22 Higher education CI/SfB: 72 UDC: 727.3 Uniclass: F72
KEY POINTS: New institutions becoming Universities are upgrading their facilities Training facilities for in-service education are increasingly demanded
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Contents 1 Introduction 2 Universities 3 Teaching spaces 4 Colleges of further education 5 Colleges of education
1 INTRODUCTION Higher education is taken to mean all post-secondary education. Table I gives the main types of institution covered in this section, although the Open University will not be specifically detailed. No particular institution is without its peculiarities of one sort or another: siting; constituents or functions. What follows, therefore, is a series of generalisations which may or may not apply in another time or place. Many of the building types found in higher education have their counterparts elsewhere. Factors controlling their design will therefore be found in other sections of this Handbook, and will not be repeated here.
upgrading their buildings: originally they were subject to lower standards than university buildings.
2.02 All over the world new universities are being established, and existing ones enlarged. The criteria developed and published by the UK, USA and other Western government agencies for the design and management of their institutions of higher education can be used as a basis for other parts of the world. However, local considerations may necessitate modifications:
• Climatic e.g. • Socio-religious, countries • Standard of living.
Caution is therefore needed in transposing Western source data to projects elsewhere. It is recommended that where doubt exists to re-synthesise space planning data from detailed net workstation areas, in consultation with the, future users or other experienced local equivalents.
2.03 Types of university There are three basic types of university, illustrated in UK practice as: consisting of a number of semi-autonomous colleges • Oxbridge, providing residential and catering facilities for students and staff
Table I Categories of higher educational institutions UK designation
University
College of further education
Features
Designations elsewhere for institutions with similar features
Full-time courses to first and succeeding degrees Research
University University College Polytechnic Technical University Specialist academy
Full- and part-time courses to diploma level for vocational and recreational subjects
Technical college Technical high school Sixth form college Vocational training college Non-advanced further education centre Adult education centre
College of Education
Full-time course for non-graduates for Bachelor of Education or equivalent Full-time course for graduates for Certificate of Education
Teacher training college
Open University
Courses by correspondence, also using radio and television Summer schools and evening tutorials at other educational establishments borrowed for the purpose Staff accommodation as for universities No student accommodation
Correspondence colleges
segregation of the sexes in Moslem
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together with some small-scale teaching space; with an amount of central shared facilities jointly administered. This type is unique to Oxford and Cambridge. London, consisting of a number of more or less independent colleges, many of a specialist nature, each virtually self-contained universities. There are some central services, nearly all duplicating college facilities. This type is unique to London. Provincial, consisting of a number of subject departments or faculties, and various central facilities including usually an element of residential accommodation. This is the archetype, and most of what follows applies to this type of university.
2.04 A provincial type of university can be built in one of two ways, or a combination of them: and dispersed, where separate buildings and facilities • Integrated are found among the local community, as and where sites
2 UNIVERSITIES 2.01 Since 1993 all former polytechnics and a number of other colleges have become universities. They have undertaken a process of
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become available. Often facilities are fitted into converted existing buildings, when space standards as described later may have to be modified. Otherwise, the design principles are not different from: Campus, where the buildings, or most of them, are arranged on one large site.
2.05 Types of campus When a new university or college is to be built, a development (or master) plan is drawn up, showing how it is intended for the institution to cope with the expected expansion over the years to come. Expansion usually occurs by increasing the sizes of existing departments, rather than by the establishment of many new ones 22-1
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(although some new departments may be set up). There are three ways in which a department can expand:
2.07 Forms of development The form of the initial development of the campus will reflect the decision on methods of expansion. The common forms are:
to its existing buildings externally, for which space • Extension Molecular, as at York, 22.1, where departments and facilities are in must be available • widely of adjoining departments, for which the buildings separated buildings, leaving ample space for expansion. The • Displacement disadvantage of this scheme is that there are long distances to be must have been designed with flexibility in mind and covered between facilities, and some minor functions such as parking, over a series of separated buildings, which is • Fragmentation lavatories and refreshments have to be repeated at each ‘nucleus’, normally deplored.
