1 King Khalid University Background Information Rutgers University ...

King Khalid University Background Information
Rutgers University
International Planning Studio
Fall 2003
I. Introduction
An international design competition was held for the master plan and design of
academic and administrative facilities for a new campus for King Khalid University,
located in Abha, in the Asir region of Saudi Arabia. The competition, sponsored by King
Khalid University, was conducted by the Prince Abdullah Research and Consulting
Institute of King Saud University. Thirteen consultants from around the globe submitted
proposals which were evaluated by a ten-member selection jury. The jury assembled in
Abha and deliberated for a week in December 2002.
The competition was in response to a 1998 royal decree by His Royal Highness
Prince Abdullah Ibn Abdul Aziz, Crown Prince and Deputy Prime Minister, which
authorized the integration of two branches of King Saud University and Imam
Muhammad Ibn Saud Islamic University. This heralded the “inauguration of a new
scientific era, and the initiation of the youngest Saudi University within the system of
higher education to further contribute to growth and development in the Kingdom of
Saudi Arabia.” 1
In order to fulfill the requirements for King Khalid University’s present and future
needs, competitors were charged with meeting the following criteria:
• Establish a strong sense of identity for King Khalid University.
1 Prince Abdullah Research and Consulting Institute, King Saud University. The Planning and Design
Reference for King Khalid University Campus. April 2002.
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• Establish a unique campus environment that responds to the cultural
and physical environment of Asir in particular, and Saudi Arabia in
general in an informed and responsible manner.
• Capture the vitality of the Asir region which is one of the heavily
populated regions in the Kingdom of Saudi Arabia.
• Provide a sustainable master plan that harmonizes with the site’s
topography and semi-desert setting and mountain views. The overall
campus design should be capable of utilizing all natural and
environmental assets like moderate climate, rain, greenery and
landscape.
• Provide flexibility for future expansion. 2
General objectives also included ability to satisfy religious, cultural and social
requirements that characterize the Kingdom of Saudi Arabia as well as provide a plan that
can be implemented in phases within a reasonable budget.
Competition firms had to produce a plan which incorporated the following:
Infrastructure networks, which included access and roadway network, surface water
drainage, landscape and vegetation, as well as electricity, water, gas and
telecommunications networks; Academic area buildings for male and female students,
including Colleges of Islamic Law, Medicine, Arabic and Social and Administrative
Sciences, Education, Science, Computer Science, Engineering, Pharmacy, Dentistry, and
2
Jury Report For The International Competition of Planning and Design King Khalid Univerity Campus
Abha - Kingdom of Saudi Arabia
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English and Translation; Cultural buildings, including a grand mosque and other
mosques; Support buildings such as sport facilities and warehouses; and Residential
buildings, including male and female student housing, nursing staff housing, faculty
housing.
The International Planning Studio at Rutgers University’s Edward J. Bloustein
School of Planning and Public Policy undertook the task of creating a conceptual master
plan for the whole site. Under the guidance and tutelage of Professor Salah El-Shakhs, six
students analyzed the culture, lifestyle, economy, and educational system of the Kingdom
of Saudi Arabia and then began producing a series of early concept plans that utilized
portions of the site in varying ways. The process culminated in a singular solution that
was presented to the department on December 9, 2003. The Studio gratefully
acknowledges input from Professor Tony Nelessen and Dr. Ahmed Azmy, Chairman of
HACBM, Princeton, NJ.
II. Context and Background
1. Economy
Saudi Arabia is a relatively young nation, being officially unified since 1932.
Petroleum reserves have placed the nation in a viable economic position. The Saudis
control 26% of the world’s proven petroleum reserves and are the world’s largest
exporter. Petroleum has become the mainstay of the Saudi economy, and currently
accounts for approximately 45% of the GNP and 90% of export earnings.
This is a nation which has become financially dependent upon petroleum and,
thereby, has found itself in a very precarious position: Though Saudi Arabia controls such
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a significant part of the petroleum market, the petroleum will eventually run out. Some
estimate that the reserves will be enough to last for another 85 years if current production
is maintained at a level of about 9 million barrels a day. However, exploration for new
reserves is an ongoing process, and the nation hopes to find enough reserves to increase
production by an additional 1.1 million barrels a day by the end of 2004.
In preparation of eventual changes in petroleum reserves, attempts to privatize
numerous industries are underway. For example, the telecommunications industry has
already been privatized; the electric industry is now being privatized. The country’s
national flag carrier Saudi Arabian Airlines is also slated for privatization. To date, no
indication of plans to privatize the single, national petroleum company, Saudi Aramco,
are under way. Privatization of such industries is all part of the Government’s attempt to
reduce dependency on oil and increase the number of employment opportunities for a
rapidly growing population.
Attempts to provide infrastructure for an increasing population, provide for
economic development, and shift economic orientation have been supported by recent
budget surpluses and private investment. As such, the face of Saudi Arabia is changing
and new construction, especially of commercial real estate, abounds. Some examples
include the revered Faisaliah complex and Kingdom Center. This type of development
seems to be showcased in Riyadh and Jeddah, but also finds expression in other locales,
such as the KKU project in Abha.
This infrastructure development is also occurring in water supply to provide for
the population and to increase the area of cultivated/arable lands, sewerage sectors, as
well as attempts to provide cheap electricity with natural gas. The latter is significant in
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that there is an international initiative to accomplish this led by eight foreign firms. This
is uncharacteristic of an oil industry that has profited from protectionist barriers.
Additionally, expansion of the railway network to serve the young phosphate industry in
the northwest, and construction of industrial installations are underway, symbolizing the
Kingdom’s growth strategies. Furthermore, the burgeoning population has created
opportunities for development due to the need for schools and housing.
Construction services promise to be an important factor in the economy for the
medium-term. The development of new industries, expansion of the petroleum industry,
and the growing population will spawn economic opportunities in this sector. The single
most important factor with respect to construction services is the new natural gas
initiative, which is projected to generate US$30 billion in construction opportunities.
In the past, the construction sector and the insufficient supply of healthcare
workers spearheaded the arrival of many temporary workers to Saudi Arabia from India,
Bangladesh, Indonesia, and other nations in the region. In 1999, they officially accounted
for 61% of Riyadh’s total labor force of 1.3 million. Exact estimates of the number of
foreign workers vary, but nationally the estimate is 35% of 7 million. However, because
of the population structure and a fall in the 1998 oil prices there is a recent trend to
replace foreign labor with domestic. This process is known as Saudification, and has
contributed to the growth of a middle class.
The sum of these economic developments, combined with a growing and young
population, 60% under 20 years old, has led to a surge in retail banking. In a recent year,
all 10 Saudi banks reported strong earnings, the worst of which was up 10%. A large
contributor to these earnings has been growth in the middle-class oriented retail-banking
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sector, significant in that it represents capital accumulation. In light of the looming WTO
ascension, this development is also significant, because it represents the possibility that
the Kingdom will become a major, global financial center with the introduction of foreign
banks.
Nevertheless, the primary focus currently remains petroleum, natural gas,
minerals, water, agriculture, construction, education and healthcare. In sum, there are two
leitmotifs: Expansion of infrastructure to provide for a growing population and use of
natural resources to pay for it all.
2. Educational System
A prime goal of the Kingdom of Saudi Arabia is the education of its people. In
fact, education has been a primary goal since the late eighteenth century when Islamic
education was encouraged for all Muslim believers. Today, Saudi Arabia seeks to ensure
that education becomes more efficient, meets religious, economic, and social needs of the
country, and eradicates illiteracy among Saudi adults. Furthermore, the Kingdom seeks to
provide education on technological advances with the goal of replacing substantive
portions of the foreign labor force, and to indigenize teaching at all levels. In order to
meet this challenge, the Saudi government has invested vast financial resources in an
education system encompassing primary, secondary, and higher education. Additionally,
education is free, though not compulsory and all university students receive a monthly
stipend of $300.
These efforts have become evident in recent years. Since an extensive program of
publicly funded secondary schools was initiated in 1951, literacy rates have soared. In
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1970 only 15% of the men and only 2 % of the women were literate. However, in 1990,
73% of the men and 48% of the women were literate and 2001 statistics indicate a
literacy rate slightly over 50% for women. Statistical indicators in education support this
statement. That is, the annual rate of growth for all for students enrolled in all levels of
general education is 4.9%. Most interestingly, the annual rate of growth for males is
3.78% and the annual rate of growth for the females is 5.8%.
