Campus og studiemiljø - Bygningsstyrelsen

“
i amerika fandtes der ikke middelalderbyer.
desuden blev universiteterne ofte opført ude
ved ”the frontier”, da deres primære opgave var
at uddanne præster. det blev nemlig anset som
vigtigt at udføre missionsvirksomhed blandt
indianerne / in america, there were no towns in
the middle ages. Furthermore, the universities
were often established at ‘the frontier’, as their
primary task was to educate priests. it was
considered particularly important to carry out
missionary work amongst the indians
the external university
The external university became the solution
to the educational explosion of the 1960s.
These university areas are often called campuses,
but contrary to the American tradition,
they do not usually include student
accommodation nor sports facilities. One
similarity is the separation from the city.
The exponential growth of the university – a
doubling of the number of students in 10
years – made extension possibilities and space
for expansion a main requirement. On that
background, the universities almost without
exception were placed on the outskirts of a
city or actually outside the city, surrounded
by a lot of open space. The university gained
a clear, cohesive identity. Integration into the
city deteriorated. They were called ‘education
factories’ because of the narrow-minded focus
on teaching and speedy throughput.
the city university
The city university became the 1990s’ answer
to the criticism against the external
university. Once again, integration into the
city was emphasised: the city as an approach
to the university and the university as an
approach to the city. In France, an extensive
programme, ‘Université 2000’ was carried
out, which aimed at moving the faculties
into the city or turning the external universities
into more urban environments. In Sweden,
all newly established universities from
the expansion boom of the 1970s were located
either on the edge of or outside the city.
During a new expansion wave in the 1990s,
all new establishments were placed in available
buildings. Often, old industrial facilities
or military barracks were taken over. Today,
external universities and city universities
exist side by side, as buildings, as thought
models, as today’s version of the two Middle
Age models: the closed college and the wellintegrated
universitas.
avenue of knowledge
By 1975, Gothenburg’s large university was
spread across more than 70 different address-
tre perspektiver: Historisk / tHree perspeCtives: HistoriCal
i
f
to eksempler på overgangen mellem
universitet og by. ruC og københavns
universitets teologiske Fakultet. / two
examples of the transition between university
and city. roskilde university and the Faculty
of theology at the university of Copenhagen.
es in the city. A joint move had never taken
place, as had happened in Stockholm. The
disadvantages were evident: no economies
of scale in terms of anything from cleaning
and caretaker to café and library; slow dissemination
of information; less spontaneous
meetings between teachers from different
academic disciplines. But there were some
advantages, too: To local politicians, the university
no longer appeared to be a world in
itself. The ‘free and easy’ atmosphere at the
small institutions furthered contact between
teachers and students, and made management
take on more responsibility.
Through the 1980s and 1990s, Gothenburg’s
university was gathered in faculties,
in clusters, which were given the size of entire
city quarters, but which remained spread
across the inner city. At the same time, the
view of this changed, and the advantages of
the city university were considered quite
obvious. Over the course of a couple of years
during the 1990s, a report was prepared in
collaboration between the university, the
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