best-four-or-more-yearsof-your-life5/ figure 39 : Source : Future Libraries digital figure 40 : Source : Author figure 41 : Source : Google images figure 42 : Source : https://www.the-possible.com/ future-of-education-digital-campus-learningteaching/ figure 43 : Source : Author figure 44 : Source : Google images figure 45 : Source : Google images figure 46 : Source : Google images figure 47 : Source : Author figure 48 : Source : Author
figure 49 : Source : https://www.123rf.com/ photo_91424328_group-of-business-peoplecollaborating-in-office.html figure 50 : Source : https://www.123rf.com/ photo_91424328_group-of-business-peoplecollaborating-in-office.html figure 51 : Source : https://timesofindia.indiatimes. com/city/ahmedabad/iim-a-student-files-fir-formolestation/articleshow/70811163.cms figure 52 : Source : Google maps figure 53 : Source : https://www.livelaw.in/newsupdates/gujarat-high-court-issues-notice-to-iima-in-plea-against-grant-of-unrecognized-mmselmdegree-instead-of-mba-degree-read-order-165523 figure 54 : Source : https://www.iima.ac.in/web/aboutiima/campus/campus-map figure 55 : Source : https://worldarchitecture.org/ article-links/eccgn/louis-kahn-s-iim-ahmedabadsnk-completes-restoration-upgradation-of-vikramsarabhai-library.html figure 56 : Source : https://www.iima.ac.in/web/aboutiima/campus/campus-map figure 57 : Google maps figure 58 : Source : www.iima.ac.in figure 59 : Source : www.iima.ac.in figure 60 : Source : www.iima.ac.in figure 61 : Source : www.iima.ac.in figure 62 : Source : www.iima.ac.in figure 63 : Source : www.iima.ac.in figure 64 : Source : www.iima.ac.in figure 65 : Source : www.iima.ac.in figure 66 : Source : www.iima.ac.in figure 67 : Source : www.iima.ac.in figure 68 : Source : Google images figure 69 : Source : www.iima.ac.in figure 70 : Source : Google images figure 71 : Source : Google images figure 72 : Source : www.iima.ac.in figure 73 : Source : www.iima.ac.in figure 74 : Source : www.iima.ac.in figure 75 : Source : www.iima.ac.in figure 76 : Source : Google images figure 77 : Source : www.iima.ac.in figure 78 : Source : www.iima.ac.in figure 79 : Source : www.iima.ac.in figure 80 : Source : Google images figure 81 : Source : Google images figure 82 : Source : Google images figure 83 : Source : Google images figure 84 : Source : Google images figure 85 : Source : www.iima.ac.in figure 86 : Source : www.iima.ac.in figure 87 : Source : Google images figure 88 : Source : www.iima.ac.in figure 89 : Source : Google images
figure 90 : Source : Google images figure 91 : Source : Author figure 92 : Source : Author figure 93 : Source : www.iimb.ac.in figure 94 : Source : Author figure 95 : Source : Author figure 96 : Source : Author figure 97 : Source : www.iimb.ac.in figure 98 : Source : www.iimb.ac.in figure 99 : Source : Google images figure 100 : Source : Google images figure 101 : Source : https://line.17qq.com/articles/ ndkkgdpov.html figure 102 : Source : https://line.17qq.com/articles/ ndkkgdpov.html figure 103 : Source : https://line.17qq.com/articles/ ndkkgdpov.html figure 104 : Source : Author figure 105 : Source : www.iimu.ac.in figure 106 : Source : www.iimu.ac.in figure 107 : Source : Author figure 108 : Source : Author figure 109 : Source : Author figure 110 : Source : www.iimu.ac.in figure 111 : Source : pdf from architect figure 112 : Source : pdf from architect figure 113 : Source : pdf from architect figure 114 : Source : Google images figure 115 : Source : Author figure 116 : Source : Google images figure 117 : Source : pdf from architect figure 118 : Source : www.iimu.ac.in figure 119 : Source : www.iimu.ac.in figure 120 : Source : Author figure 121 : Source : Author figure 122 : Source : pdf from architect figure 123 : Source : pdf from architect figure 124 : Source : www.iimu.ac.in figure 125 : Source : Google images figure 126 : Source : havard university -Institutional master plan figure 127 : Source : havard university -Institutional master plan figure 128 : Source : Author figure 129 : Source : Author figure 130 : Source : havard university -Institutional master plan figure 131 : Source : Google images figure 132 : Source : Author figure 133 : Source : Google images figure 134 : Source : Author figure 135 : Source : Author figure 136 : Source : Author figure 137 : Source : Author figure 138 : Source : Author figure 139 : Source : Author
figure 140 : Source : Author figure 141 : Source : Author figure 142 : Source : Author figure 143 : Source : Author figure 144 : Source : Author figure 145 : Source : https://nalandauniv.edu.in/ figure 146 : Source : https://nalandauniv.edu.in/ figure 147 : Source : Author figure 148 : Source : https://nalandauniv.edu.in/ figure 149 : Source : https://nalandauniv.edu.in/ figure 150 : Source : Google images figure 151 : Source : Google images figure 152 : Source : Google images figure 153 : Source : Google images figure 154 : Source : Author figure 155 : Source : Author figure 156 : Source : Author figure 157 : Source : Author figure 158 : Source : Author figure 159 : Source : Author figure 160 : Source : Author figure 161 : Source : MIHAN Development Authority figure 162 : Source : Author figure 163 : Source : Author figure 164 : Source : Author figure 165 : Source : Author figure 166 : Source : Author figure 167 : Source : Author figure 168 : Source : Author figure 169 : Source : Author figure 170 : Source : Author figure 171 : Source : Author figure 172 : Source : Author figure 173 : Source : Author figure 174 : Source : Author figure 175 : Source : Author figure 176 : Source : Author figure 177 : Source : Author figure 178 : Source : Author figure 179 : Source : Author figure 180 : Source : Author figure 181 : Source : Author figure 182 : Source : Author figure 183 : Source : Author figure 184 : Source : Author figure 185 : Source : Author figure 186 : Source : Google images figure 187 : Source : Author figure 188 : Source : Google images figure 189 : Source : Author figure 190 : Source : Author figure 191 : Source : Google images figure 192 : Source : Google images figure 193 : Source : Google images figure 194 : Source : Google images figure 195 : Source : Google images
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Chapter 01
Introduction • • • • • • • • •
Thesis Proposition Need identification Project Background Areas under research Design Objectives Scope Research Question Research Methodology Project Vision
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Thesis Proposition
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The goal is to design campuses for the 21st century respecting the nature, flexible with the use of modern technology and absorbing the future growth and expansion, keeping in mind the land crisis of the future. The aim is to design future universities without forgetting the need of a socially-centered campus design providing the sense of community.
Need Identification Smart Campus Planning Campuses all over the world are hubs of students and scholars learning and exploring new knowledge. Universities not only aid the students to acquire skills and concepts for their future careers, but also support them socially and emotionally throughout their educational journeys. The changing times has also changed the ways of learning and teaching process.
The changing systems and educational needs
New possibilities New courses
Increasing intake of students
Tech advancements will never cease
The open gurukul classrooms have changed into the closed classroom complexes changing the spatial needs.
The courses known to the students have kept on increasing as the generations have passed on. Each course has its own spatial requirements.
Enrollment of students have kept on increasing due to the spread of awareness of educational rights and increase in population.
Blackboards and books are getting replaced by smartboards and laptops, pads and hence the needs of the space.
.....and hence campus planning also needs to change constantly to keep develop along with these factors. This thesis will try to find solution for the 21st century campuses. Architectural Thesis 2021
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In order to design test the proposition a national importance campus has been chosen. The project looks into designing a future absorptive campus for the Indian Institute of Management, Nagpur complying with the proposition stated. The Indian Institute of Management, Nagpur has been located in the MIHAN zone (Multi-modal International Cargo Hub and Airport at Nagpur) according to the MIHAN master plan. A large site area of 132.79 Acres has been proposed for the project providing the opportunity to achieve the proposition of designing a smart campus which can absorb future growth of students and technologies.
Fig 1: Site survey plan
Understanding the proposition
Project Background Introduction to the project and areas under research
As the educational techniques, scopes change so does the institution and campus planning. The permanency in any architecture defies these changing requirements of an educational system. Planning of campus design needs to challenge the factor of permanency and bring in flexibility and scope of easy growth and expansion, along with being nature-responsive. Campuses have a great impact on the social and emotional life of a student. Personal development plays an important role in creating a future. The need for ever increasing student strength also leads to a responsible campus design promoting a sense of community among the students and the faculty. Responsive campus planning catering to all these factors are necessary for the betterment of the students.
Areas under research 1. Effective Master planning A proper master plan keeping in mind for future expansion is necessary for the exponential growth of the students every year into an institute. 2. Flexible space designs equipped with modern technology Class room requirements for different courses may differ. Flexible classroom designs have the potential for different classroom layouts for different purposes leading in smart usage of spaces. Libraries which had huge areas with stored books are changing eventually with flexible interactive zones. 3. Active Interactive Zones Outdoor spill-out spaces, in between informal spaces have a great impact in the development of a student. The efficiency is increased drastically due to such breakout spaces that connect to nature and leading to peer interactions.
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1. 2.
Design Objectives
3. 4.
To understand the current campus planning strategies recognizing the gaps in planning by understanding the current and future requirements of a business school. To analyze the strengths and weaknesses of the existing campuses in India and International via case studies. Also processing the issues, concerns, opportunities and strengths of the site for an institute design. Developing master plan strategies from the processed study and then designing the academic and administrative block in detail by considering the areas under the research. To design campus learning spaces equipped with the modern technology capable of absorbing future expansion and growth without hampering the ongoing classes amalgamating with interactive breakout zones.
The scope of this thesis is to generate the future growth absorptive master plan for the IIM Nagpur campus and detailing out the academic complex with the MDP and Incubation centers. This will not look into the detailing of the residential and recreational units.
Research Question
Scope
How can we design sustainable campuses keeping in mind the need of future expansion and integration of smart technologies along with the incorporation of breakout informal spaces for betterment of a student?
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Project Vision Design Components
The vision of the project aims to be self-sufficient sustainable, socially centered and future growth absorptive campus .
Social personal development To provide healthy social life to the students
Collaboration space To facilitate young minds for starting up their businesses.
Smart Master Planning Master Planning to facilitate easy future expansion
Community Connect Designing a campus that connects with the city community as well.
Flexible spaces Master Planning to facilitate easy future expansion
A new Business school model: Business school model that can be taken up for other schools.
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Chapter 02
Background Research Planning Of Campus
Universities and the City
The future trends
Collaborating
• • • • •
•
•
•
• •
The definition of universities The Campus environment Campus Planning in India Form and Approach Factors affecting form of campus Patterns of Growth Campus parts
•
How universities benefit society? How universities can become a model for better city?
•
Active Interactive Zones
• •
•
The Changing Space Needs The future of Education Redefining Higher Education through NewAge Innovations Campus planning can’t be
•
Institutes Collaborating with Industrial sector Campus planning can’t be never complete
never complete
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University can be spelled as Uni-versity meaning one including all, a single, unified community of individuals of different experience living, working, and studying together to assimilate knowledge, improve skills, and develop character.
Unified community of individuals
The Definition of universities
A university campus should be a place where a student is confronted with realities of living and working with their people in an environment that provides a wide variety of conditions for the best kind of relationships. It thus sets the stage for the time when a student enters the mainstream of life, bears his own responsibility, and makes his contribution to society
Fig 2: Illustration of a Campus
Universities or the Institutions The transition to mass eduction The old Indian Gurukal system of teacher and disciple living together has
Fig 3: Illustration of a Campus
its recognized qualities and advantages. However, the scope of today’s knowledge, the number of students in relation to qualified teachers, economic factors, time limits, and the democratic idea of educating all who are qualified preclude such an ideal. The student of today would be extremely handicapped were it not for the immense, functionally planned, well-lighted, ventilated and equipped academic buildings and other physical amenities that form our finest university campuses.
Fig 4: Illustration of mass education
Thus in tensive mass education requires good architecture to provide an environment that will enhance the efficiency and well being of those involved.
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The change of nature of campuses The definition of the campus university has changed time to time through the various years. In India, physically separate colleges first affiliated under the “university” umbrella for mutual administrative advantages and uniformity of standards, including curricula, examinations and granting degrees. However, these physically separate colleges are do not provide all the benefits that a single university community does. Thus, there became a need for proximity of living and learning accommodations. Hence, promoted the development of the residential campus university though with wide variations in the percentage of students actually living on campus.
“The ideal campus”
The campus environment The components of a campus for the higher level education.
The campus is the physical environment created when buildings are constructed to allow the university idea to flourish. A university campus has been compared to a city on a small scale because it provides most of the needs for the university community except the fact that an university is a non commercial place and primarily for study . A campus ought to be a closely knitted cluster of buildings with intimate pedestrian open spaces providing a unique environment for living and studying physical activities. An adequate campus courages social relationships of all kinds in student activity centers. It furnishes a place for literary, artistic, musical and dramatic occasions to culturally enrich the university community as a whole.
A place of inspiration and stimulation
Fig 5: Campus Environment
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“The ultimate size of campuses considered in 1980’s” The “ultimate” size was predetermined, the university often continued to grow beyond what was originally considered best. Higher density facilities are necessary to maintain the compactness of central campus.
A major controlling factor is Walking distance: - Ten minutes from hostel to class room is considered a maximum allowable walking distance - Three to five minutes is optimum.
10 MINUTE WALKING DISTANCE
Fig 6:Campus Planning
Residential
Campus planning in India Factor considered
Academic
Library
Campus Core
Academic 5 MINUTE WALKING DISTANCE
Residential
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Fig 7: Size of the Campus
The different styles of campuses Campus planning cannot be wholly categorized. It is easier to classify campuses by comparing the physical characteristics or form. Dober has broadly classified two categories for campus planning as follows.
Homogeneous
Heterogeneous
Campuses that are conceived as an entity in a kind of geometric pattern utilizing the same materials and forms consistently throughout. As defined by Dober, this style depends upon a closed ended system. In other words, it is conceived and built in total with only minor additional growth expected or tolerated.
Campuses are made up of individually designed buildings that are distinct entities not always in harmony with each other, nor providing strong enough background context to bring them together into a unified whole. This is characteristic of a majority of older campuses that have suffered under the hands of changing administrations and consecutive designers through the years. Such a style is certainly “open ended” and considerable growth occurs but, more often than not, very little direction is given for future growth.
Form and approach Campus planning techniques
Fig 8: Homogeneous Campus designed for growth - 1966 Tougalou College, Jackson, Mississippi, USA
Fig 9: Heterogeneous Campus allowing for growth - 1947 Roorkee University, UP, India
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Various factors that may determine design, approach and form, other than the philosophy and experience of the designer, are as follows as shown in the diagram below. While pre-established patterns of an older campus which must be respected and complemented in further growth, often determine the form and approach, in the design of new campuses. The educational philosophy or the nature of the site usually has the greatest influence.
Climate
Factors affecting form of campus
Site Nature
Resources
Designer’s Philosophy
Material Choice
Educational Objectives
Various factors determining the form and approach of the design
Pre-established Patterns
Attitudes and intentions Fig 10: Factors affecting Resultant form
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FINAL RESULTANT FORM
Governmental influence
Available Technology
Functional Requirements
Robert Matthew, Johnson-Marshall & Partners, Architects, in their report, The Proposed University of Bath, suggest four basic patterns that might encompass most of the types in use.
Concentric Pattern of Growth The central area or “core” of the campus be comes tightly enclosed and successive rings of development shut in and prevent selective expansion.
Fig 11: Concentric pattern of Growth
The Zonal Pattern of Growth
Patterns of Growth
Zones allocated specifically to academic, residential or recreational handicapping integration of campus activities
Basic principles for the future expansion
Fig 12: Zonal pattern of Growth
The Molecular Pattern of Growth Growth accomplished through addition of self contain units or molecules, each a microcosm of the whole. The campus is complete at each stage of growth, but the system is perhaps limited to a many centered’ campus rather than a centralized type. Fig 13: Molecular pattern of Growth
The Linear Pattern of Growth The central core can expand at either end as the University grows: existing elements extend outwards and grow independently of one another new ones are added to extensions of the core which never becomes shut in as in the concentric pattern. Fig 14: Linear pattern of Growth
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Instructional Facilities The buildings on campus today are devoted to the function of scheduled instruction of transmitting knowledge in formal surroundings.
The study environment for higher education 1.
2.
3.
Campus parts
4.
Basic principles for the future expansion
5.
6. 7.
Self-study alcoves: More self-study spaces will be constructed. These may be located in the library, or special study buildings, or built into the dormitories. Seminar rooms: The number of seminar rooms will increase, particularly if “team” teaching methods are adopted. With large sections meeting for lectures, and subdividing for discussion, recitation, and deliberation, the economies of large classes are combined with the advantages of smaller group meetings. Interchangeable classrooms: Banks of rooms may be set aside for recitation and discussion in subjects which have no specialized equipment requirements. These rooms will have various seating capacities. Flexible partitions of high acoustical quality will allow large rooms to be changed easily to small. Lecture-demonstration rooms: These are similar to the interchangeable classrooms but are set up for demonstration purposes. Special-purpose classroom : These facilities will combine space for instruction, recitation, demonstration, and laboratory work in specific fields of knowledge chiefly those requiring specialized equipment and unique installations Multi-purpose classroom: These are similar to the laboratories above,but because of simpler interior equipment requirements can be used for several different subject areas interchangeably. Special teaching laboratories: Such spaces as art and music studios are in this category, as well as special-purpose spaces such as graduate student laboratories and home economics laboratories.
