Campus og studiemiljø - Bygningsstyrelsen

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an action field, which offers to create value for the individual user. For this very reason many users and developers seem to make buildings useful in other ways than as outright climate screen or physical framework for teaching and research. In transformation economy, the building’s primary function of providing a roof over the head and protecting against rain and wind is no longer decisive. Instead, the building’s secondary function of providing associations and emotional meaning gains central focus to a higher degree. This means that university buildings’ value is created by architecture’s ability to inspire and facilitate such other ‘projects’ of a more identity-creating and image-signalling nature. It is this utility potential that is the actual value creation of architecture. Architecture should inspire students so that they themselves can create sense and meaning on their own terms. The university building is a resource for this, and as a physical artefact it should not determine a given significance by imposing a meaning on the student. As the agora in the old Greek urban community, the university building should be a space of opportunity, in which the student can acquire experience and insight and be transformed. ”We shape our buildings and afterwards, our buildings shape us.” (Winston Churchill, speech to the British Parliament, 1943) Then why should architecture do this? Well, for one reason, because architecture with its influencing effect on man’s scope of activity has a great potential for transforming its users. When the British House of Commons was to be rebuilt after the Blitz during World War II, Winston Churchill asked his colleagues to remember that the architecture, which was subsequently to be constructed, would affect and shape them as individuals. This is very good and pertinent advice to give. It is a shame, though, that the fundamental message, i.e. that architecture transforms its users, has been ignored to such an extensive degree. It even seems particularly troubling now when transformation economy is beginning to gain ground. The fact is, that because of its role as an educational institution, the university has a unique opportunity to supply solid and lasting transformations of its students, and architecture is a central tool for doing this. Decision makers must be aware of this issue, as it is particularly problematic if the building – consciously or subconsciously – is rejected as a tool. In doing so, the opportunity to control and direct the effects implied by architecture are also rejected, and the opportunity to strategically influence the transformation of the students is lost. How to drive the good transformation? The word ‘transformation’ means a change of form – going from one condition to another. But – can a campus area transform? Yes, very much so. It can do so for several reasons, but one essential reason is that architecture facilitates given circumstances and behaviour. Architecture greatly affects our ability to express ourselves. Transformation economy’s view of architecture does, however, create a conflict as the user as controlling production factor of value also affects architecture’s ability to express itself. A brilliant example of this is the CBS’s main building at Solbjerg Plads square. Too few study workstations in the programme ‘reading room’ have resulted in students rewriting the programme ‘canteen area’ converting it into more of a reading room – or, in actual fact, into one large collective group room. It is thus important to stress that in order to drive a good transformation, the planner has to realise and acknowledge that today’s users are critical, demanding and competent, and at the same time they demand a higher degree of involvement. Transformation economy’s view of architecture is, as mentioned, that it is not the designed building that determines the value and meaning for the user, but rather the user who determines value and meaning for the building via his encounter with and involvement in the building. This change implies that user and architecture should engage in an equal dialogue and exchange. Users move across, forward and backwards in architecture, and morgendagen / tHe Future value will grow from the multiplicity of interactions they have in the building. One result of this little reflective article will be that if the shift from experience to transformation is taken seriously, and energy and resources are allocated to meet the challenges, this wonderful tension between user and building will be able to produce social, cultural, economic and professional growth via the architectural design and setup of the campus area. It requires for us to think in terms of transformations and that we establish a field of connection between sender and recipient, in which transformation can emerge, develop and grow. This process is complex, and you may ask who it is that supplies the solution. Is it architecture? Yes, it opens up to possibilities, but does not in itself provide the result. Is it the users? Yes, but only if they are inspired by architecture and the possibilities and actions that it allows. Is it the decision makers? Yes, but only if they allow space for architecture that opens up a space of possibility for transformations. The conclusion is thus that if we start to consider architecture in the light of transformation economy, we will see that architecture creates great potential value creations for the university, because it offers the student more lasting value creations. 245
