Architecture, Building and Planning - Research Publications
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ItemDeveloping An Evidence-based Understanding of Hospital Space Planning Efficiency(Architectural Science Association, 2018)Over the last two decades there has been a steady increase in the demand for healthcare services and a commensurate rise in the global expenditure in health (WHO, 2014). Given the significance of the financial investment in capital works programmes required to meet growing healthcare needs and the expanding environmental impact of the healthcare industry, it is important to gain a detailed understanding of how healthcare infrastructure assets currently perform, the strategic drivers impacting on hospital space use efficiency, and the complex interrelationship of factors that impact on the healthcare environment. This paper outlines a research project that was conducted by the University of Melbourne in conjunction with a local architectural practice partner, to examine space planning efficiency and emerging trends in hospital space planning requirements. To assist in developing a greater understanding of the space planning efficiency of healthcare infrastructure, and changing trends in hospital space planning, this study examined a range of measures across 31 hospitals against regional and international benchmarks. This paper outlines a novel multi-modal research methodology established to examine the complex range of interconnecting planning measures impacting space planning efficiency, and some of the difficulties in assessing hospital space planning efficiency.
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ItemNo Preview AvailableRethink: Interdisciplinary evaluation of academic workspaces(Architectural Science Association (ANZAScA), 2019)Academic workspace remains an emotive topic. It is bound tightly with each academic’s identity, purpose and status. As universities increasingly focus on cross-disciplinary collaboration to producenew knowledge, the sanctuary of the individual office is under challenge. Inspired by precedents in the commercial world, universities are experimenting with more open workspace environments with a desire topromote collaborationand increasespace utilisation.However,there is resistance withintheacademic community. Given this context, there is a surprising paucity of research into the design and occupation of academic workspaces. This research beginsto fill that gap through a scoping literature review specific to the academic workspaceand anew approach toacademic workspace evaluation (AWE). The AWE approach focuses on the alignment of people, purpose and place, differentiating itself from the predominant post-occupancy evaluation fociofbudget, time, environmental performance and user satisfaction. A key finding of the research has been that change management – as an integral aspect of the project design process –is as importantto the success of future-focused academic workspace projects as theirspatial design.
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ItemTerrains 2015 Mapping Learning Environment Evaluation Across the Design and Education Landscape(LEaRN, University of Melbourne, 2015-09-03)Terrains, as its name suggested, was a cartographic examination of learning environment evaluation. It invited all higher-degree students working in learning environments to assemble and present a short synopsis of their research. Through the careful sequencing of papers, and input after each paper by expert interlocoteurs, Terrains explored how this research addressed evaluation of such spaces, and how this constituted a map of current thinking in learning environment evaluation. As such, Terrains was a working symposium, with new knowledge being generated from the exchange of ideas occurring around each presentation.
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ItemResearch into identifying Effective Learning Environments(OECD Publications, 2005)The evaluation of school learning environments has for decades traditionally focused on the technical performance of the facilities with little attention being paid to their pedagogical performance or effectiveness. There are a range of ‘top down’ imperatives which have driven such an approach, including the need to sustainably finance educational infrastructure and show evidence as to how this money is being spent successfully. This need is emerging following the funding approaches now being taken by such bodies as the European Investment Bank and in Public Private Partnerships. On the other hand ‘bottom up’ imperatives have considered the pedagogical performance of learning environments as a means of providing feedback to authorities especially in the process of procurement. This in turn has influenced the development of planning and design guidelines. This paper examines more closely the educational learning environment and the qualitative and quantitative research measures that have been used in recent times to determine their effectiveness. It explores some of the pedagogy and environment performance measures that have evolved and views these in the context of emerging research and evidence which attempts to relate pedagogy (including student and teacher attitudes) to space. It examines some case studies and focuses on the recently developed DET Victoria pedagogy-space strategies. Finally some conclusions are drawn and suggestions made for possible future research directions.
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ItemPlacemaking Practice: Transforming Classrooms from the Inside Out – the Critical Role of Spatial Literacy(Council for Education Facility Planners International (CEFPI), 2004)For decades CEFPI, the OECD Program on Educational Building, the Schools Learning Laboratory and other related organisations have pursued transformative approaches to the planning and design learning environments to suit contemporary perceptions of learning. Yet these attempted paradigm shifts are predominantly applied by spatial practitioners 'from the outside-in'. The end recipient of these efforts, that is, the classroom teacher and his or her students, generally have little say in how their learning environments might be constructed to better serve their learning needs. This presentation will briefly explore creative pedagogical practices (resource-, problem- and project-based learning, active learning, students as researchers) and the flexibility of the curriculum framework to suggest how multiple literacies in students might be actively engaged in their daily learning lives in placemaking. In particular the development of spatial literacies augmented through spatially oriented pedagogical and curriculum development practices applied to the very classrooms in which students engage in an action-based 'pedagogy of architectural encounters' will be explored. Three case studies (one primary, two secondary) will be used to illustrate the idea of learning geographies to assess its worth in schools design. The presentation will examine how teacher professional development is fundamental to any cultural change or school transformation in parallel with school design innovations. Further, it is hoped that this paper will demonstrate an 'inside-out' transformative placemaking practice which will foster change from within the classroom, rather than being imposed from without.
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ItemTranforming the 21stC Campus in a Globalised World(HERDSA, 2014)The HERDSA 2014 sub-theme ‘embracing challenges and opportunities for higher education in a globalised world’ seeks to explore the likely challenges and opportunities for Higher Education in a globalised world and how to meet these creatively and positively and make good use of opportunities offered. This paper examines the triggers which are impacting on the 1000 year old model of the campus and what transformations will need to take place in the 21stC. It explores factors impacting on the design, planning and sustainability of university campuses, the unprecedented competition, the impact of the creative economy, cross-disciplinarity and translational research, the emergence of the flipped classroom and campus and the drive to transform the academic workplace. It concludes with the notion of a pixellated campus which can map against the virtual and mobile world we are now living in.