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Rethinking an inclusive university campus

With technology changing the landscape of higher education, The Conversation is running a series “Re-imagining the Campus” on the future of campus learning. Here, Tom Kvan explores how design should make…

If we want to open up the university campus further to a wider community,we could start with removing the physical barriers to people flows.

With technology changing the landscape of higher education, The Conversation is running a series “Re-imagining the Campus” on the future of campus learning. Here, Tom Kvan explores how design should make universities more welcoming and accessible.

A university’s campus is the place where it can engage with communities. There is potential for the campus to be the public face of the university and to engage with different community groups. But too often university design is exclusive: surrounded by high walls and fences, or too difficult to navigate.

Today’s university needs to better engage with its wider community. This will not only help the university, but also the community. So how do we open up our universities to the wider community?

Why should the campus be more inclusive?

A major part of a university is its activity. It is all well and good to take down the fence, but if we don’t start saying “come in and join us”, nothing has changed.

People can step in to listen to lectures but it is more important to invite them in to all we do. Increasingly, this is being communicated as universities' “engagement activities”.

Universities are becoming better at communicating their aspirations, sharing their ideas as they develop, listening to feedback and making plans that are meaningful to the communities. This turns into community support and benefits.

Community participation on campus can also take the form of sharing ideas. For example, commercial participation is a form of community engagement. Turning ideas into usable action, a step that many academics find more difficult than coming up with the tested ideas, is the lifeblood of commerce. Industry can also participate through sponsorships and by funding academic activity.

An impenetrable fortress

The communities of today’s universities include those who live around it as well as those who might travel some distance to get to the campus. For some, the immediate proximity means they can walk onto the campus and visit facilities such as libraries, coffee shops or exhibitions when they have time and need. Those living further away might enjoy the campus online by accessing journals and books through the digital library or take part in lectures and tutorials through broadcasts, webinars or chatrooms.

Place and proximity no longer govern accessibility to a university campus. This reflects the move to online learning. So, if we want to think about opening up the campus further to a wider community, the question can start with removing literal barriers such as fences.

Most campuses have removed significant portions of their fences and gates, but even without the fence campuses remain impenetrable to many. Most are illegible places, meaning that you lose your way easily. They are not laid out on the same principles as a town, with streets and frontages.

Though many universities no longer hide behind large walls, campus design makes them largely impenetrable to outside visitors. Tom Kvan

Too often the buildings present themselves as fortresses, long blank walls with lightly labelled doors using obscure terms. Those places that a visitor from outside the campus may wish to visit, such as a lecture hall, are too often situated deep inside the building behind that wall. Unlike a commercial facility such as a concert hall, the place has not been designed as “easy to find”.

How we can make campuses more accessible

We can begin to open up walls to make windows, locate activities in visible places and thus invite the passer-by to step in. We can organise circulation routes so that they make sense to someone who has never been on campus before. Permission to linger can be communicated to the visitor rather than conveying exclusion.

Communities can also be invited to participate. Certain unused places can be made available. If a lecture hall isn’t in use, it could be used by others as sports facilities, lecture halls, or seminar rooms.

Communities need spaces for after-school care, community gatherings and activities. Most universities do not have the systems to give communities ready access. Their systems are better at semester timetabling than irregular use.

All of this leads to an opening up to ideas and action. Opening a gate is only a first step. Opening to a community is not about telling them what we do, but bringing them in to work together with us and each other.

Read other articles in this series here.

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7 Comments sorted by

  1. Mat Hardy

    Lecturer in Middle East Studies at Deakin University

    At my university it's more likely to be the dearth of and expense of parking that renders the place inaccessible to the casual visitor!

  2. Andy George

    logged in via email

    The gates and fences are there for a reason: security.
    Universities have lots of expensive equipment which can be stolen.
    Universities spend a lot of money on security every year and the fences and gates actually cut down on the cost of hiring staff because it filters the public (particularly the bad element) through certain access points and allows security to stop them if need be.
    Take down the fences and see the overall cost of security rise significantly to compensate for the lowered security perimeter.

  3. Andy George

    logged in via email

    If the Universities were serious about 'opening up' to the public, they'd perhaps consider taking a good hard look at exactly who are currently enrolling (majority women) and who they'd like to increase in enrollment (I'd suggest more males).
    It's not a very well kept secret that male enrollments by percentage have been steadily dropping away and will continue to do so until what is either failing to appeal to young boys is addressed, or what is actually putting them off is looked at.
    I'm not going to put forward what I believe is behind men either dropping out or not enrolling in the first place, but if Universities want more diversity they'd better do something to stem the tide lest the diversity seen in Universities in years to come will be limited to diversity within a single gender.

  4. Andrew Simpson

    Honorary Fellow, Department of Ancient History at Macquarie University

    Parking problems aside, universities that are connected to many external networks, including the local community, can offer more opportunities for their staff and students.

    One way of connecting locally is through cultural activities such as programing exhibitions and events in university museums. Most university museums started as collections to support teaching, however, increasingly they are being deployed as a way of developing an institutional narrative.

    In some parts of the world, particularly in Europe, universities can be the major cultural providers in a local region. There was an interesting conference in Europe last year on this topic, here's a brief report:-

    Not a great deal of evidence of new thinking about university museums in Australia as yet, but with increasing competition between higher education providers, it is probably not far away.

    1. Ian Austin

      Lecturer in International Business

      In reply to Andrew Simpson

      In relation to connecting with the community through access I have been informed that regulatory planning can be a problem as local councils do not want university buildings as frontage or profile. We all know that a key means of engagement is foot traffic, and if the museum or gallery was easily accessible via the street more people would come in as opposed to having to walk through the campus first. Planning and regulation can restrict universities in this way. Change needed on this front.

    2. Andrew Simpson

      Honorary Fellow, Department of Ancient History at Macquarie University

      In reply to Ian Austin

      True Ian, regulatory planning can be an issue.

      This has lead a number of universities to develop "gateway" buildings for museum/cultural purposes. One of the best known is St Andrews, they invested significantly in the development of "gateway galleries" on the margin of the campus specifically to avoid the difficulties you indicated.

      Another is Trinity College Dublin, their gallery is on the campus boundary and is locally known as the "hole in the wall" because it was a deliberate attempt to breach the relative separation of campus and community.

    3. Darren Yorston

      Student @ UQ

      In reply to Andrew Simpson

      The R.D. Milns Antiquities Museum at UQ is running a Saturday public lecture series at the moment. A recent lecture was on Roman medical instruments, I was very surprised with the number who attended from the public. Such a great idea!

      And the other great thing is that parking was free on the weekend!