We have over 12,000 students, from over 100 countries, within one of the safest campuses in the UK


93% of Lancaster students go into work or further study within six months of graduating

Home > Research > Publications & Outputs > Examining new processes for learning space design
View graph of relations

« Back

Examining new processes for learning space design

Research output: Contribution in Book/Report/ProceedingsChapter (peer-reviewed)


Publication date18/03/2014
Host publicationThe physical university: contours of space and place in higher education
EditorsPaul Temple
Place of publicationLondon
ISBN (Print)9780415662314
Original languageEnglish

Publication series

NameInternational Studies in Higher Education


The emergent literature on learning spaces in higher education articulates a desire to better engage academics and other stakeholders in the conceptualisation, design and development of university spaces. New processes that aim to support more participation in design are proposed. This chapter reviews a range of these processes using an activity-theoretical concept of distributed agency. Much of the examined literature proposes to intervene in estates life-cycles within particular, bounded activities. It is argued that forming long-term relations between university stakeholders, based on decentralised negotiation and peer review, would further expand the possibility of socially producing university learning spaces.