VERTICAL COLLEGE AT AL-ABDALI INTRODUCTION The term college is derived from the Latin word collegium referring to a postsecondary educational institution, which is a constituent part of a University. The term is sometimes interchangeably used with faculty or school i.e. a division within a university comprising one subject area, or a number of related subject areas. Colleges need large group instructional facilities for effective and efficient use of instructional aids and media. These facilities provide space for learning; production, origination, and support; storage and retrieval. Its design must take into consideration factors such as optimum viewing area, seating type and arrangement, and building codes when deciding on room shape and capacity. The need for flexibility, adjunct service areas, and an integrated system for aids, media, and instructional methods must also be considered. Nevertheless, as many building types are becoming increasingly specialized, so are educational facilities. This requires a change in the design of a learning space. Further, the traditional idea of "classroom" as an instructor-focused learning space is changing; active learning methods place unique demands on the physical space in which education occurs. Furthermore, the growth of computer-based instruction, video projection, and other telecommunication requirements is causing to rethink traditional educational patterns and spatial relationships. For instance late Bill Mitchell, former Dean of the School of Architecture and Planning and current head of the MIT Media Labs, pinpointed five guiding principles for the construction and renovation of educational spaces: • Community: create a sense of community through creative interaction supported by technological resources and physical layouts. • Intensity: Local and remote interface, through both synchronous and asynchronous communication, that fortifies the learning experience. • Variety: Seamless integration of technology to encourage a multitude of tasks. • Flexibility: The ability to change space with the needs of the student community. • Ubiquity: this aims at creating a campus where teaching and learning happen everywhere. The practical application of these principles dictates multi-media environments, with network and wireless connectivity, videoconferencing equipment, and opportunities for hands-on experimentation. More importantly, it requires collaborative settings, where students cluster together to learn not only by doing, but by doing together. Additionally, from an environmental perspective, concerns for the health and well-being of students are increasing interest in the improved performance and fabric of educational facilities. Strategies including day lighting, the specification of sustainable and non-toxic building materials, and the use of renewable energy sources are gaining attention in school design.
BUSINESS ADMINISTRATION SCHOOL A Business Administration School is the place that prepares students, scholars, teachers and other professionals for their professional and academic lives. It is the place where undergraduates and graduate student learn and develop their skills by applying knowledge to business problems through traditional and experiential learning, while adding value to regions beyond university campuses. In most universities, the degree is conferred upon a student after four years of full-time study in one or more areas of business concentration. Broadly speaking, business administration engages a common set of functions that meets any organization's goals. These functions are identified as Planning, Organizing, Staffing, directing, Controlling, and Budgeting. Within these general categories, students can minor in Accounting, Finance, Financial Services, Information Systems, Management, Marketing, or Real Estate. Furthermore, within management for instance, they can choose a specialization in Entrepreneurship or Human Resources (in addition to General Management). In Marketing, they can choose General Marketing or a specialization in Integrated Marketing Communications. This wide range of options allows students to balance acquisition of strong general business skills with focused expertise in the major or specialization that best suits their interests. Each one of these requires a different set of teaching methods and learning environments. The designed physical environment has the power to either propel or blunt efforts to transform teaching and learning especially that teaching has changed from a learning-by-listening method to a learning-while-doing method, with the students as active contributors. Researching strategic plans for several colleges reveals that the mission of most business schools centers around; enhancing academic quality and value through the provision of an innovative learning environment that challenges students to think creatively and strategically; fostering a culture of research that rewards all forms of scholarship whether in discovery, integration, application, and teaching; preparing students for a changing world where they are educated to embrace change; producing business leaders who are socially responsible, aware of issues concerning ethics and sustainability; create a diverse, collegial learning community of faculty, students and staff; enhancing the lives of individual and communities through community participation and outreach programs; and to advance academic education that stems from intellectual curiosity, critical thinking, and broad inquiry, rooted in the inter-relatedness of theory, history, and practice. In order to help the Business Administration School to achieve its goals and objectives, the design of its individual spaces needs to be but not limited to: • Flexible – to accommodate both current and evolving pedagogies e.g. instructorfocused versus active learning. • Future-proofed – to enable space to be re-allocated and reconfigured. • Bold – to look beyond tried and tested technologies and pedagogies. • Creative – to energize and inspire learners and tutors. • Supportive – to develop the potential of all learners. • Enterprising – to make each space capable of supporting different purposes; and • Accommodating technological advances and contemporary teaching and learning technologies.
A learning space should be able to motivate learners and promote learning as an activity, support collaborative as well as formal practice, provide a personalized and inclusive environment, and be flexible in the face of changing needs.
PROGRAM REQUIREMENTS
Following is a detailed program that has to be followed. It represents the minimum area required for the school. Depending on their design theme, students are encouraged to add more functions and areas but they are not allowed to go beyond the required area or remove any of the requirements. Nevertheless, it IS IMPERATIVE THAT THE FLOOR PLATE AREA DOES NOT EXCEED 800SQM and that the minimum number of floor is NO LESS than 13 FLOORS. Furthermore, students have to provide parking for 200 CARS whether above or underground. This means that the rest of the area of the site has to be designed according to a theme developed by the students.
PROGRAM
AREA
NUMBER
TOTAL AREA
Dean
40
1
40
restroom
4
1
4
secretary
25
1
25
vice dean
30
2
60
secretary
25
2
50
Assistant dean
30
1
30
secretary
25
1
25
Dean's Meeting Room
60
1
60
Administrative rooms
25
5
125
restrooms/male, female
20
1
20
kitchenette
6
1
6
storage
30
1
30
Head of Department
30
3
90
secretary
25
3
75
Meeting room for Department
50
3
150
restrooms/male, female
20
3
60
storage
25
3
75
kitchenette
6
1
6
Professors offices
12
36
432
T.A. Offices
18
3
54
UNIT ADMINISTRATIVE UNITS
DEPARTMENT UNITS
EDUCATIONAL UNITS Large Auditorium
500
1
500
large Lecture rooms
150
2
300
Lecture rooms
55
20
1100
Center of Business Innovation
180
1
180
Center of Entrepreneurship
180
1
180
Center for information systems
180
1
180
Corporate headquarters
180
1
180
Stock market simulation hall
300
1
300
Computer Labs
80
4
320
Plotting and Printing
80
1
80
e - CafĂŠ
180
1
180
restrooms/male, female
36
3
108
Library
300
1
300
Prayer Halls
50
2
100
Technicians
20
4
80
Electromechanical
100
1
100
storages
100
1
100
Registration Unit
50
2
100
Student Union
30
1
30
Cafeteria
300
1
300
SUPPORT UNITS
6135
TOTAL NET Circulation and Structure Total Area
1.4 8589
THE SITE Project site is marked by red with sector 7 inside
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