By Steven Jones
In some respects, students at UK universities have never had it so good. Dusty old lecture theatres are being torn down and shimmering new ‘learning environments’ erected in their place. Between 2013 and 2017, outlay on buildings and facilities at higher-prestige institutions alone matched that spent on the London Olympics (BiGGAR Economics, 2014), with some universities issuing public bonds to raise extra coffers for campus development projects.
But how can the UK Higher Education sector be sure that its unprecedented levels of capital expenditure are leveraging commensurate ground-level pedagogical gains? Evaluation mechanisms, where they exist, tend not to be student-centred. For example, the Association of University Directors of Estates reports that income per square metre increased by 34 per cent across the sector between 2004 and 2013. While this might make for a healthy balance sheet, it tells us little about the ways in which staff and students engage with their environment. As Paul Temple noted in his 2007 report for the Higher Education Academy (“Learning Spaces for the 21st Century”), university buildings have the potential to transform how learning happens. The challenge for the sector is how best to assess their impact. Continue reading