2.1 History
Historically, the purpose of education was to ensure that Muslim believers would
understand religious laws and live his or her life in harmony with them. Thus, classes for
Koran, the book of sacred writings accepted by Muslims, and selections from the hadith,
a narrative record of sayings of Muhammad and his companions, were provided for in
villages throughout the Saudi peninsula. Non-religious subjects such as arithmetic,
foreign language, and Arabic reading were sometimes taught along with Koran. It is
noteworthy however, that illiteracy remained prevalent throughout the peninsula. This is
because learning the contents of the Holy Scriptures entailed memorization and the
ability to read Arabic was not necessary.
The venue for this elementary level education was the kuttab, a class of Koran
recitation typically attached to a mosque or a private home wherein a professional Koran
reader was enlisted to tutor. Additionally, an informal network of instruction was
available for students wishing to pursue further studies. Halaqat, this informal network of
scholarly lectures, included education in Islamic jurisprudence, Arabic language, Koranic
commentaries, hadith, literature, and at times arithmetic and history. Moreover, during
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the reign of King Abdulaziz, higher education in its modern form was introduced. First,
in 1926, a group of Saudi students was sent to study at universities and high institutes in
Egypt, and years later, in 1949, the first academic institution of higher education was
established. This was the College of Shari’ah and Islamic studies, soon followed by the
College of Shari’ah in 1953, and the College of Arabic language in 1954 in Riyadh.
It is interesting to note that Islamic kuttab schools can be traced back to the
seventh century. It was at this time that rote memorization as a method of learning took
hold. Memorization of basic texts remains a cornerstone of the modern Saudi Arabian
educational system. Also noteworthy is that some kuttab admitted girls as well as boys.
Although a certain measure of secular studies was offered at private institutions
since the 1920s, a widespread system of publicly funded secondary schools was not
instituted until 1951. Shortly thereafter, in 1954, the Ministry of Education was launched,
wherein public education was administered for males. A landmark event subsequently
followed in 1957 with the establishment of the first university not dedicated to religious
studies. Originally known as Riyadh University, it was borne out of response to the
growing number of secondary school graduates and the availability of academic and
administrative Saudi positions. The university was renamed King Saud University.
2.2 Female Education
Another watershed event took place in 1960 with the advent of publicly funded
education for girls. However, the ratio of boys to girls in primary school enrollment was
skewed with respect to the population. That is, 22% of boys and 2% of girls were
enrolled. This reflected an initial opposition in various parts of the Kingdom to the
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nonreligious education of girls. Education was viewed as useless and perhaps even
dangerous. Perceptions altered dramatically in terms of the value of educating girls, and
enrollments rose appreciably. In 1981, 81% of the boys and 43% of the girls were
registered in the public school system and by 1989 ratios between boys and girls were
nearly equal.
The goal of schooling women is clear in Saudi educational policy. It is
ideologically linked to religion and is stated as follows: “The purpose of educating a girl
is to bring her up in a proper Islamic way so as to perform her duty in life, be an ideal and
successful housewife and a good mother, ready to do things which suit her nature such as
teaching, nursing and medical treatment.” Nevertheless, Saudi policy also recognized the
importance of equal opportunity noting, “Women’s right to obtain suitable education on
equal footing with men in light if Islamic laws.” Thus, educational options have been
considered nearly identical for males and females on the pre-college level. One notable
exception is that males receive physical education and females are taught home
economics. Curriculum difference notwithstanding, by 1989 male and female university
graduates were nearly equal, at approximately 7,000 each.
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Recess at a girls’ school
Source: http://lcweb2.loc.gov/frd/cs/saudi_arabia/sa02_04b.jpg
Gender separation, as required by religious standards and social conventions, has
had an impact on higher education for women. The social perception persisted that only
men would put newly acquired knowledge to productive use. As a result, women’s higher
education received a smaller amount of resources than men’s. This limitation had become
a problem on three fronts. First, the situation precluded the training and hiring of women
to alleviate some of the difficulties of indigenizing the work force. Second, expectations
of thousands of women graduating from secondary school were not being met. Third,
women in secondary schools began excelling academically over men. Although a smaller
number of females entered school, the number of females graduating secondary schools
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eventually surpassed the number of males. Recent figures indicate that the number of
male graduates from secondary school is 80,000 and the number of female graduates is
95,000. At the university level, however, the study of engineering remains at issue since
the practice of engineering is deemed impossible with respect to gender separation.
2.3 Religious Core
At the heart of the Saudi educational system is the fact that Islamic roots are not
fully separated from academia. At all levels of schooling is promulgation of the “belief in
one G-d, Islam as the way of life, and Muhammad as G-d’s Messenger.” A substantial
portion of the pre-secondary school curriculum has been devoted to religion.
Approximately nine periods per week involve religious subjects on the elementary level
and approximately eight periods per week at the intermediate level. At the secondary
school level religion is accorded prominent status and at the university level religion is
studied along with other subjects. The concept behind this is that religion and Islamic
culture are for all Saudis, at all levels of the educational ladder and that religious tradition
is a program for life. Therefore, it cannot be separated from other studies. It is an
integrated way of life. There are, however, two university level institutions, Islamic
University of Medina and the Imam Muhammad ibn Saud Islamic University in Riyadh,
established for religious studies.
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Imam Muhammad bin Saud Islamic University;
Source: http://www.saudinf.com/main/j44.htm
2.4 Rapid Growth
Growth is another factor affecting the Saudi educational system. In addition to
rapid economic growth spun from the oil industry, population growth has spurred rapid
expansion of the education system. According to U.S. Census demographic data for
Saudi Arabia, the 2000 fertility rate was 6.3 births per woman. Population has been
expanding at a formidable rate for a number of decades, especially 1970 to 1980 and
1980 to 1990 where the growth rate reached 4.9% and 4.7% respectively. Population
projections for 2025 indicate expansive population growth, particularly of the youngest
age cohorts. Below are the population pyramids for Saudi Arabia for 2000 and 2025.
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On the year 2000 pyramid, school age children comprise the largest age cohorts.
This increases dramatically in the 2025 projections where the rapidly expanding base of
the pyramid indicates the need for continued growth in the school system. Projections for
2050 continue along this course, with an even more rapidly expanding pyramid base:
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To meet the needs of this swiftly growing school-age population, the educational
system has undergone vast expansion. This system had expanded so rapidly that between
1988 and 1989, 400,000 new students were accommodated in 950 new schools. During
the period between 1989 and 1993, the number of elementary schools increased from
8,370 to more than 10,000, intermediate schools increased from 2,884 to more than
4,000, and secondary schools increased from 1,103 to more than 1,700.
At the university level, growth has also been enormous. In 1994, the total number
of students enrolled in universities and colleges was 336,244, whereas the total number in
2000 was 371,522, a 10.5% rate of growth in a six year time period.
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2.5 Educational System Objectives
There are six general objectives of the educational system. The objectives are
meant to effectively assist in “social coherence, stability, and advancement of the nation
at large.”
a) Religious objectives – Provide Muslims with the true values and teachings
of Islam, belief in human dignity and public rights;
b) Offering just and equal educational opportunities – Ensure that all citizens
have equal opportunity and access to education; establish right of women to
an education in accordance with Shari’ah, the religious law;
c) Objectives relating to science and knowledge: Establish role of modern
science and learning about the universe; understand environment and enable
citizens to participate in development of the country; develop linguistic
skills to learn about culture; and promote scientific thinking;
d) Developmental objectives: Stress role of education in development of the
kingdom; and enable all members of the community to participate in
development programs;
e) Vocational objectives: Acquire skills for all types of careers in all types of
sectors;
f) Social and traditional objectives: Preserve heritage, customs, and traditions
of Islamic culture.
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2.6 System Organization
Education in the Kingdom of Saudi Arabia is divided into three separate
classifications – primary, secondary, and higher education, all segregated by sex. Pre-
school is not considered a separate unit as it is a small division limited to larger cities.
Overall standards for the country’s educational system are set by the Ministry of
Education which presides over the different administering systems. These systems are:
General education for boys; Education for girls; and Traditional Islamic education for
boys. Education for girls is administered by the General Presidency for Girls’ Education,
which also provides transportation services to 500,000 female students. Curriculum and
annual examinations, however, are the same for both sexes.
2.6.1 Primary Education
Primary education encompasses primary school for ages six through twelve and
intermediate school for ages twelve to fifteen. The curriculum encompasses Arabic, art
education, geography, history, home economics for girls, mathematics, physical
education for boys, Islamic studies, and science. English is added into the curriculum at
the intermediate level. Completion of primary education earns a General Elementary
School Certificate or Shahadat Al Madaaris Al Ibtidaa’iyyah.
2.6.2 Secondary Education
Secondary education is of three year duration for ages fifteen through eighteen.
Three different types of curriculums are possible: General Secondary School, Religious
Secondary School, and Technical Secondary School. In the first option, students have a
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common curriculum during the first year and then branch off into two separate
curriculums for the ensuing two years. A score of 60% in all first year subjects is required
to choose streams. A score below 60% places the student in the literary stream. The
general curriculum includes Arabic, biology, chemistry, English, geography, history,
home economics for girls, mathematics, physical education for boys and religious studies.
