building blocks for learning space november 2013...4.4 joint use teaching and learning spaces 24 4.5...

Building Blocks for Learning Space

Recommendations for UCL Learning Spaces

November 2013

Prepared by: Kathleen Minett (Graduate Trainee)

Prepared on behalf of: UCL Library Services

Content

Page no.

0. Executive Summary 1

1. Introduction 3

1.1 Why are UCL learning spaces important? 3

1.2 Context of learning space evolution 3

1.3 Learning spaces at UCL 4

1.4 Learning space stakeholders at UCL 5

1.5 Outline of report 6

2. Literature Review and Methodology 7

2.1 Research Impact 7

2.2 Literature Review 7

2.3 Methodology 9

3. Learning Space Profiles 12

3.1 Profiling spaces 12

3.2 Purpose 12

3.3 Learning space profiles across the sector 13

3.4 Learning space logos 17

3.5 Learning space profile template 19

3.6 Conclusions 21

4. Analysis of Existing Study Spaces 22

4.1 What types of learning spaces does UCL provide? 22

4.2 Types of Library study spaces at UCL 23

4.3 Types of study spaces across the whole of UCL 23

4.4 Joint use teaching and learning spaces 24

4.5 Non-managed learning spaces 24

4.6 Study space satisfaction 25

4.7 Reasons why people use study spaces 28

4.8 Reasons why people don’t use study spaces 28

4.9 Collection of learning space feedback 29

4.10 Conclusions 29

5. Benchmarking 32

5.1 What are UCL’s competitors doing? 32

5.2 SCONUL space data: Students per Library seat 33

5.3 SCONUL space data: Users per Library seat 34

5.4 SCONUL space data: Average % seats occupied 36

5.5 Case Studies: Russell Group Institutions 37

5.6 Case Studies: International Institutions 44

5.7 Conclusions 46

6. Best Practice 49

6.1 What can UCL do to improve design and management of

learning spaces? 49

6.2 Space Design 49

6.3 Space Management 50

6.4 Site visits to TU Delft and DOK Library 52

6.5 Conclusions 54

7. Communicating Learning Spaces 56

7.1 How can learning spaces better communicate with users? 56

7.2 Channels of communication 56

7.3 Best Practice: UCL’s current communication practices 58

7.4 Best Practice: Communication Case Studies 61

7.5 Communications Plan 64

7.6 Conclusions 65

8. Conclusions and Recommendations 67

8.1 Collection and analysis of data 67

8.2 Learning space webpages 67

8.3 Update existing space 67

8.4 Holistic management, support and communication 68

8.5 Student engagement 68

8.6 Further research 68

8.7 Significantly increase number of learning spaces 69

8.8 IT facilities 69

8.9 Public engagement 69

Bibliography 70

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Executive Summary

The UCL Masterplan (2011b) outlines teaching, learning and social spaces as

priorities which need to be developed across the campus to ensure that UCL is a

world class learning environment. In order to contribute to UCL’s strategy this

report focusses on environments which facilitate learning led by students either

alone or in groups. This report seeks to answer the question, What can UCL do

to become one of the world’s top 10 leading universities in learning space

provision?

This report summarises findings from a variety of different sources investigated

between July 2013 and November 2013 on behalf of Library Services. The report

aims to make recommendations on the design and management of learning

spaces to improve the development of existing and future spaces. A multi-method

approach was used in the research of this report and covered the profiling of

learning spaces through observational studies and survey analyses as well as in

depth research through interviews with UCL students and staff, statistical analysis,

literature searches and site visits.

The headline findings indicate that the standards of UCL’s learning spaces are

behind those of many of its competitors. This report identifies 9 actions in order

for UCL to reach its ambitious goal of becoming one of the world’s top 10 learning

environments. The main recommendations split in to short and long term

solutions and their impact are detailed in the corresponding table.

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Short Term Recommendation Long Term Recommendation Impact

8.1 Collection and analysis of data: It is recommended that a rigorous Post Occupancy Evaluation (POE) framework is adopted for all new and refurbished learning spaces

8.6 Further research: UCL Library Services in conjunction with the Faculty of the Built Environment and Institute of Education should commission a research project to analyse the impact and evolution of learning spaces in detail.

This will place UCL as a leader in educational excellence and become recognised for its efforts in teaching and learning activities. There will also be improved data for UCL's estate to ensure successful spaces are recognised and lessons learnt on less successful spaces are recorded. Opportunities for a long-term dialogue between Professional Services and academic experts can set UCL as a centre for best practice as well as cutting edge innovation

8.2 Learning space webpages: ‘Learning Space’ webpages need to be created in order to inform students of the different types of learning environments available, where these are located and their availability.

Improved student experience, thanks to clear information and branding. It will also improve the use of lesser known and under-utilised spaces and create an outlet where students feel they can have ownership over the development and improvement of spaces, resulting in a greater student satisfaction.

8.3 Update existing space: UCL Estates should improve existing study spaces through the refurbishment of decor, furniture and facilities.

8.7 Significantly increase number of learning spaces and 8.8 IT facilities: Plans should be made in order to expand the number of study seats to 1 seat per 6 students and these should all be at least IT enabled.

These recommendations will ensure that UCL features in the top 10 provision of learning spaces worldwide and substantially improve students’ learning experiences at UCL. The physical learning environment provides a vehicle for the wider teaching and learning strategy of UCL to be represented.

8.4 Holistic management, support and communication: Library Services holistic management of learning spaces should cover communication as well as the everyday functioning of the space.

Improved services which cater to a range of student needs, therefore improving their University experience. This co-ordinated approach by staff will create further links across space management functions and improve relations for better and more efficient collegiate working.

8.5 Student engagement: In order to meet and understand user needs and demands learning spaces should build stronger relationships with students to facilitate a two-way communication process.

8.9 Public engagement: Evening events, talks, workshops and exhibitions aimed at engaging students further as well as staff and the wider public should be planned in learning spaces.

UCL staff and students will benefit from a variety of events and the wider community will be able to engage with University in order to see the workings of UCL and its value to the community.

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1.0 Introduction

1.1 Why are UCL learning spaces important?

The influx of league tables, introduction of higher fees and increased global

competition has meant that universities are having to be proactive in order to attract

and retain the best students. For UCL, the strategy to do so is articulated in the White

Paper (UCL 2011a) and followed by the Masterplan (UCL 2011b). Both these papers

recognise the need to do more with the UCL estate in order to meet student needs

and become globally recognised for its learning space provision.

This paper stems from the Masterplan (UCL 2011b) recommendation to create

‘student hubs’ which provide a centre where students can engage with one another in

an environment which facilitates learning, as well as the plan to amalgamate the

Science and Main Library in to one complete space. This report investigates the

question, What can UCL do to become one of the world’s top 10 leading

universities in learning space provision? The paper seeks to inform the

development of new spaces by evaluating the current range of UCL’s learning spaces,

analysing their design and management practices and benchmarking against Russell

Group, UK and international competitors. From this, recommendations on future

planning, design and management of spaces are made.

1.2 Context of learning space evolution

According to JISC Inform (2013), a learning space is, ‘a formal or informal area that is

conducive to learning. Students are motivated and learning is promoted as an

activity. It should provide an attractive, personalised environment, and be flexible in

the face of changing needs.’ This definition of learning space shows that it has a fairly

loose definition and take the form of a variety of spaces, thus universities must

endeavour to maintain these spaces so that learning can be promoted in a range of

environments.

