Campus Workshop REPORT FINAL

8/3/2019 Campus Workshop REPORT FINAL

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Campus of the Future

Workshop Report

RIBA, London

Friday, 25 March 2011

Report author: Marcus Morrell

Arup Foresight + Innovation


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Contents

Introduction page 1

Executive Summary page 2

Brainfood I page 3

Drivers of Change page 4

Impact Assessment page 7Brainfood II page 8

Future Campus x4 page 9

Character Profiles page 14

Voting Results page 23

Further Discussion page 24

Workshop Participation page 25

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Following a workshop that Arup held in Washington DCin December 2009, Arups Foresight + Innovation group

ran a second Campus of the Future event at RIBA inLondon on 25 March 2011. In the months leading up tothe workshop, we had been mentoring students doing anMA at Central Saint Martins in Creative Practice forNarrative Environments (CPfNE). We were very pleased

that they were able to participate and present their work.

The workshop at RIBA was designed to progressstrategic ideas and design concepts, and to generateshared thought leadership. We brought togetherrepresentatives from a range of higher educationinstitutions and other educational bodies, architects,designers, behavioural psychologists and technologyexperts to examine and explore the drivers influencingthe future of the Campus in the UK to the year 2031. Wedefined the scope to include the design and operationsof campuses also pedagogy and curricula, staffing,students and alumni and R&D activities.

Introduction

Agenda

Morning

Brainfood I

Drivers of Change

Coffee Break

Brainfood II

Lunch

Afternoon

Brainfood II (contd)

Future Scenarios

Future Campus x 4Break

Character Profiles

Experience Maps

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The workshop event was designed to encourage participants to consider the different ways inwhich education might evolve given the many challenges and opportunities that the sector willlikely face over the next two decades. The day started with four short presentations to focusthinking around some key ideas relating to the future direction of higher education and the designof campuses. Themes addressed by our guest speakers included the ongoing role of technologyin the delivery of education, user-led design and the future of work spaces and places.

We then asked participants to consider all trends, issues and drivers perceived to be shaping thefuture for the sector. Looking across the five STEEP categories (covering social, technological,economic, environmental and political issues), delegates voted on the most important drivers.

After a series of presentations from Central Saint Martins students, four different future campustypologies were presented. These were explored in four self-selected break out groups.

As the afternoon progressed, several fictional future characters were introduced. Each group was

asked to choose one. They then answered questions designed to enable delegates to get to knowtheir characters needs and motivations. The final session of the day involved tracking theinteractions that their chosen character might have with each future campus. This objective of thissession was to inspire new ideas and concepts that may prove prescient in considering the futureof the higher educational campus.

Executive Summary

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Brainfood I

Annette SmithAssociation for Science Education, Chief ExecutiveTopic: the future of tertiary education in the UK with a focuson Science, Technology, Engineering and Maths

Andy Black(formerly Becta)Topic: the role of technology in the future delivery of tertiaryeducation.

Sean McDougallStakeholder Design, Managing DirectorTopic: user-centric design for stakeholders.

Nicolas de BenoistSteelcase, Senior Design ResearcherTopic: the future evolution of work spaces and places.

The morning started with four short presentations to focus thinking around some key ideasrelating to the future direction of higher education and the design of campuses.

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Drivers of Change

Five breakout groups were then formed, each grouprepresenting a mix of backgrounds and areas of expertise.A set of Drivers of Change cards was distributed according tothe STEEP framework upon which they are underpinnedcovering Social, Technological, Environmental, Economic andPolitical drivers.

The five STEEP groups were each given 25 Drivers cards.Additionally, they were given an unlimited number of blankcards that they could fill out with new, more pertinent drivers.They worked together to decide which 5 drivers are mostinfluential, relatively speaking, in shaping the future of tertiaryeducation in the UK to the year 2031.

The 5 drivers for each STEEP category were thensummarised by the facilitator, before the group was asked tovote as to what they believed as individuals to be the 7 mostimportant drivers (they had to vote at least once per STEEPcategory).