Libraries and Museums “...the most beautiful building on campus,clearly reflecting by its symmetry and balance, the triumph of the architect over the librarian.”LOUIS R. WILSON AND MAURICE F. TAUBER”THE UNIVERSITY LIBRARY” The libraries can be the determinant of the higher education quality. The role of museums in higher education is an important one. As early as 1750Harvard set aside space for “a collection of interesting objects.” Other schools had their cabinets of curios which were used by teachers in demonstrating various aspects of their lectures. University museums can became important centers of research, sponsoring world wide expeditions to collect the heritage of mankind. Fig 15: Campus functions
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Research Research is the methodical, systematic, directed study of a subject which is still largely unknown. Research flourishes in institutions of higher learning because colleges and universities provide the opportunities for the continuance of the scientific movement: money,leisure, freedom of pursuit, coupled with ideal conditions for scholars to come together to exchange ideas and techniques.
Collaborations Places where professional life merges with the academic life giving real life experiences to the students.
Centers of Extracurricular Life There are special non-instructional buildings on campus, important to the life of the academic community, having special design requirements and necessitating a central location of public prominence. Some of the examples are: 1. College and university unions 2. Faculty clubs 3. Worship centers 4. Auditoriums and theaters
Institutional Services Institutional services are day to day non-instructional activities which enable the college and university to carry out efficiently its obligations to faculty, student and staff, fulfilling the purposes for which the institutions were chartered. The administration services are included in this.
Housing The residential quarters for the students, faculty and the staffs. Staying in the same campus ensures a greater quality of education.
Sports, Recreation and Physical Education Recreational activities are necessary for better personal development of the students. These places in the campuses ensure better stimulation of the minds.
Circulation and Parking Fig 16: Campus functions
This is essential part of a campus. Architectural Thesis 2021
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Universities are economic engines Universities are hotbeds of innovation and entrepreneurship. In partnership with government and business, academic research and technologies help to drive an array of vital industries.
Can change the face of a city As major landowners, universities are significant investors in the built environment. Campus developments reshape the skyline while providing new civic identities.
Attract global talent Universities have a tremendous ability to attract global talent to cities and nations
How universities benefit society? Universities role in building up a city
Can build international connections International staff and students do more than just boost the economy. They contribute to the vitality of their communities and help develop tolerant and inclusive societies.
Help address societal challenges At an institutional level, universities are well positioned to offer comprehensive, independent assessments of the societal issues. Universities also offer vital services to their surrounding communities that are otherwise scarce, including access to healthcare, cultural amenities and even sports facilities.
Fosters creativity and open debate Universities support a number of creative activities. Artistic and creative endeavors can help to put a city on the map – helping to boost global competitiveness.
Higher education improves lives Most fundamentally, we must not lose sight of the fact that access to higher education improves lives. It enhances self-knowledge, employment opportunities and promotes civic participation.
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Imagine a city in which buildings alerts you when they need repair, there is Wi-Fi on every street corner, sensors tell the garbage trucks where, when and how often to collect, and where data is analyzed in a way that tells us which streets are more likely to be crime hotspots based upon traffic and movement. These are just a few examples of the things we could hope to see in a connected “smart city.”
Create a smart ecosystem with the city. Fig 17: Smart Campus Illustration
How universities can become a model for better city? Campus is a city within city where smart city models can be explored
Universities produce a creative and highly skilled workforce and they provide a way to test smart city technology. This can lead to City leaders employing the students who have been part of the testing in jobs that make cities smarter. The symbiotic relationship is a win for both cities and universities. At the heart of smart cities are smart institutions of higher education. These institutions prepare students to live, work and innovate in a smart city. Cities will require an “internet of things” strategy backed by not just smart technology, but smart people. That’s where higher education comes in.
How campuses can help at an urban context by amalgamating with the city?
Fig 18:AI/VI Illustration
Fig 19:Digitalized campus
Become a testing ground for smart city projects Colleges and universities are essentially mini cities and are the perfect testing grounds for larger-scale initiatives. Universities are physical sites and regeneration projects that ‘connect economic and community engagement’. Universities should take advantage of these opportunities. This will help the cities and provide students with valuable skills. Architectural Thesis 2021
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How stressful can universities be? Universities act as a power house, where innovative ideas are put forward. However, many students are exposed to high levels of stress due to interpersonal conflicts, self-esteem problems,financial constraints, time constraints,frustration and emotional problems in their university life. This eventually leads to physical ill health and deteriorated mental health threatening students’ life. Fig 20: Image depicting student stress
Active Interactive Zones Importance of interaction in better education
Design of campus should be far beyond just providing a place for study. It should also be healing—serving functional as well as mental needs. Many creative and innovative ideas occurring outdoor environments, away from formal classes and discussions due to the natural scenery and a relaxing atmosphere. Architecture can affect human health through stimulation. Lack of stimulation, insufficient stimulation and too much stimulation can cause sensory of deprivation or distraction. It has been widely accepted that an open and informal atmosphere can stimulate creative expression. The space must be flexible to embrace individual needs and social interactions. In the campus life, a well-designed open space shall create an integral blend of private space for concentrated study and public space for collaborative exchanges. Open spaces located between buildings and working as joints of surrounding environments, provide a sense of direction in a campus by integrating and organizing different places and elements; they also can provide an aesthetic sense by involving attractive surroundings and creating visual surprises.
The dual role for social interaction and environmental enhancement—mutually reinforcing one another, features an open space in healthy campus life.
Fig 21:Informal Green space
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Fig 22:Informal covered space
Fig 23:Informal space
Fig 24:Informal Space Illustration
Various union possibilities
Fig 26:Trees
Individual space
Fig 27:Lawns
Collaborate
Fig 28:Colourful flowers
Coffee/Catch-up
Fig 25:Framework for healthy campus open space design
Framework for healthy campus open space design. Group Study
All these elements are necessary to make a campus healthy and lively without which there would be no inspirations and stimulations in the universities. The framework above shows various such architectural elements that would help increase the campus liveliness. Fig 29:Sculptures and Installation
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A major change in space - Libraries “I think there’s a whole infrastructure that has to be not only created, but invented and sustained in order to make sure the knowledge that we’ve been digitizing is retained and reusable over a long period of time. Otherwise, we’ll have denied ourselves what is the most important potential I can think of to have all the knowledge of human-kind at our fingertips.” —Vint Cerf, Guardian Activate London, 2013
The Role
The Changing Space Needs With the development of technology
Libraries have had the historical role of being places for the preservation of knowledge. Libraries are and will continue to be places where information is accessed and new knowledge is created. Libraries play a fundamental role in granting access to essential resources to those who do not have the means themselves
The change
Fig 31: Previous Library Spaces
Libraries are going through a renaissance, both in terms of the social infrastructure they provide and in terms of a diversification of the services and experiences they offer. In corporate environments they are playing an increasingly important role in the provision of collaborative and diverse workspaces. In communities they are evolving into hubs for education, health, entertainment and work.
Fig 30:Illustration for Changing space
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Libraries are encouraging people back into the physical space, through the integration of, for example, cafes, free Wi-Fi, maker spaces or child care programs. the “walls” of libraries continue to expand beyond the physical space, with Online resources, social media, crowd sourcing and mobile services changing how collections and services are accessed and shared while on the go.
Fig 32: Changing Library Space
Fig 33: Changing Library Space
Key Implications
An Ecosystem for Future Libraries
- Space and locations for diverse functions and user needs - Flexibility and adaptability - Deployment of robotics and smart systems - Integration of interactive elements - Sustainable retrofitting
- Skills update - Issues for cu-ration and conservation - Alternative funding - Alternative operation models - Community engagement
- Engagement through social media - Mentoring, cu-ration and discover-ability - Personalized content - Seamless digital and physical experiences - Participatory service design
Fig 34:Ecosystem for future library
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The need for 21st century - Emerging Trends Physical interaction will remain a key demand of users, despite the opportunity for ubiquitous and constant information access offered by technology. They provide an opportunity to practice and experiment with exclusive technologies. Library spaces will need to be flexible and adaptable in order to stimulate collaboration and social interaction, while still enabling quiet reflection and chance to discovery. Adaptability and flexibility will be key to providing spaces and services that respond to user needs and expectations, while ensuring solid and viable operation models both today and in the future. To cope with a lack of space and conservation requirements, robotics and automation can be deployed to achieve costeffective solutions for storage and physical archives. Fig 35:Illustration depicting emerging trend
Open Information and Copyright Legislation Widespread public connection to the Internet is creating a demand for unrestricted access to information. A growing number of academics are contributing to this open access movement by self-archiving their articles fast pace of the digital world. Information Overload According to the CEO of Google, Eric Schmidt, we create as much information in two days, as we did from the dawn of civilization up until 2003. Learning Models Lifelong learning – the voluntary, and self-motivated pursuit of knowledge throughout our lives – is today an established phenomenon. Smart Systems and Robotics With increasing volumes of items in need of storage and the shrinking availability of space, the application of programmed machines can optimize the design of archives, resulting in space and energy savings, as well as optimization of retrieval systems.
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Enabling Collaboration and Decision-making For future libraries, this will mean providing users with spaces where meaningful interactions an take place and where people can easily access curated information both in physical and digital form. Mobile Lifestyles The borders of traditional working environments are fading, whilst an increasingly diverse workforce seeks more informal and convenient spaces to meet and collaborate. Immersive Personalized Experiences Libraries strive to differentiate their offering in the face of increasing user expectations, and are making efforts to innovate around the user experience they offer to provide well designed services. Immersive experiences are rich, virtual online environments that allow learners to be engaged in a selfcontained artificial or simulated world while experiencing it as if it was real. Universal, Unbiased and Secure Access to Knowledge
Modern Libraries Microsoft Future Vision In the future world envisioned by Microsoft’s office labs, everyday objects are filled with digital capabilities. A coffee cup can display the temperature of its content, electronic newspapers have the material qualities of paper, while functioning like e-readers. Glass and clear surfaces are used as displays and information flows in a continuous stream from personal devices onto objects furnishing the environment. In Microsoft’s fictional world, collaboration and access to information are natural interactions transcending spatial and temporal distance.
Fig 36: Microsoft Future Vision
University of Chicago Librarian Bot The book collection of the Joe and Rika Mansueto Library at the University of Chicago is conserved in an underground storage space set to ideal temperature and humidity conditions. The five storey archive can only be accessed by custom-designed robot cranes which, prompted by librarians’ requests, can retrieve any of the 3.5 million tonnes in minutes.
Fig 38:Modern library Storage system
Moscow Metro Digital Library A virtual library of Russian classical literature was opened in 2014 in some of the 195 Moscow metro stations. Commuters can scan codes disseminated in the stations with their personal mobile devices and explore a virtual catalogue of more than 100 publications, with no need to register to the service. Fig 37:Modern Library technology
Fig 40:Illustration for various informal spaces
Fig 39:Illustration for Modern library technology
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Every Young needs to be educated The enrollment of students has been increasing and never decreased. Teaching every kid on the planet with limited resource and technology is a challenge.
Fig 41: Image of Aspiring Students
The future of Education Why management course is important?
Fig 42: Graph of students enrolled
Education must adapt to the Fourth Industrial Revolution Managerial skills are important: Technology is transforming how we live, work, play and think. And it’s happening more quickly, and on a larger scale, than at any point in human history … Education needs to equip today’s young people with the skills to thrive in tomorrow’s world. Even if we don’t know what it looks like yet. Within just a few years, developments in technologies such as artificial intelligence, robotics, nanotechnology and 3D printing will transform most occupations. According to the World Economic Forum’s Future of Jobs Survey, “a wide range of occupations will require a higher degree of cognitive abilities — such as creativity, logical reasoning and problem sensitivity — as part of their core skill set. Active” or “problem-based” learning seeks to engage students’ natural curiosity, rather than simply presenting them with information. In the future, work will be structured around projects, not processes. The world will need new skills to help manage humans the formidable tools at their disposal. Students need to know how to interpret search results, critically assess the quality and veracity of information and make ethical judgments about how to use it, and need to think creatively to come up with solutions to increasingly complex global problems.
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TRADITIONAL CLASSROOM
FLIPPED CLASSROOM
“Phenomenon-based learning” It emphasizes skills such as communication, creativity and critical thinking, and better prepares students to apply their knowledge in the 21st-century workplace.
Lecture
Homework activities
Lecture
Classroom activities
Flipped classroom which is totally wired: multiple monitors allow students to review course materials and look things up on the internet as an intrinsic part of the classroom experience.
Fig 44: Classroom types
Redefining Higher Education through New-Age Innovations Technology is at the heart of the learning space of the future. “You just don’t learn in the classroom or lecture hall, you learn from each other, you learn outside, at the dining table or the coffee shop. Two or three students sitting around a table with their laptops is a wonderful learning environment”
ONLINE TEACHING
Fig 43: Emerging methods of Higher education
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E-Learning E-learning, which is education through the Internet or network, is a part of new dynamics that characterizes the educational system. It includes web-based learning, computer-based learning, virtual classrooms and digital collaboration.
Short Lecture Methodology
Fig 45: E-learning
An innovative teaching and learning methodology is a short lecture. It is the method in which a problem solving case study is discussed by the students who are organized into groups and who interrogate the responses of fellow students. The lecturer as the facilitator is tasked with guiding and promoting student interaction. Fig 46: Short lecture methodology
Simulation and Role-playing The idea is to create a workplace scenario that students could encounter in real life. Such a method will allow students to develop their social skills essential for their respective industries.
Problem-Based Learning (PBL)
Fig 47: Simulation and role-playing
Problem-Based Learning (PBL) for students is a flourishing approach to enhance their learning. It is extremely useful to encourage critical and analytical thinking among them and also helps in addressing the rapid technological changes in the dynamic workplace of 21st Century. Fig 48: Problem based learning
Blended Learning Combines online and face-to-face pedagogy, is a fast-growing mode of instruction as universities strive for equitable and alternative pathways to course enrollment, retention, and educational attainment. Fig 49: Blended learning
Nurturing Employability Fig 50: Nurturing Employability
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Collaboration with stakeholders is essential to inform design, content and delivery of programs of study that support and enhance employability.
Indian Institute of Management Nagpur
The university administrator seeks that degree of continuity and stability compatible with the progressive change required to maintain the institution’s leadership role. Growth and change in campuses are permanent features and hence it is not possible to “complete” the development of a university campus. Campus design must anticipate, as nearly as possible, the nature of probable growth and change. Increasing enrollment Enrollment is increasing every year by manifolds which need to be constantly adjusted in the permanent build structures.
Campus planning can’t be never complete Universities are bound to continuous change
Differential growth Occurring in various areas of the University along with overall growth. Some elements may grow in direct proportion to the increase in enrollment, whereas others may grow faster or more slowly or even remain static. Internal flexibility Required for changing uses of spaces and services.
Fig 51:Internal Flexibility
Fig 52: Use of internet technology
“The Challenge” Providing flexibility and indeterminacy, is the greatest challenge for the designer designing the campus. This thesis determines to find a possibility for this challenge through designing a national importance campus that can acts as a future model for such campuses. Nevertheless This model can be determined as the final future model, even this is subjective to the change in the academic needs and growth in human technologies.
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Campuses are the main stakeholders of our innovation ecosystem Innovation is performed and catalysed primarily by three main pillars, i.e. government, academia and industrial sector of India. Creating a strong Industry-Academia (I-A) R&D ecosystem in the country is necessary. Industry is forever scouting innovative ideas that address their R&D problems and on the other hand, academia is in pursuit of a hand-holding to translate and scale-up it’s lab research.
Institutes Collaborating with Industrial sector The new face of collaborations with various industries and markets
Academia and industry have to shed away the existing approach of working in-silos and look for synergistic routes that will also help to improve Indian global innovation ranking, especially in ‘Innovation linkages
Fig 53: Stake holders for the ecosystem
Current Collaborative methods • •
• • • • •
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Incentivizing universities and its faculty for delivering meaningful I-A interactions by the means of collaborative research work of industrial consultancy. Creation of city academic clusters, a colloquium of universities, colleges and research institutes in a particular region/city, that can act as a single window platform for displaying research/technologies/ patents, facilities, instruments and scientific expertise available with academia, to be co-shared with the industry. Mobility of faculty and students to industry and vice-versa should be promoted. Academic institutes can also connect with industrial associations, State S&T councils and District Industries Centres (DICs) ‘I-A Fund’ under which I-A linkages via outreach activities such as I-A clubs, I-A workshops, I-A matchmakings Value Creation Centres that will engage with industries for specific projects via interconnecting and marketing of the research carried out in academic institutes and work on how to bring value to it. Creation of ‘Theme based Centres of Excellence (CoEs)’ in academic institutes in association with industries catering to a specific domain or interested area of research of industry.
IIT-Madras thrives and excels through strong industry linkages, based on a unique
‘Credit System’ for sustaining these engagements. The model works through credits that are earned by the industry through academic interactions with the institute (e.g. entrepreneurial activities, collaborative partnerships, sponsoring Ph.D./research programmes/training, internships and recruitments, teaching and advisory, etc). These can be exchanged for the services and association with the research park.