Until recently learning spaces in UK Higher Education Institutions were fairly static,

predominantly focussed around the traditional silent library space. Today’s learning

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spaces take on many forms of guises, from group ‘pods’ to relaxed informal common

rooms to high-tech computer hubs and more. It is widely recognised that learning is

not a single process reliable to all students but a multitude of theories which can be

blended (Lepi 2012). Thus, in order to cater for this, learning environments need to

harness different aspects of the learning experience.

Improved learning spaces have been recognised by JISC Inform (2013) as a benefit to

everyone in an institution as ‘good’ spaces produce learners who are confident,

adaptable, independent, motivated and inspired to learn. In addition, the creation of

informal and group spaces allow for peer to peer learning where interdisciplinary and

collaborative study can be enhanced. Lastly, learning spaces can signal an

institution’s commitment to inclusivity and personalisation and can provide a vehicle

for the learning vision and strategy of the institution to be represented physically.

Recent efforts by UK institutions to create innovative spaces are illustrated by case

studies such as the University of Sheffield’s Information Commons, University of

Warwick’s Learning Grid and the University of Manchester’s Alan Gilbert Learning

Commons. These case studies along with international examples of learning spaces

are compared and contrasted with UCL’s current practices in the body of this report.

1.3 Learning spaces at UCL

UCL provides a range of different

spaces; libraries defined by

specialism, located in different

buildings and usually associated

with their academic clientele (e.g.

research institute), IT clusters

dispersed across campus,

project group space, studios and

workshops, cafeterias and coffee

bars, common rooms and

breakout areas. Through the

monitoring of usage of these

spaces the AMA (2010) report

found that, ‘overall, there is insufficient space of the right quality, in which students can

socialise, work between classes, or work on days without formal teaching’ (p53). Thus, this

paper investigates this concern further in order to provide a clear set of recommendations to

address this.

UCL is currently developing a new Student Centre, due to be completed in 2016, which aims

to deliver a world-class student experience housing services and functions devoted to

student needs such as rooms for student society events, social spaces, IT clusters and

UCL’s Careers Service. The building aims to deliver a suite of flexible and multifunctional

spaces which will be used for a variety of formal and informal learning, teaching and social

practices and will provide approximately 800 spaces. Whilst UCL turns its focus to the

development of this new centre it is important that existing learning spaces do not get

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overlooked, for these spaces are important assets that can be used in conjunction with the

Student Centre and provide much needed services and facilities both whilst the development

is being completed and beyond.

The AMA space utilisation study also found that the spaces where students spend most of

their time on campus when not being actively taught, are the learning and social spaces

across UCL (AMA 2010). It is therefore important that UCL acts quickly to meet the needs of

students who are currently being offered a poor standard of learning environments. Learning

spaces across UCL are analysed and profiled according to function and satisfaction levels in

order to provide a context of the range of spaces available at UCL. Space and study seats

are then benchmarked against similar institutions to provide a clear picture of where UCL’s

estate currently stands in comparison.

1.4 Learning space stakeholders at UCL

For the academic year 2012-13, UCL had nearly 27,000 students. Of these students,

nearly 12,000 were postgraduate students and 15,000 undergraduate. Student

numbers have doubled over the past two decades and growth in future years is likely.

This report therefore identifies how learning spaces can be developed to maintain the

needs of the growing student body.

It is crucial to involve learners in the development of new spaces, allowing them to

input in to the design and management of spaces gives them a measure of control

over their learning environment and own

learning. This report therefore seeks

student views and feedback and makes

recommendations on how to enhance

user communication.

Learning Space management differs

across the sector and at UCL. Within UCL,

Library Services, UCL Estates, ISD/E-

Learning and academic departments all

have an interest in learning spaces, what

they provide and how they are managed.

Thus, whilst involvement of so many

different departments can make the

processes of learning spaces complex, it

is important that all views are incorporated

and a holistic design and management

style progressed. This report engages all

learning space stakeholder views in the

form of survey feedback and interviews to

develop a report which captures the

diverse views of multiple stakeholders.

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1.5 Outline of report

This report draws on the main topics outlined in this introduction first by exploring the

current discourse surrounding learning spaces in the Higher Education sector.

Through engagement with a variety of academic literature, policy recommendations

and reports of best practice themes are drawn out in order to structure the focus and

methodology of the report in section 2.0.

Secondly, the evaluation process surrounding learning spaces at UCL are analysed

and compared with policy recommendations and UCL’s competitors in order to make

suggestions on the improvement of data gathering and evaluation. Following on from

this, an in depth analysis of UCL’s existing learning spaces is explored through

student survey feedback in section 4.0 and then benchmarked against Russell Group

and international examples of learning spaces in section 5.0.

Lastly, in section 6.0 the involvement of different stakeholders in learning spaces at

UCL is explored in order to inform recommendations of best practice in design and

management of learning spaces. This is then continued by investigating

communication with learning space users in section 7.0.

This report concludes by summarising the main findings from each section and

making recommendations for future action.

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2.0 Literature Review & Methodology

2.1 Research Impact

This report seeks to assess the impact of

existing learning spaces at UCL through a

multi-method approach, capturing user views,

manager views and best practice across the

sector. Specifically, this report focusses on

those spaces which facilitate learning led by

students either alone or in groups. This

includes spaces such as library reading

rooms, learning ‘hubs’ and computer clusters.

Whilst social learning spaces such as

cafeterias and coffee bars are also important

in student led learning, these are omitted

from the analysis of this report due to time

and resource constraints.

Assessing the impact of existing spaces is

an important process in realising how UCL

can expand and improve its estate. This

report will help in creating a clear strategy of

the development of learning spaces, so that

building projects are well informed and

effective. This report aims to make

recommendations on the impact of learning

spaces at UCL for the planning and

enhancement of existing and future spaces.

2.2 Literature Review

Increasingly, universities are focussing on the student experience and what they can do to

improve the satisfaction rates of students in Higher Education Institutions. Indeed, the rise in

student fees has shifted university responses to student needs reflecting the increased

proportion of university income from independent tuition fees rather than government

subsidies. The impact of student expectations driving strategic thinking is explored by

Universities UK (2013), who note the increased investment of universities in state of the art

teaching facilities, additional staff, improved libraries and flexible and informal study areas.

For UCL, a research intensive institution, this has meant the creation of a strategy which has

a much larger focus on teaching and learning than it has historically had in the past. Indeed,

UCL aims ‘to be in the top three institutions in the country for all measures of educational

excellence; including retention, value added, student satisfaction and employability’ (UCL

2011a, p26). This, coupled with the UCL Council White Paper aim of ‘improving the quality,

accessibility and sustainability of its estate and its use, upgrading its built environment and

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making optimal use of space’ (UCL 2011a, p12) have contributed to the focus on learning

environments at UCL.

The JISC (2006) report on

designing spaces for

effective learning,

emphasises the

importance of well

designed and well

managed learning spaces

in Higher Education.

Within this report JISC

champion the

development of flexible

areas which allow for

collaborative discussion.

UCL’s Masterplan (2011b),

draws on the concept of

interdisciplinary and

collaborative learning

spaces in its

recommendation of student hubs designed to provide a ‘local heart’ for each faculty,

incorporating a variety of study, social and support services. Therefore, the recognition of the

need for new learning environments and the role of site libraries in providing services and

specialist faculty support leads to the need for a thorough evaluation of UCL’s current

provision of learning spaces.

Much of the literature on evaluating spaces points to the lack of self-assessment carried out

in learning environments such as Libraries (Enright, 2002). This is true of UCL who apart

from administering a recent space utilisation study, by Alexi Marmot Associates (2010), have

few processes in place for the evaluation and improvement of learning spaces. Webb et al.