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Social1. Changing purpose (22 votes)2. Changing demographic

Makeup of student body (11)3. Belonging (8)4. Interaction (3)5. Sustainability (1)

Political

1. Infrastructure (29)2. International relations (8)3. Standard of effectiveness of teaching and

leadership (7)4. Transparency and fairness (6)5. Resource resilience (2)

Environmental

1. Mobility (16)2. Resource use (10)3. Urbanisation (9)4. National and personal self-

interest (5)5. Globalisation (2)

Economic1. Student as customers (21)2. Employment (7)3. Outsourcing (6)4. Corporatization of curricula (5)5. Economic cost of

congestion (1)

Technological1. Increasing global collaborationfor research (16)

2= Security (8)2= Quality assurance and validation (8)4. Integration (6)5. Scarcity of resources (4)

Listed below are the top five most-voted-for Drivers of Change for the future of higher education in the UK,arranged under the five STEEP categories. The drivers in red received the most votes in each category (with totalnumber of votes shown in parentheses). The most votes of all issues went to the political driver Infrastructure,and related to the high costs of improving or maintaining urban infrastructure (and which acknowledged the needto identify future sources of funding). The second most popular driver was Changing Purpose, addressing thebroadening purpose of Higher Education Institutions (HEIs) beyond dispensing qualifications to improveemployment prospects (eg. as incubator, to promote culture and voluntary activities).

Drivers of Change Results

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Quality assurance and validation (8)Belonging (8)International relations (8)

Security (8)Standard of effectiveness of teachingand leadership (7)Employment (7)Transparency and fairness (6)Outsourcing (6)Integration (6)Self-interest (5)Corporatization of curricula (5)Global collaboration for scarcity of resources (4)Interaction (3)Globalisation (2)Resource resilience (2)Sustainability (1)Congestion (1)

Top STEEP categories by vote:

Social (45 votes)

Technological (42)Political (42)Environmental (42)Economic (40)

Top drivers across all categories by vote:

Infrastructure (29 votes)Changing purpose (22)Student as customers (21)Increasing research (16)Mobility (16)Decarbonisation (13)Changing demographic make-up of student body (11)Resource use (10)Urbanisation (9)

The voting across the STEEP categories was tight. However, it is interesting to note that the most-voted-forcategory was Social, with 45 votes. This reflects the fact that the business of delivering higher education isprimarily about people. Its worth pointing out that two of the social drivers are highly inter-linked: the shiftingdemographic make-up of the student population (11 votes) and the sense of identity and belonging (to acommunity, institution, culture), which received 8 votes.

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Drivers of Change Results


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Impact Assessment

Security

Mobility

Globalcollaboration

Changingpurpose

Students ascustumers

Resource use

Infrastructure

Student bodydemographics

Internationalrelations

Social

Technological

Economic

Environmental

Political

Five of the most popular driverswere identified as being criticallyimpactful for the future of thecampus in the UK. Several otherswere seen as being fairly certain,but less impactful.

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Brainfood II Central Saint Martins

Group 1: Victor Heynemann Seabra and Katie Russell

Group 4: Gijs Leijdekkers, Phil Nicholson and Yiquan Wang Group 3: Rachel Mikulsky, Veronika Schurr and Sumedha Garg

Group 2: Alex Goller, Eva Xie

EXPORT YOURSELF UNIVERSITY (virtual, integrated)

DIGITAL GOWN (virtual, segregated) BIOFLAME (physical, segregated)

BEYOND WALLS (physical, integrated)

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Future Campuses x4

We used four future campustypologies to frame break out groupdiscussions about the ways in whichtertiary education may be delivered infuture.

Using a two by two matrix, the fourquadrants explore the contextualdifferences and tensions between thevirtual and physical campus (horizontalaxis).

The vertical axis reflects the attitude

and philosophy of the educationalinstitution itself in terms of the level ofengagement with the business andlocal community.

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Open Education

The core focus of Open Education is to create skills andqualifications for the knowledge economy. The majority ofeducation is delivered virtually. There are a certain amount ofphysical meet-ups as there is still a need for face to facecommunication. It terms of design and operations, the campusis scalable and flexible in order to accommodate differentneeds and to respond to rapid change. The teaching style ispredominantly collaborative with some prescriptive learning.

Drivers: knowledge economy, changing student demographics,technological advance, need for physical interaction.

Campus news: Hacker Found, Politician Sacked - theelusive a la carte hacktivist student steels data from onlinegroup. Musicians Meet In Person - to sing against cyber crimeand terrorism and to raise money to pay off fees.

Curriculum news: Oldest Student Develops RevolutionaryMobility Software - for people with physical disability.

Community news: Indonesian Bio-Organic Chemistry ProdigyDevelops New Virtual Candy with holographic taste forCadburys.