The General Secondary Education Certificate, Shahadat Al-Marhalat Al-Thanawiyyat, is
awarded to students who pass the General Studies Exam or Tawjihi.
Curriculum in the Religious secondary schools revolves around Arabic language
and literature, English, general culture, geography, history and religious studies.
Completion of studies earns a Religious Institute Secondary Education Certificate,
Shahadat Al Thanawiyyah Al’Aama lil Ma’aahid Al Ilmiya. Graduates of this program
are permitted to pursue humanities and social sciences at the university level.
Technical education and vocational training are recent entrants into the
educational system and developed in response to the economic and industrial boom from
oil production. The General Organization for Technical Education oversees the secondary
technical schools. Three types of technical education are offered: vocational/technical,
commercial, and agricultural.
The vocational/technical curriculum includes architectural drawing, auto
mechanics, electricity, machine mechanics, metal mechanics, radio and television.
Students are also instructed in Arabic, chemistry, English, mathematics, physical
education, physics, and religious studies. Completion earns a Secondary Vocational
School Diploma, Diplom Al Madaaris Al Thanawiyyah Al Mihaniyyah.
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The commercial curriculum includes Arabic, bookkeeping and accounting,
commercial correspondence, economics, financial mathematics, applied physics, Arabic,
English, farm management, horticulture, religious studies, marketing, and plant nutrition.
Completion earns Secondary Commercial School Diploma or Diplom Al Madaaris Al
Tijaariyyah.
The agriculture curriculum includes agriculture economics, agronomy, animal
husbandry, applied biology, applied mathematics, applied physics, Arabic, English, farm
management, horticulture, religious studies, marketing, and plant nutrition. Completion
earns a Secondary Agricultural School Diploma, Diplom Al Madaaris Al Ziraa’lyyah.
2.6.3 Higher Education
Saudi Arabia’s higher education policy is clearly designed to satisfy present and
future needs of the country. Programs are meant to be suitable for the specific objective
of producing “the specialized cadres of manpower required for development.” Objectives
of Saudi Arabia’s higher education policy also include enhancing devotion to Allah and
providing the students with Islamic culture.
Higher education is organized around six institutions:
1. The Ministry of Higher Education: Responsible for 8 universities, comprising 76
colleges;
2. The Ministry of Education: Responsible for 18 teachers’ training colleges;
3. The General Presidency for Girls’ Education: Responsible for 72 colleges;
4. The General Organization for Technical Education and Vocational Training:
Responsible for 9 colleges;
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5. The Ministry of Health: Responsible for 37 colleges and high institutes;
6. Other Governmental organizations: Responsible for various colleges and
institutes.
Access to institutions of higher education is based on scores from the General
Secondary Education Certificate Examination, Tawjihi. Once admitted, the universities
offer three levels of study:
� Stage I – The baccaloreus degree takes four years, except pharmacy and
medicine which require clinical training; engineering and veterinary medicine
require five years.
� Stage II – The master’s degree, darajat al majisteer, is awarded after two years
of additional study beyond the first degree. Islamic law, Arabic, and social
sciences require three years of study. A thesis is required for programs at this
level.
� Stage III – The doctorate, doctoorah, takes three years beyond the master’s
level. A dissertation based on independent research must be submitted. Few
doctoral degrees are offered in Islamic law, Arabic and Islamic studies, and
social sciences.
Non-University higher education includes technical colleges, which require
three years of study, and technical institutes, which range from one to two years of study.
Curriculum in technical colleges includes auto mechanics, electrical equipment, industrial
chemistry, and industrial electronics. Technical institutes for financial and commercial
sciences offer accounting, commercial correspondence, English, insurance, secretarial
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skills, and public relations. Additionally, The Institute of Public Administration is
responsible for training civil servants, and is of two to three years in duration.
Teacher Training is the last form of higher education. These programs prepare
teachers for futures in primary, secondary, or higher education. This leads to a Bachelor
of Arts degree in education and takes four years to complete.
Saudi universities can be distinguished by size and different academic
programs. Table 1 summarizes enrollment, highlighting the varying sizes of the
institutions. King Saud University is the largest with nearly 50,000 students. King Saud
University, along with King Adbulaziz, and Imam Mohammed Ibn Saud Islamic
University, and Umm Al-Qura comprise the first category of large universities, with
enrollments ranging from 20,000 to 50,000. The second category, medium and small
sized universities, include King Fahd University for Petroleum and Minerals, King Faisal
University, and King Khalid University. Enrollments range from 5,000 to 15,000
students.
Universities are also categorized by specialization. The first category provides
specialized academic programs and includes the Islamic University (Islamic studies),
Imam Mohammed Ibn Saud University (Islamic studies and humanities), and King Fahd
University for Petroleum and Minerals (Engineering Science). The second category
offers general academic programs and includes the five remaining universities.
It is interesting to note that there has been precedent set for design competition
for a campus of higher education and numerous examples of international consultants
brought in as designers. In 1960, ideas for King Saud University started with an
architectural competition. King Fahd University for Petroleum and Minerals brought in
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an American consultant, who prepared the master plan for the university. This was the
first master plan commenced and embarked upon by a Saudi University.
Table 1: Types of Higher Education Institutions, number of colleges and number of male and female
students registered in different higher education levels for 2000
Educational
Institution
Year of
Opening
No. of
Colleges
21
No. of
Male
Students
No. of
Female
Students
Total No. of
Teaching
Staff
1. Ministry of
Higher Education
1975 76 130,412 56,238 186,650 10,018
-King Saud University 1957 17 32,034 17,826 49,860 2,653
-Islamic University 1961 5 4,230 0 4,230 372
-King Abdulaziz
University
1967 13 24,358 15,831 40,189 2,178
-Imam Mohmammed bin
Saud Islamic University
1974 11 28,253 7,042 32,295 1,527
-King Fahd University for
Petroleum & Minerals
1970 8 7,938 0 7,938 814
-King Faisal University 1975 7 5,743 4,831 10,574 829
-Umm Al-Qura University 1981 10 14,098 9,627 23,725 1,157
-King Khalid University 1998 5 13,758 1,081 14,839 488
2. General Presidency
College for Girls Education
1970 72 0 144,987 144,987 4,941
3. Ministry of Education
Colleges
1977 18 21,003 0 21,003 1,811
4. Ministry of
Health Colleges
1993 37 1,997 985 2,982 560
5. General Org. for Tech. Ed.
& Voc (GOTEVOT) Tech Coll.
1980 9 13,869 0 13,869 1,405
Royal Commission for Jubail
& Yambu Colleges
- 2 2,031 0 2,031 190
TOTAL - 250 169,312 202,210 371,522 18,925
Source: Planning and Design Reference for King Khalid University Campus, p55
2.7 Conclusion
Educating the populace is a national priority in Saudi Arabia. Recent years have
been characterized by a vast financial investment into education and construction of new
educational facilities. It is important, however, to remain mindful of certain facts when
examining the Saudi educational system. First, planning any facility must take into
account the tremendous population of school aged cohorts predicted for the future.

Second, planning any facility must take into account the needs of the female student
population, respect the separation between sexes, and accommodate the increasing
academic prowess of young females. Third, Islamic law is fully integrated with daily
activities and cannot be separated. Fourth, educational objectives involve satisfying
present and future needs of the country. From rote memorization in the kuttab to
universities with thousands of students, education in Saudi Arabia continues on a path of
expansion.
III. Architecture
3.1 Historical Factors
A number of historical factors have influenced architecture in Saudi Arabia.
3.1.1 Pre-Islamic Period
• The Arab Peninsula coast provided easy access to the neighboring
civilizations of Egypt, Iraq, Jordan, and Syria through the Nile and Tigris-
Euphrates rivers.
• Much of the trade centered in Bahrain, Oman, Yemen, and Saudi Arabia.
• Using animals for traveling had a great impact. Camels were the best type
of transportation to cross long distances in the desert and on tracts of
barren land.
• Camel as tool of transportation produced two important results. One was
increasing the number of cities along the path that camels came from.
Also, Mecca became easy to visit from all over the Peninsula for
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pilgrimage. The second result was involvement of Arabs in trade which
provided opportunity and contact with the outside world.
3.1.2 The Islamic period
• The Birth of the Prophet Mohamed (peace upon him) in 570 A.D. caused
differences in the whole life of the Arab Peninsula.
• Mecca became the center of Islam that changed its history.