(2008), promote the benefits of a multi-method approach in evaluating learning spaces, thus

drawing on a variety of different sources to understand student choices in library usage. This

method is supported further by academics in the field of library architecture promoting Post

Occupancy Evaluation (POE) to determine whether the intentions of a building project have

been fulfilled (Lushington, 2002). This literature illustrates the importance of a variety of

methods involved in the evaluation process of a space and in determining the space’s

success and is reflected in the methodology of this report.

The SMG Space Management Project (2008) notes that whilst the utilisation of space is

increasingly diverging between research-led and teaching-led institutions, the quality of an

institution’s facilities will increasingly be seen as an important marketing asset and will

accordingly attract more resources and management attention. This paper is a starting point

to ensure that those resources and management decisions are well informed so that the

strategic direction of UCL’s learning spaces can be effectively implemented.

Despite the literature by JISC and SMG working groups there is very little recent research

surrounding learning space design and management in the HE sector. Whilst learning

spaces are a current topic on the HE agenda there has been little academic or policy

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literature on best practice for learning space improvements and thus this needs further

contribution from across the sector.

2.3 Methodology

A multi-method approach was employed in this study in order to gain a variety of different

views and observations. Following on from the literature review, observational studies were

carried out in order to gain an idea of UCL’s existing spaces. This led to the creation of study

space profiles which demonstrate the current range of learning spaces at UCL.

In order to look in more depth at UCL’s spaces, survey data was collected and analysed so

that user experiences of spaces could be incorporated in to the analysis section of the report.

From this analysis, it was decided that the incorporation of data from outside of UCL would

be useful in benchmarking UCL’s provision against some of its competitors. This utilised

interviews with external learning space managers and SCONUL data as a comparative tool.

To complement the quantitative date used in this report, qualitative data was gathered

through interviews with stakeholders involved in learning spaces at UCL in order to gain

ideas on best practice design and management procedures. Lastly, a number of case

studies were used from across the sector utilising websites and publications in order to

provide examples of best practice in communication, design and management.

Taking reference from Lushington’s (2002) paper the following modes of assessment are

explored throughout this report using the following methods to address each

recommendation.

- A study of user behaviour : observations of UCL space and how students use

space in practice

- Feedback from users of space: collection and analysis of user surveys such as

the National Student Survey, UCL ISD Survey, UCL LibQUAL+ Survey and

independent focus groups

- A focus group of staff who manage (and work in) space: interviews with UCL staff

from Library Services, Estates, Facilities and E-Learning

- Behaviour mapping of seating types and comparative intensity of use: Library

headcount statistics and surveys of space usage intensities

2.3.1 Observational Studies

Following the literature review a walk through of independent learning spaces was

conducted to explore the different qualities of learning spaces, how they were used and what

features the spaces incorporated. Visits were made to sites outside of the Bloomsbury

campus as well as within the main campus. These observational studies were used as a part

of the Post Occupancy Evaluation (POE) process of study spaces further explained in

sections 3.2 and 4.7 of the report.

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2.3.2 Surveys

To complement the observational studies a variety of independent surveys were used in

order to gain user feedback on learning spaces. The first was a Library organised survey

using the LibQUAL+ software (see www.libqual.org ), designed to measure users’

perceptions of service quality by asking 22 core questions, grouped in to three categories

concerning staffing, information/resource availability and the library as a physical place. Data

used for this report were collected from the 2013 results and were taken from comments

grouped in to the ‘library as a physical place’ section (appendix F).

The second survey used was conducted by the Information Services Division (ISD) in

January 2013, designed to measure users’ ownership of computing devices, perception of

ISD services and use of study spaces. Data used for this report were taken from questions

regarding students’ favourite places to study and reasons why (appendix E).

Lastly, data from the National Student Survey (NSS) 2012 was used to support data on

Library Services and Spaces, the main feedback collected was from Q.16 ‘The library

resources and services are good enough for my needs’ as well as the comment field for the

final question ‘Looking back on the experience, are there any particularly positive or negative

aspects you would like to highlight’ (UCL 2013b). In addition to these three major surveys,

feedback was collected from site specific feedback boxes and independent space surveys.

2.3.3 Interviews

In addition to survey data analysis a range of qualitative data was derived from interviews

with a variety of representatives who plan and manage different study spaces within UCL.

This included interviews with members from Library Services, ISD E Learning Environments,

Estates, Facilities, departmental staff and student representatives. Interviews were also

conducted with academic specialists in learning environment design and management and

were framed around questions regarding the processes involved in designing, planning and

managing study spaces. Interviewees were initially contacted by email to explain and outline

the study and to invite them to a face to face interview informed by a structured

questionnaire (appendix C). These views were conglomerated in order to inform the analysis

of study space impact and to provide a range of recommendations on ‘best practice’.

2.3.4 SCONUL Data

In addition to the analysis of UCL study spaces, statistical data was used to benchmark

UCL’s provision of study space against the rest of the sector. Data collected by SCONUL

(2012) presented in its publishing of Annual Library Statistics was used primarily for its

quantitative data on ‘Library Provision and Use’. Statistics included in the report were from

the group of Russell Group University Libraries and used for bench marking and best

practice purposes.

http://www.libqual.org/

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2.3.5 Case Studies

A number of UK and International Higher Education institutions are used as case studies

throughout the report. As UCL is part of the Russell Group of research intensive universities

a number of institutions belonging to this mission group are primarily used as a benchmark

for UCL to understand its competitors. Further afield, international institutions are used as

examples of how universities abroad are leading the development of innovative learning

spaces and to provide a comparison of UCL on a global scale. Case study data has been

primarily collected from their own institutional websites.

2.3.6 Visits to sites and discussions with non-UCL people

An international visit was made to the

Netherlands to visit both the Delft University of

Technology Library and DOK Library. Here,

observations were made on the design and

layout of spaces as well as discussions with

managers of the sites to gain an international

perspective to learning space design and

management. Contact was also made with the

Information Commons Manager at the

University of Sheffield in order to share best

practice on the management of learning

spaces. (A list of all contacts consulted with

can be found in appendix K).

2.3.7 Hubs Management Report

A separate study was conducted in order to make further recommendations to UCL senior

management on the future management of student hubs across UCL. This report included a

variety of case studies and interviews on the management of study space. An executive

summary of these findings are used in the best practice section of this report (section 6.3)

(see appendix A for full report).

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3.0 Learning Space Profiles

3.1 Profiling Spaces

This section explores the learning spaces featured in this report through profiles. Within each

profile the layout, look, space type, usage levels and feedback on each space is recorded in

order to provide an overview of each space. Appendix D includes a working version of these

profiles. Details of how each section of the profiles were completed can be found in the

Learning Space Profile Template found in section 3.5.

The process of collecting this information and recording it in a profile is an important method

in evaluating each learning space at UCL. Using a variety of resources, the function and

characteristics of each space is summarised in order to provide an overview of the space’s

characteristics, how effective it is as a learning environment and to provide a priority of

spaces for improvement.

This section looks at the purpose of creating learning space profiles and what benefit they

have for both users and managers of space. It explores how other universities are records

and communicate their study spaces to students and concludes with an analysis of the

collation and presentation of information and data in this way.

