Engaging Students and Academics in Creating a New Model for Research Libraries: A Reflective Case Study on the UCL Student Centre

References

• ‘peng, adj.’ (2019). Lexico. Oxford. https://www.lexico.com/definition/peng
   Google Scholar
• Arthur, M. (2015, January 23). Provost’s perspective. MyUCL. https://www.ucl.ac.uk/news/students/012015/12015-23012015-provostsperspective.
   Google Scholar
• Bacon, J. (2019, April). Stepping up. Architecture Today, 297, 44–51. http://www.architecturetoday.co.uk/stepping-up-3/
   Google Scholar
• Biesta, G. (2013). Balancing the core activities of universities: For a university that teaches. In R. Sugden, M. Valania, & J. R. Wilson (Eds.), Leadership and cooperation in academia: Reflecting on the roles and responsibilities of university faculty and management (pp. 32–34). Cheltenham: Edward Elgar.
   Google Scholar
• Bligh, B. (2014). Examining new processes for learning space design. In P. Temple (Ed.), The physical university: Contours of space and place in higher education (pp. 34–57). Routledge.
   Google Scholar
• Brew, A. (2010). Imperatives and challenges in integrating teaching and research. Higher Education Research & Development, 29(2), 139–150. doi:10.1080/07294360903552451
   Web of Science ®Google Scholar
• Burgess, A., Senior, C., & Moores, E. (2018). A 10-year case study on the changing determinants of university student satisfaction in the UK. PLOS One, 13(2), e0192976. doi:10.1371/journal.pone.0192976
   PubMed Web of Science ®Google Scholar
• Engeström, Y. (2008). From teams to knots: Activity-theoretical studies of collaboration and learning at work. Cambridge: Cambridge University Press.
   Google Scholar
• Fung, D. (2017). A connected curriculum for higher education. London: UCL Press.
   Google Scholar
• Geschwind, L., & Broström, A. (2015). Managing the teaching–research nexus: Ideals and practice in research-oriented universities. Higher Education Research & Development, 34(1), 60–73. doi:10.1080/07294360.2014.934332
   Web of Science ®Google Scholar
• Hartman, H., & Williams, F. (2019). Saw Swee Hock five years on. Architects’ Journal, 246(3), 41–55.
   Google Scholar
• Healey, M. (2005). Linking research and teaching: Exploring disciplinary spaces and the role of inquiry based learning. In R. Barnett (Ed.), Reshaping the university: New relationships between research, scholarship and teaching (pp. 67–78). London: McGraw Hill/Open University Press.
   Google Scholar
• Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773. doi:10.1080/03075079.2011.598505
   Web of Science ®Google Scholar
• Khan, C. (2018, September 21). It’s bare sick that the OED cares how young people speak. Guardian. https://www.theguardian.com/commentisfree/2018/sep/21/oxford-english-dictionary-young-people-slang.
   Google Scholar
• Krause, K.-L. (2009). Interpreting changing academic roles and identities in higher Education. In M. Tight, K. H. Mok, J. Jeroen Huisman, & C. Morphew (Eds.), Routledge international handbook of higher education (pp. 413–424). Abingdon: Routledge.
   Google Scholar
• Lucas, L. (2006). The research game in academic life. Maidenhead: Society for Research in Higher Education and Open University Press
   Google Scholar
• Marie, J., Arif, M., & Joshi, T. (2016). UCL ChangeMakers projects: Supporting staff/student partnership on educational enhancement projects. Student Engagement in Higher Education Journal, 1(1), 2.
   Google Scholar
• Marmot, A. (2014). Managing the campus: Facility management and design, the student experience and university effectiveness. In P. Temple (Ed.), The physical university: Contours of space and place in higher education (pp. 58–71). London: Routledge.
   Google Scholar
• Meunier, B., & Eigenbrodt, O. (2014). More than bricks and mortar: Building a community of users through library design. Journal of Library Administration, 54(3), 217–232. doi:10.1080/01930826.2014.915166
   Google Scholar
• Neuman, D. (2003). Campus planning. In D. Neuman (Ed.), Building type basics for college and university facilities (pp. 1–44). Hoboken, NJ: John Wiley & Sons.
   Google Scholar
• Scott, P. (2005). Divergence or convergence? The links between teaching and research in mass higher education. In R. Barnett (Ed.), Reshaping the university: New relationships between research, scholarship and teaching (pp. 53–66). Maidenhead: Society for Research into Higher Education and The Open University Press.
   Google Scholar
• Smyth, H. (2006). Measuring, developing and managing trust in relationships. In S. Pryke, & H. Smyth (Eds.), The management of complex projects – a relationship approach (pp. 97–120). Oxford: Blackwell.
   Google Scholar
• Strelitz, Z. (2019, May). How is it for you? Building design as experienced by users and makers. Architectural Design, 89(3), 60–67. doi:10.1002/ad.2436
   Web of Science ®Google Scholar
• Students’ Union UCL. (2020). Disability discrimination faced by UCL students & recommended measures - A UCL disabled students’ network report. London: Author. http://studentsunionucl.org/sites/uclu.org/files/u318399/documents/disabled_students_network_report_2.pdf
   Google Scholar
• Trigwell, K., Ellis, R. A., & Han, F. (2012). Relations between students’ approaches to learning, experienced emotions and outcomes of learning. Studies in Higher Education, 37(7), 811–824. doi:10.1080/03075079.2010.549220
   Web of Science ®Google Scholar
• UCL, Lifschutz, Davidson, Sandilands. (2011). UCL Masterplan: Bloomsbury Campus. https://www.ucl.ac.uk/drupal/site_transforming-ucl/sites/transforming-ucl/files/ucl-bloomsbury-masterplan-nov2011.pdf.
   Google Scholar
• UCL. (2014). UCL 2034: A new 20-year strategy for UCL. https://www.ucl.ac.uk/2034/
   Google Scholar
• UCL. (2017). Education Strategy 2016–21. Principal Theme 2 of UCL 2034. https://www.ucl.ac.uk/teaching-learning/sites/teaching-learning/files/migrated-files/ucl_education_strategy_june2017_finalv2_web.pdf
   Google Scholar
• Universities UK (UUK). (2017). Education, consumer rights and maintaining trust. What students want from their university. London: Author.
   Google Scholar
• Volker, L. (2008). Early design management in architecture. In H. Smyth, & S. Pryke (Eds.), Collaborative relationships in construction (pp. 179–196). Oxford: Wiley-Blackwell.
   Google Scholar
• Volkmann, S., & Stang, R. (2015). Global trends in physical learning space research. Bibliothek Forschung Und Praxis, 39(2), 235–239. Jun doi:10.1515/bfp-2015-0026
   Web of Science ®Google Scholar
• Williams, F. (2019, November 21). The Student Centre, UCL. The Architects’ Journal, 82.
   Google Scholar