Mecca and the unique architectural design of Al-Haram Al-Makki in Mecca and Al-
Haram Al-Nabawi in Al-Madinah (The Prophet's Mosque, Madinah). These two holy
places affect Muslim behavior. They were and remain the main school (Madrasah)
for Islamic countries and the main place for community activities. There are many
mosques in the center of Islamic Instructios and they are distinguished in their
architectural design in Manarat, Sarh, Mosala, Mehrab, Gates Windows, and
Interior Design. In general, Mosque location in Islamic countries is the center of the
city and Al-Haram Al-Makki and Al-Haram Al-Nabawi have the same character.
• Until 900 A.D. Mecca and Medina were the center of Islamic civilization.
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• After the ninth century the Islamic political center moved further and
further away to Egypt, Iraq, Indonesia, and Turkey.
• Mecca remained the spiritual focus of Islam because it was the destination
for the pilgrimage that all Muslims were required, if feasible, to make
once in their lives.
1. 2. 3. 4.
Streets containing traditional buildings. To provide shadow on the street, buildings
are close to one another which is also for security and social reasons. In addition,
surrounding the city by thick and high fences save the city and provide the privacy. It
is one of the Islamic architectural characteristics.
1. and 2. view from Saudi Arabia (Abha and Jeddah)
2. and 4. view from Yemen (Sana’a and Shibam Hadramout)
3.1.3 Saud Family period
• In the early eighth century, Al-Saud were ruling sheikhs of the oasis
village of Dir’aiyah, near modern Riyadh.
• In the mid-eighth century Mohamed Bin Abdulwahhab formed an alliance
which resulted in the Wahhabism movement, the basic religious
movement which is still Saudi Arabia’s official form of Islam.
• 1806, Wahhabism ruled most of Saudi Arabia and a large part of southern
Iraq.
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• 1812, the Ottoman Empire captured Western Arabia and by the end of the
19 th century Al-Saud had retreated to Kuwait.
• 1818, the end rule of the First Saudi State.
• 1822, Imam Turki Ibn Abdullah Ibn Saud successfully established the
Second Saudi State. Riyadh became the capital.
• 1891, the Second Saudi state was collapsed due to some disputes between
the different tribes.
• 1902, King Abdul Aziz Ibn Abdul Rahman Al Faisal was able to establish
the Third Saudi State which is known today as Saudi Arabia.
• 1938, Chevron discovered the Oil in Saudi Arabia and when WWII started
oil production took off.
• 1950, the Kingdom’s royalties were gaining US$ 1 million per week.
• 1960, more than 80% of Saudi government inputs came from oil.
• 1974, Saudi Arabia became a world power because the price of oil
increased.
1. 2. 3. 4.
Using towers and fences to defend cities in case of war. Towers used also
for storage food and grains. They were built from mud and brick.
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1. Shubra Palace in Taif - Now a museum, built around the turn of the century. Both King
Abdul Aziz and King Faisal used to stay in this traditional house.
2. Restored Turkish fort Qasr Ibrahim at Al Hufuf
3. Najran Fort, a royal palace near the Yemeni border of Saudi Arabia
4. Dir'aiyah, first capital of the Al-Saud clan
3.2 Additional Factors
The architecture in Saudi Arabia was impacted by the history of Saudi Arabia in
different stages. In addition, there are different factors that affect the architectural style in
Saudi Arabia:
• Geographical location
• Climate and Environment
• Administrative division
• Religion and Cultural values
• Construction materials
• Economic situation
Therefore, every factor has its role in creating the architecture style in every region.
Madain Salah - Hejaz Railroad
Masmak Fortress-
the medieval citadel in the heart of old Riyadh
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Most noteworthy, they found appropriate material for their weather which is extremely
hot and dry.
3.2.1 Administrative division
The Kingdom of Saudi Arabia is divided into thirteen administrative regions
(Riyadh, Mecca, Medina, Al-Qasim, Ash Sharqiyah, Asir, Ha’ll, Tabuk, Al Bahah, Ash
Shamaiyah, Al Jawf, Jazan, and Najran). Every one consists of a number of governorates
and every governorate has number of counties.
3.2.2 Religion and Cultural values
Saudi Arabia is one of the Islamic countries. It contains two of Islam’s holiest
sites which are Mecca and Medina. Therefore, most of the Saudi Arabian culture is
infected by Islam’s values. The Qur’an is its constitution and Shari’ah is the foundation
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of the legal system. That has a great effect on the social life as well as the architectural
style. In the past, it was clear that most of the architectural style was affected by:
1. Mosques (Masjed), which changed the Urban Planning of Saudi cities because
it was considered the center of any city. From that point the city started
growing, moving from small and very private space in the house, then gradually
to the spaces between houses, to the spaces between neighborhoods, then to the
main square of the city which has the main mosque.
2. Islamic architecture style has a very beautiful Art design, particularly with
handwriting of Quran’s words on the walls of mosques and houses. There is
decoration in mosques and houses with handwriting of Quran’s words because
Islam prohibited drawings or models of human or animals.
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3. The division and segregation between males and females created three parts in
the houses (private zone, semi private zone, and public zone). That impacted on
the architectural design in some regions to be vertical, others to be horizontal,
but always separate. In some cases it required additional expense.
Façade 1 Façade 2 Façade 3 Façade 4
Museum of Abdel Raouf Hasan Khalil in Jeddah
4. In the present days, we can see the impact of western life on the Saudi
architectural style. This involves ignorance of location, culture, climate and
environment. To imitate the western civilization, the new building came with
new aspects in the Saudi Architecture such as steel and huge surfaces of glass
which need different environmental conditions.
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Saudi Arabia also has taken great care in the preservation and mix of the past with
the present. Different buildings in different cities in the Kingdom carry the meaning of
the old civilization with the modern architecture and technology.
3.2.3 Construction materials
Regarding the climate, local resources and land topography, various construction
materials have been created. The old cities were built with different materials such as
stone, brick, mud, and straw. Saudi people used water, straw, and other fibers. The
mixture was used to make unfired mud brick which was set in horizontal layers for walls.
Accordingly, walls on the ground floor were thick to add structural integrity. In some
regions people used the mud plaster to cover the buildings which contained decorative
elements for aesthetic purposes. The result was a strong structure that works very well
with the insulation characteristics, remaining cool in summer and warm in winter.
3.3 Asir as a land of King Khalid University Campus
Asir lies in the southwestern region of the Kingdom. It extends from Tihamah
coastal plain on the red sea to the west and Najran Plateau to the east and from the
borders with Yemen to the south to the edge of Al-Baha region to the north. It is 2000 m
above the sea level with a moderate climate and large portion of rain falls in the
Kingdom.
The area of Asir is approximately is 80, 000 km². It has four zones:
1. Tihamah coastal
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2. Tihamah Al-Asdar
3. The Sarat – Uplands
4. The Plateau
Village Built into the face of a Cliff in
the Asir region of Saudi Arabia
1. 2. 3. 4.
1. Hostel building for travelers coming through village
2. Almaa Museum at Wadi Tihama
3. Interior design with colorful painting
4. Bed room and we can see the construction of the ceilings
5. Smilarity between the textile design and color and the interior design in the
houses
Some of the first inhabitants in the Asir region were Amalek, Nabeans, and
Thabir tribe (Yemeni tribe who immigrated from Yemen after Marib Dam destruction.).
Abha is the capital of Asir region where the King Khaled University Campus will
be built. That area has a very unique, characteristic architectural style. That style is not
found elsewhere in the Kingdom. The architectural design in that area is distinguished
and different from one zone to another because of the environmental and cultural factors,
especially topography, climate, and local construction materials. People use mud and
stone - Mud in Plateau areas and stone in Uplands area.
31
5.

In traditional buildings in the Uplands, builders used stone in vertical stance. Most
of the buildings consist of three to four floors. In the Arabian Gulf cost, people used
limestone while people in the Najd Plateau used soil from valleys (Wedyan). The Hijaz
region of western Saudi Arabia developed its own unique architecture style. The coastal
region benefited from the coral rock left over from the era when that region was below
sea level. Coral cut into blocks and mud bricks were the main building materials. Because
of steady contact with pilgrims from different Islamic countries, that region developed its
architectural style and merged between local and foreign elements. For example, in
Jeddah and Mecca we can see decorative elements rendered inside and outside buildings.
Also, buildings are decorated with wood imported from India in doors and windows.
Wood was carved into screens called roushan which kept the privacy of women and
allowed the air ventilation. In the Asir region of southwestern Saudi Arabia, builders used
stone with different colored blocks because of the wet and cold climate.
1. 2. 3.
1. Old watchtower along coast of Arabic gulf near Al-Khobar
2. Naseef House(one of the city's most famous buildings
that belonged to one of the old-line merchant clans.)
Cylindrical building shapes can be found at Fayfa Mountain and rectangular
building can be found at Sarat Uplands.
