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The purpose of this paper is to investigate which critical success factors (CSFs) influence interaction on campuses as identified by the facility directors (FDs) of Dutch university campuses and to discuss how these compare with the literature.

All 13 Dutch university campus FDs were interviewed (office and walking interview), focussing on CSFs relating to spaces and services that facilitate interaction. Open coding and thematic analysis resulted in empirically driven categories indicated by the respondents. Similarities and differences between the CSFs as previously identified in the literature are discussed.

The following categories emerged: constraints, motivators, designing spaces, designing services, building community and creating coherence. The campus is seen as a system containing subsystems and is itself part of a wider system (environment), forming a layered structure. Constraints and motivators are part of the environment but cannot be separated from the other four categories, as they influence their applicability.

This study was limited to interviews with FDs and related staff. The richness of the findings shows that this was a relevant and efficient data collection strategy for the purpose of this study.

By viewing the campus as an open system, this study puts the practical applicability of CSFs into perspective yet provides a clear overview of CSFs related to campus interaction that may be included in future campus design policies.

This (more) complete overview of CSFs identified in both literature and practice will help FDs, policymakers and campus designers to apply these CSFs in their campus designs. This improved campus design would increase the number of knowledge sharing interactions, contributing to innovation and valorisation. This could create a significant impact in all research fields, such as health, technology or well-being, benefitting society as a whole.

This study provides a comprehensive overview and comparison of CSFs from both literature and practice, allowing more effective application of CSFs in campus design policies. A framework for future studies on CSFs for interaction on campuses is provided.

The purposes of this study is to explore and describe the main campus urban design principles, to investigate and examine the degree of Hashemite University’s (HU’s) student satisfaction with the urban design of their campus, to examine the relationships between the degree of HU student satisfaction and age, gender, educational pursuits and academic year, to define and assess student needs through HU’s campus design and to examine and investigate the relationships/interrelationships between all the campus urban design principles.

This research used a variety of methods: A face-to-face questionnaire (n = 1,443), HU students’ community board design for urban spaces, HU master plan analysis and focus group discussions (three researchers and 30 architectural students). This research used the descriptive statistics and the Pearson product-moment correlation coefficient (Pearson r) to analyze the data.

This research found that the majority of HU students were dissatisfied with the design of their outside spaces with regard to the effectiveness of space, availability of services, viability and vitality, public realm design, the density of activities, design character, walkability, diversity of existing services, richness, continuity and enclosure design. In contrast, they were satisfied with the accessibility and connectivity between spaces, availability of safe and welcoming spaces, mental map elements design and urban structure. Statistically, this research found that there were no significant relationships between the students’ satisfaction level and their age, gender, educational pursuits, education specialty and education level. Moreover, the correlation results revealed that the relationships/interrelationships between all the campus urban design principles have strong/very strong positive linear associations and significant relationships (r > 89).

This research recommended that the urban designer and architects should adopt the bottom-up approach when they are designing and planning the campus. They should apply all the above urban design principles to achieve the flexible and dynamic campus urban design and the students’ needs. Well-designed campus creates multi-functional places for students’ activities, encourages them for socialization and enhances their academic performance and experience, increases their feeling of belonging, enhances the sense of well-being and supports outside learning activities and experiences. The objectives for the campus urban design should promote high standards and qualities of open spaces, create a sense of places, serve students’ needs, provide effective design for socialization, provide maximum flexible design to allow for future campus growth and create a safe and healthy environment to express the quality of university’s life. Finally, the students should participate actively in the developing design of their campus activity.

To avoid repeating the mistakes of the past, this research is essential for future HU campus design. In addition to defining and describing all the campus urban design principles, this research provides HU decision-makers with an informed, holistic view of their students’ satisfaction levels, needs and requirements within their urban campus design to develop the HU campus design. Moreover, this research provides a new vision for the future in the form of data and guidelines for a new campus design. The findings are intended to provide useful information to university managers, leaders, policymakers and urban designers who implement strategies to improve the quality of campus urban design. This research opens the door for new research by duplicating the same research contents and methodologies on another campus design within different regions and cultures to fully develop a universal guideline for campus urban design.