morgendagen / tHe Future Bæredygtig Campus: vejen til systemisk transFormation / Campus sustainaBility: tHe road to systemiC transFormation universiteter kan have gavn af at institutionalisere bæredygtig campusdrift. en grøn tankegang kan være et værktøj til at omdanne universiteter til at blive egentlig lærende organisationer, der bliver endnu bedre til at undervise, lære og dele viden. der kan bruges en række forandringsfremmende aktiviteter / universities can benefit from institutionalising a commitment to sustainable campus operations. green thinking can be a tool to transform universities into true learning organisations becoming even better at teaching, learning and sharing knowledge. a number of change agent activities can be used leith sharp var initiativtager til og direktør for Harvards grønne campusinitiativ, Harvard's green Campus initiative. Hun har har arbejdet med universiteter i de sidste 15 år for at opnå organisatoriske forandringer med henblik på at skabe miljømæssig bæredygtighed / leith sharp was the founding director of Harvard’s green Campus initiative and has been working with universities for the last 15 years to achieve organisational change in the pursuit of environmental sustainability 246 Miljømæssig bæredygtighed er et ikke-statisk mål, der kræver en hurtig og vidtrækkende optrapning af tempoet for de organisatoriske ændringer på alle universiteter. Vi skal bevæge os ud over stadiet med de små sejre, hvor vi får ét diskret grønt projekt til at fungere ad gangen, til systemisk transformation, hvor hele processer bliver reformeret og fører til storstilede reduktioner af miljøpåvirkningerne på hele universitetet. Den centrale udfordring for den nødvendige miljøindsats er en organisatorisk forandring. Vejen til miljømæssig bæredygtighed på campus går gennem det meget vanskelige arbejde med en tilbundsgående og løbende systemisk reform af alle de institutionelle systemer, vaner, beslutningsprocesser og adfærdsmønstre, som ikke indarbejder bevidstheden om jordens livsunderstøttende system. Vi skal hurtigt øge den hastighed, hvormed vores universiteter bliver i stand til at omdanne næsten alle aspekter af deres organisatoriske systemer og fysiske operationer ved at blive til både lærende organisationer og undervisnings- samt forskningsinstitutioner. For at omgå de mange kræfter, der søger at forhindre forandring inden for vores organisationer, må vi direkte imødegå modstanden ved at gøre noget ved den underliggende frygt for ustabilitet. For at gøre det skal vi kunne fastholde universitetets stabilitet og kontinuitet, samtidig med at vi ændrer næsten hver eneste praksis i den. Det vil kræve en tosidig indsats for dels at diagnosticere en mængde organisatoriske karakteristika, risici (opfattede og reelle), motivationer og indbyrdes forhold. Og dels at udnytte denne viden til at kortlægge veje til innovation, som er relativt risikofrie, ikke indebærer ustabilitet, og samtidig omfatter de nødvendige belønninger og incitamenter for de medvirkende. Hvis vi skal nå det, har vi brug for en kritisk masse af individer, både i universitetssektoren og i de eksterne enheder, der betjener universiteterne, til at iværksætte en række forandringsfremmende aktiviteter. Disse individer vil skabe den største effekt ved at iværksætte aktiviteter, der sigter på at fjerne barrierer og modstand mod forandring og samtidig stimulerer engagement og lederskab blandt et stort antal mennesker fra alle områder af campusmiljøet. Disse aktiviteter omfatter følgende:
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AMPUS og STUDIEMILjø fysiske ramme
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Forord Danmark skal have universite
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Contents IntroductIon and readIng g
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introduCtion and reading guide The
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“ Campusområder er steder, hvor
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universitetet og Byen - to traditio
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in terms of issues addressed and in
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“ i amerika fandtes der ikke midd
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Fremtiden For det europæiske Campu
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The institution as education and re
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“ på campus finder man fremragen
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dansk universitetsplanlægning - F
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“ Beslutningen om at fastholde k
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“ sea-ordningen giver incitament
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new challenges One significant chal
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Hvordan skaBer vi Campus i verdensk
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city centres. They were also constr
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Naturally, the many visitors have r
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The universities’ activities can
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alsion, sdu i sønderborg rummer b
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private virksomheder og forskningse
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minor significance. Instead, the po
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den Co2 neutrale bygning ”green l
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ampus cases etH Zürich Harvard uni
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etH universitet med Zurich i baggru
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large orange light-weight furniture
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yvonne wäger er studerende på 4.