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Round watchtower with characteristic
shale protection from sun and rain.
• Vertical circulation is the core of the architecture design of
these buildings and door dominates the movement between
floors in different levels.
• Usually the ground floor has the main entrance, which leads to
the stairs and another entrance for animals. It is used as a
storage area for grains. First floor use is as a guest’s reception
and third floor for the family and kitchen. If there is an
additional floor, it is for the father of the family and it has open
space in the roof called Al-Mishrah for the family watching out
and in the war for shooting enemies.
Traditional Buildings in the Plateau: Builders used mud and buildings rise from
three to four floors and more as stone buildings. The area to build a house is bigger than
the area in the Uplands. It is 200 m² but people prefer to have an empty space for family
recreation and animals, not less than half of their land. Like the Uplands buildings, the
ground floor has the main entrance with a place to store food and save animals and the
second floor for guests called Majlis, while third floor is for the family and the kitchen. If
there is a fourth floor, it is for the father of the family, Matabah for family sitting and
watching out, and the kitchen. It is sometimes situated in the upper floor for getting rid of
the smoke.
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Similar design from Shibam Hadramout in Yemen
The traditional architecture design in Asir was distinguished by:
1. Al-Sharaneef: lies on the rooftop of the building. Decorated the top of
the building and acts as parapets for visual privacy.
2. Al-Sawareef: to decorate the façade of the buildings supported by a
timber and extends about 80 cm to 100 cm out.
3. Al-Bawasheer: a small vent at the top of the third part of the room wall
to light the room and is always opened.
4. Al-Ghamariah: in the level of Al-Bawasheer, the windows consist of
colorful glass to have a light. It is usually used in the guest’s room.
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Al-Gamaiah(examples from Yemen)
Traditional home in the Asir region showing
shale protection on building sides and small
vents and widows in different facades in the
buildings. They started from the first floor and
they are distinguished by using white color
(lime). The triangle shape decorated every
corner of the roof. Also, note use of in the
bottom of the building to protect the foundation
from rains.
Al-Sharaneef as a model in Yemen and Saudi Arabia
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traditional architecture in Abah.
Painting in the wall inside Al-Faisaliha tower as the
The new and old towers in comparison:
1. 2. 3. 4.
Using different materials talks about the history of Saudi’s Architectur.
Which is better - stone and mud or steel with glass.
1. The Kingdom’s Center tower 1999-2002, Height= 302m 992ft, 41 floors, built of steel &
concrete
2. Al-Faisaliah tower 1997-2000, height=267m 876ft, 30 floors, built of steel & concrete.
3. One watch tower
4. Two square watch towers from fortress
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1. The central library
2. University Administration
3. Second view of Abha Adminstration
3.6 Khalid University
1. Faculty Of Law Shareah
2. Entrance to the English Language School
3. Faculty of Education
3.4 Architecture and Economic Situation
The Kingdom of Saudi Arabia has depended for a long time on its economic
vitality from pilgrimages from different Islamic countries. Also, it was along the camel
trains trade route from north to south and from west to east. Since most of Saudi weather
is desert and dry climate, the agriculture was limited to the Asir region and it wasn’t for
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export. As a result, the economic situation impacted the architecture in the Kingdom in
the past. Buildings were simple, yet functioned successfully in spite of the limitation of
financial resources.
In the nineteenth century, Saudi Arabia had a big revolution in construction
because of the oil. However, having access to the modern technology of construction
harmed, in some cases, the old environmental architecture.
Building showing traditional
Building styles and blue fountains
Municipality Museum is a restored traditional house of Jeddah.
Construction of traditional Saudi homes featuring windows
Riyadh(a city of modern buildings) Photos of the National Museum
3.5 How a New and Modern Style Destroyed the Traditional Architecture
Old traditional homes
next to modern High rise
38
Old historic building
in Jeddah, Naseef House was
built by Jeddah's old-line
merchants. It has the oldest
tree in Jeddah in front.

Abha - Building Showing traditional and modern construction features.
The imitation for western and European style which is unacceptable in
the Saudi environment and cultural values. In addition, to keep those
buildings working in the desert climate, Saudi owners provided every
building with huge energy requirements.
1. 2. 3. 4.
1. NCCI Headquarter Building, Riyadh
2. The Arab Investment Company's Headquarters, Riyadh
3. Saudi Agricultural Bank Headquarters, Riyadh
4. Kingdom Hospital, Riyadh
IV. Location and Site
1. Description
The King Khalid University campus is located in the southeastern portion of
Saudi Arabia. The campus is situated within the urban Abha Area, 28 kilometers
southeast of Abha City. Al-Fahr National Park is southeast of the site.
The campus reflects the physical features of the Asir region. This area is
characterized by varying topography, including rock formations of volcanic origin and
sandstone, tree-covered mountains, hills, plateaus, stunning valleys, and rich vegetation.
The maximum variation in topography is less than 80 meters between the highest
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mountain elevation and lowest point in a valley. The site also contains creeks that form a
stormwater drainage system with routes that run from the northern, western, and southern
portions of the site to the low-lying eastern area. The site is considered plentiful with
various plant materials including acacia trees, Ficus, shrubs, and flowering weeds.
The campus occupies approximately eight million square meters or 800 hectares.
The roughly triangularly shaped site is surrounded by a series of villages and the
boundaries of the site interface with a number of different private and publicly owned
lands. Currently, the campus site is surrounded by fences. Seven gates permit access to
the site, four of which are frequently used. The main gate is included within the active
four, and is found along the western portion of the site. The second of these four lies
along Al-Wadyayn Road, and the remaining active entrances are on the eastern side.
The campus site is linked to the region by a roadway network which includes the
following: Abha-Al-Fara’a Road serves tourists and links Abha with the campus site,
running along the western side of the site. Along this route the road contains some shops,
service stations, and residential buildings. This roadway is two lanes in the vicinity of the
campus site and increases to four lanes near Abha. There are plans to increase the
capacity of the roadway which is two lanes to four lanes; Airport Road connects Abha
airport to Al Fara’a area. This road, currently two lanes, runs generally north-south,
terminating at the south end in the vicinity of the campus site and connecting with the
Abha-Al-Fara’a Road. The road connects the university to the airport and destinations
north of the site; Al-Wadyayn Road runs south of the campus site. It is a two lane road
linking Al-Wadyan and Al-Fara’a town; Agricultural service roads connect villages that
are near the eastern end of the campus site.
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Water is a critical resource in the region. This reflects the overall situation in
Saudi Arabia. Sources for water in the Abha urban area include surface water in the form
of reservoirs, underground water, and desalination. Two seasonal streams traverse the site
on the eastern side. However, the precariousness of rainfall and limitations on
underground water basins account for water shortage in this area.
The climate in the Asir region is considered an uplands climate. That is, weather
conditions are considered “pleasant” whereby temperatures do not exceed 32 degrees
Celsius in the summer and eventually drop to 19 degrees Celsius in subsequent months.
Summer is considered as July and August and winter is considered as November through
March. There is moderate humidity throughout the year and the range generally does not
exceed a comfortable level.
There are no constant prevailing winds on the campus site. Winds in Abha blow
south to southwest and are mostly intermittent. During August, winds come from the
north while some dusty winds come from the west. In addition, Abha is not subject to
frequent sandstorms. However, dusty conditions occur a few days throughout the winter
months. There are some sandstorms of short duration during the summer months.
2. Development Potential
Existing conditions on the site create a number of opportunities and constraints.
Rock outcrops, for example, represent both. That is, preservation of these natural features
on the campus site is of main concern. However, this reduces the area available for
development.
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Seasonal streams and drainage into the eastern portion of the site also represent
both constraint and opportunity. While it is important to conserve open space in this
environmentally sensitive portion of the region as well as refrain from building around
the bore holes also located on the eastern portion of the site, area available for
development is once again reduced. However, this open space presents opportunity for a
passive recreation area and potential agricultural facilities. It is noteworthy that two
relatively flat plateau areas located in the western segment and midsection of the site are
well suited for development
V. Campus Planning
1. Campus Prototypes
This subsection presents an overview of various general campus design
classifications, as well as an objective evaluation of the relative merits of each type.
5.1.1 Linear
Buildings are organized along a linear circulation spine or “corridor” that
separates activity zones and controls access. Inner and outer connections vary over their
length, corresponding with outdoor spaces and identify building entrances. Positive
aspects include: Simple hierarchy; Economical (services along one line); Easy to
navigate. Negative aspects include: Possible over-crowding by cross-movement; Traffic
problems due to same.