IISc-Bangalore has instituted Society of Innovation and Development (SID) that acts as the Institute’s scientific repository and carries out engagements with industry in three arms: a) Core Innovation and Research with Enterprise (CORE) arm that engages with large corporates; b) TIME2 arm that engages with mediumsized companies, and c) STEM arm that works for start-ups. These three arms actively work towards matching industrial requirements with the scientific knowledge repository of the institute and handle all the negotiations for pursuing collaborative work.
Some Collaborating Institutes Indian institutes paving up this path
IIT-Delhi has established an industry interface through Foundation for Innovation and Technology Transfer (FITT) which carries out industrial consultancies, industrial training, industry-sponsored research projects and start-ups, through which industry and the institute have derived mutual benefits.
ICT-Mumbai follows a unique model of industry linkages where more than 80% of the faculty is involved with industry either in the form of industry-sponsored research projects or industrial consultancy.
Fig 54:Collaborating Institute
Fig 55:Collaborating institute image
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Chapter 02
Case Studies
Learning from examples • •
• •
Parameters of case study Case Study IIM Ahmedabad, Gujarat, India IIM Bangalore, Karnataka, India IIM Udaipur, Rajasthan Harvard Business School, Boston, Massachusetts Comparative study Case study Derivatives
•
Case examples Nalanda University James H. Clark Centre, Stanford University Lecture space at Columbia University’s School of Journalism
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The case studies have been taken up to understand various aspects of an institutional campus design. To understand the macro as well as various micro level design aspects looking into the tangible and intangible aspects of an academic block playing an important role in the personal growth of a student. A common set of parameters have been taken to study the design of an institution campus.
Case Studies Parameters of Study
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1. Selection criteria Parameters of the case study 2. Project information Location Year Architect Site Area Building footprint information Courses offered 3. Programme Split Various components according to the users Distribution of the components 4. Master planning Zoning of the buildings components 5. Classroom design 6. Design and spacial character of components 7. Inferences
Case Studies List of Projects
01
IIM Ahmedabad Gujarat, India
02
IIM Bangalore Karnataka, India
03
IIM Udaipur Rajasthan, India
04
Harvard Business School Boston, Massachusetts
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Indian Institute of Management Ahmedabad, Gujarat
Selection Criteria The case study has been picked up to understand the design of an old business school in India understanding the requirements and design of classes in the 20th century. The case study also has the extension of a new campus.
Project Fact File: Designed by the famous Architect Louis I Kahn, the institute displays the emotion of majesty integrating with spaces for casual interactions. It is a blend of modernity and traditional contemporary architecture in India. The campus consists of two campuses - The Old campus and the new campus. Total Site Area = 106 Acre Total Built-up = 1,31,000 m2 Old = 76,000 m2 New = 55,000 m2 Architect - Louis I. Kahn (old campus) Bimal Patel (New Campus) The old campus was Established in 1961 while the new campus established in 2009.
Building facilities Provided: • • • • • •
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Schools Dormitories Service tower Kitchen and Dining Block Faculty Housing Staff Housing
• • • • •
Married students accommodation Community facilities Parking Transit housing MDP centre
Indian Institute of Management Nagpur
Fig 56:IIM Ahmedabad
Site Location
Location: Vastrapur, Ahmedabad, Gujarat Climate: Hot dry climate, with very high temperature and harsh sun. Topography: Flat land form with negligible slope. Vegetation: Sparse vegetation, difficult to maintain
Fig 57: Site Location
Courses Offered in the school Number of Courses : 6 • FPM - Doctoral Programme - Fellow Program in Management - 60 • MDP, Executive Education Programme, Management Development Program (MDP) - 50 • PGP-ABM, Post Graduate Program in Agri Business Management-90 • PGP-PMP, Post Graduate Program in Public Management and Policy files - 50 • PGPM, Post Graduate Program in Management- 770 • PGPX, Post Graduate Program in Management for Executives- 85 Fig 58:IIM Ahmadabad - Louis I Kahn Plaza
Capacity of the campus (approx.): Students: 1500 Faculty: 150 Architectural Thesis 2021
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SITE PLAN Fig 59: Dormitories
Fig 60: Passage
DORMITORIES UNDER PASSAGE Fig 65: Plaza
Fig 61: Dinnig Block
DINNING BLOCK
LOUIS KAHN PLAZA Fig 66: MDC
Fig 62: Acxademic Block
ACADEMIC BLOCK
MDC Fig 67: Auditorium
Fig 63: Entry Plaza
Fig 64: Site plan IIM Ahmadabad
AUDITORIUM
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ENTRY TO V.SARABHAI LIBRARY
ACCESS AND CIRCULATION
LEGENDS
Fig 68: Circulation plan IIM Ahmadabad
Road Access Main entry points
Underway pass Main Entry/ Drop-off Service, residence entry points
Orientation: The diagonal layout has the advantage of the building being oriented towards the south westerly breeze helping in the ventilation. The orientation also helps to cut out the west sun reducing glare.
Old campus planning v/s New campus planning
SITE ZONING
Fig 69: Zoning plan IIM Ahmadabad
LEGENDS Staff Housing Faculty Housing
Student Housing Academic Block
Incubation centre/MDP Recreation Area
The Zoning has been spread out the site. • The academic block comprising of the library, administrative block, faculty offices, classrooms, seminar halls is located near the main/important edge of the site. • The student housing is kept closer to the academic block then comes the faculty housing and then the staff housing. Entry to staff housing is different. • The MDP , incubation centres have a different drop-out zoned differently but near the academic block.
Percentage of GC for various components OLD CAMPUS
NEW CAMPUS
Recreation 10%
Residential 44%
Academic 25%
Residential 65%
Recreation 25%
Academic 31%
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ACADEMIC BLOCK COMPONENTS -Old Campus
2 3
1
1 - LOUIS-I-KHAN PLAZA To facilitate interaction between students and faculty, the main academic block developed around the plaza. The four wings faculty and administration block, library and classroom define the edge of plaza is maintained by the sparsely punctured walls. It also acts as a transition space between classrooms and administration.
4
OPEN CONVOCATION TAKING PLACE Fig 71: Loius I Kahn Plaza Fig 70: Ground floor Plan
LEGENDS
1 - Louis I Kahn Plaza 2 - Faculty wing
3 - Library 4 - Classroom Block/Seminar halls
2- FACULTY BLOCK
3- VIKRAM SARABHAI LIBRARY Four wings make up the footprint of the faculty block comprising of a maximum of 10 offices in each wing.
Typical Room layout : With wide window cavities. Carpet area/ faculty = 16.8 m2 Approx.
Area = 3672 sq. m
Occupancy = 215
The library is located in between the classroom complex and the faculty wing binding the two spaces. The library functions are organised in vertical layers:
Fig 72: Library
TEACHING WING The teaching wing on the southern side consists of six classrooms with seats arranged in horseshoe pattern and five seminar rooms. It has offices at ground floor, double height classrooms at first floor and seminar rooms at third floor Fig 74: Faculty Block
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Fig 73: Library
RAVI MATHAI CENTRE-Auditorium, computer centre and offices, shops
4- CLASSROOM BLOCK Double Height Informal Transition spaces
Fig 75: Classroom block
1
3 1
2
2
Classroom Floor plan In between 2 classrooms encouraging for discussion •
• • •
The block consists 6 classrooms and seminar halls each while ground floor consists of the administrative offices. The classrooms are accessible from two sides. The classroom passages have natural lighting only through the triangular light wells. No provision for daylighting to reach inside the classrooms
DIFFERENT LAYOUTS OF 60 SEATING CLASSROOMS
3 Fig 83: Block 3D
Fig 76: Block plan
LEGENDS
1 - Auditorium
2 - Computer centre
3 - Shops and admin offices
The requirements were broken down into three major spaces: computer laboratories for the students, accounts and other supporting offices, and an auditorium with a capacity of 500 seats.
1 - AUDITORIUM Comprising of foyer, lobby, utility room, Stage area, ante room, waiting room, seminar halls, offices, projector room, AHU
Fig 77: Block view
Fig 81: Auditorium view
Fig 78: Block view
Fig 80: First floor plan
Ground Floor plan - Administrative offices Fig 79: Ground floor plan
Folded Plate Roof advantages: • Reduce structural load • Better acoustic qualities of the hall • No need of false ceiling
Fig 82: Auditorium view
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MDC CENTER
Fig 84: Old MDC Center
NEW CAMPUS
Fig 85: Old MDC Center
MDC - Management Development Centre
The new extension campus provides teaching & residential facilities for the Institutes postgraduate programme, an International Management Centre for Innovation & Incubation and sports facilities. Other facilities include • 9 Dormitories - 340 students • Academic block -5 classrooms and seminar rooms • Administrative facilities; • IMDC (International Management Development) Centre • Sports complex • CIIE (Centre for Innovation, Incubation & Entrepreneurship) Block • 100 Guest rooms
Established: Anant Raje Foundation, 1982. Comprising of office, classrooms, Lecture theatres, Computer facility rooms and residential units for students. The block is separated from the main block. A central court, flanked by two rows of rooms with a corridor that serves the rooms, connects on the front side with the classrooms, dining halls and lounge.
Fig 87: New Academic Block
The Course:
The IMDC is for executive program where the students have individual bedrooms with discussion and classroom area in the same block
Fig 89: MDC floor plan
Fig 90: MDC Block Sections
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Management development is a systematic process of management training and growth by which individuals (aspiring to rise on the ladder of management) gain and apply knowledge, skills, insights, and attitudes to manage managers, workers and work organisations effectively.
Fig 88: New classrooms
ACADEMIC BLOCK / CIIE / IMDC The CIIE acts as an incubation center for the new entrepreneurs.
3 1
LEGENDS
2
1 - IMDC 2 - CIIE 3 - Academic Block Fig 86: New Academic Block
FUNCTIONAL DIAGRAM
Campus planning
FACULTY HOUSING
STAFF HOUSING
KEY INFERENCES STUDENT HOUSING
• RECREATION •
ACADEMIC BLOCK
• •
ENTRY
•
Fig 91: Campus planning diagram
The administration, academic, MDP centre, incubation centre recreation area and the auditorium is location in the front of the site - which is active in the day shift. Academic block has the main elevated entry drop-off than the others. Use of plazas in each different blocks creating a buffer space for the informal spaces. Use of informal spaces in between the classrooms can be used to increase the interactions among the students. Use of characteristic architectural expression allows the institute have its own identity in the city and country.
FUNCTIONAL DIAGRAM
Academic Block
Classroom Complex
•
Library
MDP Centre
Incubation Centre
DEMERITS The low rise and spread out massing in the site plan has led to expand the university in another spread of land.
Faculty Block/ Admin
Auditorium
Computer centre
Fig 92: Academic block diagram
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Indian Institute of Management Bengaluru, Karnataka Selection Criteria The case study has been picked up to understand the design of an old business school in India understanding the requirements and design of classes in the 20th century. The case study also has the extension of a new campus.
Project Fact File:
The IIMB campus was designed by celebrated architect B V Doshi. The campus is a destination and a pilgrimage for students of architecture and practising architects, with the architecture of the academic and administrative blocks becoming a case study. IIMB is known for its unique all-stone architecture and lush woods. Total Site Area = 102 Acre Total Built-up = 5400O m2 Old = 76,000 m2 New = 55,000 m2 Architect - B. V. Doshi The campus was Established in 1983
Courses Offered in the school Number of Courses : 6 • FPM - Doctoral Programme - Fellow Program in Management • MDP, Executive Education Programme, Management Development Program (MDP) • Executive Post Graduate Programme in Management (EPGP) • PGPEM, Post Graduate Programme in Enterprise Management • PGPM, Post Graduate Program in Management • Post Graduate Programme in Public Policy and Management (PGPPM)
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Fig 93:IIM Bengaluru
Master Plan
Site Location
LEGENDS
Location: Hilly area in south Bangalore on Banerghatta Climate: Temperate arid climate Topography: Undulating terrain with gentle slope Vegetation: Lush green belt of tropical rain forest, beautifully landscaped and maintained
Administration Academics MDC Residential Sports
Fig 95: Master plan
Fig 94: Site Location
SITE ZONING
The academic block is near to the main entry and while the residential quarters are at close vicinity to the academic block. The main entry is at the junction where administration block, classroom block and faculty offices.
Figure Ground Map The figure ground map depicts how openbuilt relationship creates different sizes of interactive spaces, which is very necessary for any business class. LEGENDS Residential quarters Academic Block Fig 97: Site zoning
Drop-offs
Fig 96: Figure ground map
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ACADEMIC BLOCK COMPONENTS
1- CLASSROOM CLUSTERS
LEGENDS Classroom Cluster
The classrooms have been provided with natural daylighting. Classroom Cluster : Room for 60 (170m2) = 5 Room for 40 (120m2) = 3
Administration Faculty Wing Fig 98:Academic block component
Library, Computer centre
The plaza is centered with classroom cluster, administration and library looking into the plaza for better experience. Administration and faculty wings have their own courts.
Room for 20 (54m2) = 4 Room for 170 (430m2) = 1
Fig 100:Classroom clusters
3- FACULTY LAYOUT Faculty cabins of 14m2 with each room having daylighting has been provided. Clusters of 8 rooms creating a wing.
2- ADMINISTRATION COMPLEX
Fig 101:Faculty layout
4- LIBRARY Fig 99:Administrative complex
Area per floor = 630m2 The block has its own vertical core and its own court. Vertical slits on walls and roof brings in daylight
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Library is the focal point being an active space. Easily accessible from residential as well as rest of the academic components. Area = 5100m2 Capacity = 250 seats
Fig 102:Library
Light wells for diffused daylighting
Informal spaces
Site Location
NEW CLASSROOM COMPLEX The new classroom complex is is designed by the Mindspace architects to expand the current classroom complex with 7 new classrooms of 60 seat capacity. Intermediate breakout spaces are provided for encouraging interactions
Floor plans - Sectional
Ground Floor Plan
Fig 105: Location map for new classroom complex
First Floor Plan
Informal spaces
Second Floor Plan Fig 106: Sectional Floor plans
Section
Stepped transition from one level to another increase the levels of spill-out spaces
Fig 103: Informal spaces
Fig 104: Informal space
Fig 107: Sectional 3D
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FUNCTIONAL DIAGRAM
Campus planning
FACULTY HOUSING
STAFF HOUSING
KEY INFERENCES • STUDENT HOUSING
• RECREATION
ENTRY
• •
ACADEMIC BLOCK
Fig 108:Functional diagram - campus planning
•
FUNCTIONAL DIAGRAM
•
Academic Block
The administration, academic, MDP centre, incubation centre recreation area and the auditorium is location in the front of the site - which is active in the day shift. Academic block has the main elevated entry drop-off than the others. Creation of courts and courtyards for informal discussions. Interesting use of open built relation creating covered and uncovered pathways activating pedestrian walk in the campus. Use of stairways providing various possibilities for spill out zones on these. All such expressions have been created for healthy interactions among the students and facilities. The campus has merged with the nature with time creating microclimate within the campus. Use of characteristic architectural expression allows the institute have its own identity in the city and country.
MDP Centre Library Incubation Centre
ENTRY
DEMERITS Administration
ENTRY
Courtyard
Classroom Complex Faculty Block
Fig 109:Functional diagram - academic block
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Computer centre
•
The low rise and spread out massing in the site plan has led to expand the university in another spread of land or built on vertically on the existing built structures which will either lead to a far away campus or temporary suspension of classes in the campus till the construction goes on.
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Indian Institute of Management Udaipur, Rajasthan Selection Criteria The case study has been picked up to understand the design of a newly built business school to understand the current requirements of a business school. The case study also has shown smart master planning.
Project Fact File The campus will enable IIMU to meet the targets outlined in its Perspective Plan which calls for approximately 750 students across its programs by 2020 and 60 permanent faculty members, implementing its mission to provide leadership in research and teaching, create responsible leaders and contribute to the development of the region. Total Site Area = 300 Acre G.C. (Phase-1) = 15.5 Acre (5.3%) Total Built-up (Phase-1) = 15500O m2 Architect - B. V. Doshi Status: Under construction - Some classes have started
Concept Self-sustaining Campus A series of dams in the heart of the land’s western part is forming cascading lakes. The eastern part of the site is kept as is to form a buffer and the Master Plan proposes to use it as a resource for the campus. Planted with dense groves of orchards and fields it can help to achieve food security, making life on the campus truly self-sustaining. All academic buildings are built around these water bodies helping in keeping the temperature cooler and harvesting the rainwater used for the campus. It also has a solar farm, a zero-waste facility, where waste will be an important resource utilizing DEWATS (Decentralized Wastewater Treatment Systems), vermicomposting and biogas production.
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Fig 110:IIM Udaipur
Site Location
Location: Hilly area Balicha area in Udaipur Climate: Hot and dry Topography: Undulating terrain with slope Vegetation: Sparsely green area.
Courses Offered in the school Number of Courses : 5 • MBA • Global Supply Chain Management (GSCM) • Digital Enterprise Management (DEM) • PhD Program • Post Graduate Diploma in Business Administration for Working Executives Collaboration • SPARC (Scheme for Promotion of Academic and Research Collaboration)
Fig 111: Site Location
Master Plan The campus master plan has been sustainably planned by marking out the drainage pattern of the site and then planning out the built. The master plan provides the strategy to first mark out the lowest points then marking out the circulation and then planning the built on the high lands according to the best orientation.