22.1 York University, a molecular type of development plan. Architects: Robert Matthew, Johnson-Marshall and Partners
22.2 Surrey University at Guildford, a linear development. Architects: Building Design Partnership
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22.3 Essex University at Colchester, radial development. Architects: Architects’ Co-Partnership as at Surrey, 22.2, which is designed with three strips • In lodgings, with or without meals • Linear, containing residential, general and academic accommodation • In privately rented accommodation, usually shared between a respectively. These strips can be extended at either end, and number the academic accommodation is designed for easy conversion, • At home (in their parents’ house). enabling displacement to be facilitated constructing students’ accommodation it is usual to conduct Radial, • round. such as Essex, 22.3, where expansion takes place all Before a survey of lodgings and rentable accommodation in the locality. 2.08 Building types The main types of buildings are shown in 22.4, which also indicates where information can be found elsewhere in the Handbook. The form of the campus will also be determined by a number of important policy decisions regarding these buildings. 2.09 Non-specialist teaching building policy Most departments will have their own seminar and tutorial rooms, and may even use academic staff offices for such functions. A policy on whether departments should have their own lecture theatres, classrooms or even libraries must be established. In most new universities such facilities are usually shared between some or all departments for more economy of usage. 2.10 Residential accommodation policy Students may live: provided by the university on-campus • InIn accommodation accommodation provided by the university off-campus •
When doing this it is important to estimate other demands on such resources: other higher educational establishments, specialist industrial enterprises, etc. From such surveys, it can be determined what number of students will need to have accommodation provided directly or indirectly by the university. Of this number, some may be situated on-campus, although there are arguments for and against such accommodation: Advantages
of time and money in travel • Savings to prepare all meals oneself • Ability in private study facilities in other university buildings • Reduction Propinquity to library, etc. over weekends. • Disadvantages Mutual disturbance by noise, etc. Lack of contact with locality Need for parking facilities for students’ vehicles on campus.
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The types of accommodation that might be provided are given in 22.4. Further information on this can be found in Chapter 34.
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22.4 Schematic diagram of a university campus
2.12 Catering policy The third policy decision affecting campus shape is concerned with the communal catering service. This can be: centralised preparation and consumption (one large • Completely kitchen and dining room) preparation, dispersed consumption (one large • Centralised kitchen, separated dining accommodation) preparation and consumption (separate dining rooms, • Dispersed often specialising in different kinds of food and catering, each
2.14 Part-time students Not all students, even in universities, will be full time. Various forms of higher education are intended to keep the student from becoming completely divorced from the real world of industry and commerce to which he or she will return at the end of his course. Table III gives the forms of part-time involvement common in the UK, and the equivalent full-time student (FTE) factor to be taken in connection with the space standards in Tables II, VI and VII.
with its own kitchen). Dispersed facilities can be centred on residential buildings to resemble Oxbridge colleges, as at York; or can be distributed at random as at Surrey. Design details for catering can be found in Chapter 17 of this Handbook. 2.13 Existing buildings Much work needs to be done on refurbishing, converting and extending existing buildings for university and other educational use. 22.5 shows one such scheme. 2.14 Training centres There is an increasing requirement for facilities for in-service training of staff in industrial, commercial and governmental organisations. The buildings for the BT Training Centre are shown in 22.6. 2.13 Space standards Allocations of space for different functions cannot be made to rigid rules, as each circumstance will be specific. However, the figures in Table II can be used as an initial design guide.
2.11 Balance area The areas given in Table II are mainly net usable areas. To these have to be added balance areas, given as a percentage of the net usable area: Net usable area þ balance area ¼ gross area Balance area includes allowance for corridors and stairs, entrance foyer, enquiry counter, cloakrooms, locker spaces, lavatories, cleaners’ stores, maintenance workshops, gardeners’ stores, boiler rooms, electricity sub-stations and meter rooms, delivery bays, porters’ rooms, plant rooms, service ducts. The percentage allowances for balance area are given in the appropriate places in Table II.