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5.1.2 Courtyard
Buildings are organized and linked around one central outdoor space or a series of
spaces. Positive aspects include: Ample amount of open, individual spaces; High degree
of socializing. Negative aspects include: Problems with future development/orientation
with respect to expansion; Difficulty in maintaining services; Longer traveling/walking
distances; Larger development footprint.
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5.1.3 Circular
Buildings are organized and linked around one central outdoor space, series of
spaces, or in a way of circles around one core. Positive aspects include: Organized; Easy
to navigate; Visual hierarchy towards center. Negative aspects include: Problems with
future development with respect to space for expansion; Difficulty in maintaining
services; Landscape may be obstacle for future development.
5.1.4 Scattered
Buildings or groups of buildings are scattered within the campus at various
distances. Positive aspects include: Space for future development; Additional space for
landscaping and parking. Negative aspects include: Long walking and/or vehicular
distances; Difficulty in maintaining services with respect to uneconomical arrangement;
Problematical orientation.
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5.1.5 Geometrical
Buildings and spaces are organized in terms of geometrical figures. Positive
aspects include: Organized; Economical; Modular. Negative aspects include: Problems
with future development; Scattered services; Lackluster and uninteresting.
5.1.6 Mixed
Buildings and spaces are organized in various combinations from aforementioned
arrangements. Positive aspects include: Flexible; Adjustable; May be applied anywhere.
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Negative aspects include: Requires more thorough and time-consuming planning;
Requires visual landmarks for better orientation.
5.2 General Domestic Trends
According to a report by Van Yahres Associates, a professional firm in Virginia
specializing in campus design, several recent trends in United States campus design
embrace the following aspects of development:
• New buildings such as student centers are getting larger as institutions attempt to
gather more activities under one roof;
• Transportation issues, specifically parking, have increasingly come to dominate
the form of the campus;
• Satellite campuses tend to blur the physical separation of the campus and the
surrounding community; and
• Piecemeal development, a factor of current funding practices, tends to emphasize
individual buildings at the expense of the campus as a whole.
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Arizona State University
Listed below are a host of general campus design guidelines and goals that reflect
contemporary campus design sensibilities:
Open space
• Maintain pedestrian-oriented campus;
• Provide greenbelt and streetscape around campus;
• Agricultural lands should be retained for research and teaching;
• Outdoor spaces should be developed to provide opportunity for socializing,
teaching, and learning; and
• Provide space for future development.
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Circulation
• Maintain ordered, hierarchical circulation for pedestrians, cars, service and
emergency vehicles;
• Major entrances should enhance the campus;
• Building placement should depend on campus instructional focus;
• Enhance pedestrian character of campus;
• Differentiate and provide for three types of car traffic: faculty, student, and
visitor;
• Separate service areas and access from other circulation systems;
• Maintain a 10 minute walk time between core campus classrooms;
• Provide directories, building identification and directional signage for pedestrians
and cars;
• Develop a facility near the edge of the campus for deliveries; and
• Install landscaping, walls and fencing around parking to enhance appearance.
Buildings
• Architectural feature and scale should be compatible with surrounding buildings
and environment;
• Building footprints should respect the needs and traditions for green spaces;
• Facilities that provide similar uses and functions should be concentrated in
contiguous areas;
• All facilities should meet codes for comfort, safety and accessibility; and
• Designs should include considerations for flexibility and adaptability.
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Infrastructure
• Provide safe, reliable, efficient and adequate service for campus;
• Provide systems and facilities that are environmentally safe and economically
efficient to operate;
• Design infrastructure elements to minimize visual impact on campus;
• Develop utility corridors;
• Comply with applicable life safety codes, regulations and laws;
• Develop utility corridors from the central plant;
• Locate maintenance, planning, and receiving at the campus perimeter so as not to
intervene with campus activities; and
• Move specialized and/or non-academic related uses out of the campus core.
5.3 Examples
Generally speaking, it is fairly unusual in the current climate for new universities or
campuses to be designed and built as a whole. However, there are two such examples in
the United States which bear some relationship to the project at hand.
Nevada State College: Henderson
The plan for Nevada State College, designed by Field Paoli, is fairly compact,
with a basic grid structure. The climate and topography are not unlike those for the
project site. One of the most interesting elements of this campus plan are its combination
of an inorganic grid pattern with a much more organic arrangement of buildings along
two of the campus edges. These buildings, which are constructed using only 90-degree
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angles, are embedded into rock faces. The design incorporates such natural formations
into the buildings. As one example, a crater is used to create a skylight for a building.
This campus also emphasizes energy efficiency in the form of natural light in
classrooms and circular cutouts in buildings which are intended to direct heat away. This
energy efficiency, as well as an appropriate and striking integration with the natural
landscape, comprises two goals of the Nevada State College plan which can be
transferred to the project site.
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Soka University of America, Southern California
Similar in topographic fashion as the project campus, the Soka University campus
in Southern California is located in a mountainous, temperate location. Designed by the
well-known architecture firm of Hardy Holzman Pfeiffer Associates and Summit
Architects, the campus is sited atop a hill, and is therefore fairly self-contained and
disengaged from surrounding land uses. Buildings on this campus were designed to
reflect traditional American university architecture.
The design features a circular central green which is surrounded by community
spaces. Buildings on the campus are clustered. Residences and other more private uses
(including departmental offices) are separated from public access by the campus’s more
public spaces, and are more sheltered toward the rear of the design. In this way, the
design features an elegant gradient from public to private spaces that may also be
appropriate for the project campus. The Soka campus also features a prominent main
entrance, as do many Saudi campuses.
Similar in fashion to the Nevada State College campus cited above, the Soka
campus makes excellent use of its site’s topography and contours, and therefore fits
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ather organically into the site. In addition, the campus is designed in a very cohesive
way, and has the feel of a collective whole rather than a group of individual units.
5.4 Saudi Campuses
Note: Section IV. 3. “Saudi Campuses” is based entirely on Chapter Seven, “University Campuses in the
Kingdom of Saudi Arabia” from the following volume: Prince Abdullah Research and Consulting Institute,
King Saud University. The Planning and Design Reference for King Khalid University Campus. April
2002.
There is substantial variation in size and form among the Saudi universities. Each
plan has a unique character. A brief description of each university is listed below. Some
shortcomings, however, are associated with the design of existing universities. Most
notably, some of the negative aspects reflect sustainability issues. They are:
� “Total dependence on central air conditioning and ignoring the use of natural
ventilation and daylight or other passive air-cooling concepts” (p163); and
� “Disregard to water shortage in the region, and so no consideration given to
the use of economic systems of water consumption in buildings and for
mitigation” (p163).
5.4.1 King Saud University Campus
This university is located 12 kilometers northwest of Riyadh. There are three
main spines with covered walkways that meet at a central concourse. The central
concourse is a significant element and provides a distinct character to the university.
Additionally, it provides a multi-purpose space for various activities.
Colleges are located along these spines. Along the first spine are the colleges of
medicine, dentistry, and pharmacy, which connect to King Khalid Teaching Hospital.
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Science and engineering oriented colleges are located on the second spine and
humanities/social science oriented colleges are located on the third spine. Thus, clear,
appropriate links are made between the various colleges and room exists within each
grouping for expansion.
5.4.2 The Islamic University Campus
The Islamic University is located approximately 5 km west of the Prophet’s
Mosque in Al-Medinah. The design of this campus is based upon the “compact planning
concept of Islamic cities with the mosque in the center and surrounded by the schools and
housing” (p139). The central mosque is an important feature and landmark that
characterizes the university. The main gate and building facades are oriented toward the
Mosque in Al-Medinah City to the east. The compactness is reflected in the grouping of
college buildings. That is, there are three clusters of college buildings around a main
academic court.
There is also a uniform architectural style. All buildings are four stories high and
are grouped around open courts. In addition, repeated use of arcades and covered
walkways reinforce a cohesive appearance.
5.4.3 Imam Muhammad Ibn Saud Islamic University Campus
This university is located north of Riyadh. Pedestrian and vehicular circulation is
separated within the academic area, forming the basis of the design concept. A main
spine links the academic area to a health center and shopping center and a Grand Mosque
sits within the main spine. College buildings are situated around the mosque along with
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landscaped courts. The university master plan has since been altered with the allocation
of female housing in the western portion of the site.
5.4.4 King Fahd University for Petroleum and Minerals Campus
This campus is located in the eastern province, approximately 7 km from the Gulf
Coast. The unique feature of this plan is the integration between the mountain topography
and building masses. The built form conforms to the topography of the site. The
academic area, administration building, and support facility buildings comprise the
central portion of the campus while a ring road leads to student housing. The campus has
a Grand Mosque as well as a water tower that serves as a landmark for the university.
5.4.5 King Faisal University
This university, originally established on two separate sites, has a main pedestrian
spine which links buildings in the university. Clear forms and harmonious style
characterize the buildings. This is complemented by the fact that buildings can only be
three stories high. In addition, clusters are formed by buildings with related uses.
