“The importance of the Higher Education environment for students and staff” Edward Edgerton, Psychology Division.

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Presentation transcript:

“The importance of the Higher Education environment for students and staff” Edward Edgerton, Psychology Division

Investment in HE estates 200 building projects annually across UK

Investment in HE estates Annual SFC budget: £116.8M £134.1M (not including initiatives)

New HE environments “innovative learning environments” “people-friendly learning spaces” “state of the art facilities” “safe, stimulating environment”

Architectural Awards (RIBA 2009): University of Edinburgh – School of Informatics University of Southampton – Mountbatten Building University of Leicester (David Wilson Library) Environmental Awards (BREEAM): Queen Margaret University campus Lancaster University Student Residences University of Aberdeen – Matthew Hay Building

Post-Occupancy Evaluations Evaluation + feedback (dissemination) = continuous improvement Excellent guidance and toolkits available:  AUDE/HEFCE/HEDQF  De Montfort method  SFC

Post-Occupancy Evaluations Areas: Process (project delivery and operational management) Technical (performance of physical systems) Functional (institution/users needs) Reviews Operational (3-6 months after handover) Project (9-18 months after handover) Strategic (3-5 years after handover)

All is well? Recognition that environment is important Significant investment Award winning buildings Increased focus on evaluation Something is Missing! RESEARCH

Need to: Look beyond POEs Understand the relationship between the physical environment and user ‘behaviour’ Implementation of ‘experimental’ scientific research Has the building had an impact on X? How has the building impacted on X? Why has the building had this impact on X?

The Built Environment Adaptability Handover ComfortAesthetics Energy Durability POE Scientific research

Beyond POEs: researching HE environments Measurable outcomes (academic performance, student engagement, research output, etc., etc.) Pre-post comparisons (control group; pre/post test; cross sectional design) Control of variables (leadership, pedagogy, entry qualifications, etc., etc.) Causal relationships (direct and indirect effects) Statistical analysis (significant improvements)

POE Ratings of: environmental variables psychological variables location of users Comparison with: benchmarks previous building? Scientific Research Academic performance: types different users environmental features related variables ‘durability’ of impact

Scientific evidence (learning environments) Non-HE research: New buildings ↔ improvements in self-esteem, motivation; engagement; ‘behaviour’ Noise reduction ↔ improvements in reading ability Natural lighting ↔ better concentration HE research: ‘Soft’ seminar rooms ↔ more group discussion Specific design features ↔ improved creativity

Potterrow Development (Edinburgh University)

Potterrow Development Aim: to improve research output/quality Role of building: to facilitate opportunities for social interaction

Potterrow Development Measures: survey (pattern of work, space usage, satisfaction) behavioural mapping secondary data Design: 3 data collection phases Outcomes: Change in behaviour

Conclusions & considerations Funding Timing Continual change Impact, outcomes and value for money Variety of factors (buildings, users and institutions) Universities = centres of research excellence Opportunity for scientific research on our own doorstep!

? LOW QUALITYHIGH QUALITY