3.2 Purpose

The evaluation of space at UCL has been fairly inconsistent with little structure to how the

success of spaces is measured. One way of ensuring that space is fully evaluated after a

new build or refurbishment project is to introduce a Post Occupancy Evaluation (POE)

framework. The importance of POE is recognised by a number of scholars, including Enright

(2002), who suggests that POE can be used to:

- Introduce a culture of feedback and dissemination of expertise

- Identify and quantify value for money, projects and cost-effectiveness

- Introduce appropriate record managements and provide technical information

- Identify and quantify the need to improve building services and controls and evaluate

performance issues such as energy performance

- Help address occupant dissatisfaction, thus contributing to better operation and

management of the building

- Assess current occupancy in advance of any further alteration, refurbishment or new

construction

POE is typically used once a new build/refurbishment has been completed, however the

profiles in section 3.5 aim to keep a constant record of learning space at UCL and should be

updated on a regular basis to ensure evaluation is an on going process.

This multi-method approach to analysing learning spaces has been used internationally

across the sector. For example, at the University of Drayton, Webb et al. (2008) deployed a

study space campus survey, online library survey, video study and data from the National

Survey of Student Engagement to better assess student choices in learning environments.

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As a result a collection of characteristics were identified as important in study spaces

including; spaces that are comfortable, spaces that facilitate interpersonal communication,

spaces that users can control and areas in that basic human needs can be met (such as

food and drink etc.). In addition, Alexi Marmot Associates, who measured space utilisation at

UCL in 2010 use a structured set of surveying techniques which can be used in the POE of

spaces at UCL and should be drawn upon for their expertise.

These learning space profiles replicate the multi-method evaluation approaches and are

important for both the managers and users of spaces. For example, functional aspects such

as ‘number of seats’ and ‘opening hours’ not only help space managers maintain an

awareness of their learning space stock and when it is open but it also helps users of the

space determine what spaces are available at what time and the likelihood of being able to

gain a seat in this space. Therefore, by making these profiles publicly available a culture of

two way communication can be accomplished.

3.3 Learning space profiles across the sector

In order to understand how learning spaces are profiled across the sector a number of

Russell Group institutions were researched for ideas on ‘best practice’. Three case studies

are used to demonstrate a breakdown of the types of information used on their websites and

how UCL can incorporate similar information in to the development of its own learning space

profiles.

The University of Manchester, The Alan Gilbert Learning Commons

The Learning Commons at the University of Manchester has a website devoted to

the learning space, detailing its functions and facilities. Source:

http://www.library.manchester.ac.uk/aboutus/locationsandopeninghours/learningcom

mons/. Details include:

- Brief outline explaining space environment

- Location and contact details

- Opening Hours

- Visiting Arrangements

- Training session and workshops provided by space

- Facilities: room types, electronic facilities, food and drink facilities

- Student quote promoting the space

- An interactive video providing a virtual ‘fly through’ of the space

- Links to IT Facilities within the commons, detailing the number of PCs and MFDs on

each floor

- Links to the Cafe facilities in the commons, detailing food serving times and opening

hours

- A ‘feedback and enquiries’ link to submit to staff who manage the learning

commons – this link includes an annual summary of feedback on learning spaces

and a ‘you said, we did’ section detailing how management has attended to

negative feedback

http://www.library.manchester.ac.uk/aboutus/locationsandopeninghours/learningcommons/


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This profile provides a detailed account for users who may be new to the space on what the

space is like and how it is used. The profile also encourages a two-way conversation

between users and managers of the space by providing clear contact details, annual

feedback compilation and how this feedback has been attended to.

See below for a screenshot detailing the learning space information page:

The University of Sheffield, The Information Commons

The Information Commons at The University of Sheffield has a dedicated webpage to

the services and functions of the learning space, detailing information for different

types of users and splitting them up in to subsections for ease of accessing. Source:

http://www.sheffield.ac.uk/infocommons. Details include:

- Information for Students

--Computing Facilities: information on how to get an account, how to connect to

Wifi, PC booking service, PC availability, information on laptop loans, printing

facilities and group study room bookings

---Library Facilities: information on how to use library services, how to renew,

request and borrow items, how to find books, electronic resources and details of

charges and fines

---Creative Media: information on creative media facilities available, bookings,

training and support, user guides and equipment available for loan

---Using the IC: general information on services and facilities available, details of

types of study spaces, location, service hours, who can use the IC, code of conduct

and evacuation details

http://www.sheffield.ac.uk/infocommons

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- Information for Staff

---Teaching in the IC: information on teaching rooms available to book, training and

technical support and a video ‘fly through’ of the teaching spaces

---Creative Media in the IC: information on creative media facilities available and

details of workshops and technical support for staff on using equipment

---Support for Learning and Teaching: details of computing facilities for students,

learning spaces with details of lecture theatre equipment and room utilisation survey,

promotion and information of eLearning and technologies and support for teaching

including links AV services, timetabling and room booking

---Using the IC: general information on services and facilities available, details of

types of study spaces, location, service hours, who can use the IC, code of conduct

and evacuation details

- About the Information Commons and Information Commons News

---Includes visitor information and location details

---Includes the concept and history of the IC

---Includes an IC blog, promotional video and virtual tour of the space

This profile helps specify its information according to the reader. This is useful for different

space users on finding information relevant to them. The profile not only details rules and

regulations helping managers control the space but it is also used as a platform to promote

the space and services linked to the learning environment which can help develop both

students’ and teaching staff’s skills.


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The University of Warwick, Study Spaces

- Each study space at the University of Warwick has an individual webpage devoted to

the learning space, detailing its function, services and support facilities. Source:

http://www2.warwick.ac.uk/services/library/using/libspaces. Details include:

- Opening times

- Location

- Who the space is for

- What can be done in the space with links to:

---Support from advisers: information on the role of the advisers and at what times

these advisers work within the space

---Group study: advice on accessing the grid, ‘ambience’ of grid, where to find help

and support and how to give feedback

---Book presentation rooms: information on what technology and furniture is in the

room, how to book a room and conditions of use of the room

---Multimedia resources: information on what multimedia resources – iMAC,

Smartboard, Reference books etc. – are available in which spaces

---information on skills development sessions

These space profiles provide a clear range of information which is consistent across all study

spaces. The profile informs users of the various facilities and services each space offers but

also provides a function for users to provide feedback and contact details of who co-

ordinates and manages the space.


http://www2.warwick.ac.uk/services/library/using/libspaces

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Through exploring other institutions’ learning space websites it is clear that the information

they provide on learning spaces is a lot more informative than UCL’s current provision (see

appendix I for a screenshot of UCL Library’s learning space page). Institutions tend to

provide practical information on facilities and services as well as advice on support in using

the space. All profiles provide an area where feedback can be provided and details of who to

contact in the management of the space. Therefore, information used in the evaluation

process of learning spaces can also be used as a way to publicise space across the

institution.

3.4 Learning Space Logos

In order to develop profiles of spaces which are clearly identifiable in their usage type and

user satisfaction a set of space logos have been developed. Each profile is accompanied by

a logo which informs the reader of the type of space and how successful the space is in

terms of student satisfaction.

A key to the logos is as follows:

Quiet Individual Space: Space where someone can study

alone with little or no talking. This space will primarily be used

by students for reading material and taking notes or using a

personal laptop to research and write up essays/notes. This

space is an important place for students to be able to

concentrate in complete silence with no distractions so that

they are able to think on an independent basis. The space will

be equipped with seating, tables, good lighting and access to

power sockets.