This paper summarises the outcomes of the exploratory project of the Department of Educational Technologies at the University of Basel published in Lernumgebungen an der Hochschule. Auf dem Weg zum Campus von morgen [Learning environments at university. On the way to the campus of tomorrow.] (Škerlak et al., 2014) in a review paper and supplement these in a particular consideration of the role of university libraries. This project examined what “the campus of tomorrow” might look like and which steps will take us there.

Together with users of university premises and designers of learning environments, this project looked at “the campus of today” and drafted collective propositions “for the campus of tomorrow” within the scope of five workshops and subsequent studies, interviews and dicsussion.

In the process, it became clear in which fields of tension between different needs and requirements the university is moving with respect to designing its space and services. Knowing the poles of these fields of tension, making deliberate decisions and finding a campus-wide balance together with future users, appears to be fundamental to new building, service and campus concepts. During this development of spaces and concepts, it is particularly worthwhile to consider individual institutions, such as the library, more within the context of the campus as a whole and to intensify the cooperation of different stakeholders of the university for this purpose.

During this development of spaces and concepts, it is particularly worthwhile to consider individual institutions, such as the library, more within the context of the campus as a whole and to intensify the cooperation of different stakeholders of the university for this purpose. This holistic approach and the suggestion of specific fields of tension within which the university has to develop its learning spaces offers new perspectives on campus and library development.

The purposes of this research were to review, analyze, synthesize and define the principles, indicators and required design elements of crime prevention through environmental design (CPTED) and the potential role of the design of the courtyards in preventing campus violence; to examine the relationships between built environment design and campus violence inside Al al-Bayt University (AABU), Jordan; and to examine to what extent the design of the open public spaces and courtyards inside AABU meet the design principles of the CPTED.

This research used descriptive-analytical approach, semi-structured interviews, archival records and videos to collect the location-based data of violent events and incidents that occurred on the campus of AABU (the locations of students' fights). Additionally, this research used AABU images; plans, spatial analysis, site visits and direct observations to analyze and assess the courtyards’ design and to examine to what extent the design of courtyards and open public spaces in AABU achieve the CPTED indicators, and the availability and the quality of the required design elements of CPTED and their role in violence prevention.

This research found that environmental-based design plays a major role in reducing crime opportunities and promote positive social behavior. This research found that the indicators to achieve the CPTED principles in all courtyard design inside AABU are very low and all the courtyards’ designs are not complied and conformed to the CPTED principles, and as a result, the design of the courtyards encourages and may facilitate violence in the university campus. It has been found that the availability and the quality of the required CPTED design elements are very low in all courtyards. Therefore, the existing design elements in all courtyards in AABU are not preventing the university violence. The correlation result revealed that there is significant relationship and strong/very strong negative linear association between the numbers of the students' fights and the applying of CPTED principles, indicators and required design elements (r = −0.85).

The data collected from AABU campus only and a larger study is certainly required to underpin these findings. Therefore, future research is needed to replicate and duplicate this research in order to expand the results.

This research has implications for designing/redesigning the open public space and courtyards inside universities. This research recommended that redesigning all courtyards and applying the principles of CPTED are necessary to prevent campus violence. Redesigning includes adding landscaping elements, fountains, water features, pedestrian furniture, portrait, setting areas, new modern sculptures, shaded areas, lighting, memorial places, digital screens and cameras. Moreover, this research recommended that the university should pay more attention to continuous control, repair and maintenance to all courtyards after redesigning them. Finally, this research introduced a design proposal for one of the courtyards to apply the CPTED principles that promote positive behavior and prevent campus violence.

