Abstract for forthcoming research paper by Mike Neary and Sam Williams
Learning Landscapes in higher education – democratising design of the university estate
The concept of learning landscapes has become ubiquitous in the design of the university estate (Dugdale, 2009; Harrison, 2006). This chapter looks at the way in which the concept is being developed at the University of Lincoln, based on previous research and ongoing work (Neary, Williams et al, 2010; Neary and Saunders, 2011). A key problem emerging from this research is the extent to which academic values are undermined by the principles of project management – for example, value for money, efficiency, and risk avoidance. This paper looks at ways in which the University of Lincoln is attempting to resolve that issue through the creation of an academic sensibility in the developmental and decision-making process. This academic sensibility is being developed through the creation of an experimental University-wide team (the Learning Spaces Group) made up of academics, students and professional support staff. A key feature of this group is the way in which pragmatic project development is democratised through a dialogue about the meaning and purpose of higher education. The paper will include a case study of the development of a particular teaching space at the University of Lincoln and the way in which this has impacted on the University estate, including library provision.
Dugdale, S. (2009) Space strategies for the new learning landscape. Educause Review 44:2.
Harrison, A. (2006) Working to learn, learning to work: design in educational transformation. Fourth annual Founders’ Lecture, DEGW, London.
Neary, M., Williams, S., Harrison, A., Crelin, G., Parekh, N., Saunders, G., Duggan, F. Austin, S. et al. (2010) Learning landscapes in higher education. University of Lincoln.
Neary, M. and Saunders, G. (2011) Leadership and learning landscapes: the struggle for the idea of the university. Higher Education Quarterly 65:4 pp333-352.