King Faisal University
1. The entrance of the university (Dammam)
2. Faculty of Education (Dammam)
3. Faculty of Education (Dammam)
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1. Faculty of Architecture and Planning (Dammam)
2. Faculty of Planning and Management Science (Al-Ehssa)
1. Faculty of medicine (Dammam)
2. Administration Building (Dammam)
3. University Mosque (Masjed) (Al-Ehssa)
5.4.6 Umm Al-Qura University Campus
This university is located approximately 12 km from the Holy Haram at Makkah.
The plan for this university is based on a radial form. Colleges are located along a curved
axis which stems from a central core. There are three main plazas in the central core, one
of which is the congregation plaza, enclosed by the Grand Mosque, administration
building, auditorium, and lecture halls. As with other designs, there is a central spine
linking various uses. Finally, shaded walkways create pleasant daytime foot travel.
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5.4.7 King Abdulaziz University
This project is located north of existing university buildings and east of Jeddah
City. The main entrance of the university is represented by the festival plaza. The
organizing element of the plan is the academic area, situated east of the festival plaza. In
this plan, vehicular and pedestrian activities are also separated. Each college entrance has
a unique identity and buildings with inter-related uses are properly located with respect to
one another.
1. One of the university entrances
2. Faculty of Art
University of King Abdulaziz
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VI. King Khalid University Project
6.1 Sustainability
The United Nations World Commission on Environment and Development
defined sustainable development as: “Development which meets the needs of the present
without compromising the ability of future generations to meet their own needs.” The
elements of sustainability are generally viewed as economic prosperity, environmental
integrity, and social equity. Consequently, many aspects of sustainability, particularly
with respect to environmental concerns, can translate into planning and design principles
for King Khalid University. The University’s most significant environmental issue is
potential deficiency in water.
6.1.1 Water
Depletion of underground water sources and a lack of perennial rivers or
permanent water bodies is a major environmental concern in Saudi Arabia. Drinking
water is a key issue for the entire Kingdom. As a result, Saudi Arabia has become the
world’s largest producer of desalinated water. Nearly 30 desalination plants provide
drinking water to urban areas and industrial centers through a pipeline network running
over 2,300 miles. At present, desalination meets 70% of Saudi Arabia’s drinking water
requirement.
Supply, storage, and transport of fresh drinking water are of vital interest to the
University. In Abha, surface water in the form of reservoirs, underground water in the
form of scattered bore holes, and desalination plants provide sources for water. However,
instability of rain and stormwater flows, limitations on storage capacity, and pollution of
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underground basins limits use of these sources. Moreover, potential exists for adversely
disrupting the natural drainage on the site by haphazard location of structures and
unmethodical cut and fill. The University must seek to maximize yield on their water
sources.
To increase water supplies plans call for upgrading area desalination plants and
constructing a supply pipeline to serve the university site. In addition, new reservoirs
should be established which store rainwater. Finally, four bole holes exist on the campus
site that yield irrigation water and can be used as a reserve for water.
Related to the issue of water is the greening of the campus. Trees and ornamental
vegetation require water for upkeep. However, they are generally regarded as
aesthetically pleasing and should be incorporated into pedestrian circulation plans. On a
positive note, the University is located in an area with a relatively large amount of days
and hours under cloud cover. This reduces the rate of evaporation, a major loss of water.
6.1.2 Air Pollution
Air pollution, though improved in recent years, remains an environmental
concern. Saudi Arabia’s carbon emissions have increased in the past twenty years. The
Kingdom is a regional leader with respect to per capita carbon emissions. The country’s
per capita carbon emissions were 3.7 metric tons in 2000, whereas per capita emissions of
neighboring countries were: Libya – 2.1; Iran – 1.3; Turkey – 0.8; and Egypt – 0.5.
Carbon emissions, associated with climate change, are expected to have a deleterious
affect on the Kingdom’s climate. More extreme heat waves during the summer are
anticipated over the next few decades.
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The introduction of unleaded gasoline in January 2001 has reduced emissions and
improved air quality. In addition, the use of smaller cars in recent years with better gas
mileage has been less polluting. Nevertheless, design principles for the University should
be incorporated which support better air quality.
6.2 Energy Efficiency
King Khalid University has an opportunity to maximize efficiency in its overall
use of energy. The Kingdom of Saudi Arabia is identified as a world leader in per capita
consumption of electricity. Electric power demand has been growing by more than 4.5%
per year. The generation capacity of electricity companies increased 16 times between
1975 and 1996. The number of subscribers increased from 351,531 to 3.03 million during
this period.
Furthermore, the country consumes virtually no renewable energy. According to
the Energy Information Administration, Saudi Arabia uses less than 0.1% of total energy
consumption in renewable sources. This creates opportunity in the design of the
University.
Renewable sources include hydropower, wind, and solar energy. The lack of
perennial rivers and permanent bodies of water, however, precludes hydropower.
Moreover, wind power is not a viable option as wind direction is variable and intermittent
on the site. Unfortunately, such wind variability also precludes a strong design concept of
arranging buildings to take advantage of breezes and utilizing vegetation for same.
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Nevertheless, solar power is a viable option and is part of Saudi Arabia’s
objective of exploring renewable sources of energy. To date, a photovoltaic electric
power system has been used in several villages.
Efficiencies with respect to the economy can also be achieved. The high rate of
unemployment can be offset locally by construction and operation of the University.
Also, materials found within Saudi Arabia should be used in building design.
6.3 Sustainability and Efficiency Design Principles
Based on the issues of sustainability and efficiency discussed above, the following
design principles have been developed for the campus site:
� Upgrade local desalination plants; build additional storage capacity.
� Establish a logical pipeline system for transport of desalinated water.
Carefully analyze pitch and maximize use of gravity for energy efficiency in
construction.
� Respect storm water drainage routes. Five valleys and creeks exist on the site,
four of which are on the eastern portion of the site.
� Use indigenous vegetation. In particular, work with the acacia tree, considered
an important asset on the site. Include numerous varieties of the acacia for
disease resistance and educational opportunity for ecological study.
� Incorporate indigenous plant materials into pedestrian circulation system;
allow different flora to represent different areas of campus.
� Minimize distance between academic buildings with related uses.
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� Cluster residential structures to encourage walking from one unit to another
and to encourage walking to residential amenities such as dining halls.
� Develop campus parking policies which discourage automobile use.
� Incorporate photovoltaic technology.
� Refrain from using dark roofing materials that absorb heat and raise
temperature of buildings.
� Seek local workers during the construction phase.
� Incorporate cement in design of buildings. The cement industry ranks third
after petrochemicals and banking. Use of this material supports the country’s
economy and reduces transport costs of materials.
� Incorporate local rocks and minerals into building design. Local rock
formations include granite. Use granite liberally in design of building facades.
In addition, incorporate limestone and marble into building design as they are
currently being mined in the Kingdom’s burgeoning mine industry.
6.4 Flexibility
It is critical for the long-term viability of the University that the campus be
designed, to as great an extent as possible, in a way that allows it to adapt to future
environmental, social, and institutional conditions.
The physical campus, as initially designed, should not fill the site’s buildable area
completely – some space should be left, perhaps as part of the initial open space network,
to allow room for future physical expansion. This expandability within the site would
allow the university to develop centers for new areas of research, for example, without
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having to eliminate older portions of the institutional framework to make way. In a form
of planned expansion, certain surface parking lots might be sited in a way that would
allow them to be converted into developed buildings which would be a part of the
campus’s logical framework. Clustering campus buildings in a pedestrian-oriented
manner would both limit the need for numerous parking lots and allow for space adjacent
to the clusters which could logically be converted into new uses.
The campus should be adaptable to future technological conditions not only
through the possibility of developing new research centers and schools, but also through
the materials and construction techniques used in the initially-built campus. Buildings
should be framed in a way that would allow future types of telecommunication
infrastructure (in the form of various types of cables, for example) to be added to existing
buildings in an efficient manner.
The design of the campus, reflective though it should be of the present ratio of
male to female students, should be designed so as to accommodate varying ratios which
may occur in future decades. It would be ideal, for example, if spaces initially designed
for female use could be converted for male use, and visa versa, with a minimum of
investment. This principle would be relevant for both housing design and the design of
the campus’s various schools and centers.
6.5 Role in the Community
In order to maximize its value as an investment, a modern university campus
should be designed to be a benefit to the surrounding community, rather than a self-
contained institution.
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The project campus’s facilities should be designed and oriented so that they may
have direct use for members of the community during times when the university is not in
session. Centers and labs might, for example, provide summer seminars or camps for
younger students. The University might also aim to allow public access for certain
seminars and training sessions during the year, and may orient its research focus so as to
address local conditions, needs, and concerns.