In the last few years in Jordan, some of the public and private Jordanian universities suffered from a newly emerging negative phenomenon, which is violence between students inside the campus. Many researchers and governmental institutions have stressed the urgency to explore the social, cultural, behavioral and environmental strategies that may effectively prevent campus violence. Additionally, little attention has been paid to the role of built environmental design in preventing campus violence. Moreover, no research assesses the applying of the CPTED principles and their indicators in courtyards’ design in Jordanian campuses.

A coalition of students, professors, administrators and operational staff at Lafayette College designed an environmental module to integrate in-class curricular education with out-of-class environmental engagement. The purpose of this study was to improve the ethos of sustainability across campus.

The research reported here draws from qualitative and quantitative assessments to corroborate previous evidence that institution-wide collaboration is a necessary prerequisite for the successful development of such environmental campus programming.

It adds to those prior conclusions with the finding that three intertwined factors are critical keys to success. One is attention in the design process to coalition building between the academic, administrative and operational units of campus; second is a strong focus on organizational capacity; and third is explicit attention to preparing long-term management.

The particularities of college campuses, where student residence is temporary while the campus environment is continuous, require attention to organizational sustainability as much as the more common technical features of sustainability (e.g. energy, water, food, transportation systems, etc.). For small colleges seeking to implement similar programming to foster a culture of sustainability on their campuses, that commitment to organizational sustainability demonstrates that maintenance, durability and invested personnel are essential factors when similarly seeking interdisciplinary environmental education initiatives.

This paper describes the original program structure of Greening Lafayette. The program was built on the campus of Lafayette College through specific co-curricular, administrative, academic and facilities efforts. The paper details the approach Lafayette College students and faculty took to draw from best practices in campus sustainability, analyze their campus’ baseline engagement in and awareness of sustainability and leverage their college’s structures to design a program that generates a campus ethos of sustainability. It further elucidates the importance of ensuring the organizational sustainability of the program itself. While Greening Lafayette was designed for the context of a specific undergraduate campus, the program offers a model for faculty, students and administrators of other colleges and universities to build coalitions, design sustainability programming and develop an ethos of sustainability on their campuses.

Planning and design of university campuses is as important as the instructional philosophy of universities for determining academic and social development of university students. However, mainstream university campuses have often been designed with typical “normal” or “abled” users in mind and have neglected the needs of students with physical, sensory, and developmental disabilities. Universal design perspective with its equality, social inclusion and social justice agenda can be helpful in giving insights for inclusive educational environments. This study presents a research based design process conducted at a university campus in Turkey to create an inclusive educational environment for the students with disabilities, and to improve their participation in campus' academic and social life. For this purpose, existing campus spaces were evaluated for their inclusiveness both objectively through a checklist and subjectively through participatory workshops and meetings. The findings from both studies were used to identify the needs of the users with disabilities in the campus' settings. The results obtained from these studies were used to inform the implementations, and a holistic plan for creating an inclusive campus environment was developed. This study provides the implications for architectural and urban needs of users with physical, sensory, and vision disabilities or restraints in campus environments, develops methodology for future studies with similar context, and informs about the challenges and opportunities present in the process of creating inclusive university campus environments. .

As one of the buzzwords in the present age with considerable impacts in tertiary institutions, social media use in online teaching, learning and information dissemination have been extensively discussed in extant literature. This paper aims to explore the existing campus sustainability appraisal (CSA) tools to identify the length at which social media has been used, especially in environmental sustainability indicators’ selection and empirical verification.

The methodology is mainly based on a desktop study involving comprehensive review and content analysis of existing CSA tools’ documents. Webpage content analysis of selected sustainability monitoring and tracking system in higher education institutions was also conducted.

The tools' content analysis reveals insufficient utilization of social media data and platforms in campus sustainability environmental-dimension indicators selection. To bridge this identified research gap, social media user-generated content for appraising the campus-wide environmental sustainability indicators preference in tertiary institutions was proposed.

The adoption and modification of this study’s proposed approach by tertiary institutions, especially in sub-Saharan African countries, could help address most campus-wide environmental challenges raised, commented on and discussed on social media.