Group Work Space: Space where two or more can discuss

ideas and study together. This space will predominantly be

used by students for discussing and presenting ideas to one

another. This space may be used for discussing group work

projects within their curriculum or discussing extra-curricular

activities such as peer mentoring. This space is an important

place for students to collaborate ideas and practice

presentations for curriculum and non-curriculum activities. The

space will be equipped with a large table surrounded by

approx. 4-6 seats, power sockets, a whiteboard with pens and

a screen to project laptops on to.

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Computer Space: Space where there is an open access static

computer. This space will be used by students to access digital

material for either study or leisure purposes. Computers may

be used on an individual basis or by a group of 2 or more to

discuss ideas/activities whilst working on computers. Open

Access Computers at UCL provide students with the ability to

access digital material without having to carry in a personal

device which may be heavy and at risk of theft or damage in a

public environment. This space will be equipped with open

access computers on wide desks with wheelable chairs and in

a well ventilated environment.

Informal Space: Space where someone can eat/drink and talk

in a more relaxed environment. Students may use this space

to study in an informal environment or as a place to socialise

and discuss either academic or non-academic matters.

Students may use the space to make phone or Skype calls

with friends and family. This space is an important area for

students to collaborate informally, build networks and recharge

between study periods. Typically, seating is of a more relaxed

nature incorporating sofas, cushioned seats, beanbags and

lower height tables. This space will be equipped with power

sockets, wifi connections and may have direct access to food

and drink facilities.

The colour of each logo is then highlighted red, orange or green within each profile (see

appendix J). Red implies the space has a low satisfaction rating with users indicated by

predominantly negative user feedback, orange implies the space is medium satisfaction and

therefore has a balance of positive and negative feedback, whilst green implies the space

has a high satisfaction rating because of its majority of positive user feedback. Feedback for

each space has been collected from a variety of sources including the ISD Student Survey,

LibQUAL+ Survey, NSS Survey and individual site surveys. This feedback was then ranked

in to positive and negative comments and an analysis of each space was conducted to

review whether feedback was mostly positive, negative or balanced (see appendix G).

Whilst publicising the satisfaction of learning spaces could have a negative impact on the

user experience, publicising negative feedback will help managers prioritise spaces for

improvement. In addition, the profiles can be used by managers to communicate to users

how they are responding to negative feedback and evidence that they are responding to

users needs proactively. Thus these logos can be used by students and staff to identify the

different types of spaces available across UCL and how successful the environment is in

terms of student satisfaction.

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3.5 Learning Space Profile Template

Through the investigation of space evaluation techniques and market research in to sector

best practice a template profiling learning spaces has been developed. This profile aims to

incorporate functional aspects of the space and feedback on the space. This profile uses a

number of methods including observational checks, site specific survey data and national

survey data to provide a profile which is informed by a variety of sources. This template is

intended as an instructional outline to promote the continued evaluation and analysis of

learning spaces across UCL.

Learning Space Profile: Insert name of learning space

Observations

Location: Name of building space is situated in – find from observations of space

No. of spaces: No. of seats space holds – find from SCONUL statistics (located in

S:\Buildings\Space\SCONUL) – see Scott Foulon for access

Floor area: Use UCL Estates FAMIS database – see Ben Meunier or Estates

contact for access

Space Type: How space is intended to be used e.g. quiet individual space – observe

from layout/rules of space

Usage Type: How space is used in practice – observe users in space

Usage Levels: How often space is used – calculate from headcounts database

(average weekly headcount numbers so that 0-30%= Low, 30-60%=Medium,

60+%=High)

Features: Outline any defining features of the space to give a brief description – info

from own observations

Opening times: Opening hours of space – info from library website, ISD cluster

website or speaking to manager of space

Year last refurbished: Year room was last refurbished and updated - see Ben

Meunier/Scott Foulon or contact Estates for non-library managed spaces

Feedback

ISD Survey (2013):

- Insert general overview of space as collected through comments in survey – for

ISD survey contact Steve Rowett/Vicky Dale (E learning team)

Insert floor plan – this can be

found either through

searching the space’s website

or contacting Ben

Meunier/Scott Foulon or

Estates for non library

managed spaces.

Insert study space photo –

these can mostly be found on

the space’s corresponding

website or new ones taken.

Insert study space logo in

corresponding colour

according to success of space

– see key in section 3.4.

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Responses to ‘Where is your favourite space to study?’ (ISD Survey 2013)

- Insert any quotes from survey which support general overview – for breakdown of

quotes according to space contact Steve Rowett/Vicky Dale (E learning team)

LibQUAL+ Survey (2013):

- Insert general overview of space as collected through comments in survey – find

results of LibQUAL+ survey from Library Information Management Team

Comments from LibQUAL+ (2013):

- Insert any quotes from survey which support general overview – for quotes

search through LibQUAL+ survey from Library Information Management Team

National Student Survey (2012)

- For Library spaces information can be found from Student and Registry Services

on the NSS http://www.ucl.ac.uk/ras/acs/qme/qmea-z/nss

- Within this site results are separated by year and faculty. Within each faculty

results are separated by tabs for each department. Tabs near the end of the

spread sheet include comments from students – these can be searched and

analysed for any comments on library spaces.

Site Library Feedback:

- Library sites and other learning spaces across UCL may have conducted a

survey of users independently - contact the site librarian for any specific feedback.

Space Photos

Insert photos to detail characteristics of learning space – these can mostly be found on the space’s

corresponding website or new ones taken.

http://www.ucl.ac.uk/ras/acs/qme/qmea-z/nss

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3.6 Conclusions

The process of collecting data on learning spaces is an effective way to measure the impact

of each space and communicate these to managers and users. These profiles are designed

to help managers of space keep informed of the space available and how it is being used, as

well as providing a two-way communication process between users and managers. Profiling

also helps keep the strategic vision of learning spaces informed as it provides data on the

number, function and satisfaction of learning environments. Recognising the importance of

such profiles a number of conclusions are made to inform the report’s overall

recommendations.

3.6.1 It is important that the collation of data and presentation in the form of learning

space profiles is continued on an annual basis. The profile template included in

section 3.5 provides an outline of where information can be found and how it is

analysed. It is recommended that learning space profiles are updated for the

beginning of the new academic year so that managers of space are aware of

improvements needed in spaces. Those who take ownership of the space profiling

should be in regular contact with learning spaces so that they are able to easily

update changes as applicable.

3.6.2 It is important that the addition of new spaces is ongoing and forms the process

of the Post Occupancy Evaluation suggestion made in section 3.2 of this report.

These profiles provide an outline for the collation of data and thus should be used to

analyse newly built spaces. Often, new spaces across UCL are created without a

formal structure of feedback and analysis on completion and these profiles should

help fill this historical void.

3.6.3 Through researching a variety of Russell Group institutions’ learning spaces it is

evident that their learning spaces are much better advertised than those at UCL, see

section 3.3 for examples. UCL should learn from this best practice research and

learning space profiles should be made publicly available to students through UCL

webpages. ‘Learning Space’ webpages need to be created in order to inform students

of the different types of learning environments available and where these are located,

see recommendations in the hub management report (appendix A) for a further

discussion of this process. All information outlined in the profiles included in this

section of the report should be used in the creation of these webpages, including

satisfaction ratings and student

feedback. Inclusion of

satisfaction ratings and

feedback would help students

understand the progress that is

being made in learning

environments and would also

highlight to those involved in

the developing of learning

spaces those spaces which are

of highest priority.

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4.0 Analysis of Existing Study Spaces

4.1 What types of learning spaces does UCL provide?

This section explores both the variety and quality of existing study spaces at UCL. Using

observational data as well as data submitted to SCONUL in 2007 and 2013 a comparison of

the number and types of Library study spaces on offer at UCL are compared over a 6 year

time scale. Study Spaces were separated in to four separate categories, the definitions of

which are outlined below.

