Atkins’ UK design director, Philip Watson, gave a presentation on the future for higher education in the digital age. He covered topics including the importance of meeting current challenges and looking beyond now to tomorrow, the likely differences in requirement needs, the challenges of meeting demand, future proofing teaching, learning and research spaces, optimising land and building asset use, and affordable, sustainable design best practice. This presentation was first delivered in London in September 2014. Read more: http://www.atkinsglobal.com/en-GB/media-centre/events/atkins-lectures/2014/designing-flexible-and-adaptable-estates-for-the-digital-revolution

1. Designing flexible and adaptable estates for the digital revolution over the next 15 years
Henry Stewart Conference Series
London, UK
Atkins Lectures

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Philip Watson, UK design director, Design and Engineering
16 September 2014

3. What we do
University of Northumbria, Campus East
University of Edinburgh, Centre Building
University of Northumbria, Sports
Bangor University, Arts Centre
University of Liverpool, Sports
University of Northampton, Waterside
Atkins is in the top 10 architects and consultants across the education sector. You can see some of our projects below.
(Barbour Index 2012-13)

4. Course delivery
206,300
= total number of Open University students (year end 2013)
-the most of any institution in the UK
20UK and international universities offer Massive Open Online Courses (MOOCs) via FutureLearnincluding Kings College London and Edinburgh.
0
500
1000
1500
2000
2500
3000
June 2013
June 2014
Total number of MOOCs: 300% increase since 2013
-Online vs. campus based –the balance is changing
The balance is shifting towards online resources and individually tailored courses.
What does this mean for the university estate? Might it suggest that we will need fewer, smaller physical campuses in the future?

5. The learning landscape

6. Physical environment
University of Northampton, new Waterside campus development:, mosescameronwilliams+ Atkins
Despite increase in online study, universities continue to invest in campus developments.

7. Identity/community
Physical environment
So why are universities investing at this time?
-There’s increasing competition for students
-There’s a recognition that universities are competing in a global market
-Brand and the image of the university is vital
-The campus is key in marketing the student experience.

8. ref: LeesmanIndex: Education
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Library/Learning resource centre
Quiet rooms/individual study spaces
Communal study areas/social learning space
Availability of different types of study space on campus
Disagree
Neutral
Agree
14.6%
31.7%
18.1%
63.5%
Q. My University has effective teaching spaces that support my education.
Physical environment
However, gone are the days of ‘build it and they will come’. You can see from this Leesmanstudy that almost half of the students surveyed are dissatisfied with the types of spaces provided for study on their existing university campuses. Investment works – but only when the estate that is created satisfies student needs.

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Unbalanced priorities
Physical environment
How do we ensure that estates development meets student needs? There are complex relationships between institutional governance, academic drivers and the estates department. They often have competing priorities that pull in different directions.

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Physical environment
Strategic vision
Only if governance, estates and academic needs are aligned can a sustainable strategic vision be implemented.

11. Physical environment
University of Northumbria, Campus East, Atkins
Part of our brief at Northumbria University was to ensure that the new campus could be adaptable/reconfigurable into an office in the future. This is crucial -estates investment needs to consider future adaptability.

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How does the infrastructure support the learning vision? We need to ensure that any investment in campus infrastructure is flexible and won’t present any barriers to future use –regardless of how learning will take place.
And we must remember that all elements of the built environment can impact on learning.
Physical environment
Impact on learning
superstructure
building services
internal layout
furniture/ fittings/ equipment
Investment cost
With acknowledgement to, ‘Shell, Services, Set and Scenery’ Frank Duffy

13. 1970s artistic impression of NASA’s concept for a space station to create more space on Earth
Back To The Future (a 1989 film set in 2015)
Tomorrow’s world…? Predicting what future technology will look like and its impact on how we learn is challenging.
Technology

14. Technology
Google Glass
Graphene
Wireless power
Here are just three new technologies that could well have an impact on learning:
Google glass –enabling learners to access information in a more personalised and interactive way (hands free)
Graphene–as well as its many other applications such as in the world of material science and even medicine, graphene is a new material that might facilitate a significant change in the way we communicate with screens and mobile devices
Wireless power –meaning that we don’t need to be inhibited by as much infrastructure. All could help remove inhibiting factors from the way space is used.