Fig 112: Master plan
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SITE PLAN HOUSING AND SPORTS CENTER
Site Zoning MAIN ENTRY
MAIN ENTRY
ENTRY
Fig 114: Site zoning plan
LEGENDS Housing
Auditorium
MDC
Sports area
Academic Block Drop-offs
MASTER PLANNING ANALYSIS
The academic block is accessed by only one site entry which spreads in various direction to access different building components via vehicular roads. The Academic block and the MDC centre, auditorium and Sports centre are far away.
Macro level: Analysis for future expansion on the plan shows that large areas on the site has been left for about 2 such more campuses.
Micro level: Spaces in between the current phase of construction is enough for almost the same built-up expansion.
Fig 113: Site plan
Future expansion possibilities
Residential Drop-off Recreation
01
Possible Future expansion
64
02
Macro Level
Indian Institute of Management Nagpur
Possible Future expansion
Micro Level
Academic
Residential
Current major roadways Fig 115: Spatial analysis
ARRIVAL PLAN - Academic Block
SECTIONS - Resembling the Udaipur Fort Typology LIBRARY CLASSROOM CLASSROOM
CLASSROOM
CLASSROOM
CLASSROOM
Fig 120:Section
Two buildings of the Academic Block form bridges, providing comfortable connections across the valley to the various parts of the campus. Th e main common facilities and the library are located over here.
Fig 116:Floor plan - academic block
A mini auditorium with 8 fully-equipped main classrooms that provides seating of 77 each with the large noise-proof arena. Along with that, there is sufficient number of faculty chambers, Placement and Administrative Offices, Library, Canteen, Gymnasium.
Massing
Water Reservoir
Fig 119:Section
The academic block is surrounded by water check dams on both the sides with the plazas and open air theatre looking onto these water bodies creating a cooler environment.
Section through library and computer centre
Fig 117:Massing
Massing of mixed typology with the hierarchy of massing as we move vertically upwards. The Plaza created looks upon the main water body.
Fig 118:Section
In the main focus point of the Academic Block are the central lakes. All academic and administration buildings are clustered around them, with their circulation and common areas stretched along the cascading pools of water. Architectural Thesis 2021
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01
LANDSCAPE UP GRADATION
VIEWS
Making the site greener
The creation of check dams at the various zones eventually help in the up-gradation of the soil fertility with more gradual increase in the green trees and cover, creating a micro-climate for the campus. Not only does in upgrades the landscape, these check dams will reserve water which is more than sufficient for the campus requirement.
04
Fig 121: Landscaping Strategy
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Indian Institute of Management Nagpur
02
03
Fig 122: Views
KEY INFERENCES • • • • • • • •
Master Planning Future Expansion Concentration of functions in clusters. Sustainable campus design approach Built masses according to the contours Water reservoirs Interesting play of levels creating interesting informal spaces and the main central plaza. Use of local materials for sustainability.
Demerits Master Planning • Site divided in major 2 parts. When the eastern plot is developed fully, a totally new campus that can act as an independent campus has to be created on the western part of the site.
FUNCTIONAL DIAGRAM
Campus planning
Sustainability by help recharge water table and make storage of rainwater.
Microclimate created
ENTRY RECREATION
STUDENT HOUSING
Fig 124: Water usage and rainwater harvesting
MDP, INCUBATION STAFF HOUSING
ACADEMIC BLOCK
FACULTY HOUSING
Fig 123:Functional diagram
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Harvard Business School Boston, Massachusetts Selection Criteria The case study has been picked up to understand Business schools have been designed with latest technologies and flexibility in classrooms.
Project Fact File The original portion of the Harvard Business School campus was designed by the renowned architectural firm of McKim, Mead and White, to follow the traditional Harvard University neo-Georgian style with redbrick buildings. Courtyards and greens remain as an intrinsic part of pedestrian circulation through campus.
Site Location Location: Boston, Massachusetts Climate: humid continental climate, with hot, humid summers and cold, snowy winters and abundant precipitation Topography: Plain region Vegetation: Green belt with trees
Total Site Area = 33 Acre Total Built-up = 17100O m2 Initial university Architect - McKim, Mead and White Established - 1908
Fig 125: Current Harvard Business School bird eye view
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Fig 126: Business school location
SITE PLAN - Different Halls and their functions
HAWES HALL BATTEN HALL ALDRICH HALL First-year MBA Classes, Second-year MBA Classes, Interactive hive classroom doctoral classes & Innovation lab doctoral classes
Fig 127: Site plan
CUMNOCK HALL Doctoral classrooms, for seminar-style courses Fig 128: Various Halls images
BAKER LIBRARY/ BLOOMBERG CENTER World’s largest business library with lounges.
TATA HALL Classrooms, residential space, common areas for executive education participants.
SPANGLER CENTER This area has two dining facilities, 3 comfortable lounges, the COOP bookstore, and a US post Office.
CHAO CENTER Executive education complex where more than 10,000 executives attend every year. Classrooms, offices, dining
McARTHUR HALL Meeting spaces with lounges, library for participants to interact and socialize.
SHAD HALL A private state-of-theart fitness facility only for HBS community
CLASS OF 1959 CHAPEL A sanctury for meditation and pray.
ROCK CENTER An Incubation center
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ZONING
CIRCULATION
Fig 129: Zoning
Fig 130: Precinct Circulation
The Site has access from two major roads via a restricted university drive planned. While all the halls have a pedestrian access from the city level as well.
Radial division of the site
Overall distribution of functions Currently the Executive Education programs are located in several buildings, all of which are located in the northeast corner of the HBS campus. Baker Hall, Mellon Hall, and McArthur Hall each provide residential facilities for program participants. McCollum Center and Hawes Hall provide classrooms and Glass Hall is the administration building. Dining facilities for Executive Education participants are located in Kresge Hall.
Efficiency of master planning Various halls have been built since 1920’s till this date. The Harvard institute has flexibly taken in the new courses and technologies within the existing campus arena.
Vehicular access into the site
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Fig 131: Site Circulation
Programs provided in Harvard Business school:
HIVE CLASSROOMS - FLEXIBLE LAYOUTS
• • • •
Batten Hall’s, have 10 curved, modular learning spaces (called “hives”) and other open areas to encourage team exercises and creativity in mind. The hives (above is the extra-large “superhive”) have furniture that can easily be reconfigured to accommodate large group discussions or smallteam collaborations, with the professor presiding from the centre of the oval classroom.
MBA Doctoral Programs HBS Executive Education Harvard Business Publishing
All the programmes are participant centered learning. Various strategies used for the teaching programmes are: • Experiential Exercises • The case method • Interactive Multimedia • Interactive Lectures Application workshops • Executive Presentations • • Computer Simulations • Learning Groups The HBS Environment • Every HBS executive education experience is shaped by the School’s cross functional approach to general management, innovative teaching methodologies, and an environment that promotes teamwork and collaboration. • The HBS campus is specifically designed for participant-centered learning, with three residence facilities and seven state-of-the-art classrooms devoted to executive education. • Participants live in specially designed living groups (8 participants each) that promote interaction, learning and network building.
CLASSROOMS TYPOLOGIES Two typologies of classrooms have been observed through the case study of harvard business school. Horse-shoe / semi circle layout
Fig 132: Various classroom layouts
Fig 133: HIVE Classrooms Sectional Plan and views
THE ALDRICH, HAWES HALL CLASSROOMS: A semi circle, horse shoe designs approximately accommodate 90 students equipped with latest technology.
Elipse layout- open plan with flexible furniture
Fig 134: Various Halls images
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TATA HALL - Established In 2013 Tata Hall has been constructed to meet the increasing demands of the Executive education program. It supports the specific needs of Executive Education participants as well as state-of-the-art practices in the areas of technology and sustainability. 6-7 Storey high | | Built-up Area = 15,000 sq.m
LIVING GROUP Bedrooms clustered in groups of eight around a central living group room that includes meeting space, a kitchenette, and a lounge space with a television.
DOUBLE SKIN FACADE
SITE ACCESS The main drop-off for the overall executive education department is via the east drive. Tata hall is connected via pedestrian pathway
Individual Bedroom
Common Area
Fig 136: Internal Views
Building Components: Classrooms 99 capacity : 2 10 Living groups clusters, offices
Fig 137: Double Facade Concept
EXECUTIVE EDUCATION
Fig 135: Various Halls images
Fig 138: External Views
DECIDING THE FOOTPRINT
Fig 140: Axis concepts
Fig 141: Greens ratio
The glazed atrium in Tata Hall continues the axis of Harvard way through Tata and towards the river
Interconnected open spaces concave campus curves.
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Ground Floor Plan Fig 139: Floor Plans
Indian Institute of Management Nagpur
First Floor Plan
KEY INFERENCES
FUNCTIONAL DIAGRAM
•
Campus planning
•
Residential
•
Residential MDP Centre
ENTRY
Incubation Centre
Library
Recreation
Fig 142: Functional Diagram
• •
The Library is at the central location in the site keeping it almost equidistant from all spots of the site. The blocks are created according to different functions and courses. Increase in new courses can be accommodated by making a separate block for it without hampering the continuity of classes of other parts of the campus. The campus has balance and proportioned green areas in between the built up masses. The campus classrooms are constantly upgrading with the upgradation of the technologies with faculties learning the new tech to teach the students. Use of living group concept for MDP Centre
DEMERITS
Classroom Complex
• •
All the halls have their own architectural expression. Space for expansion is less.
ENTRY
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Comparative matrix
Comparison of the case studies
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PARAMETERS
IIM Ahmedabad, Gujarat, India
IIM Bangalore, Karnataka, India
Harvard Business School, Boston, Massachusetts
IIM Udaipur, Rajasthan
Site Plan
2
1
4
3
Reason for selection
One among the old IIM’s which can be taken for reference both in terms of design and function, along with the new campus.
One among the old IIM’s which can be taken for reference both in terms of design and function, along with the new campus.
New IIM meeting with the current demands with self-sustainable approach.
International case study with high tech, with some flexible classrooms. Distribution of program different from the Indian case studies.
Date of establishment
Established in 1961
Established in 1983
Established in 2009
Established in 1908
Site area
106 Acre
102 Acre
Total Site Area = 300 Acre G.C. (Phase-1) = 15.5 Acre (5.3%)
33 Acre
Built-up Area
1,31,000 m2
5400O m2
15500O m2
17100O m2
Architect
Louis I. Kahn, Bimal Patel
B. V. Doshi
B. V. Doshi
McKim, Mead and White
Surrounding and Urban settings within an institutional area context
Urban settings within an institutional area
Located at the suburbs, away from urban setting
Urban settings within an institutional area, adjacent to charles river
Site topography
Flat land form with negligible slope
Green and sloping towards west
Hilly, with varied high slopes
Flat plains adjacent to river
Concept
Informal learning is reflected in planning of dormitories next to class rooms, thus encouraging learning process to flow from class to living quarters at all hours.
Bazaar for Education IIM B is the analogue of traditional Indian city complete with streets, squares, steps, ledges, balconies, galleries and overhangs
Hierarchy of spaces taking inspiration from the Udaipur fort. A self sustaining approach to design.
Buildings overlooking to the river by creating axis.
Open - Built
A blend of austerity and majesty, spaces for casual interaction, creating plazas for each complexes.
Blend of open spaces and closed spaces with the concept of a bazaar.
Built areas near the water bodies, creating plazas near them.
Proportionately equal distribution of open and built areas spread throughout
Combination of informal and formal spaces by geometric pattern.
Blocking has been done corresponding to the slopes with hierarchy.
Geometrically rectangular blocks placed on a radial axis.
Layout, blocking Diagonal pattern of arrangement of blocks. and planning
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PARAMETERS
IIM Ahmedabad, Gujarat, India
IIM Bangalore, Karnataka, India
Harvard Business School, Boston, Massachusetts
IIM Udaipur, Rajasthan
Zoning
MDC/ INCUBATION
FACULTY HOUSING STUDENT
ACADEMIC MDC/
ACADEMIC BLOCK
MDC/ INCUBATION
HOUSING
HOUSING
ACADEMIC BLOCK
RECREATION
RECREATION
STAFF
AUDITORIUM RECREATION
MDC/ INCUBATION
ACADEMIC STUDENT
RECREATION
AUDITORIUM FACULTY
All the components are at close vicinity to All the components are at close vicinity Building components are kept far away, A mix use of zoning. All are close to each other to each other except the MDC. It acts as with each component concentrating each other. a different entity. within its mass. Zoning according to the programs. Academic Block zoning
Academic block for all programs are within the same block. (MDC not included) CLASSROOM/ LIBRARY/
Indian Institute of Management Nagpur
Academic block for all programs are within the same block. (MDC not included)
CLASSROOM
FACULTY WING
Academic block for various programs take place in different blocks. REST COMPONENTS
LIBRARY/
CLASSROOM FACULTY WING
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Academic block for all programs are within the same block. (MDC not included)
CLASSROOM
LIBRARY/ COMPUTER CENTRE
LIBRARY/ COMPUTER
Master Planning
Massing
Classroom design
MDP Centre
Inferences from the • IIM Udaipur • Nalanda University
Inferences from the • IIM Udaipur • IIM Bangalore
Inferences from the • IIM Ahmedabad • Harvard University • Nalanda University • James H. Clark Center, Stanford University
Inferences from the • Harvard University
Use of water reservoirs to harvest water for the use of the site along with the creation of agricultural farms acting as floodplains during heavy rainfall.
Use of interesting open built relations to create formal and Informal spaces. Concentration of masses in phases so that area is left for future expansion by going a little vertical.
The concept of living group (8) allowing eight people to live adjacent to their work places.
Use of interesting open built relations to create formal and Informal spaces. Concentration of masses in phases so that area is left for future expansion by going a little vertical. Flexible spaces
Climate responsive
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Case Examples Learning from examples
01
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Nalanda University Bihar, India
02
James H. Clark Centre Stanford University
Nalanda University
Distribution of Water reservoirs around the site.
Case example Nalanda University is envisaged as the campus of the future, positioned at the forefront of global education and the hub of intellectual excellence. The master plan of the campus adopts sustainable methods to achieve social and economic integration with the local community. The intent is to create a model campus plan that aims to replicate the spirit of Nalanda that endured in its relevance for 800 years by embracing environmental strategies that are simple, efficient, and appropriate to the place. Generative principles that define the master plan include ecological integration with the natural setting, diversity of land uses, and permeability through the site, dense and compact character of the built form, visual cohesiveness, and scale compatibility with the surrounding land subdivisions. The campus preserve to advance agriculture as the area’s major economic engine.
AXIS
Water Reservoirs
Agricultural Floodplains Fig 143: Master Planning
Fig 144: Master Plan
Student Residence Academic Complex
Student Recreation Administration
KEY INFERENCES • • •
Master planning leading to a sustainable campus. The use of innovative building mass to tackle the hot summers of the city by creating ventilation corridors. Use of latest technology to use less energy for active energies.
Faculty Residence International centre
Library, open air theatre, shopping complex Fig 145: Illustration of zoning
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THE CONCEPT OF ANY UNIVERSITY ACADEMIC BLOCK
ARCHITECTURAL INTERPRETATION TO BEAT THE HEAT
Fig 147: Conceptual Service Towers
REINTERPRETATION OF VERANDAH Gateways and service towers are made by creating built unbuilt relation for breeze to move through.
Fig 146: Illustration of zoning of campus
Fig 148: Various interpretention of Verandah
CLOISTERS OF CONTEMPLATION
Faculty building / Faculty offices
BAZAAR OF KNOWLEDGE
Classroom complex
INCUBATION CENTER The margin between the professional and academic world
USE OF DEVAP TECHNOLOGY
Area of spaces Fig 150: Illustration depicting percentage of spaces.
Decreasing the temperature load on the building.
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Fig 149: Sectional advantages for climate resistance
James H. Clark Center Stanford University Total Built-up = 22,760 m2 Architect - Norman Foster Completed - 2003
Flexible classroom space design Classrooms should be profound places of revelation and discovery. Well-designed space has the ability to elevate discourse, encourage creativity, and promote collaboration. Learning spaces extend beyond classroom walls to every corner of the campus. The design must create places for informal catalytic interactions. Widening corridors and designating lobbies, atrium, and other common areas as educational spaces promotes spontaneous learning. So too does furnishing these spaces with flexible seating, tables for individual study and group discussion, vertical surfaces for displaying student and faculty work, and a robust wireless network. Flexible classrooms Basic guidelines o These learner-centered spaces should include: o Windows with views to the outside o Natural daylight o Robust wireless internet networks that support high-speed creation and sharing of media o Walls prepared for presentation (blackboards, pin-up, projection) o Low-profile electrical outlets evenly spaced around all walls/ ceilings o Smooth and flat floor for easy rearranging of furniture o Adjustable lighting for group discussion, presentation, and video recording. o Furnish these rooms with flexible furniture
The James H. Clark Center at Stanford University in California houses the Bio-X programme (700 academics), one of the most radical experiments in scientific research. In contrast to the traditional laboratory facility has • The Clark Center is open and flexible • External balconies replace internal corridors Laboratory layouts can be reconfigured at will • Furniture are on wheels • Workstations that plug into an overhead system of exposed services with flexible connections. Fig 151: Illustration depicting the concept
PLAZA / OPEN AIR THEATRE
FLEXIBLE LABS
Fig 152: Views
FLOOR SECTION - Radiant Cooling, Over hanging workstations
Fig 153: Sections showing the services innovation
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Chapter 04
Site Study
Information and Analysis • • • • • • • • • • • • •
Site location and context Site History Land use analysis Site Drawings Development controls Built fabric analysis Open space analysis Vehicular accessibility Pedestrian accessibility Supporting Infrastructure Site services Climate analysis SWOT Analysis
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THE INSTITUTE HISTORY Afier India became independent in 1947, the Planning Commission was entrusted to oversee and direct the development of the nation. India grew rapidly in the I950s, and in the late 1950s the Commission started facing difficulties in finding suitable managers for the large number ofpublic sector enterprises that were being established in India as a part of its industrial policy. To solve this problem, the Planning Commission in 1959 invited Professor George Robbins of the University of Califonia to help in setting up an All India lnstitute of Management Studies. Based on his recommendations, the Indian govemment decided to set up two elite management institutes-named Indian Institutes of Management - Calcutta and Ahmedabad were chosen as the locations for the two new institutes.