3 TEACHING SPACES 3.01 Density of academic development The numbers of students that can be accommodated on a campus are given in Table IV.
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22.5 Royal School of Mines, Imperial College, London. A feasibility study. Architects: RMJM
22.6 British Telecom Training Centre, Milton Keynes. Architects: RMJM
3.02 Teaching places The numbers of teaching places that will be required for any type of institution can be calculated from the following formula: Nt ¼ Ns Hs/Hw 100/F
Example: 200 students require an average of 10 hours a week of lectures in a working week of 40 hours and assuming a net utilisation factor of 80 per cent. What number of teaching spaces should be provided? Ns ¼ 200, Hs ¼ 10, Hw ¼ 40 and F ¼ 80 hence Nt ¼ 200 10/40 100/80 ¼ 63 spaces.
where
Nt ¼ number of teaching places required Ns ¼ number of students Hs ¼ hours per week per student in the accommodation Hw ¼ total number of available hours a week for the accommodation F ¼ net utilisation factor
3.03 Areas of teaching spaces The areas required for various forms of teaching accommodation, related to teaching spaces rather than to total student population, are given in Table V.
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Table II Space standards for universities Staff offices and research spaces
TEACHING AREAS 1 Arts, social sciences, mathematics, architecture 2 Science, engineering science, electronics 3 Engineering 4 Preclinical medicine 5 Clinical medicine 6 Clinical dentistry
Administrative, technical and secretaries
1.55 m2/student 4.35 4.50 3.80 6.15 5.05
Additional areas for specialised accommodation: 1 Languages and social psychology Mathematics Education, traditional geography, archaeology Scientific geography Experimental psychology Architecture Music (departments of 50 students only) 2 Laboratories and ancillary accommodation for: Biology Physics, engineering science, electronics Chemistry 3 Engineering laboratories, workshops, preparation, storage 4 Preclinical medicine teaching laboratories: multi-disciplinary anatomy 5 Clinical medicine reasearch space including ancillaries 6 Clinical dentistry: teaching laboratories including ancillaries research and writing-up space including ancillaries
Classrooms, seminar rooms, etc.
0.5 m2/student 0.45 0.45 0.45 1.0 1.0
0.65 m2/course student 0.35 2.4 0.35 0.35 0.35
0.8 m2/course student 1.1 2.7 5.5 6.9 6.55 7.5
0.8 m2/research student 1.1 2.7 5.5 6.9 6.55 7.5
5.0 m2/course student 4.9 5.0 3.95 m2/course student 7.50 m2/course student 1.88 m2/course student
15.2 m2/research student 13.8 14.25 14.3 m2/research student 16.0 m2/research student
5.0 m2/course student 11.0 m2/research student 2
Additional space in association with lecture theatres for audio-visual facilities: allow for TV studio accommodation ancillaries (see Chapter 19)
for between 3000 and 6000 students and over 6000 students (provides second studio)
450 m 40 m2
Balance areas
for general teaching areas excluding workshops for workshops for academic staff workrooms for non-academic staff workrooms
40% 25% 50% 40%
1 reader space for 6 students books: 3.8 m run of shelving/student administrative and support facilities
0.40 m2/student 0.62 m2/student 0.2 m2/student 1.25 m2/student
LIBRARIES Basic provision:
Total (say) Additional area in law schools to provide
ADMINISTRATION For central administration, including Senate House, conference room, committee rooms For maintenance depot, including central stores and workshops, but excluding furniture stores
AMENITY BUILDINGS Restaurants and cafeterias
Communal and social areas
Students’ Union offices and administration Sports facilities Indoor sports (see section 27)
1 reader space for 2 students Additional area for book stacks to accommodate excess of accessions over withdrawals for ten years Additional area for special collections of books, manuscripts or pamphlets Addition for reserve store, separate from main library Balance area
0.80 m2/student 0.20 m2/student
up to 3000 students additional students
450 m2 0.35 m2/student
up to 3000 students additional students Balance area