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Technology vs. student needs
What remains the same? We haven’t evolved as much as technology –not since the first computer and certainly not since the first iPhone! We still want:
-Social interaction –the reason why many people choose to attend a particular institution or to work in coffee shops rather than at home
-To develop our sense of identity
-To be given direction and guidance
-For our universities to provide us with comfort and inspiration.

16. Student needs
Generation X
30 –40s
Generation Y
20 –30s
Generation Z
10 –20s
Generation...A?
0 -10
Age Now
(2014)
Attitude to technology
‘Technoholics’
‘Digital Natives’
Who are the learners of the future? Today’s students are ‘Technoholics’ – they are completely accepting of and reliant on technology.
‘Digital Immigrants’
‘Techorganics’?

17. Primary
Secondary
University
Student needs
What’s their experience so far? Sometimes we forget what the learning experience of young people might have been prior to university. With blended learning spaces and dedicated practical spaces, a significant amount of work has been undertaken to understand the impact of learning environment on students at primary and secondary level.
P.S.Barrettet al. (2013). "An holistic, multi-level analysis identifying the impact of classroom design on pupils' learning." Building and Environment.

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Let’s return to the physical environment of the future. What should learning spaces look like? They are unlikely to disappear but traditional classroom settings aren’t often going to be the answer.
Less of this?
Physical environment

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Physical environment
Comfort
We need to ensure that human comfort is satisfied as a minimum. This means good ventilation, natural daylight and views -we are all drawn to a connection with nature.
Control is key, whether that's for the lighting, the ventilation or the general ambience – people like the ability to personalise the areas they work in and this extends to learning spaces.
The role of furniture in these learning scenarios -functional, flexible and comfortable -are obviously important but furniture also provides the opportunity to zone spaces and even address acoustic challenges.

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Physical environment
Connectivity
We will need greater connectivity –to other people, to Wifi, and quite possibly, to coffee! The physical environment plays a vital role in the success of connectivity within a space: cabling, power sockets and furniture. A strategy of zoning is important –understanding the hierarchy of spaces in terms of technology/data and telecommsprovision but it can also relate to furniture and other fit out elements.
We need to provide a visible choice of environments to satisfy a variety of learning preferences.

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Physical environment
Social interaction
It also means improving opportunities for social interaction –whether that’s in intimate settings or more communal ones. It is important to be clear about the culture you’re trying to create and support –the ambience created within a given space can support or destroy this culture.

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Individual
Team
Guided team learning
Presentation
Physical environment
What naturally emerges is the need for a range of spaces to facilitate different ways of learning. These can be roughly divided into these four typologies and can manifest themselves in a range of different physical environments.

23. Physical environment
‘Traditional’ estate
In conclusion, we are seeing a potential trend for fewer but better quality teaching spaces.
This diagram represents a traditional campus.
One where people would move between individual spaces; there would be a series of spaces for defined for certain activities: a lecture theatre, a cafeteria, individual study rooms (most likely the student bedroom) separated across the estate, students would move between them often spending a very small percentage of time within the campus.

24. Physical environment
‘Traditional’ estate
‘Blended’ estate
But in a more ‘blended estate’ we can begin to achieve more for less –more variety of spaces for learning with multiple use, with furniture that allows more flexibility in teaching and learning. This gives a reduced overall estate, improves utilisation and gives more area per seat.

25. -Increased diversity of university courses-Need to align learning, governance and estates-Digital learning = more variety of space-Image and identity are crucial to longevity.
Conclusion

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For more information contact:
Philip WatsonPhilip.Watson@atkinsglobal.com