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Village Campus

The Village Campus is a large urban distributed campus with aphysical hub. It provides a cross-disciplinary academicenvironment focused on incubating new start up businesses.The university has embraced new learning styles and methodswhich are more interactive and collaborative (eg. prototyping).There are open, accessible physical spaces for non-studentaccess.

Drivers: collaborative research

Campus news: Our City Wins Nobel Prize collaborativeapproach leads to unprecedented advance in well-being.

Curriculum news: New Course in Collaborology.

Community news: Competition Winner for New Inter-Disciplinary Centre.

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Faculty Islands (aka The Pythagoras Institute)

The Pythagoras Institute is extremely well-funded and issegregated from the surrounding community by choice. It is anelite, high-tech organisation with a strong internal culture. Itsexigent selection criteria finds the best and brightest and itsoutputs are best in class. It is highly focussed on research anddoes have some links to specialised industry. University publicspaces are secure and highly controlled. Its teaching models areboth prescriptive and collaborative. Individuals need unique

electronic passes for access to faculty buildings.

Drivers: resource scarcity, technological advance

Campus news: Quantum Engagement Transport ProblemSolved! however, Prof Black now in white hole. 200 Bursariesfor Impoverished Gentry!. 5 New Pet Scanners Funded by

Murdoch Junior. 500 Palms Planted on Campus to Replace

Diseased Oaks.

Curriculum news: Alumni Fund Raising Boosts Endowment to 1Billion Euros.

Community news: Sustainability Versus Health Faculty CricketMatch. Nobel Laureates Re-Union.

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la Carte E-Learning

la Carte is a large global, accessible knowledge resourcewith a focus on life-long e-learning. Qualifications and degreesare created and tailored to individual preference and themajority of students study off-campus. The physical campus,perhaps co-located with another university, is populated mostlyby full-time post-grad research students, academic andresearch staff, and administrative staff.

Drivers: Increase in lifelong-learning, shift in employmentpatterns, vocational learning, costs, technologicaladvancements, sustainability

Campus news: First Martian Graduate - Frank Xu hascompleted his Masters in Theory of Gardening in application tolow gravity environments from the Apollo 56 mission.Congratulations Frank!

Curriculum news: New Historical Geographic CourseAnnounced - When There Was Ice at the Poles is a newcourse looking back at 20thC environmental and socio-politicalinfluences.

Community news: Party Online or Physical on the 31st.

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Character Profiles

Each team was then given a choice of twofictional characters that will be interacting witheach future campus in the year 2031.

The four teams were asked choose one andanswer questions relating to that persons

needs, expectations and preferences. Theidea here was to have each team understand

and develop their chosen person, their needsand motivations.

Participants were then asked to chart a typicalday in the life of that person on their campus.This resulted in a map of their interactions withtheir campus environment. Each map wasunique and different, yet they described similaractions and interactions.

Both outputs from these two exercises areshown in the following pages.

Ming Lai

Under-gradOpen Education

Roger Cook

Pro Vice ChancellorVillage Campus

Sandra HinesPost-doc ResearcherFaculty Islands (aka ThePythagoras Institute

Victoria KingleyPost-grad studentA La Carte E-Learning

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Ming Lai is 19 and studies computer science. Her parents came tothe UK for work reasons primarily, and decided to give their onlydaughter a European education. Ming works part-time as aneducational game developer.

Top priorities:IncomeConnectivity and communicationParental expectationTo make a difference

Sources of inspiration:Cultural crosspollination

How technology can promote opportunities for allHer parents

Part of campus experience finds most appealing:FlexibilityHuman interaction and real-time engagementFreedom and anonymityAccess to wisdom

Technologies cant live without:

The 2010 construct of technologyHer digital giving account (mentoring in her spare time)Her avatar

Ming LaiUnder-grad

Open Education

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Ming LaiUnder-grad

Open Education

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Professor Roger Cook, 48, oversees a medium sized university inthe north east. His vision for the university is One Campus whichleverages the synergy of the entire university network so that everyindividual can access the same level of excellence.

Top priorities:Generation of sustainable fundingAttracting diverse student body from local communityMaximising quality of student experienceEthics

Sources of inspiration:His family

Tackling climate changeHis cityCollective success in research and innovation

Part of campus experience finds most appealing:Buzz of the hubs and social learning spacesCreation and incubation of new enterprises/start-upsBeing part of re-vitalising his citySafe walking / cycling / rocket rack environment

Technologies cant live without:BicycleConnectivity (of whatever kind) and interactivityAugmented reality dashboard connecting him to his universityMoral compass

Roger CookPro Vice Chancellor

Village Campus

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Roger CookPro Vice Chancellor

Village Campus

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Sandra is 32 years-old. She has a good, secure job working as apost doc scientist currently focusing on mitigating particulate pollutionin the built environment. Sandra is happily married with a three yearold daughter.