0.25 m2/student 0.150 50%
Dining areas (based on 60% usage) Kitchens, etc. or can be calculated: Kitchen area: for 3 main meals including breakfast 1 meal per day cooked snacks coffee and sandwiches balance area for catering spaces
0.2 m2/student 0.17 m2/student
students academic, senior administrative and research staff (excluding medical schools) ditto in medical schools non-academic staff Total Total in medical schools large hall or space for use in conjunction with social space between 3000 and 6000 students balance area for communal spaces
0.7 m2/student 0.19 m2/student
as required 50 m2 plus 3.5 m2/1000 volumes 25%
0.45 m2/meal/sitting 0.4 m2/meal 0.3 m2/snack 0.1 m2/snack 25%
(0.30) 0.16 1.05 m2/student 1.16 m2/student 450 m2 30%
up to 3000 students additional students
0.15 m2/student 0.02 m2/student
up to 3000 students additional students up to 6000 additional students
0.47 m2/student 0.13 m2/student 0.02 m2/student
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Table II (Continued) Staff offices and research spaces
Classrooms, seminar rooms, etc.
Administrative, technical and secretaries
Outdoor sports (see section 28) Grass pitches, playing fields
up to 3000 students additional students
28 m2/student 14.5 m2/student
Pavilion and groundsman’s store
up to 3000 students additional students
0.18 m2/student 0.10 m2/student
up to 3000 students additional students
0.03 m2/student 0.015 m2/student
Health services (see Chapter 16) Simple consultancy suite for doctor and nurse treatment based on NHS provision for a group practice to service an equivalent number of patients Dental services are only provided if unavailable locally A central sickbay may be provided unless located within residential accommodation
2 beds/1000 students
Complete health service, including dentistry
0.10 m2/student 0.03 m2/student
up to 3000 students additional students
RESIDENTIAL ACCOMMODATION where provided (for students) Medium-rise buildings with no lifts High-rise buildings Allocations of space
420 students/hectare 600 students/hectare 8.4–13 m2/place 1.21 m2/place 0.54 m2/place 1.0 m2/place 0.5 m2/place 0.65 m2/place 25% 1.2–1.7 m2/place
study bedrooms ablutions storage amenities utilities communal space balance area for circulation additional area for self-catering dining and kitchens
107–120 m2/place
Where a warden is in residence, allow for warden’s residence offices for
In independent housing with self-catering
warden domestic bursar secretary porter records
9.3 m2 9.3 m2 7.0 m2 6.5 m2 5.6 m2
study bedroom ancillary amenity balance
9.3 m2 1.5 m2 2.2 m2 3.0 m2 16.0 m2
Total
Table III Part-time students
Table V Usable area per working space for teaching accommodation (for balance areas see Table VII under ‘Teaching Space’)
Type of student/description
Full-time equivalent (FTE) for planning purposes
Full-time student Has no other occupation. Probably attends minimum 20 hours a week. May live in Thick sandwich student Attends full-time for three academic years in rota but works in industry for at least a year during the period Thin sandwich student Attends full-time for six months, works in industry the other six months including the long vacation. Repeats as long as necessary
1
1
1
Block release student While being trained in industry (e.g. an apprentice) attends full-time for a block of three or four months
1/3
Part-time day student Attends one day a week plus two or more evenings
2/9
Evening student Only attends in evening
No allowance
Non-specialised Tutorial rooms Rooms with informal seating Rooms with tables or desks Rooms with demonstration area Lecture theatres Rooms with close seating Drawing offices: Al and smaller A0 and bigger
1.00 m2/space 3.70 m2/space 4.60 m2/space
Laboratories Advanced science and engineering Non-advanced science and engineering
5.60 m2/space 4.60 m2/space
Management and Business Studies Work study Typewriting Accounting
4.60 m2/space 3.20 m2/space 2.80 m2/space
Workshops Crafts involving large-scale machines and equipment, e.g. welding, motor vehicles, machine tools Crafts requiring workbenches and smaller scale machines and equipment, e.g. carpentry, plumbing, electrical Craft rooms, e.g. dressmaking, cookery