This study contributes to knowledge gaps by revealing the extent of social media utilization in extant tools. With the expanding utilization of different social media platforms by various tertiary institutions worldwide, their administrators' responsibility is to put these social media data into fair use.

This paper aims to outline campus management process dynamics that are affected by glocalization, changing funding structures and digitalization, and answer: How do glocalization, changing funding structures and digitalization challenge university campus management? and What implications do the challenges have on campus management processes?

Literature overview discusses how glocalization, changing funding structures and digitalization affect campus management. Empirical part explores how these forces affect management processes through 36 interviews on multiple embedded cases in the main campuses of Aalto University in Finland and the University of Melbourne in Australia.

Major challenges include future foresight, institutional sharing, economical paucity and functional flexibility. Heterogeneous user behaviors challenge absolute spatial measures as bases for designing learning and working environments. Finding a balance between long-haul portfolio maintenance for the university and future users and short-haul flexible pilots for the current user communities is crucial.

The results derive from interviews of 36 campus management professionals from two campus management organizations limiting the validity and the reliability of the study. Further studies should be conducted by replicating the study in another context, by interviewing end users and clients and by investigating case investments and impacts over time.

Campus managers can answer the challenges through practical applications such as big data collection and sharing in physical environments, integrated service provision to thematic communities, cross-pollination of user communities and open access to information and infrastructure services.

This paper provides insights and tools to strategic alignment by comparing campus management of two fundamentally different systems in the context of higher education and on-going digitalization.

This paper aims to describe an exploratory research and design process that uses illustrative techniques to bridge the gap between theoretical principles of systems ecology, stakeholder input and a workable physical planning strategy for Ultuna Campus in Uppsala, Sweden.

Stakeholder interviews provide the empirical basis for this exploratory design process, in conjunction with landscape analysis, and review of previous proposals for campus development. Central principles of self-organizing systems are selected and concretized as visionary hypotheses in a physical context. Preliminary design concepts and plans illustrate sustainable systems while supporting new functional programmatic requirements: housing, industry-research collaboration, transportation and community-integrated landscapes.

The result is a proposal based on regenerative landscape design, envisioning campus Ultuna as a coherent whole.

A large-scale modern building program is already underway at Ultuna, and rapid urbanization in the surrounding region coupled with projected growth on campus suggests future intensification of university lands. A master plan to be implemented until 2040 is now in the preliminary design phase. Ultuna is home to significant cultural and ecological landscapes, and a holistic approach is called for.

Illustrative techniques suggest ways to synthesize knowledge by creating future scenarios that are workable in practice.

Global challenges call for designs that enhance environmental and human resources and their capacity to regenerate over time. Sustainability objectives are particularly crucial when envisioning university campuses; the environment serves as a laboratory for researchers, teachers, students and residents of the surrounding community.

This paper describes an innovative process for bridging ecological principles, stakeholder perspectives and practical design strategies for sustainable campuses.

Academic libraries have long been central to the campus ecosystem. From one-room collections housed in multi-functional buildings of the colonial college campus to the modern-day cathedrals where collections, patrons, and technologies collide, academic libraries have been a steadfast, yet flexible pillar of the higher education system. Employing a case study approach, this chapter reveals how one institution, the Ohio University Libraries (OUL), has reimagined the use of library space in response to twenty-first-century demands.

A visioning process undertaken by OUL culminated in a master plan intended to serve as a guide to space utilization and renovation strategies for nearly every floor of the seven-story facility. Beyond the master planning process, external demand for space within the library emerged organically. Given these two realities, OUL’s actions over the last decade have been guided by two main approaches to the use and redesign of space: (1) repurposing space for library-oriented initiatives and (2) co-locating complementary student support services within the library. Collectively, the examples highlighted in this chapter reveal how OUL has redesigned library space and continues to be an innovative environment in response to changing demands.