Top priorities:Accommodating and supporting childrenMoney / securityJob security / tenure / stay putInfluencing the world

Sources of inspiration:Her subject / fieldEthos of the campus?ColleaguesProfessional development and career

Part of campus experience finds most appealing:StatusSatisfactionGood funding for projectsHer field is increasing inn significance and interest

Technologies cant live without:Tags for children and Senior ProfessorsData scavenging toolResearch tools / collaborative toolsDaily life logistics appClearing system for home

Sandra HinesPost-doc Researcher

Faculty Islands

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Sandra HinesPost-doc Researcher

Faculty Islands

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At 52 years-old, Victoria runs a home business offering supportservices and consulting advice to female entrepreneurs. Many of herservices are provided via web-based video. She has decided tobrush up on some of her skills by taking a post-graduate diploma on

social entrepreneurship.Top priorities:Strengthen/improve career prospects (mid-career)Networking with like-minded peopleGrowing/sustaining the business

Sources of inspiration:Portfolio careerGiving better services to clients (e.g. extending her offer)Strong social values

Part of campus experience finds most appealing:Intellectual challengeSelf-directed / choiceInteracting in peers sharing experience

Technologies cant live without:

Smart diary planner

Customer support hologramMood adapter for lighting etc to suit activity (e.g. work, leisure,family)Instantaneous e-translator for global clientsTime + pill allows her to function in other time zones to meet with

clients

Victoria KingleyPost-grad student

La Carte E-Learning

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Victoria KingleyPost-grad student

La Carte E-Learning

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Voting Results

The Village Campus was voted onoverwhelmingly by the group as beingthe most desirable campus of thefuture.

As one participant observed, thequadrant had all the most appealingaspects of any aspirational campus: aphysical footprint, a sense ofcommunity and a layer of technologythat can unlock and enable all themany benefits that ICT can, and willcontinue to, provide.

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Insights from the day..

Here are a few insights and other threads that the Foresight team picked up fromthe days discussion:

If we are not careful the future of education will be more of the same essentiallyVictorian, but with more technology.

We need to think beyond the 2010 construct of technology (eg. we need toanticipate next generation technologies such as augmented reality).

Does the campus of the future need to be physical at all? The student/teacher relationship can be two way and fluid in the future theteacher may learn more from the students than they have done in the past.

How do we navigate digital chaos? Collaborology may become a new specialism, looking at how multi-disciplinary,multi-party collaboration can be supported and nurtured.

In the future the physical may be seen as luxury. Until now the physical has been

a need, while digital a desire. In the future the digital may reflect the need andthe physical the desire. Technology shouldnt be banned in HEIs but embraced.

Soft, inter-personal skills will carry a premium in the future.

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Further Discussion

Weve created a discussion forum on the professional networking site Linked In. We hope you sign up andtake part: http://linkd.in/dXmCc4

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Workshop Participation

Architects, planners and engineers

Architype, Arup Associates, Edward Cullinan Architects, Hopkins Architects, Land Design,Lifschutz Davidson Sandilands, Make, MJP

Tertiary education and estate management

Association of Science in Education, the Bartlett, Central Saint Martins, Imperial College

London, the Royal College of Arts and the University of Sheffield

Designers

AMA Alexi Marmot Associates, Sciencescope, Stakeholder Design, Steelcase

ICT experts

Arup, Infolab21 Lancaster UniversityBehavioural Psychologists

Brunel University, Leeds University, Holmes Wood

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Arup Foresight

Research

The development of our knowledge-base in order to

identify opportunities for change in the built environmentand for businesses.Publications

Delivering detailed research results, such as theuniquely designed Drivers of Change card sets, thatoffer provocative insights on major issues and theirimplications.Exhibitions

Designing innovative displays related to our work andthat of Arup as a whole.Lectures

Communicating future challenges and the evolvingglobal business context to a variety of industry sectorsand government heads.Workshops

Co-developing thought leadership through designing andleading intense engagements with broad range of keystakeholders and industry experts.

http://www.driversofchange.comhttp://linkd.in/dXmCc4

Campus Workshop REPORT FINAL

Documents

Transcript of Campus Workshop REPORT FINAL