IIM LOCATIONS TILL 2021
IIM Jammu
Some of the IIM’S
SITE IIM Calcutta
IIM Calcutta
LEGENDS 1st Phase of IIM’s 1961-1966 2nd Phase of IIM’s 2007-2011 3rd Phase of IIM’s 2015-2016
IIM Kozhikode
IIM Indore
Fig 154: Various IIM’s in India
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Indian Institute of Management Nagpur
IIM Bangalore Fig 155: Map showing Various phases of IIM’s
PROJECT SITE Site is located in Nagpur city, also called the “Tiger Capital of India” as it connects many tiger reserves in India to the world. An IIM has been envisioned to be established in the State of Maharashtra along the same lines as the existing IIM’s. The Insitute is being build along the Multi-modal International Cargo Hub and Airport at Nagpur (MIHAN), which will mark the development of Nagpur. The MIHAN development is the biggest economical development project currently underway in lndia in terms of investments. The Site will be surrounded by a mixed use development and SEZ
SITE LOCATION-NAGPUR
Fig 156: Site Location
Why Nagpur?
Fig 157: Map showing Nagpur as the center of India
CENTRAL LOCATION Hub of education
• •
Strategically and centrally located in the country Geometrical center of international aviation route between southeast Asia-Europe and Northeast Asia-African
Employment Future development
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INTRODUCING THE SITE Total Plot Area of the site is 132.79 Acres. The site shares the boundary with AIIMS on the south, on the North there is commercial building of Mahindra and water tank which runs along rear northem side of the site. The site has access from the east and the west side of the plot through 30 m wide roads. The land is outskirts of Nagpur approached by motorable road.
DAHEGAON TANK 31.87 Ha
SITE
AIIMS LEGENDS
Main Road Access Secondary Road Fig 158: Site Location
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Junction
Int. Airport 9 km
Khapri Metro Station 3.2 km
Railway station 16 km
NH 44
Fig 159: Site Connectivity
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PROJECT SITE The master plan of MIHAN Development around the airport is a planned to be a busy developed with special economic zones. The site area has been specified for the institutional land use with AIIMS institution at the south, while the rest is surrounded by the economic zone. The east of the site consists of mix use developments with residential complexes. Currently these sites are getting developed, so in near future this area will become a busy hotspot providing great potential to the site . The master plan shows two tanks that have been created for catchment of the rainwater.
Future city Social development
Revenue increment
Mixed use development Fig 160: Illustration
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Fig 161: MIHAN Landuse Plan
Building BYE Laws are set out as below : The proposed site lies in the MIHAN Zone (Multi-modal International Cargo Hub and Airport at Nagpur) and will be built under the development control regulations, 2017 for the MIHAN Notified area, Nagpur.
The number of parking to be provided for every 40 seats are:
According to the master plan, The area has been denoted for Institutional use and is surrounded by the Special Economic Zone.
NOTE: In addition to the above, for all land uses 10% of total parking spaces shall be provided for visitors parking.
Client: IIM Nagpur
The minimum internal means of access in the site must be = 6m Ceiling ht min. = 3.6m
Architectural firm : Rajinder Kumar and Associates
FOUR-WHEELER
TWO-WHEELER
CYCLES
3
4
4
Source: MIHAN Development Codes
Estimated Cost of project- 1266 cr
53.7 Ha / 132.79 Acres Total Site area
Propose : Master Plan Focus Area: Academic Block Source: National Building Codes
Permissible GC
32.2 Ha (60%)
Permissible Built up area
30060 sqm
Set back
Front 12m Side and Rear 6m
Permissible FAR
FAR 1.5
Height restriction
45m Source: MIHAN Development Codes Source: National Building Codes
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ROADS AND ACCESS
The figure ground suggests the built - up facing the MIHAN main road are mostly N-E. IIM and AIIMS both are national importance universities and following same typology will depict the nature of these esteemed projects.
Fig 162: Roads and Access
The site is accessed by two main sides with service entry on two sides
TREES AND GREEN
Fig 163: Greens and Trees
A huge biodiversity will affect the site planning
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Fig 164: Figure Ground Map
SITE PHOTOS 1360
00
Village Dahegaon 6840
A
339000
51 00 0
00
DAHEGAON TANK 31.87 Ha
63
40
00
C
2
INFOSYS
3
HEXAWARE TECH.
3
D
220KV TOWER LINE
MIHA
NALA
NALA
NALA
1535
NALA
000
HOUSING 50
00
B
39
C
30m
WID
30
00
A
220KV TOWER LINE
LUPIN
6410
IN R OAD
00
1
N MA
SITE
Front road - Housing
10
B
E
231000
de
Micro vegetation
m
30
AIIMS
wi
ad ro
SCHOOL
SITE PLAN Site dimensions in mm Fig 165: Site Plan
D
Access Road
LEGENDS
1
Dahegaon village
2
Zupudi Forest
3
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Precinct level
Site and its context at precinct level Dahegaon Tank
31.87 Ha land converted to a tank via creating bandh.
SEZ Zone
Hexaware Technologies Ltd.
SEZ Zone
LUPIN Limited
Main Access - Back of Site
30m wide road access
SI
TE
Sewage Pump 4 Bus stop
AIIMS Nagpur A medical university with hospital
Bloomdale Complex
AIIMS Hospital Bus stop
Shiv Kailasha Township
Moraj Township DPS Mihan Nagpur School CBSE School
Fig 166: Illustration showing site context
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Indian Institute of Management Nagpur
MIHAN Main Road 30m Wide roadFront Access to the site
FUTURE DEVELOPMENT
TRAFFIC ANALYSIS
The whole area being under development, it is necessary to analyse the developments that will happen around the site affecting the design.
The whole area of MIHAN is under development to create an urbanised sector. Currently the traffic analysis shows less traffic.
Major developments around the main access roads aaccording to the land use plan mainly comes under SEZ and mixed use development
In time span of next 5-10 years : The Roads will have heavy traffic due to presence of developments happening over the main MIHAN SEZ road.
SITE
Fig 167: Development nearby site
Fig 168: Google maps image: Showing current traffic being fast around the site.
LEGENDS
Main access road to site Institutes
Offices, SEZ
Mixed use Housing developments
Commercial area
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Climatology Study
Temperature and the Precipitation of Nagpur The Nagpur lies on 306m above sea level having a tropical climate with dry conditions prevailing for most of the year. It receives about 163 mm of rainfall in June. The amount of rainfall is increased in July to 294 mm. The temperature is mostly high in summer reaching upto 45oC while the lowest temperatures during winters can go upto low as 8oC. But the average minimum temperature is upto 18oC. The Temperature mostly lays in the range of 30oC - 40oC. Hence, the institute should be build keeping in mind the high temperatures of the city. The city is dry all around except the monsoons where precipitation can reach upto 294mm in July. This heavy rainfall can be collected and reserved for future use instead of wasting the water. Average annual Rainfall: 1064mm
Fig 169: Graph showing Cloudy, Sunny, Precipitation Days
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Indian Institute of Management Nagpur
Fig 170: Graph showing Temperature
Fig 171: Graph showing Average precipitation and temperatures
SUN PATH
Climatology Study Sun Path
The Solar path will define the orientation of the built up. The shadows will play a critical role in creating the built-open relationships in the massing. The shadows will help create circulation and pedestrian walk through the site.
Shadows will affect the creation of open and pedestrian paths
Fig 173: Sun path diagram
SHADOW STUDY Fig 172: Illustration
1
Mix of shadowed pathway and nonshadowed pathway
2
Shadowed pathway
The preferred pedestrian paths fir a hot climate with high precipitation only during monsoons should be the second case.
MARCH
JUNE
DECEMBER
Fig 174: Shadow analysis
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WIND ROSE DIAGRAM
Climatology Study Wind on Site
The wind is predominant from the North and the West. This direction can be used for crossventilation through the masses as the temperature is high for this city. To make the design sustainable, maximum cross-ventilation must be utilised .
Water body with help of wind can create micro-climate on the site
MASS WATER
WATER MASS
MASS MASS
MASS
Fig 175: Illustration
Preferred zones of day use built up in east and south Mass - Academic, administration and recreation Preferred zones of night use built up in west and north Mass- Residential Zones
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Fig 176: Wind Rose Diagram
m
296
296
m
m
284
m
m
m
298
m
301
m
296
m
m
297
m 294 m 294
m
m
m
m
289
289
m
m
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The map shows contours at an interval of 1m. The site major 4 low zones which depict the flow of drainage. The average variation in contour level is about 3-5m.
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IIM
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97 Architectural Thesis 2021
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Fig 178: Site Contours
The site is almost flat with very few contours. The surface of the land is in the form of convex with edges i.e. the front and the rear of the site are raise while the center of the site dips down thus the center of the site is low line with water seepage below the surface of the soil due to the adjacent water body which runs along the right side of the plot. The shape of the land is rectangular strip with roads on three sides of the plot. The right side of the plot is adjacent to the bandh with run along the waterbody on the other side. The level difference between the bandh and site is almost 5 m. As the site is adjacent to the water-body- there is a problem of seepage below the surface of the soil. The center of the site is low laying area which is more prone to ,flooding due to overflow of adjacent water tank •
287
m
Studying the drainage Pattern
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Contour Study
Can be a water reservoir
Farm acting as
BANDH
ROAD
DAHEGAON TANK
SITE
SECTION AA’
ROAD
ROAD
SITE
ROAD
SECTION BB’
Can be a water reservoir
SITE
ROAD
SECTION CC’
INFERENCES FROM SITE SECTIONS
KEY PLAN A
1360
339000
B
C 63
40
00
30
00
231000
10 220KV TOWER LINE
6410
00
220KV TOWER LINE
NALA
1535
NALA
00
000
39 50
The site is almost flat with very few contours. The surface of the land is in the form of convex with edges. The center of the site is low as visible through the sections. The Bandh is 5m high - resulting in flooding of the adjacent site during heavy rainfall.
6840
•
00
51 00
0
00
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Indian Institute of Management Nagpur
SWOT ANALYSIS Site and Context
STRENGTHS
WEAKNESS
1.
1.
2. 3.
4. 5.
Site orientation: The site is oriented almost parallel to north direction making it easier to orient the building masses in the north south direction. Located in a prime location: The site is located near airport and Khapri metro station providing easier access to the site. Access via roads from all direction: The site has two 30m wide roads access while two service roads from two directions. Contours: The site is relatively flat with not much difference in contours. Less trees on the site providing possibilities for more massing options.
2. 3.
Site boundary - The site is elongated, giving less options to play with the zoning. Currently absence of built context in the environment. Presence of a small village.
OPPORTUNITY
THREATS
1.
1.
2.
3.
4.
Located adjacent to the AIIMS Nagpur, making the area of national importance area. Less mass built developments near by providing the opportunity to play with massing and architectural expression. Low contours south of Dahegaon tank providing the opportunity of creating a water recreation zone in the campus. The buffer zone of micro-vegetation along with the tank in the north of the site provides a cooler climatic zone which can be continued on the site.
2. 3.
Presence of Tank leading to over flooding in the site, south to the tank. Currently barren plots near by making the surrounding insecure. Adjacent to the SEZ making the surroundings noisy and huge traffic in the future.
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Indian Institute of Management Nagpur
Chapter 05
Area Programme Generation and Analysis
User group identification Programmatic elements and functions Functional Diagram Detailed Area programme Space standards
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USERS Different users will be varied according to different functions. • Students • Faculty • Administration staff • Non-academic staff • Delegates/guests
FACULTY
DELEGATES/GUESTS
NON-ACADEMIC STAFF
ADMIN STAFF
STUDENTS
MODE OF TRANSPORT Private, Public, On campus residences
MODE OF TRANSPORT Private, Public,
MODE OF TRANSPORT Private, Public, On campus residences
MODE OF TRANSPORT Private, Public, On campus residences
MODE OF TRANSPORT Private, Public, On campus residences
SPACES NEEDED • Residences • Faculty Offices • Recreation, Dinning • Classrooms • Administration • Auditorium
SPACES NEEDED • Faculty Offices • Recreation, Dinning • Classrooms • Administration • Auditorium
SPACES NEEDED • Residences • Recreation, Dinning • Classrooms • Administration
SPACES NEEDED • Residences • Recreation, Dinning • Administration • Auditorium
SPACES NEEDED Residences Classrooms Recreation, Dinning Administration Auditorium
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Area Programme Broader Area Programme
ACADEMIC BLOCK
RESIDENCE
RECREATION
OTHER AMENITIES
•
• • •
• •
• • •
• • • • •
Administration Complex Faculty Block Classroom Complex Library MDP Centre Incubation Centre
Student Housing Faculty Housing Non-academic Staff
•
Sport facilities Student Activity Centre Cafe
5 8 . 26
AUDITORIUM
Guest House Health centre Worship/ Meditation centre
3. 4 6 2 7. 7 5
Sr. No. Description Sr. No. Description 1 2 3 4 5
Residence Recreation Other amenities Academic Block Auditorium
Total
Total Area (sqmt)
%
67260 7650 4500 32040 4000
58.26 6.63 3.90 27.75 3.46
115450
3.9 0 6. 6 3
LEGENDS Residence
Recreation
Other Amenities
Academic Block
Auditorium
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Functional Diagram
IIM NAGPUR
Campus Master Planning
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Indian Institute of Management Nagpur
Sr. No. Description Sr. No. Description 1 1.1
1.2 1.3
Residence Hostel A. Boy wing (3 Blocks) B. Mixed Hostel (Girls and Married Accommodation)
Faculty & Academic Staff Housing Non academic Staff Housing
Area of each unit Area of each unit
301*3
12.5
20890
✓
226+50
12.5,60 Total
9200
✓
121 127 Total
Community Centre Faculty Club Commercial Facility
Area (sqmt) Area (sqmt)
30090
1500 1000
2.7
37170
Total Residence Area
67260 2
1750
Total 3 3.1 3.2 3.3
Other Amenities Guest House Health Center Electrical substation
In Far
Remarks
In Far
Private/Public/ Semi Public Private/Public/ Semi Public Private Private
HVAC HVAC
✓ ✓
Private Private
✓
Semi-Public
✓ ✓
Private Semi-Public
✓ ✓ ✓ ✓ ✓
Public Semi-Public Public Semi-Public Private
X
Public
✓ ✓
Public Public Restricted
✓ ✓
4500
Total Quater area for Staff
Recreation Dinning Hall with Kitchen Students Activity Centre Worship Meditation Satellite Shopping Complex Student canteen Cafe Outdoor Sports - Badminton, volleyball, Basketball court, Cricket and track fields
Remarks
30090
22030 10640 32670 2000
Total
2 2.1 2.2 2.3 2.4 2.5 2.6
Total Area (sqmt) Total Area (sqmt)
No. of Units No. of Units
3500 2500 650 250 350 400
7650
7650
2500 1000 1000
2500 1000 1000
✓
✓ ✓
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Sr. No. Description
No. of Units
Area of each unit
Area (sqmt)
Total 4
5
6
106
Incubation Center Office Meeting Room (20person) Meeting Room (10person) Meeting Room (5 person) Toilet Computer lab Secretarial Staff Kitchen Circulation & Passage ara (20% of total covered area)
MDP Center Rooms (MDP Hostel) Syndicate room Class room (125 person) Academic Personnel Toilet Office Circulation & Passage ara (25% of total covered area)
Faculty Office Building Office of the HOD & Academic programs Administrative offices of Academic Department & Academic programs Faculty offices Cubicles for teaching/research/project associates each with 10 cubicles Cubicles for Research Scholars with 8 cubicles
Indian Institute of Management Nagpur
Total Area (sqmt)
Remarks
In Far
40 70 35 17.5 15 80 20 15
80 210 105 140 30 80 20 15
Total
170 850
30 45 250 20 20 30
720 135 500 20 20 30
Total
285 1710
14
24
336
32 116
28 16
896 1856
6
40
240
5
80
400
Public
✓ ✓ ✓ ✓ ✓
850
✓ 24 3 2 1 1 1
HVAC
4500 ✓
2 3 3 8 2 1 1 1
Private/Public/ Semi Public
Public
✓ ✓
✓
1710
✓
Semi-Public
✓
Sr. No. Description Office for visiting faculty Seminar cum committee rooms Common room for Students/faculty Pantry Educational Technology room Computation room Case Library Financial Markets Simulation laboratory Cognitive & Social Physiology Laboralory Language commmication lab Circulation & Passage ara (30% of total covered area)
No. of Units 6 5 2 2 1 2 1 1 1 1
Area of each unit 19.2 88 160 18 120 96 240 260 264 260
Total 7
8
Library Collection Space Public electronic workstation space Meeting room Special Collections Non-Assignable Space Cataloging Department Quiet Room Front Desk Periodicals Collections Computer room Reading Space Store Room Toilet Circulation & Passage area (20% of total covered area)
1 1 2 1 1 1 1 1 1 1 1 2 2
1
Total Area (sqmt)
1792.56 7767.76
In Far
Private/Public/ Semi Public
HVAC
7767.76
1000 200 100 40 100 200 80 200 90 100 140 30 40
Total
600 2920
2920
3000
3000
450
Remarks
115.2 440 320 36 120 192 240 260 264 260
1000 200 50 40 100 200 80 200 90 100 140 15 20
Computer Centre Audio Video Classroom
