Campus og studiemiljø - Bygningsstyrelsen

The three other trends point to a different
use of university space that will need to be
taken into account in its design. The international
mobility of students and academics
has grown significantly in the past decade.
The number of foreign students within the
OECD area has tripled since 1980, and doubled
between 2000 and 2006. While this may
not last forever, this is likely to continue in
the coming decades. The increasing use of
online learning as part of university teaching
may also change the use of space and the
time of on-campus presence. Finally, recent
shifts in cost-sharing point to an increased
financial contribution of students to the cost
of their studies, which generally results in
more part-time enrolments. All these trends
point to a different use of physical facilities,
induced by a more temporary presence of
students on campus and by new needs created
by visiting scholars and students. This
may profoundly change the patterns of socialisation
on and outside campuses.
Finally, the increasing competition and
concentration of funding in tertiary education
may lead to different needs in terms of
an ideal location for universities. The location
of institutions as part of innovation
clusters or as part of big metropolitan areas
might become one important dimension of
this competition for international visibility
(and for funding). Examples of innovation
clusters are the Knowledge Village in Dubai,
the Education City in Qatar, or the Kuala
Lumpur Education City in Malaysia.
scenarios for the future of higher education
The four scenarios below bring together
some of the ongoing trends and emerg-
ing changes and imagine what the future
could look like if the changes became more
radical. Each scenario could bring different
prospects for the design and management of
educational buildings.
open networking
In this scenario, higher education is internationalised
and involves intensive networking
among institutions, scholars, students
and with other players such as industry. It is
a model based more on collaboration than
on competition.
Students choose their courses from the global
post-secondary education network and
design their own curricula and degrees. Students
have a great deal of autonomy. They
often study abroad and take courses offered
“
det store antal internationale akademikere og
studerende kunne indebære, at campusser beliggende tæt
på kultursteder eller hovedstæder bliver mere attraktive
/ the large number of international visitors and students
might imply that campuses located close to cultural sites
or capitals become more attractive
exclusively online. New technologies have
brought changes in approaches to teaching,
especially at undergraduate level, with
standardised courses often delivered online,
and different use of classroom time with
more small seminars and interactive discussions.
International collaborative research
has been strengthened by the dense networking
between institutions, driven by the
availability of free and open knowledge.
This scenario could be driven by voluntary
co-operation between and among countries
and institutions leading to the gradual harmonisation
of higher education systems as
in the Bologna process.
Such a scenario could have many implications
for the design and use of the buildings.
Housing for students and academic visitors
would become an important feature. The
morgendagen / tHe Future
large number of international visitors and
students might imply that campuses located
close to cultural sites or capitals become more
attractive as tourism and studies become
intertwined. International networking could
possibly lead to the development of multicampuses
in several countries. The access to
electronic resources will allow for different
uses and missions of libraries. In most cases,
the management of the buildings would
remain very traditional – either done by universities
when they own their buildings or by
public authorities when they do not.
serving local communities
In this scenario, higher education institutions
are focused (or refocused) on national
and local missions. They are embedded in
their local and regional communities, and
are dedicated to addressing local economic
and community needs in their teaching and
research.
As is currently the case, higher education is
mainly publicly funded and administered.
Academics are treated as trusted professionals
with control over education and research
processes. A small number of ‘elite’ institutions
are linked to international networks
(although there are now some barriers to
internationalisation). The average institution,
however, responds to its local communities.
It works more closely with industry to
design relevant initial and lifelong training.
It also offers more recreational education for
elderly people.
This scenario could be driven by a backlash
against globalisation. There is a growing
scepticism in regard to internationalisation
for a variety of reasons including recent
terror attacks and wars, economic crises,
concerns about the growth in immigration,
frustration about outsourcing and the feeling
that national identity is threatened by
foreign influences.
In this scenario, institutions would need less
student housing since they would be closer
to the students’ homes. This would mean
smaller educational buildings, with smaller
and less comprehensive libraries, and better
accessibility for older students – both
working and retired people. Some services,
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