The University’s hospital should be easily accessible to the road networks of the
surrounding community in order that it may become a vital source of medical and dental
services for the general public.
The campus’s open space network, parkland areas, religious facilities, and athletic
and cultural facilities (including the festival halls, the exhibition hall, and the museum)
should be accessible to the community-at-large. This will help to ensure that the
university campus provides a direct enrichment of the quality of community residents’
daily lives. In addition, the University’s hotel should be closely connected to and
spatially associated with the external community, and should serve both as an
employment base and a tourism resource for the community, as well as a general benefit
for the University. The hotel should contain a commercial element at ground level,
perhaps in the form of a mall, which would be useful for students, residents of the
surrounding area, and visiting tourists.
In general terms, portions of the university campus with the greatest degree of
anticipated public use should be placed in a way that will allow convenient access by the
public, but will also protect the less public elements of the university campus. To this
end, the campus elements with no anticipated public use, including dormitories and
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particular schools, should be buffered from the public to the greatest extent possible by
those uses with various levels of public use. The design should feature a gradient from
public to private spaces, with the most public spaces placed adjacent to existing road
frontage and the least public spaces placed furthest from this frontage.
As an example, the hotel would be placed close to one of the university’s primary
entrances, and would therefore be easily accessible by the general public. Students who
would reside in the campus’s more secluded, private realms would have convenient
access to this facility, but only when they choose to enter the more public realms of the
campus. This type of arrangement allows an appropriate and economically beneficial
connection between the university and the surrounding community, while still protecting
the sanctity and privacy of the university campus.
Finally, it is recommended that the hospital and the hotel/shopping area be placed
close to different entrances to the campus. This will place these two most public campus
elements at the campus’s most public locations, while helping to prevent the formation of
a single most congested location on campus. This, in turn, will help to protect the
hospital’s operations from traffic generated by the hotel area.
VII. Program
The International Planning Studio’s design program includes the following:
10 colleges containing 40 departments;
27,750 students estimated by 2005; 85% male, 15% female;
50,000 students estimated by 2015;
70% male, 30% female;
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Hotel and Conference Center;
Regional outdoor stadium and indoor arena;
Regional hospital;
Cultural facilities, major mosque, minor mosques;
Student, faculty, and staff housing;
Future agricultural/environmental college
VIII. International Planning Studio Proposal
8.1 Medical Campus Cluster
The medical campus cluster is composed of the hospital, the medical academic
buildings with student housing, the main administration building and a hotel and
conference center. There are two entrances that service the university with one leading
directly to the hospital and another (the main entrance) leading to the administration and
hotel/conference area.
The hospital serves as the dominant feature of this cluster. It is a major regional
medical facility and it is specifically located in this area to provide easy access to the
outside community with minimal intrusion into the main campus. Directly behind the
hospital will be a subterranean tunnel which will connect the hospital to the academic
buildings and the rest of the medical cluster.
The medical academic buildings provide facilities that maintain separate
accommodations for male and female students (in keeping with the design requirements).
By locating the medical academic buildings in this location, the medical staff are able to
fulfill their educational functions while not being far from the hospital. This promotes
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collaboration and the advancement of medical research. At the same time, medical
students are within convenient walking distance of the hospital.
The medical academic buildings are connected to the medical student residences
by a network of pedestrian paths, and are located in close proximity to the residences.
Male and female student housing are separated by the pedestrian bazaar, with female
housing being to the north of the east-west wing of the bazaar, and male housing to the
south (providing an additional buffer for the female students from the primary road).
Dormitory housing for the medical/pharmacy/dental students is in the form of uniform
three story units with the exception of two higher-rise buildings on the north end of the
campus for nursing students/staff (one for males and one for females).
This campus will be in operation year round and, as such, this area includes
numerous facilities to serve the retail and day-to-day commercial needs of the cluster.
The cluster also includes planned green space and preserves much of the original
topographical features of this portion of the site. Within the medical cluster there exist
three mosques. Two of these mosques are located at the terminal ends of the pedestrian
bazaars. The other mosque is associated with the hospital and serves that facility’s staff,
patients, and visitors.
The conference center and hotel are serviced by the primary campus roadway.
The hotel facility serves the needs of families with loved ones staying in the hospital,
conference attendees, and also (by virtue of its proximity to the main administration
building) visitors to the university.
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The two roadways that service the cluster unite at a point behind the male housing
and lead to the main campus cluster. The roadways are serviced by multiple parking
facilities located at various points.
8.2 Main Campus Cluster
The organizing feature of this cluster is its pedestrian spine, the main elements of
which are the main mosque, library, covered pedestrian plaza, and shopping center (with
'festival halls' located to the rear of the shopping center). The spine, a covered,
landscaped pedestrian boulevard, bisects the main campus cluster, dividing it into male
and female portions. Schools and colleges are grouped by disciplines: Sharia'ah Law is
located close to the main mosque, with art disciplines to the south and scientific
disciplines in the southernmost portion. Female academic buildings are located directly
across the spine from their male counterparts, allowing for more direct and physical
futures connections between the male and female schools should social norms change in
the coming decades.
Deanships and research centers are located throughout the cluster as part of each
department's academic buildings. The main library is centrally located along the spine,
and can be accessed from either side by both male and female students. The pedestrian
spine passes over top of the campus' primary road so that students and other members of
the University community can walk from one end of the spine to the other without being
impeded by traffic.
Visitor parking for the main campus cluster is located on the southern edge of the
cluster, just off the primary road and close to the shopping area. This parking is covered
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with a roof of photovoltaic solar cells that both provide shade and enhance energy
efficiency.
Student centers are located to the east and west of the library, and are associated
with the student housing - there is one student center for male students and another for
female students. Housing for males and females is located on both sides of the pedestrian
spine, behind their respective academic schools. This is intended to allow easy access to
the schools and other facilities while also protecting gender separation.
The dorms are designed to generally be consistent with regional vernacular,
featuring inclined walls and interior courtyards. Parking is located below the housing
(either on the ground floor with rear driveway access or in a partially or completely
excavated basement level, as topography requires for a given building). This allows for
the preservation of surface space for future school expansion and also provides shade for
vehicles while they are in storage.
Family housing (for married faculty and students) is located around a hill on the
northwestern portion of the cluster and is in the style of attached townhomes. These
townhomes are terraced with the topography both to provide better views for residents
and to allow for hidden parking areas behind the first level of homes, below the access
road and the second level of homes. Walking paths ring the hill, leading to a viewing
platform at its summit. Two community centers containing small schools and various
other community functions are placed within the family housing ring. To the north of the
family housing are villas for high-ranking University officials.
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8.3 The Sports Cluster
The sports cluster is located on the most eastern portion of the campus. This
cluster is home to a regional sports stadium with a seating capacity of approximately
30,000. The primary purpose of this stadium is that of a major soccer venue, but it can
also serve as a venue for other sporting events or cultural and University gatherings.
Small commercial pavilions outside of the stadium can be used to support retail
operations during major sporting events and festivals. The sports cluster is also home to
a regional indoor athletic facility that can be used for basketball and other indoor
activities.
This cluster also is home to a mosque which can serve as alternate regional
religious destination for members of the community (in addition to the main campus
mosque).
The sports cluster is serviced by multiple three story parking facilities that are
intended to allow for efficient traffic flow in both directions. These facilities are
equipped with photovoltaic tiles on the roof to capture solar energy and aid in energy
efficiency.
The sports cluster is serviced by two entrances (formed by the splitting of the
primary campus road around the cluster) that are intended to improve roadway efficiency
and levels of service. These roadways provide connections to the parking facilities that
service the athletic venues and the future agricultural/environmental school. There is also
a connection from this roadway loop to the support facility that services the entire
campus. This facility is home to many of the facility needs of the university including
sewage and wastewater treatment as well as warehousing.
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The two roadway entrances to this part of the campus join together into one
roadway and lead to the passive recreation area and the main academic cluster. The
roadway passes through a low point of the campus and at one point along the roadway
there is a bridge which serves to protect the roadway in case of a flood.
Connecting the sports cluster to the main campus cluster is a passive recreation
area. This area consists of paths and gazebos built within the existing landscape. These
places serve as attractive areas for members of the community and members of the
university. The recreation area is located in one of the lowest regions of the campus and
this required that structures be placed with consideration to the flood plain.
Also included in the sports cluster is the initial design for the future addition to
the University -- an agricultural/environmental college. This facility would be located to
the east of the stadium complex, and would be designed with a less urban/clustered feel
from the other parts of campus. The design would include large fields, field houses and
laboratories as well as housing to accommodate the students of the agricultural and
environmental colleges.
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