Area (sqmt)
✓
Public
✓
✓
Public
✓
450
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Utility Room Cubicles For Operating Staff Admin Office Media Manager Office Circulation & Passage area (20% of total Sr. No. Description covered area) Production Control Room Audio visual class Virtual fearning Centre/ Sr. No. Description 9 rooms Space Storage Production Control Room Editing Room 10 Classroom Complex Storage Space Preview Room 150 Seating capacity lecture theatres Editing Room Graphics Room 90 Seating capacity lecture theatres Preview Room Photographl Lab 40 Seating capacity lecture theatres Graphics Room Model Making Workshop 30 Seating capacity lecture theatres Photographl Lab Media Library Circulation & Passage area (30% of total Model Making Workshop Studio Maintenance Facility covered area) Media Library Utility Room Total Maintenance Facility Studio Cubicles For Operating Staff Utility Room Admin Office 11 Auditorium Cubicles For Operating Media Manager Office Staff Entrance Lobby Admin Office Circulation & Passage area (20% of total Foyer covered area) Office Media Manager Auditorirm Hall 1000 seats Virtual fearning Centre/ Audio class Circulation & Passage area (20%visual of total Stage area) covered 9 rooms Projection or Control Room Virtual fearning Centre/ Audio visual class 9 rooms Equipment Storage 10 Classroom Complex RearSeating Projection Roomlecture theatres 150 capacity 10 Classroom Complex 90 Seating capacity lecture theatres 150 Seating capacity lecturetheatres theatres 40 Seating capacity lecture 90 30 Seating Seating capacity capacity lecture lecture theatres theatres 40 Seating capacity lecture Circulation & Passage area theatres (30% of total covered area) 30 Seating capacity lecture theatres Total Circulation & Passage area (30% of total covered area) Total 11 Auditorium Entrance Lobby 11 Auditorium Foyer Entrance AuditorirmLobby Hall 1000 seats Foyer Stage Auditorirm or Hall 1000 seats Projection Control Room Stage Equipment Storage Projection or Control Rear Projection RoomRoom Equipment Storage Rear Projection Room
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1 1 1 1 No. of Units No.1 of Units 1 1 1 1 1 7 1 1 12 1 1 10 1 1 12 1 1 1 1 1 1 41 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 7
50 160 140 30 Area of each unit Area 160 of each unit 140 160 80 140 150 300 80 100 180 150 200 90 100 240 60 200 80
12 7 10 12 12 10 12 41
180 300 90 180 60 90 60
240 70 80 50 70 160 50 140 160 30 250 140 150 30 1200 300 60 35 50 300
41 1 1 1 1 1 1 1 1 1 2 1 2 2 2
250 150 250 1200 150 300 1200 60 300 35 60 50 35 50
50 160 140 30 Area (sqmt) 600 160 Area (sqmt) 2650 140 160 80 140 150 2100 80 100 2160 150 200 900 100 240 720 200 80 240 70 1764 80 50 7644 70 160 50 140 160 30 250 140 150 600 30 1200 300 600 2650 60 2650 70 100 2100 2160 2100 900 2160 720 900 1764 720 7644 1764 7644 250 150 250 1200 150 300 1200 60 300 70 60 100 70 100
Total Area (sqmt)
Remarks
In Far
Private/Public/ Semi Public
HVAC
Total Area (sqmt) 2650
Remarks
In Far
✓
Private/Public/ Semi Public Public
HVAC
✓
Public
✓
✓
Public
✓
2650
✓
Public
✓
2650
✓
Public
✓
✓
Public
✓
✓
Public
✓
✓
Public
✓
✓
7644
7644 7644
Sr. No. Description Toilet Male Toilet Female Tenant Suite Small Office Electronic display facility Delegates Lounge Kitchenette Circulation & Passage ara (20% of total covered area)
No. of Units 1 1 1 1 1 1 1
Area of each unit 30 30 750 30 100 100 30
Total 12
Administrative Complex Director's Secretariat & reception Offices of the Deans Offices of the CAO Offices of the Finance & Accounts Officer Admission Section Academic Section examination center Student welfare Section Planning & Resource Planning & Generation. Alumni Affairs Public relations & institute Publications Industrial Liaison officer Student Training & Placement T&P) Oflice Personnel & Administration OIIIce Stores & Purchase Unit Finance & Accounts Audit room Secretariat of Stationery Bodies Communication services Unit Engineering Services & Estate Office Chairman BoG'sOffice Board Room Committee Rooms Reception Lobby + Reception Desk Faculty Affairs & FDP Cell
Area (sqmt)
Total Area (sqmt)
Remarks
In Far
2
33
50
HVAC
30 30 750 30 100 100 30 800 4000
4000
✓ 6
Private/Public/ Semi Public
Semi-Public
✓
150 198 25 25 125 175 125 125 100 125 125 300 200 250 125 125 400 50 100 100 250 125
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Sr. No. Description Staff Training Cell Chairnran BoG's Office Academic Council Room Board Room Committee Room Reception Desk Reception Lobby Circulation & Passage ara (20% of total covered area)
No. of Units
2 2
Area of each unit
75 100
Total
Area (sqmt)
Total Area (sqmt)
Remarks
75 100 150 150 200 100 300 1100 5498
5498
Total built-up Area = 115450 sq.m
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Indian Institute of Management Nagpur
In Far
Private/Public/ Semi Public
HVAC
Space Standards
AICTE Guidelines Lecture rooms/Flexible learning Spaces Auditorium Library
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AICTE - All India Council for Technical Education
1.3 MINIMUM BUILT-UP AREA REQUIREMENTS
All India Council for Technical Education (AICTE) was set up in November 1945 as a national-level Apex Advisory Body to conduct a survey on the facilities available for technical education and to promote development in the country in a coordinated and integrated manner.
Norms and Standards laid down by AICTE for management universities: 1.1
MINIMUM LAND AREA REQUIREMENTS IN ACRES
1.3.1 INSTITUTIONAL AREA (carpet area) in m2
1. Land area shall cover hostel facilities, if any 2. Land shall be in one continuous piece.
1.2
112
MINIMUM BUILT-UP AREA REQUIREMENTS
Indian Institute of Management Nagpur
Fig 179: Informal Flexible Spaces
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LEDG of the University of New Mexico The Learning Environments Design Guideline (LEDG) of the University of New Mexico was developed to assist the design professional to meet the increasingly complex needs of UNM learning environments. The LEDG is intended to provide guidance for negotiation between the increased parameters of current educational models and the efficiency/sustainability goals of all UNM facilities. The principles and objectives : • Encourage individual, collaborative, and interactive learning. • Provide comfortable, durable, and stimulating surroundings.
1 WHEELCHAIR REQUIREMENTS FOR CLASSROOMS
2 DIFFERENT AUDITORIUM LAYOUTS FOR 64/80
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Indian Institute of Management Nagpur
3 SIGHTLINES FOR SEMINAR HALLS
1 ROOM PROPORTIONS Room proportion significantly influences the way instruction takes place in the learning environment. Rooms that are too wide inhibit the instructor’s ability to maintain eye contact, provide more instructor space than is needed, and typically have poor sightlines, especially from seats in front corners. Rooms that are too deep make it hard for students seated in the back to hear the instructor, to interact with the entire group, and to see whiteboards and projection screens. They also force a narrow instructor space, causing instructor stations to interfere with views to the front.
1 LEARNING/FLEXIBLE STUDIOS Learning studios are designed to emphasize collaborative learning among students and minimal lecture by the instructor. Students are seated at large, round tables to facilitate team work and the walls are covered with working surfaces and projection screens/video monitors to present student work.
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Indian Institute of Management Nagpur
LIBRARIES
ENTRANCES
SEATING ARRANGEMENTS
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Indian Institute of Management Nagpur
Chapter 06
Technology Research Options and Calculations
Project Vision Various Technical requirements Water Harvesting System Radiant Heating and Cooling System Solar Panels/Farms Living Facade Integrated waffle Slab Waffle slab Post-tensioned structure RFID Tags Automated High density storage
Occupancy Load Water Demand Water conservation Sewage treatment Electric demand Solar generation
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Project Vision Self-sustainable campus & Future Growth Absorptive The vision of the project aims to be self-sufficient sustainable and future growth absorptive which will be critical for the project for reasons as follows:
Self Sufficient Institution: The project aims for a self-sustainable campus with food, energy and water security within a couple of years after the construction of the project which would eventually lead to financial security for the campus. Sustainability beyond the campus boundary : The project aims for future growth expansive with self-sustainability acting as a model of promoter for other such campuses coming up in the future contributing to a greater environmental sustainability.
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Indian Institute of Management Nagpur
Sustainability Self-sustainability at the campus level For achieving the following ways are to be achieved: 1. Water harvesting methods 2. Electricity generation : Solar energy 3. Food security via various irrigation systems
Passive ways: 1. 2. 3.
Various Technical requirements Different technological requirements focused
Built form Facade treatment: Green living walls Local Material’s Pallete
Active ways: 1. 2.
Heating ventilation and air conditioning systems Photovoltic Systems
Services 1. 2. 3.
Technological requirements for the classrooms and seminar halls HVAC System requirements Radiant Heating and cooling system
Structure The academic requirements for the institution requires: 1. Large span structure 2. Stacking and Book load on the structural load
Safety Fire codes and fire norms: Classroom complex, Libraries Universal accessibility standards and requirements.
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Water Harvesting System Water security and zero wastage The site contains has contour difference of about 6-8m spread across. Nagpur has a dry weather with a ample amount of rainfall during monsoons. Creating a systematic system of water reservoir with interlinked systems for water usages, recycling water an then using it again for other purposes will ensure a water secure campus without having requirement from the municipal water system. With time the campus will have created a green belt resulting in the golding capacity of the soil below the south of the tank and preventing storm water drainage to run off creating issues within the site. Fig 180: Water Harvesting System
Landscape strategies equipped with time
01
Current Scenario
Fig 181: Water Harvesting System
122
02
Creation of Checkdams
Indian Institute of Management Nagpur
03
Seeding of plants along with increase in the water seepage
04
Creation of grren lush leading to benefits
Radiant Heating and Cooling System Active sustainable strategies Hydroponic radiant heating and cooling systems significantly reduce energy consumption in the built environment. Many of the world’s most efficient commercial buildings rely on the coupling of radiant and forced air systems to achieve energy performance targets. Radiant cooling systems circulate colder water through the same network of pipes where warmer water circulates during the heating season. This network of pipes can turn the floors, walls, and ceilings of a conditioned space into cooled surfaces that evenly absorb heat energy. The heat pump source can be integrated with the ground heat sources for creating a highly energy efficient building.
Fig 182:
Floor Slabs Integrated of radiant system pipes
Fig 183:
Schematic Section showing the flow of air
Fig 184:
Radiant tubes laid down on the floor
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Photovoltic Panels Active sustainable strategies
Solar Farms
Solar farms are large-scale, ground-mounted solar installations. They use photovoltaic (PV) panels or other means of collecting solar energy, like concentrating solar systems, to harness the sun’s power.
124
Indian Institute of Management Nagpur
Fig 185:
Architectural Thesis 2021
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Living Facade walls
GREEN WALLS
Green walls and algae living facades
Green walls for surfaces prone to excessive heating Living façades can maximize a projects green space with a minimumsized footprint, creating a living landscape where it was not thought possible. They are both low-cost and low- maintenance in comparison to other greening options. Architecturally designed green facade create eye-catching designs that can make a project stand out from the pack. They simultaneously increase the desirability of the building. 1.
Living facade offer economic environmental and physiological benefits. 2. Building Profile Beautification 3. Improved Air Quality 4. Biodiversity and habitat 5. Acoustic Buffering 6. Biophilic Design and our health 7. Increased Thermal Insulation
LIVING FACADE- ALGAE SYSTEMS Depending on the species and the concentration of the micro-algae within the ETFE cushions, it is possible to vary the transparency of the single panels. When exposed to the solar radiation, algae grow more rapidly increasing their density, reducing the transparency of the ETFE panels, for thermo function as a natural sun-blind. Moving our facade triangles with the sun’s course allows us to use this shading potential in the maximum way, protecting indoors and exploiting the sunlight for the vertical algae farm. Creation of micro-climate
Fig 186: Various Green walls
ALGAE FACADE
Fig 187: Algae facade System
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Indian Institute of Management Nagpur
SLAB DESIGN FOR FLEXIBLE CLASSROOMS
CASE EXAMPLE: LECTURE SPACE AT COLUMBIA UNIVERSITY’S SCHOOL OF JOURNALISM
Fig 188: Columbia University’s School
Fig 189: Internal Views of slab
Restoration of the lecture space The design was intentionally developed to have a dual personality. To accommodate the broad range of functions required, from lectures to classes to film screenings, the plan is open to multiple configurations via a series of mobile furniture components, including a transformable stage and a moving storage wall. By contrast, the redesigned ceiling is highly articulated; developed as a contour of performance, with custom panels that provide for lighting, mechanical systems and acoustics.
Section
The shape of the ceiling is adjusted to allow for views to the monumental windows and extends to surface the mezzanine at the back of the space, referencing the form of classical coffers while adapting to contemporary requirements. The project engages the need to imaginatively transform historic facilities to accommodate contemporary educational requirements, creating a space that both acknowledges and reinvents its past.
This can be incorporated with the Hive classroom example of Harvard University for some specific flexible classrooms and multi-purpose halls.
Ceiling Plan
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Waffle Slabs Construction Strategies
Introduction Waffle slab is a structural component which is plain on its top and contains grid like system on its bottom surface. The top slab is normally thin and the bottom grid lines are generally ribs which are laid perpendicular to each other with equal depth. Waffle slab has two directional reinforcement. All the ribs are directed from column heads or beams. The depth of ribs maintained is as depth of column head or beam. Because of the ribs and double reinforcement, it is more table and recommended for large span slabs or foundations.
Why Waffle slab Waffle slab is good against shrinkage and it is lower than stiffened rafts and footing slabs. Waffle slab requires only 70% of concrete and 80% of steel from the concrete and steel used for different raft. It allows you to achieve long span structure.
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Indian Institute of Management Nagpur
Fig 190:
Fig 191:
Fig 192:
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Library management systems New technology changes
Fig 193:
Fig 194:
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Indian Institute of Management Nagpur
Fig 195:
Fig 196:
Automated Storage capcity Slab cut throughout 3 floors
Lift Shaft For the books movement vertically mechanically Fig 197: Automated storage used in Library design
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Design Integration Calculation and feasibility studies
Occupancy Load
Sr. No. 1 1.1 1.2 1.3
Indian Institute of Management Nagpur
Residence Hostel Faculty & Academic Staff Housing Community Centre and Clubs
2 2.1 2.2 2.4 2.5
Recreation Dinning Hall with Kitchen Students Activity Centre/ Worship Meditation Satellite Shopping Complex Cafe
3 3.1 3.2
Other Amenities Guest House Health Center
4
132
Description
Incubation Center Offices
5 5.1 5.2 5.3
MDP Center Rooms (MDP Hostel) Class room (125 person) Syndicate rooms and offices
6 6.1 6.2 6.3 6.4 6.5
Faculty Office Building Offices Seminar cum committee rooms Educational Technology, computation room Case Library Laboratories
7 7.1
Library Library
Category
Load Factor
Occupancy
A3 7.5 A4 12.5 D3 1.4 Total occupancy load for Residence
4012 2614 3214 9840
D6 1.8 D3 1.4 F 3 D6 1.8 Total occupancy load for Recreation
1944 2250 83 222 4499
A1 12 C1 15 Total occupancy load for other Amenities
208 67 275
E1
10
85
A3 12.5 D3 No. of seats *1.2 E1 10 Total occupancy load for MDP Center
58 300 130 488
E1 10 D4 10 E1 10 D4 10 E2 10 Total occupancy load for Faculty Office Building
373 314 35 171 250 1143
E3
10
292
5.1 5.2 5.3
Rooms (MDP Hostel) Class room (125 person) Syndicate rooms and offices
A3 12.5 D3 No. of seats *1.2 E1 10 Total occupancy load for MDP Center
58 300 130 488
6 6.1 6.2 6.3 6.4 6.5 Sr. No.
Faculty Office Building Offices E1 10 Seminar cum committee rooms D4 10 Educational Technology, computation room E1 10 Case Library D4 10 Laboratories E2 10 Description Category Load Factor Total occupancy load for Faculty Office Building
373 314 35 171 250 Occupancy 1143
8 7 8.1 Sr.7.1 No.