- Individual Space: space where someone can study alone at a desk

- Group Space: space where 2 or more can discuss and study together

- Informal Space: space were someone can eat/drink and talk whilst studying

- Computer Space: space where there is a static (open-access) computer

Whilst some of these spaces overlap in definition type for the purposes of this section the

predominant use of space has been categorised in order to more easily capture and analyse.

However it must be noted that flexible spaces which can cater for a variety of study types are

important to the learning space provision at UCL.

In addition to SCONUL library data, the number of study spaces across the whole of UCL

(including both library managed and non library managed spaces) are analysed. Lastly, the

satisfaction rates of users in these spaces are analysed in order to outline priorities for the

improvement of existing study spaces. Data from the ISD student survey (appendix E),

LibQUAL+ survey comments (appendix F) and National Student Survey comments (UCL

2013) are used primarily to inform the satisfaction levels of spaces.

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72%

9%

0%

21%

Types of Library Study Space (2013)

Individual Space

Group Space

Informal Space

Computer Space78%

1%

3% 18%

Types of Library Study Space (2007)

Individual Space

Group Space

Informal Space

Computer Space

4.2 Types of Library study spaces at UCL

For the purpose of this report, ‘library spaces’ are defined as spaces situated within the

parameters of the traditional library space. The total number of seats at UCL libraries has

barely changed since 2007, with a total of nearly 2,500 reader spaces (see figures 1 and 2).

The Library has expanded slightly with the incorporation of additional space from the School

of Pharmacy Library following its merger with UCL in 2012. The makeup of these seats has

changed somewhat, with an increase in group and computer spaces. Of more significance

are spaces outside of the libraries which offer an additional 1000 user spaces, the makeup

of which is explained in the next section.

4.3 Types of study spaces across the whole of UCL

Study spaces across the whole of UCL are a lot more diverse than those situated in library

spaces. Overall UCL has approximately 3,600 seats where students can either work

individually, at a computer, informally or have a group discussion (the library provides 2/3 of

all these spaces). 1/3 of all user spaces at UCL are computer spaces; using the 2012

student registration numbers (UCL 2013c) of 26,698 this amounts to 22.8 students per

computer workstation. This ratio of students to workstation is extremely high and

demonstrates the reason for much of the negative feedback from students about lack of IT

and printing facilities (see sections 4.4 and 4.5). Many computer spaces included in this

figure can also be booked for teaching purposes however the booking timetable of computer

clusters is made available on the internet for students to utilise space when it is not being

used for teaching. This facility is useful for students who may find public computer clusters

are full and thus looking for an alternative but should be better promoted through the use of

screens advertising information within libraries and learning spaces. In addition, a central

facility which advertises all teaching rooms and their availability for student use outside of

booked classes should be investigated in order to utilise lecture theatre and seminar room

space when it is not being used for taught classes.

Figures 1 and 2: Types of Library Space compared between years 2007 and 2013 as

submitted to SCONUL. (see appendix H for actual numbers)

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48%

7%

13%

32%

Types of Study Spaces at UCL (2013) (incl. cluster and common rooms)

Individual Space

Group Space

Informal Space

Computer Space

Group space is still rather scarce across the whole of UCL, as noted in AMA’s (2010) space

utilisation study and more must be done in order to increase this. Informal study space is an

area which has seen an increase in more recent years with the creation of spaces such as

the Wolfson Study, Jeremy Bentham Room and JBS Haldane Hub. However, comments

collected from user surveys show that students are in need of more of these spaces so that

studying can be done in a more relaxed environment. Individual study space amounts to

almost half of all study spaces available at UCL, despite this there are complaints that at

peak times (during revision periods) there are a lack of appropriate individual spaces to work

in.

There are no official statistics to compare UCL’s overall type of study spaces with previous

years or other institutions, thus it is not clear how UCL compares overall in study space

provision. It would be useful for UCL to initiate study space numbers which could then be

compared and shared across the sector. However, it is clear that through the introduction of

spaces such as the JBS Haldane Hub, Research Grid and Cloisters that the number of study

spaces across UCL are growing. It is recommended that the collection of study space

numbers is collected on an annual basis so the monitoring of study space provision can be

successfully implemented.

4.4 Joint-use teaching and learning spaces

Incorporated in to the analysis of learning spaces in section 4.3 are spaces which can be

used for structured teaching. This includes 450 computer study spaces which at times

cannot be used for student led learning. For such spaces, taught lessons take priority in the

space and thus anyone using the space who is not registered for the taught lesson must

vacate their seat. Thus, these spaces tend to be unpopular with students for they have no

guarantee that they can use a space for a period of time without having to be moved out.

Whilst the diary booking of these rooms can be checked online using the ISD work room

Figure 3: Types of study spaces across UCL learning spaces as collected

by UCL’s E learning team. (see appendix H for actual numbers)

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website (UCL 2013i) these spaces tend to be less used. It is helpful that students are able to

use spaces used for teaching outside of scheduled lessons and it should be made clearer

which other spaces students can used outside of taught lessons, for instance through

developing a website similar to that of the ISD computer workrooms for lecture and seminar

rooms. However, it is important that spaces for student led learning are protected from the

central room bookings system so that students can use spaces designed and managed to

their needs without the possibility of being moved for the purposes of a taught lesson.

4.5 Non-managed learning spaces

Not included in this analysis of learning spaces, but still relevant to the provision of study

space at UCL, are non UCL managed spaces. This includes spaces in halls of residences

located off of the main UCL campus and supported by accommodation managers on site.

These spaces are important for students who may wish to study in their halls but outside of

their bedrooms and facilitate collaboration of students outside of the main Bloomsbury site.

For many students located in accommodation further away from Bloomsbury, such as

Camden Town and Victoria, these spaces are a vital resource for students needing access

to IT, printing and study space facilities. There has been a lack of attention to these spaces

and often the standard of these spaces is below those delivered by the main UCL campus.

However, recent efforts by UCL Estates have resulted in the completion of two projects to

upgrade social and learning spaces in student accommodation. Through liaison with

students, sabbatical officers and accommodation these spaces have been created in order

to encourage study at home, facilitate social learning with others and to provide a place for

gatherings and events (UCL 2013d). It is therefore imperative that these spaces are also

evaluated and updated in line with the recommendations made for learning spaces on the

main UCL Bloomsbury campus.

4.6 Study space satisfaction

Through the collation of feedback from the National Student Survey (2012), ISD Survey

(2013) and LibQUAL+ Survey (2013), comments were summarised and sorted in to positive

and negative feedback. This feedback was then used to group spaces in to high satisfaction

level spaces, medium satisfaction level spaces and low satisfaction level spaces. Diagram 1

(p26) represents these groupings, with the darker the colour indicating the more successful

the space (see appendix G for table of groupings with comments).

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This identified 7 spaces across UCL which students are highly satisfied with: The Research

Grid, Foster Court Cluster, Cruciform Pilot Library, Queen Square Library, Language and

Speech Sciences Library, School of Pharmacy Library and the JBS Haldane Hub. The main

themes running through the feedback on such spaces is that they are multipurpose spaces

with modern furniture, facilities and decor. In addition, the provision of computer and printing

facilities is an important theme of such spaces and each of these study spaces provide for

this. These spaces all provide exemplars of what future study spaces created at UCL should

look to incorporate.