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Fra vision til realitet / From visi
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lokale stakeholders blev involveret
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projektet er struktureret som en pa
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Vores guidelines gælder både for
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f p regler for byggefelter i ”sci
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Harvards Cambridge Campus med byen
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i g s det pulserende Harvard square
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kommende plan for udbygning af alls
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anabela pappas er køkkenmedarbejde
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interview leith sharp, founding dir
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achieved not only by means of appoi
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Før og efter en grøn moderniserin
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Frederiksberg Campus ligger central
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i p p i den tæt bebyggede bydel er
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per Holten-andersen er dekan på de
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marina Bergen jensen er forsker ved
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udviklingsplanen formidler kvalitet
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overview, legitimacy and commitment
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For a year, we worked closely with
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Byskala - Anlægsskala - Bygningssk
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smutveje og yndlingspladser er blev
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At LIFE in Taastrup, the artist Cam
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lancaster university ligger som en
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i o d s kommerciel café om dagen -
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joe rigby studerer sociologi på la
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patricia russo er udvekslingsstuden
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gadeliv på alexander square, lanca
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viding a higher level of security.
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mit med Boston på den modstående
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i d den omkringliggende by. / the s
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eal time planning mit universe of r
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phoebe putnam er ved at færdiggør
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eal-time planning ”real-time plan
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architects. What are the future pla
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smiljø udy & searCH vironment 123
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det gode studiemiljø / tHe good st
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“ Hvad forstår jeg ved gode ramm
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“ Byen, som campus er tilknyttet,
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“ i dag skal jeg mødes med min g
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studerende på deres personligt ind
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the classroom. Physical knowledge e
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tre stemmer: undervisere / tHree vo
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a show, but rather listening to a r
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Learning was to take place in rooms
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pædagogik og design / pedagogy and
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læring i praksisfællesskaber i et
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contact to the surrounding world an
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tre stemmer: undervisere / xxxxxxxx
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whereas today, we can download arti
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vejen til nye videnskaBelige gennem
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future’s challenges will be found
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about attracting the smartest think
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Hvordan ser studie- og Forskningsmi
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hours. In many cases, the result is
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learning is. We build learning spac
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i f aktiviteten i lounge- og læsem
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petition express it, wants the work
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“Blizard Building” på queen ma
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f f mits infosystem er lavet af stu
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studiearbejdspladser temaet studiea
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Copenhagen Business school 175
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virtual university with E-learning
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specialepladser i e-learning lab /
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“ Holdrum på inano til 1. årsst
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“ individuelle studiearbejdsplads
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“ studiekube / study cube Beskriv
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“ gruppearbejdspladser på kilen
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“ specialepladser på kua / speci
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innovation lab på it-universitet a
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this as an argument for extending t
Page 196 and 197: Close to the teacher: The DPU uses
Page 198 and 199: ikt-støttede læringsmiljøer / iC
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Page 202 and 203: Case singapore management universit
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Page 206 and 207: teacher can also interact electroni
Page 208 and 209: Case university oF leeds sms’er h
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Page 212 and 213: laboratorier afsnittet ser på labo
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Page 216 and 217: “ det er væsentligt at laborator
Page 218 and 219: Den nye bygning for biomedicin på
Page 220 and 221: indeklima og ergonomi / indoor Clim
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Page 224 and 225: Fra CellelaBoratorier til tværFagl
Page 226 and 227: net m 2 surveyed. The survey includ
Page 228 and 229: Fremtidens laBoratorier - en visual
Page 230 and 231: 03 enheden er organiseret rundt om
Page 232 and 233: “ modellen er bygget op over fem
Page 234 and 235: gen Future 233
Page 236 and 237: morgendagen / tHe Future FremtidssC
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Page 240 and 241: The three other trends point to a d
Page 242 and 243: universitetsByggeri og transFormati
Page 244 and 245: are not possible at all. In a class
Page 248 and 249: Environmental sustainability is a m
Page 250 and 251: morgendagen / tHe Future studerende
Page 252 and 253: their development and adoption. Com
Page 254 and 255: Baggrundsundersøgelser / BaCkgroun
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Campus og studiemiljø - Bygningsstyrelsen

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