Computer Centre Library Computer Centre Description Library
300 Occupancy 292
9 8 9.1 8.1 9.2 9 9.1 10 9.2 10.1 10.2 10 10.1 11 10.2
12 11
12
Category E3
Load10 Factor
Virtual Learning Computer CentreCentre/ Audio visual class rooms Audio Video Classroom D3 No. of seats Computer Centre E3 10 *1.2 Offices and Labs E2 10 Total occupancy load for Virtual Learning Center Virtual Learning Centre/ Audio visual class rooms
240 300 220 460
Audio Video Classroom D3 No. of seats *1.2 Classroom Complex Offices and Labs E2 10 150 and 90 Seating capacity lecture theatresTotal occupancy load D3for Virtual No. of seats *1.2 Learning Center 40 and 30 Seating capacity lecture theatres B2 4 Total occupancy load for Classroom Complex Classroom Complex
240 220 2556 460 846 3402
150 and 90 Seating capacity lecture theatres D3 No. of seats *1.2 Auditorium 40 and 30 Seating capacity lecture theatres B2 4 Auditorium and lobby No. of seats *1.2 Total occupancyD2 load for Classroom Complex
2556 846 1200 3402
Administrative Complex Auditorium Offices Auditorium and lobby
550 1200
E1 D2
10 *1.2 No. of seats
Total Occupancy Load
Administrative Complex Offices
Total Occupancy Load
22534 E1
10
550
22534
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Water Demand
Domestic per day
Flushing per day
Consumption per day (per head)
Other Amenities Guest House Health Center Incubation Center MDP Center
120 230 25
60 110 20
180 340 45
37500
3.1 Rooms (MDP Hostel)
90
45
135
7695
3.2 Class room (125 person)
5
10
15
4500
3.3 Office 5 Faculty Office Building 6 Library 7 Computer Centre 8 Virtual Learning centre 7.1 Offices 7.2 Audio Video Classroom
25 90 5 25
20 45 10 50
45 135 15 45
135
25
20
45
5 90 5 90
10 45 10 45
15 135 15 135
Sr. No. Description 1 1.1 1.2 2 3
8 Classroom Complex 9 Auditorium 10 Administrative Complex
Total Water requirement per day
Water requirement (litres per day)
22440 3825
104865 4380 13500 9900 240 378000 18000 74250 679230
Total water per day = 679 Kilo Litre Water demand annually = 679 x 365 = 2,47,835 Kilo Litre
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Indian Institute of Management Nagpur
720 mm 5,37,300 sqm
44059 sqm
44059 x 0.9 x 1.064 = 42,190 Kilo Litre / year
396527 sqm
3,96,527 x 0.3 x 1.064 = 1,26,570 Kilo Litre / Year
53730 sqm
53730 x 0.8 x 1.064 = 45,734 Kilo Litre / Year
Water Reservoir Area:
42984 sqm
Water collected in 1 year
42984 x 1 x 1.064 =45,734 Kilo Litre / Year
Height of Water Reservoir:
10 m
Total capacity of reservoir
42984 x 10 x 1 Kilo Litre =4,29,840 Kilo Litre
Total water that can be harvested in one year
= 2,60,228 Kilo Litre > Annual demand
No. of years for the reservoir to be filled
= 1.6 years ~ 2 years
= 679 Kilo Litre / day = 543 Kilo Litre / day = 500 Kilo Litre / day
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Electricity Generation
Electrical requirement/ Load calculation:
Sustainability Strategies Sr. No. Building Component 1 2 3 4 5
Residential Academic Auditorium Health Care Recreation Total Built up Area
Built-up area (sq.m)
Interior lighting load (W/sq.m)
Total power (W)
69760 32039.76 4000 1000 7650 115450
10.8 12.9 12.9 12.9 15 Total Load
753408 413312.904 51600 12900 114750 1345971
Total electrical Lighting Load = 1345971 watts = 1346 KW
Estimated Roof area for installation:
17210 sqm 50% of availableroof area 8605 sqm 29.8 sqm 8605 / 29.8 sqm = 288 units 288 x 4 = 1152 KW (85.5% of Phase 1 requirement)
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Indian Institute of Management Nagpur
Chapter 07
Design Determinants Concepts and Drivers
Project Vision Site Derivatives Design Determinants Master Planning Concept Zoning Concept
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Project Vision Self-sustainable campus & Future Growth Absorptive
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Indian Institute of Management Nagpur
The goal is to design campuses for the 21st century respecting the nature, flexible with the use of modern technology and absorbing the future growth and expansion. A self-sufficient and smart campus model for the future campuses and the city itself.
Self Sufficient Institution: The project aims for a self-sustainable campus with food, energy and water security within a couple of years after the construction of the project which would eventually lead to financial security for the campus. Sustainability beyond the campus boundary : The project aims for future growth expansive with self-sustainability and 21st technology aided model that can be the promoter for other such campuses coming up in the future as well as on a larger scale of a city contributing to a greater environmental sustainability.
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Contour Study
Design Derivatives Site derivatives
LEGENDS L - Low areas in the site
H- High areas of the site
The arrows show the drainage flow in the site.
The Low areas can be created into water reservoirs to harvest the annual rainfall of the site. These areas can also help create a micro climate helping to keep the temperature moderate of the surrounding built and also a central attraction point for the campus students.
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Indian Institute of Management Nagpur
WATER RESERVOIR AREA (APPROXIMATE) REQUIREMENT :
Amount of water falling every year on the site (Assuming annual rainfall = 1m) Area of site = 132.79 acres Thus, volume of rainfall on the site per year = 537382.064m3 =A The low area ht. = 8m Therefore, area of water reservoir (maximum) = A/8 = 67172.758m2 = 16.59 Acres % of site used for water reservoir (maximum) = 16.59/132.79 = 12.4%
Possible Flood plain converted into farm
Possible Water Harvested Reservoirs
Possible strategic organic Farm areas Major Clusters of trees that need to be reserved
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02
S EC
OND ARY
EDG
E
01
MIN
ENT
EDG
E
INST ZON ITUTIO N E
PR O
M
IN
EN
T
ED
G
E
PRO
The eastern edge and the western edge act as the main road access creating the active nodes in the site where the users interact between the site and the context.
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Indian Institute of Management Nagpur
CO ZONMMERC I E
AL
AL INST ZON ITUTIO N E
AL INST ZON ITUTIO N E
AL
The northern edge of the site has the commercial zone while the southern edge is surrounded by the AIIMS university. Corresponding to the site edges the auditorium and the incubation centre will be location in the northern edge.
03
04
The context built-up including the AIIMS university is aligned along with the MIHAN main road. Corresponding to this orientation which can be aligned almost with the north-south direction. The wind direction cumulative will also be perpendicular to the road edge helping in ventilation helping the micro-climate.
The Dahegaon tank and the Zupudi forest in the north along with the low contours in the site drives the design to have no buit up in this portion. So creation of a water recreational area.
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Master Planning Concept Sustainable master planning strategies
Ecological Axis Ecological Axis
Recreational centre
01 144
The water bodies: Marking the main water reservoirs at the lowest points of the site according to the slope study and the main agrofarms in the site.
Indian Institute of Management Nagpur
02
Academic Spline
The Recreational Zone: The zone is at the intersection of the ecological axis and the academic spline.
Future Development
03
Porous pedestrian entry : Cutting through the secondary axis marking the blurring between the city and campus. Connecting to the city community.
04
Phase One Construction: Concentrated at in the center of the site corresponding to the ecological axis which is surrounded by the recreation zone. Future development will take place in the south side of the campus.
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01
Zoning Concept Institute master plan zoning
FACULTY RESIDENCE
The scheme : The rear side of the site is for the residence while the middle portion of the site is kept for recreation. The front zone is planned for the academic zone. Disadvantage: The MDP center should be in the frontage as it plays an important role in creating an impression of the business school.
STUDENT RESIDENCE MDP RECREATION/ DINING
AUDITORIUM OPEN AIR THEATRE
ACADEMIC AREA
02 FACULTY RESIDENCE
The scheme : The rear side of the site is for the faculty residence while the student housing is kept near the recreational zone. Disadvantage: The future expansion area in he front zone is less.
STUDENT RESIDENCE
RECREATION/ DINING AUDITORIUM ACADEMIC AREA
MDP
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Indian Institute of Management Nagpur
Final Zoning Concept
Residential Zone
Recreation Zone Central Green calm zone Main Axis
Recreation Zone Academic Zone
LEGENDS
Collaborative Zone Academic Block Farms Water Reservoirs Recreation Students Housing Academic Staff Housing Non academic Staff Housing
The zoning is planned by keeping the recreational zone in the centre and the various functions spreading out along the main academic spline. Architectural Thesis 2021
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Indian Institute of Management Nagpur
Chapter 08
Evolution of Design Iterations and Studies
Master Planning Iteration 1 Iteration 2 Iteration 3 Iteration 4 Iteration 5
Architectural Thesis 2021
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PHASE 1 ZONING
Master Planning Iteration 01
FUTURE DEVELOPMENT ZONES
01
The Master planning is has been divided in orthogonal axes and various builds have been scattered throughout the site making sure of keeping spaces for future development. To Improve: The master plan does not acknowledge the ecological axis and the area kept for the future development are in between the phase 1 built. This is not a proper planning.
LEGENDS
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Indian Institute of Management Nagpur
Collaborative Zone
Farms
Academic Block
Water Reservoirs
Recreation
Academic Staff Housing
Students Housing
Non academic Staff Housing
01 Entry/Exit Academic Block schematic section showing library
Staff Housing Service tower
Recreational Area Faculty Housing
Boys Hostel
Director Housing Guest House
Sports fields Academic Zone
Entry/Exit
Parking tower MDP Centre Entry/Exit
Incubation Centre Auditorium
Parking Tower and Service Area Girls and married accommodation Hostel
Entry/Exit
Meditation/ Place of Worship
Covered Sports Complex
Entry/Exit Parking Tower
The academic spline is a vehicular ridden pedestrian path giving a clear vision axis through the whole site. The axis is surrounded by green paths and then built is made surrounding it. Architectural Thesis 2021
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02
Master Planning Iteration 02
Ecological Axis Responding to the natural features of the context
Recreational centre Academic Spline
Marking the main water reservoirs and agro-farms in the site according to the slope study
For public and campus residents and students
Entry/ Exit
Entry/ Exit Entry/Exit
Exit Entry
Porous pedestrian entry Cutting through the secondary axis marking the blurring between the city and campus
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Indian Institute of Management Nagpur
Servicing through South side Main Service road and most of the parking towers and service tower will be located in the south of the site.
02
PHASE 1 ZONING
10 min walk circle Library and computer centre
5 min walk circle
Service
FUTURE DEVELOPMENT ZONES
Zoning created by the main and ecological pedestrian axis. The academic zone is kept in the front zone while the recreational zone kept at the rear side of the site. Phase One Concentrated at in the centre of the site and the secondary axis which is surrounded by the recreation zone. The future development to be taken in the direction of the arrows shown in the diagram. To improve: The massing planning doesn’t go totally along with the ecological axis. Some vehicular access needs to circulate inside the residential as well as academic area.
LEGENDS Collaborative Zone
Farms
Academic Block
Water Reservoirs
Recreation
Academic Staff Housing
Students Housing
Non academic Staff Housing
Architectural Thesis 2021
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02 Parking Tower Sports fields
Faculty Recreation
Director Housing Boys Hostel
Academic Zone
Girls and married accommodation Hostel
MDP Centre
Meditation/ Place of Worship
Incubation Centre
Auditorium
Electric Substation
Satellite Student Complex Student Dinning
Health centre Covered Sports Complex
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Indian Institute of Management Nagpur
Parking Tower
03
Master Planning Iteration 03 Main vehicular access
The initial built up phasing is kept along the with the ecological axis while the future development kept on south side of the site as shown by the red arrows. To improve: Vehicular road loop continuity.
Service access
INITIAL FUTURE DEVELOPMENT CONCEPT
MAJOR VEHICULAR ROADS
Recreation drop-off Residence Entry/Exit
Staff housing drop-off
Student housing drop-off
Sports area Drop-off Library Drop-off
Guest house drop-off
MDP Centre Incubation Centre Drop-off
Recreation drop-off
Auditorium Drop-off
Academic Entry/Exit
ENTRIES AND DROP-OFF’S
Admin and Faculty building drop-off
Estate office Drop-off
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03 Faculty Recreation
Director Housing
Guest House
Girls and married accommodation Hostel Sports fields Meditation/ Place of Worship
Electric Substation
Academic Block
Student Dinning Boys Hostel Health center
Covered sports facility
The massing responds to the ecological axis better but the housing complexes can have a better staggered placement to view the lake.
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Indian Institute of Management Nagpur
LEGENDS Collaborative Zone
Farms
Academic Block
Water Reservoirs
Recreation
Academic Staff Housing
Students Housing
Non academic Staff Housing
Focus Area Iteration 01 AUDIO VISUAL
Faculty Block
30
90 30 90
90
30
45 90
90
90 45
AUDIO VISUAL
Sem
inar
Classroom complex C. LAB
Roo m
Cubicles for teaching
C. LAB
LAB
FIRST FLOOR PLAN
The massing is done by keeping in mind to create terraces and play of masses with interior courts created. There is no modularity in the massing.
30
45 30
30
30
90
30 45
45 45
Computer centre
GROUND FLOOR PLAN C For ubicle rese s arch
SECOND FLOOR PLAN
Library Drop - Off 90
90
150 Capac ity
150 Capac ity
150 Capac ity
150 Capac ity
150 Capac ity
150 Capac ity
150 Capac ity
Estate Drop - Off
Library 30
30
Case library
30
Seminar Room
90
30
45
Common
LAB
30
LAB
Entry connection to the academic block
HOD and Admin offices
Common
45
Computer centre
Seminar Room C rese ubicle arch
s
Fo scho r lars
Faculty offices
GROUND FLOOR PLAN
Main Drop - Off
THIRD FLOOR PLAN
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04
Master Planning Iteration 04
SERVICES
RECORDING ROOM
FEMALE GREENROOM
MALE GREENROOM
WASHROOM
BACK STAGE
UP
PROP STORAGE
WINGS
WINGS
STAGE
UP
ORCHESTRA PIT
SEATING
CONTROL ROOM
CLOAK ROOM
PANTRY AND SEATING
PRE FUNCTION LOBBY
UP UP
Electric Room
lE cirtce R moo
AHU
UHA
Electric Room
ESTATE
UP
PU
ygol
oisy
hP l
aico S&
& Social Cognitive Laboratory
eviti n yrota goC roba L
Physiology
Finance EC ROOM
OFFICE
PU
PU
UP
AHU
UHA
UP
elE cirtc R moo
DN towards classroom
AHU ROOM
UP
&
Accounts room
Entrance to Library
Audit
Stores
& Purchase
Unit
UP UP
UP
Offices of the CAO
FHC FHC
Entrance to computer center
Section
Admission
of the Offices & Finance
Accounts
Officer
Semi Cultural space
Spillout
UP
Section center Academic examination
UP
FHC
Entrance to computer center
FHC
FHC
UP
UP
Director's &
Cafe UP
Secretariat
EC ROOM
N AND RECEPTIO DN towards classroom
PU
PU
AHU
Electric Room
Indian Institute of Management Nagpur
Electric Room
158
Room Electric
UP
UP
Residential Zone Massing
AHU
AHU
AHU ROOM
AHU
Room Electric
DESK
reception
04
Focus Area Iteration 02 SERVICES
RECORDING ROOM
FEMALE GREENROOM
MALE GREENROOM
WASHROOM
BACK STAGE
UP
PROP STORAGE
WINGS
WINGS
STAGE
UP
ORCHESTRA PIT
SEATING
FUTURE DEVELOPMENT
CONTROL ROOM
CLOAK ROOM
PANTRY AND SEATING
PRE FUNCTION LOBBY
UP UP
Faculty Building elE cirtc R moo
AHU
UHA
Electric Room
elE cirtc R moo
AHU
UHA
Electric Room
ESTA
TE OFFI
CE
UP
UP
PU
PU
UP
PU
oisy
EC ROOM
aico
S&
e& Cognitiv ory Laborat
eviti yrota ngoC roba L
Social
Physiolo
DN towards classroom
AHU ROOM
UP
gy
hP l
se
e& Financ nts Audit
Stores
& Purcha
Unit
Accou room
Entrance to Library
UP UP
UP
Offices of the CAO
FHC
Entrance to computer center
FHC
Student Activity Zone
ygol
sion
Computer complex
Admin
UP
Section mic Acade ation center examin
UP
FHC
Entrance to computer center
FHC
FHC
Section
Admis of the Offices e & r Financ nts Office Accou
Semi Cultural space
Spillout
UP
UP
or's
Direct
Cafe UP
ariat Secret ion
EC ROOM
N AND
DESK
&
recept
PTIO
RECE DN towards classroom
Roomc Electri
PU
PU
Electric Room
AHU
UP
UP
AHU
Electri Roomc
Library
AHU
AHU
AHU ROOM
Room Electric
Classroom Complex
The massing is follows more modularity where the whole block can be replicated for the future development as shown in the plan. There is more of a orthogonal grid follow. To improve: The library complex and students activity center needs to redesigned to break the monotony in design. The vehicular roads needs to reduced
FUTURE DEVELOPMENT
the be the be
Sections FACULTY COMPLEX
CLASSROOM COMPLEX
COMPUTER CENTER
Section BB’
Section AA’
C B
SERVICES
RECORDING ROOM
FEMALE GREENROOM
MALE GREENROOM
WASHROOM
BACK STAGE
UP
Electric Room
UP
Electric Room
ESTATE
OFFICE
PU
isyh
P la
icoS
& Social Cognitive Laboratory
& ev iti yrota ngoC roba L
Physiology
Finance
&
Accounts room
Entrance to Library
Audit
Stores
& Purchase
Unit
UP UP
UP
Offices of the CAO Section
FHC
Entrance to computer center
Admission
of the Offices & Finance
Accounts
Officer
Semi Cultural space
Spillout
UP
Section center Academic examination
UP
FHC
Entrance to computer center
FHC
FHC
UP
UP
Director's &
Cafe
Secretariat
AND
DESK
reception
RECEPTION DN towards classroom
PU
PU
Electric Room
Room Electric
UP
AHU
AHU
AHU ROOM
UP
AHU
Electric Room
COMPUTER CENTER
AHU
UHA
UP
elE cirtc R moo
PANTRY AND SEATING
PRE FUNCTION LOBBY
UP
ygol o
EC ROOM
CLOAK ROOM
UP
AHU
UHA
PU
EC ROOM
UP
SEATING
DN towards classroom
AHU ROOM
UP
WINGS
STAGE
ORCHESTRA PIT
UP
elE cirtc R moo
PU
D
WINGS
CONTROL ROOM
FHC
LIBRARY
PROP STORAGE
UP
AHU
Room Electric
Section CC’
Architectural Thesis 2021
159
Classroom Complex Block
04
Floor Plans
PU
AHU
Electri Roomc
Semi Open spaces
UP
Covered spillout area due created by massing
Ground Floor Plan
AHU
Roomc Electri
First Floor Plan
informal Second Floor Plan
The classroom complex massing has allowed informal spaces to be created between each classrooms. This allows greater level of interaction amongst the students leading to better social development of the student which is necessary in a business school.