The largest grouping of spaces within this table is medium level satisfaction. These spaces

all provide places where students go to study but could be improved to create a more

enjoyable and effective study experience. The main complaints about these spaces are

overcrowding, poor ventilation and heating, lack of variety of study seats and poor computing

facilities. Many of these complaints relate to amount of space available at UCL and thus with

the introduction and advertising of new spaces students may enjoy the spaces that already

exist a lot more. However, much of the feedback received relates to the environment of

spaces, including heating, decor and furniture which need to be updated in order to create

positive study environments. These medium level satisfaction spaces should be explored

further so that not only does UCL create new spaces which are ‘world leading’ but that its

existing spaces are also outstanding. These spaces could be improved easier and cheaper

than the creation of new spaces and thus this should be a priority. The ease and cost of

maintenance of existing and newly built spaces should be investigated so that spaces are

both easy and need low investment to maintain.

Lastly, the bottom tier of satisfaction includes the Bartlett Library and Institute of Child Health

Library. The main negative feedback for both spaces surrounded the lack of facilities,

including study seats and computing facilities. Whilst the ICH library was noted for not being

overcrowded this may indicate that few people use the space because of its lack of

resources. The Bartlett library environment is not conducive to effective learning due to its

poor ventilation and lack of variety of study spaces. These examples also indicated that site

libraries and study spaces off the main Bloomsbury campus should not be ignored in the

development of the estate.

This collation of feedback and grouping of spaces has helped identify some of the successes

and downfalls of study spaces and thus should be used as both a prompt and a guide to the

design and management of future spaces.

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Research Grid

Foster Court Cluster

Cruciform Hub (Pilot)

Queen Square Library

Language and Speech Sciences Library

School of Pharmacy Library

JBS Haldane Hub

Main Library

Learning Laboratory

Science Library (Upper floors)

Jeremy Bentham Room

Cloisters

Foster Court Study Room

Wolfson Study

Graduate Hub (pre-refurbishment)

Archaeology Library

Royal Free Library

School of Slavonic and East European Studies Library

Bartlett Library

Institute of Child Health Library

Diagram 1: Space satisfaction levels. Three groupings of spaces indicative of high user satisfaction

(top of diagram) , medium user satisfaction (middle of diagram) and low user satisfaction (bottom of

diagram). Data aggregated from National Student Survey 2012, UCL Information Services Division

survey 2013 and UCL LibQUAL+ survey 2013 (see appendix G for summary of feedback).

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4.7 Reasons why people use study spaces

The ISD Survey (appendix E) identified 10 top reasons why students used particular spaces.

These reasons further reflect the study space satisfaction diagram as listed above, for those

spaces which incorporate the majority of these reasons are most successful. Whilst some of

the reasons contradict each other, such as ‘quiet, private, can concentrate’ and ‘can do

groupwork or talk’ it is important that study spaces are flexible in creating a variety of

environments for different types of working.

4.8 Reasons why people don’t use study spaces

The ISD survey also identified a number of respondents who did not think there was

anywhere suitable on campus to study and so used their room at home or in student

accommodation to study. Indeed, of all responses to ‘Where is your favourite place to study’,

‘At home’ was ranked as the 9th most popular space. Examples include:

‘I don't have a favourite place; I think places on campus to study (e.g. library)

are just too crowded, even looking for books on the shelves of the library can

be a hassle because you have to stand too close to people studying.’

‘Currently, there is no suitable space. The ideal space would have power

points at every desk, easy access to bathrooms (which are few and far

between at UCL and often in an unusable state) and a coffee/snack bar.’

In addition, the LibQUAL+ Survey conducted in 2013 received a much more

negative response on study spaces than the ISD survey received and through the

analysis of these comments a number of improvements were cited as important in

improving the existing library spaces. A summary of the main priorities for

improvement are:

1. Study areas need more computers that are non-bookable for teaching classes and

thus can be used at the users’ needs.

2. There needs to be an extension of opening hours across a range of study areas to

provide more out of hours choice for users.

3. More study space is needed across UCL, of particular importance to users is

individual quiet study and group work study spaces.

4. Study areas need more relaxed rules on food and drink so that users can use a

space for long periods of time with nourishment. In addition, food and drink facilities

Top 10 reasons (most commonly cited reasons at top)

1. Quiet, private, can concentrate, no distractions 2. Access to computers (including wide monitors and software) 3. Resources (books etc.) available 4. Spaces available, spacious 5. Can do groupwork or talk 6. Cosy, warm, comfortable 7. Nice, pleasant, inviting, decor, airy, good lighting 8. Laptop space and plug sockets 9. Effective learning, good working atmosphere 10. Can eat and/or drink

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need to be more widely available near study spaces both inside and outside of

traditional 9-6pm working hours.

5. The furniture of study areas needs to be improved. More relaxed and comfortable

furniture needs to be added to study spaces in order to enhance the learning

environment.

6. Study spaces can better enhance users’ learning potential through the improvement

of heating and ventilation systems, enhancement of toilet facilities and a better

provision of natural light.

4.9 Collection of learning space feedback

Through collation of material for this section of the report it has become apparent that there

is no consistent approach to collecting feedback on study spaces at UCL. The LibQUAL+

survey focusses on library spaces, whilst the ISD survey focusses more on the positive

aspect of study spaces as opposed to the negative features. Regular head counts of the

Main and Science library spaces has proved effective in identifying popular and unpopular

spaces however feedback on spaces across other parts of UCL is less consistent.

Post Occupancy Evaluation (POE) is a critical stage in the assessment of new building

designs and can also be adapted to the evaluation of existing spaces. POE ensures spaces

fulfil the intentions of those who commissioned and designed the space. Nolan Lushington

(2002) advises that POE for libraries should include 7 key modes of assessment. Of most

relevant to existing library and study spaces at UCL are:

- A study of user behaviour

- A focus group of users of space

- A focus group of staff who manage (and work in) space

- Behaviour mapping of seating types and comparative intensity of use

These suggestions should be incorporated in to the creation of an annual report of study

spaces which can be used to analyse and drive improvements of existing and future spaces.

This mode of assessment has been largely used in the learning space profiles presented in

Chapter 3 of this report and directly referenced in this paper’s methodology.

4.10 Conclusions

On the basis of data analysed throughout this section a number of conclusions on

the improvement of existing study spaces at UCL are observed.

4.10.1 The provision of a wider variety of study spaces needs further

implementation across UCL. As demonstrated in sections 4.2 and 4.3, the

percentage of group and informal spaces is low in comparison to individual

and computer space. The recommendation on number of spaces to increase

by should provide a flexible framework and thus should be adapted according

to student numbers, student demands and learning environment innovations.

Spaces should look to include department specific learning environments (e.g.

through the promotion of departmental specific subjects on display and

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department focussed events) as well as more general learning environments

for use by a variety of different students.

4.10.2 Access to technology is a key issue across all learning spaces at UCL,

especially the provision of computing and printing facilities. An

overwhelming response on feedback of learning spaces in sections 4.5 and

4.6 identified that IT facilities are a key determinant in which learning spaces

are used. In order to increase learning space usage and improve student

experience the quantity and quality of IT provision in learning spaces should

be paid greater attention. Whilst increasing standalone computers is

important, the provision of self-service laptop loans should also be

investigated as a supplement to this provision. Releasing computer clusters

from the central booking system may relieve current pressures on learning

spaces. Observations made by the ISD E-Learning Team indicate that

students are less likely to use computer clusters used for teaching as they are

liable to be removed from the space to make way for taught classes. In

addition, much of the current provision of computer clusters are designed and

decorated poorly. The renovation of computer clusters needs to be a high

priority to create an effective environment that students enjoy learning in.