1.85 m2/space 2.30 m2/space 2.50 m2/space
8.40 m2/space 5.60 m2/space 5.60 m2/space
Table IV Density of facilities for academic areas Plot ratio
0.5:1.0 1.0:1.0 1.5:1.0 2.0:1.0 2.5:1.0
Number of students per hectare Art based
Science and technology
395 790 1185 1580 1975
200 400 600 800 1000
3.04 Tutorial and seminar rooms Tutorials often take place in academic staff offices. Some prefer special rooms for the purpose, 22.7. Seminar rooms are shown in 22.8. 3.05 Lecture theatres These are expensive facilities which are often under-used. They range in size from large classrooms accommodating 50 students to large theatres for 500. However, investigation has shown that the
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Higher education Table VI (Continued) Communal accommodation for the following: physical recreation including changing rooms student and staff common rooms students’ union/staff association music/indoor sports storage for the above up to 500 FTE students 500 to 2000 FTE students additional FTE students additional area for full-time and sandwich course students who make full use of the facilities
22.7 Two types of tutorial rooms
590 m2 0.42 m2/student 0.14 m2/student
dining rooms, allow for quarter to half of student body cooking and service areas, see universities Student common rooms Staff common rooms Lockers, baths, showers, laundry/drying space for day/lodging students (A single-sex changing room is about 74 m2) Balance areas: communal catering
0.5 m2/full-time/ sandwich student 1.12 m2/space 0.75 m2/student 1.85 m2/member 0.9 m2/student 30% 25%
Residential accommodation see Table II
approximation to complex formula
5 COLLEGES OF EDUCATION Space standards for institutions training teachers are given in Table VII. One such is shown in 22.9.
22.8 A seminar room
Table VII Space standards for colleges of education
common lecture group is between 30 and 60, so the larger sizes are appropriate only when conference facilities are needed, or where use as an assembly hall or cinema is also envisaged. Further details of lecture facilities will be found in Chapter 32.
Teaching space Total space provided tutorial/seminar rooms
4 COLLEGES OF FURTHER EDUCATION These have a higher proportion of part-time and evening students. Areas for teaching spaces must therefore be calculated by the method in para 3.02. Areas for other facilities will be found in Table VI. Table VI Space standards for colleges of further education
Libraries including private study areas first 200 students additional students balance area
1.1 m2/student 0.95 m2/student 25%
Non-teaching areas see colleges of further education see universities and polytechnics
Communal areas students’ residences
Teaching spaces see para 3
Libraries
first 500 FTE students additional FTE students balance area
lecture rooms: first 100 places additional spaces general teaching rooms additional area for storage balance areas: general teaching spaces academic staff workrooms non-academic staff workrooms
4.65 m2/student 13.5 m2/staff member excluding principal and vice-principal 1.1 m2/student 0.9 m2/student 1.85 m2/student 10% 40% 50% 40%
colleges with 30% advanced work 390 m2 0.44 m2/student 25%
Non-teaching areas for the following: principal’s and vice-principal’s rooms registrar’s and departmental heads’ rooms main offices rooms for principal’s and departmental heads’ secretaries offices for welfare and advisory services building maintenance officer’s room interview room enquiry kiosk porter’s room bookshop medical room storage for the above at 15% up to 500 FTE students 500 to 2500 FTE students additional students academic staff rooms (other than departmental heads) non-academic staff allocated to departments Balance areas: administrative academic staff workroom non-academic staff workroom communal
approximation to complex formula
colleges with less than 30% advanced work 300 m2 0.38 m2/student
255 m2 0.128 m2/student 0.05 m2/student 0.36 m2/student 0.20 m2/student 50% 50% 40% 30%
22.9 Homerton College, Cambridge, Teacher Training Facility. Architects: RMJM