Strategic planning for future learning environments: an exploration of interpersonal, interprofessional and political factors

Abstract

This article, written from the stance of a public planner and a policy maker, explores the challenges and potential in creating future learning environments through the concept of a new learning landscape. It is based on the belief that physical planning can support the strategic goals of universities. In Denmark, a political focus on education as a mean to improve national capacity for innovation and growth are redefining the universities role in society. This is in turn changing the circumstances for the physical planning. Drawing on examples of physical initiatives in three different scales – city, building and room scale, the paper highlights how space and place matters on an interpersonal, an interprofessional and a political level. The article suggests that a wider understanding of how new learning landscapes are created – both as a material reality and a political discourse – can help frame an emerging community of practice. This involves university leaders, faculty and students, architects, designers and urban planners, citizens and policy makers with the common goal of creating future learning environments today.

• Case study
• collaboration
• interprofessional policy
• policy analysis

Notes

¹The Term “Learning landscape” is introduced by Thordy (2011) as a shared vocabulary for “conceptually, holistic, loosely coupled interconnections of all formal and informal, on-and of-campus, virtual and physical facilities, sites and services” (p. 131).

²See: http://www.epfl.ch/index.en.html

³See: http://cas.ku.dk/vidensbydel/nyhedsbrev/18/

⁴The change of scale, the perspective and the complexity within campus planning, was a focus of an internal report of the Danish University and Property Agency, edited by architect Mikala-Holme-Samsøe et al.