Value Adding Space Management in Higher Education

Abstract

Purpose: Develop a methodology for space optimisation in educational facilities, that can add value to organisations with particular focus on gymnasiums in Denmark.Background: Gymnasiums are pre-university higher educational institutions, which in 2007 went from being state-owned to being self-governing. Many older gymnasiums face the challenge that the institutions’ buildings and spaces are unsuitable to support modern teaching methods. A space optimisation process can help overcome some of these challenges as long as it makes use of a holistic analysis, is related to the strategic objectives of the organisationand reflects the organisational culture as well as the teaching methods.Approach: The research is based on case studies of two gymnasiums utilising an array of different methods based on a combination of the evaluation methodologies Post Occupancy Evaluations (POE) and the Norwegian USEtool. The study examined which aspects should be included in a space optimisation process in order to add value and included extensive user involvement.Results: A number of space optimisation initiatives that could lead to improvements in space utilisation as well as in the learning environment were identified. The study also provides a critical assessment of POE and USEtool, and proposes a new space optimisation process.Practical implications: The research provides examples of how value adding space optimisation processes can be undertaken using a combination of different methods, including extensive user involvement, and recommends a new space optimisation procedure.Research limitations: The research is based on two case studies of gymnasiums in Denmark, which limits the possibility to generalise, and the new recommended procedure has not been tested.Originality/value: The study provides a critical evaluation of the combined use of POE and USEtool and represents an original contribution to the development of knowledge and methodology of value adding space management