Campus og studiemiljø - Bygningsstyrelsen

Byskala - Anlægsskala - Bygningsskala
City scale - Construction scale - Building scale
DET MENTALE SPOR
/ THE MENTAL TRACK
DET SOCIALE SPOR
/ THE SOCIAL TRACK
DET FYSISKE SPOR
/ THE PHYSICAL TRACK
koblingen mellem spor og skala satte
system i de mange forskellige ideer og
problemstillinger. / the connection between
the tracks and the scales systematised the
many different ideas and issues.
resulted in a one month gap and additional
meetings with e.g. Frederiksberg Municipality.
We have discovered that the approval
of a programme has to be planned. All decision
makers must commit to a timetable in
advance and they must all fully understand
what a programme is. In addition, the work
to clarify the final shape of the project is
huge in its own right. The shape depends
on the receiver and the way in which the
project is handed over.
How can you work with the entire campus
as an ‘environment’?
In order to come to grips with the complexity
of the task, we prepared a matrix. In three
scales, we focused on 1) the relationship
between the campus area and the city, 2) the
area as a whole, and 3) the individual spaces
and buildings. At the same time, we worked
with three tracks representing the three dimensions
of the campus environment. The
mental track was about aspects like branding
and identity. The social track involved e.g. life
and communities on campus. The physical
track involved the area’s materiality.
The connection between the tracks and the
scales created a system that made widely
differing aspects visible, from the lack of
individual parking spaces to the reputation
of the campus area in the rest of the city. Everybody
quickly understood the model, with
their own comments and points of view
fitting into a context. The model turned out
to be very useful until the programme had
been developed; after that it became more a
way of thinking.
should the users draw or speak?
It makes a difference whether users contribute
by means of e.g. words, drawings or
photos. The media encourage one thing and
complicate others. Our experience is that
words and talk easily become too non-committal
and do not challenge users to choose
or see new contexts. When the users had to
draw on maps, they automatically placed
their ‘own corners’ in a context. When we
asked the users to contribute three photos of
‘the best’, it gave us an opportunity to capture
moods and situations. Other aspects are
of course best described in words.
It should be emphasised that the involvement
of users should not blur the lines between
the players. The users know best what
their dreams are, what qualities and problems
they have experienced in a place, and the
architects know best how to place everything
in a context and give it a physical expression.
Another important question is: Which communication
strategy has the desired effect
in the organisation? This must be discussed
at an early stage. The project was published
on the faculty’s own website where students
and employees could add comments. The
fact that relatively few comments were
posted could be due to the poor exposure of
the project on the faculty’s website. Everybody
was invited to the dialogue day – a joint
workshop with the participation of users
and working group. The event and the website
were advertised by means of flyers and
posters all over the campus area. The many
flyers and posters created awareness but the
faculty’s design template seemed to have a
neutralising effect. It would have been better
to give the project its own graphical profile
and in that way attract more attention.
Campus Case: køBenHavns universitet / university oF CopenHagen
colleagues in new york
The study trip to campus environments in
New York and Connecticut was planned to
take place in the early stages. On account
of the large amount of coordination work,
however, the tour took place later on during
the programme approval period. This turned
out to be good timing.
A large delegation with representatives from
a number of the parties involved participated
in the trip. Especially the meetings with
the universities’ own planners provided a
lot of inspiration. During the trip, everyone
became aware that the plan had to be a dynamic
tool. Actual decisions were also made
during the trip. The idea about a specific
main entrance to the campus, for instance,
was eliminated. The study trip acted as a
catalyst to modify expectations and assess
what was realistic. In our experience, the
optimum timing of a study trip is halfway
through the programme preparation, as this
makes it possible to test whether a number
of provisional aspects about the programme
are likely to work out.
the unforeseen?
There were a number of surprises during
the project. The possibility of simultaneously
commencing work with an art plan
for Frederiksberg Campus led to a general
consolidation of the development plan but
also to further coordination and detailing
of the relationship between the two plans.
Frederiksberg Municipality was also given
an unexpected role when it turned out that
a sub-area was subject to the Danish Act on
Nature Preservation to an extent that was
difficult to clarify within the given time
frame.
So what was the result of this process? The
main substance in the plan is a number of
guidelines and principles – to maintain the
values in the area, unfold its potential and
resolve main issues. Layouts and visualisations
show how physical space could but
not how it should be ensured within the
given framework. The development plan
is a planning tool. It will therefore remain
relevant for many years if the action plan
is anchored broadly beyond the physical
framework.
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