Faculty Block Floor Plans AHU
UHA
Electri c Room
PU
UP
elE cirtc R moo
UP
siology
ial Phy
Soc e& nitiv Cog tory Labora
Common Room
Ground Floor Plan
Second Floor Plan
First Floor Plan
Third Floor Plan
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Indian Institute of Management Nagpur
The Faculty block has been tried to put in the same massing as the classroom complex to keep the same architectural expression. Terraces and informal spaces have been created to facilitate informal discussions.
Liibrary and Audio Visual Center Entrance to Library
EC ROOM
04
Floor Plans
DN towards classroom
AHU ROOM
UP
Management Development Program
UP FHC FHC
Spillout
UP
Cafe UP
EC ROOM
AHU ROOM
DN towards classroom
Living Algae Facade AHU ROOM Production Control Room
UP
Preview Room
EC ROOM
editing room
Ground Floor Plan
Utility room
First Floor Plan
Second Floor Plan
Third Floor Plan
CHF
PU
Light well for classroom down FHC
Audio Visual Classroom
UP
Graphics Lab
UP
EC ROOM photography Lab
AHU ROOM
The library is a long span building while the ground floor becomes a promenade for the public as well as the residents and students of the campus. A semi - covered cultural space with cafes has been provided.
AHU ROOM
Collaborative Zone UP
EC ROOM
Collaborative Zone CHF
PU
CONFINED READING ZONE
CONFINED READING ZONE
FHC
AUTOMATED STORAGE CAPACITY
UP
AUTOMATED STORAGE CAPACITY
Informal seatings
EC ROOM
AHU ROOM
The living eight group consists of 8 individual rooms with a common room provided for these eight people, where discussions can happen. The room also acts as an informal space where pantry, lounge and some indoor sports have been provided.
AHU ROOM
UP
QUIET ROOMS
EC ROOM
CHF
PU
Living Eight Group Concept
FHC
RESEARCH AREA
UP
UP
UP
AUTOMATED STORAGE CAPACITY
UP
EC ROOM
AHU ROOM
Automated Book Storage - 3 floor high
Architectural Thesis 2021
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05
Master Planning Iteration 05
SITE SECTION THROUGH ACADEMIC ZONE Faculty Block
Faculty Block
Student Activity center Library
Computer Center
Water Reservoir
Spillout Area Audio visual Classroom
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Indian Institute of Management Nagpur
Courtyard
Spillout Area
Administration
Courtyard
Massing Model
Student Housing View towards tank
05
Faculty Housing View towards tank
Library Classroom Complex
Faculty Block
Classroom Complex
Admin Block
MDP Center
Incubation Center
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DERIVING WATER BODIES The various structural plans for the master planning.
05
VEHICULAR ROADS Parking
DERIVING GREENS AND AGRO FARMS Parking
Parking cycles parking Parking
Service Road
DROP-OFF’s
Alternate Academic
PEDESTRIAN LINKAGE Staff and Director house
Ecological Axis
Library and Student Activity centre
MDP and Incubation
Faculty Auditorium
Porous Entry
Student Housing
Academic Guest House
Canteen Faculty club
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Indian Institute of Management Nagpur
Alternate Academic
MAJOR ZONES Residential Zone Director Housing Recreational Zone
Academic Zone
The current zoning allows the future expansion to happen in the south of the site. With a vehicular main road cutting through between the residential area catering the current phase as well as the future expansion. In the academic zone the future expansion will be happening in the south as well the north side of the site. The future expansion will be catered by the existing roads itself without further increasing the paved area.
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Meditation Area
LEGENDS Academic
Recreation
Residence
THE BUILT - CURRENT PHASE FUTURE DEVELOPMENT
LEGENDS Future Development
Future Links
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Chapter 06
Final Design Proposal
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Final Site Plan
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Connecting the campus and the site The Site and City
Proposing a Bio-diverse park in future To conserve the Zupidi forest and connecting the campus with the city’s rich biodiversity.
N A KEY DRIVER FOR DERIVING THE PEDESTRIAN CIRCULATION
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An interactive Threshold The boundary wall is an interactive space allowing the campus to connect with the city.
The process to master plan of the campus DERIVING WATER BODIES
VEHICULAR CIRCULATION N
PARKING
PARKING
Derived from Contour Study, thus not affecting the natural drainage slope
DERIVING GREENS AND AGRO FARMS
PARKING
SERVICE ROAD PARKING
CYCLES PARKING
PEDESTRIAN CIRCULATION
From Contour Study and existing trees: Providing agro farms in the floody plains to increase food security and soil holding capacity
N
Pedestrian Circulation into the biodiverse edge
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The Built - Current Phase
The current built Phase The built has been kept concentrated keeping in consideration of the future development.
Future Development Zone
N Major Zones
Future development Site N
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N
Academic Zone
Recreational Zone
Residential Zone
The south side of the site has been kept for future development (30%-50%) so that no disturbance is caused during construction.
Meditation Area
Indian Institute of Management Nagpur
N
Future Development
N
STAFF AND DIRECTOR HOUSE
LIBRARY AND STUDENT ACTIVITY CENTRE
FACULTY HOUSING
ALTERNATE ACADEMIC MDP AND INCUBATION AUDITORIUM
STUDENT HOUSING
ACADEMIC
GUEST HOUSE
ALTERNATE ACADEMIC
CANTEEN FACULTY CLUB
N
The Academic Size 10 min walk circle
5 min walk circle
The walking distance The circles depict the walking time zone keeping the academic zone and residential not that far away from each other.
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RESIDENTIAL ZONE
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N
STAFF HOUSING Faculty Club
Director Housing
FACULTY HOUSING STUDENT HOUSING MEDITATION AREA Girls & Married Accommodation Boys Accommodation Guest House Student Canteen
HEALTH CENTRE
Shopping Complex
LEGENDS Student Housing
Faculty Housing
Staff Housing
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RESIDENTIAL
Views of residential zone massing
THE THRESHOLD CONNECTING CAMPUS AND CITY
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COURTS OPENING TOWARDS THE DAHEGAON TANK
The housing blocks have hierarchical heights increasing from the lake from each other. The blocks have been staggered in plan for each block to have its view towards the biological diverse edge and Dahegaon Tank
Focus Area The Academic Zone
Management Development Program center
Incubation
Computer Center
Faculty Block Administration
Faculty Block Library Student activity
Classroom Complex Classroom Complex Recreational area with OAT The various components are shown in the illustration above for the academic zone. Architectural Thesis 2021
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Focus Plan
N
LONGITUDNAL SECTION Student Activity center
Faculty Block Library
Faculty Block Computer Center
Administration
Water Reservoir
Audio visual Classroom Spillout Area
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Courtyard
Spillout Area
Courtyard
Pedestrian and Greens
Vehicular Circulation N
SPORTS FIELDS
SPILLOUT AREA UNDER LIBRARY
RECREATIONAL AREA WITH OAT
HEALTH CENTRE
LEGENDS Landscaped paths
Main Pedestrian Path
OAT UNDER COMPUTER COMPLEX
LEGENDS Drop- Off
N Ramp out
Drop- In
Basement Location
Future Development
2 Underpass
The basement has been provided at the start and the end of the loop for a continuity in the vehicular movement . Parking and services are provided within. An underpass has been given at the end of the loop so that it doesn’t Hinder the pedestrian movement above.
LEGENDS Future Blocks
1
Future Links
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The Academic zone The academic zone main components are the faculty block administration, classroom Complexes ,estate office, the library, student activity Centre the management development programme centre, incubation centre and an Auditorium. All the components have been brought together by a similar architectural character and the landscaping. The classroom complex and faculty block are similar in massing with various breakouts within them for an interactive campus. The library and the student activity center is zoned in the center of the campus for everyone to reach it out as its the most used space. The administration, auditorium and the collaborative zones are zoned near the entry of the site that is the east side. The collaborative spaces that are the Management development program center and the incubation center are zoned in the north side of the site near by the industrial zone in the context.
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OAT under Computer centre
Spillout under Library
Landscape Concept Porous entries have been made in the blocks to come at the centre consisting of recreational lawns and oats. Major Interactive zones have been given at equal spacing roughly - under the Computer Complex, the library and near the water body.
Recreational OAT
ADMINISTRATION BLOCK PLANS
LEGENDS Circulation Service Core Balcony/Breakout Spaces
GROUND FLOOR AT +900
BASEMENT 1 AT -3150mm
FIRST FLOOR AT +4950
SECOND FLOOR AT +9000
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FLOOR PLANS Faculty offices
Faculty offices
Labs
Computer Room
Faculty offices
Seminar Halls
Faculty offices
Seminar Halls
Labs
HOD offices
Educational Technology
Seminar Halls HOD offices
FIRST FLOOR AT +4950 Faculty offices
GROUND FLOOR AT +900
The Faculty Block The faculty block design consists of faculty offices, visiting faculty rooms, HOD offices, some labs, seminar halls, research spaces. It has been zoned in between the Management Development Programme center and the classroom complex catering to both the zones efficiently. The massing has semi- covered and stilts area for more informal spaces.
Faculty offices
Computer Room
Educational Technology
Case Library Research cubicles
Research cubicles HOD offices
FACULTY BLOCK
SECOND FLOOR AT +9000 Faculty offices
Faculty offices
THIRD FLOOR AT +13050
LEGENDS
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Circulation
Service Core
Informal Spaces The informal spaces and the breakout spaces ensure an healthy social personal development of the students as well as the faculty teaching in the university. As shown in the research such spaces and elements can help break the depression that one might get into due to the heavy burden of the course. These alcoves have been created for students and teachers to have healthy informal discussions.
Views of the informal spaces in faculty block
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FLOOR PLANS
FIRST FLOOR AT +4950
GROUND FLOOR AT +900
The Classroom complex The Classroom complex consists of various capacity classrooms ranging from 30 seater to 150 seater. The classrooms have been designed keeping in mind of flexibility of the space. The design of the block has been made to resemble the faculty block as it is zoned opposite. CLASSROOM COMPLEX
SECOND FLOOR AT +9000
THIRD FLOOR AT +13050
LEGENDS
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Circulation
Service Core
Informal Spaces The informal spaces and the breakout spaces ensure an healthy social personal development of the students as well as the faculty teaching in the university. As shown in the research such spaces and elements can help break the depression that one might get into due to the heavy burden of the course. These spaces have been created within a buffer space of each classroom to make sure healthy and interactive sessions take place even outside the classrooms and faculty offices.
Views of the informal spaces in Classroom complex
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Staircase creating Informal Spaces
Elevation Expression
Covered Spillout spaces within the block
The classroom complex and the faculty block have been tried to have similar elevations that are facing towards the inside landscaped court to ensure similarity in the architectural expression. The facade has dholpur sandstone, algae windows as discussed in the technology section and double glass facade. The windows have automated blind systems for flexibility in controlling the amount of daylight entering the room.
Classroom Complex Elevation Glass Facade
Algae louvered window
Faculty Block Elevation
Flexible Classroom space Set of flexible 2 chairs and table
30 SEATER 90 SEATER
90 SEATER
Retractable Seating Providing more flexible area
45 SEATER
These show various possibilities of furniture arrangement in the classrooms with the same dimension to accommodate various activities and discussions
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Can be Converted into a Mutipurpose Hall with retractable seating
Indian Institute of Management Nagpur
150 SEATER
COMPUTER CENTER FLOOR PLANS
The computer centre has been zoned in the middle of the 4 blocks (2 classroom complex and 2 faculty block) acting as a connecting link too. Pedestrian links connecting the other blocks
FIRST FLOOR AT +4950
SECOND FLOOR AT +9000
GROUND FLOOR AT +900
Pedestrian Connectors Connecting the classroom complex and the Faculty Block
Computer Center
Atrium Covered Atrium creating an ambience below
Spillout Area Centrally located space for informal discussions and chill
Section Through Computer center
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The Library and the student activity center The drop off to the library also caters to the student activity center. Outsiders also use the library in campuses. Its a place where students , teachers and outsiders interact the most. Hence library acts as the main functional part of the building. The library building geometry has been changed - by doing this more attention goes to the built form. Its the major area where knowledge is spread and exchanged along with recreational activities.
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FLOOR PLANS
AV Classroom
GROUND FLOOR AT +900
Connection to Student Activity centre
BASEMENT 1 AT -3150
BASEMENT 2 AT -6750
Informal seatings
Automated Book Storage - 3 floor high
FIRST FLOOR AT +4950
SECOND FLOOR AT +9000
THIRD FLOOR AT +13050
FOURTH FLOOR AT +17100
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Porous entries
Classroom Complex
Terraces
Stillt areas for many entries into the block
Faculty Block
Open terraces created by massing
Green Area
Section Through Classroom Complex and Faculty Block
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SPILLOUT UNDER LIBRARY
Double Heighted Space
Lift Shaft
For the books movement vertically mechanically
Huge staircase and covered atrium for daylighting
Automated Storage capcity
Slab cut throughout 3 floors
Cafe lit by skylight
Skylight provided for daylighting and increasing the ambience
SPILLOUT UNDER LIBRARY
Living Facade
Providing Algae louvres
Audio Visual Classroom
The biggest capacity classroom
Spillout Area Above
A promenade where public and campus residents can have an informal space
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MANAGEMENT DEVELOPMENT CENTER AND INCUBATION CENTER
MDP CENTER
SECOND FLOOR AT +9000
INCUBATION CENTER
GROUND FLOOR AT +900
The MDP center has 2 classrooms and rooms for staying in proximity. While the incubation center has various meeting rooms and informal collaborating spaces.
Elevations Double Skin Facade
FIRST FLOOR AT +4950
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MDP Elevation
3D Isometric view Of MDP center
Atrium- Double Skin Facade
Terraces Atrium
Rooms UP
Entrance
Class Room
Living Eight Group Concept
UP
The Living Group Eight concept has been taken from the case study of Harvard University. It consists of 8 rooms along with a syndicate room consisting of pantry,meeting table for discussions to take place and some recreational activities. MDP CENTER THIRD FLOOR AT +13050
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Jury Comments
The Jury was very impressed by the presentation that was presented to them showing all my iterations and the pros and cons of each iteration. The jury panel was impressed by the design process and appreciated the method adopted to achieve the final master plan, especially how I achieved the master plan step by step learning from each iteration. The jury also liked the design of the individual components and the incorporation of the informal spaces within the blocks as well as the spillout areas created in the landscaping. The Jury suggested that the design could be more responding to the climate of the specific place- focusing on place specific design. Nagpur experiences very high temperatures which actually makes the afternoon shift as a break in Nagpur (which I wasn’t aware of). The jury pointed out some points like walking distance between the academic zone and housing, the open green terraces on the blocks that would have a different experience during summers. Overall the Jury was quite impressed with the design, the process and the presentation.
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Bibliography
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https://www.hindustantimes.com/education/future-of-management-learning/ story-s9SGm6xPmno5XlYCnzItIO.html https://www.arup.com/perspectives/3-keyingredients-of-a-successful-university-city-campus https://www.auditoria-services.com/type/retractable-seating/ https://theconversation.com/seven-ways-universities-benefit-society-81072 https://thesciencepolicyforum.org/articles/perspectives/industry-academia-rdpartnerships-strengthening-indian-innovation-ecosystem/ https://www.smestrategy.net/blog/what-is-scenario-planning-and-how-to-useit#:~:text=Scenario%20planning%20is%20making%20assumptions,the%20future%20 of%20your%20business. https://www.educationtimes.com/article/study-abroad-europe/78616025/thecampus-of-the-future-will-make-students-more-competent-connected-and-agile https://www.the-possible.com/future-of-education-digital-campus-learningteaching/ https://www.educationtimes.com/article/study-abroad-europe/78616025/thecampus-of-the-future-will-make-students-more-competent-connected-and-agile https://digitallearning.eletsonline.com/2019/03/redefining-higher-educationthrough-new-age-innovations/ https://www.unisport.com/telescopic-seating-system Campus Design in INDIA by Achyut Kanvinde Future_Libraries_digital Campus planning by Richard Dobber
Thank You
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