4.10.3 The extension of 24 hour opening at term time needs to be rolled out at

other site libraries and study spaces across UCL. Students need a larger

variety of study spaces operating outside of the traditional 9am-6pm weekday

working hours (see report section 4.6). Library spaces should open at 8am on

Mondays so that students are able to use space before attending teaching

classes and on weekends the Main and Science libraries should increase

opening to 8am–11pm. Smaller site libraries should also look to increase their

weekend provision through consultation with local users. Other study areas

across UCL should increase opening hours to close at 10pm.

4.10.4 These longer opening hours need also to be supported by the correct

service infrastructure and extension of services such as IT helpdesks,

cleaning, catering, maintenance and security services. Spaces need to be

effectively supported within extended opening hours at evenings and

weekends and thus staff working in services such as ISD service desk,

maintenance team and cleaning staff need to have longer availability. (see hub

report in appendix A for more detail.)

4.10.5 The improvement of existing learning spaces can be achieved through

the refurbishment of facilities, decor and furniture. Section 4.4 provides

examples of recently renovated spaces which score high student satisfaction

feedback, with many indicating the decor and furniture as key to the positive

learning environment. Spaces should provide comfortable seating in a light

and airy environment and thus upgrading the heating and ventilation, IT and

AV as well as lighting systems of many spaces needs investigation. Priorities

for the refurbishment of existing space should include the faculties of Arts

and Humanities, Laws, Maths and Physical Sciences and Social and Historical

Sciences, as these are below par and have no existing plans for renovation.

The provision of facilities to study spaces at UCL is also inadequate. There

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needs to be an improvement in both the quality and quantity of toilets as well

as food and drink facilities. Water fountains should be available within all

study spaces and accompanied by vending machines and/or access to a cafe.

Investment needs to be made in to the provision of these facilities with priority

for study areas grouped together.

4.10.6 Evaluation of study spaces needs a regular and consistent approach.

ISD and Library services should work together to improve the collection and

evaluation of feedback across all study spaces at UCL and should look to

extend this beyond the main Bloomsbury campus and in to spaces provided

in halls of residences and site libraries. With reference to section 4.7, a

consistent and thorough approach to study space analysis should take place

biennially. This is explored further in the template of learning space profiles

advocated in chapter 3 of this paper.

4.10.7 Student awareness of learning spaces across campus needs to be

improved. In order to relieve the high pressure concentrated in certain spaces

alternatives need to be offered to users. Signs across campus should be

updated to provide directions to spaces and information about the types of

spaces available. A centralised webpage by which students can access

information about room availability, as used for computer clusters should be

made available so that space normally used for teaching classes can be

utilised. Hubs and learning spaces should also develop an identity through

the use of logos (appendix L) and web page profiles. These web pages should

promote the hubs as new and innovative spaces for learning as well as

detailing the functional aspects of each space. (see hub report in appendix A

for more detail).

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5.0 Benchmarking

5.1 What are UCL’s competitors doing?

UCL’s ambition to be in the top three institutions aim within the UK for educational

excellence (UCL 2011a, p26) requires a through understanding of what competitors are

offering. UCL must be able to fully understand the targets of other institutions and be able to

exceed these in order to become world class in its learning space provision. A comparison of

UCL against other Russell Group Universities is made in order to benchmark UCL’s

provision of learning environments against similar HEIs and in order to share best practice

across the sector.

Data from SCONUL (2012) is used to compare study space provision within library spaces at

Russell Group Institutions with comparisons of spaces per registered student and spaces

per user of the library. In addition, the occupancy levels of study spaces as Russell Group

Universities is compared. For ease of comparison, UCL is highlighted blue within the report

graphs and institutions used as case studies are highlighted orange.

This statistical data is then followed by a handful of case studies outlining the context of

study space development and management at a variety of Russell Group institutions in the

UK and examples from overseas. This section concludes with an appraisal of UCL’s

standing as a learning environment compared with competitors, and a review of major trends

and challenges for developing the estate. The benchmarking exercise is primarily focused on

aspects of the Student Experience but also encompasses Research Support and Public

Engagement.

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5.2 SCONUL space data: Students per Library seat

Using the most recent statistics released in the SCONUL Report 2012 (SCONUL 2012), the

number of study seats for each Russell Group Institution in 2010/11 were calculated in terms

of number of full time equivalent (fte) students per library seat (see graph below). According

to SCONUL (2012), on average the number of students for every available study space was

10.1, with 38% of study places occupied at any given time (p7). The average number of

students per seat at Russell Group institutions is slightly lower at 8.3, however there is a

wide range in between. The University of Exeter* fares worst with 17.9 fte students per

library seat, whereas Cambridge scores best with just 3.6 fte students per library seat. UCL

sits near the end of the Russell Group scale at 9.6 students per library study seat. With

competitors such as London School of Economics and King’s College London near the lower

end of the student/seat ratio, it is imperative UCL does more to increase and improve its

study spaces.

The Follett report (1993) recommended one study space for 6 fte students, drawing on

guidelines made by the University Grants Committee on ‘space norms’. Despite the length of

time since these norms were introduced many institutions still use the norms either directly

or with modifications and thus they are still important (SMG 2006). Whilst there is criticism

surrounding the use of space norms and recommendations due to their rigidity and inability

to capture the quality of space and diversity of the sector many institutions still use the

figures in planning and evaluation as a starting point or benchmark for comparison. Using

this space norm is a good starting point to ensure that UCL can meet the needs of its

continually expanding student body. More recent research surrounding learning

environments within Higher Education emphasise not only the quantity of space as important

but also the quality. For instance, the JISC (2010) report in to learning landscapes in higher

education stresses the need for a stronger relationship between design and pedagogy.

Indeed, learning environments must not only provide enough seats, but these seats and

environments should also be conducive to learning.

In order to meet the Follett recommendation, UCL must increase its study space provision

accordingly. Whilst SCONUL statistics do not take in to account the number of study seats

offered outside of the library it is clear that UCL must increase its provision of study spaces

to an acceptable standard. For example, through the collection of data for this report it was

calculated that UCL provides 3,633 study seats across the campus for 26,698 students

(2012/2013). These take the form of library reading seats, computer cluster desks** and

common room seats but all are accessible by students for individual studying. This translates

to the provision of 1 seat per 7.3 students. With the continual expansion of UCL the growth

of the student body must be matched by a growth in learning spaces, recommendations on

how many seats should be added in terms of growth projections are discussed in the

conclusion of this report section.

* University of Exeter - Owing to extensive building works on Library Buildings during the year,

visitor numbers fell as students made use of alternative study space provided in other academic buildings, away from noisy building environments

** 450 seats in computer clusters can be used for formal teaching at times and so in these

instances the number of study seats available for individual study is reduced.

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5.3 SCONUL space data: Users per Library seat

The number of users per library seat is calculated as the number of fte academic staff; other

employees fte; fte students; and registered external users. Due to UCL’s location, reputation

and close link with NHS staff it has a very high number of fte users at 37,498 (in 2010/11).

This amounts a huge pressure on the resources UCL library provides and as a consequence

has a very high number of fte users per library seat at 16.8 (see graph 2). This pressure on

space by users who are not students must be accounted for in the designing and managing

of additional study spaces. More spaces should be made available which students can

access without having to compete with staff or external users. The Hubs project as

Graph 1: FTE Students per Library Seat (SCONUL 2012), where 1 person = 1 student (UCL

highlighted blue, Case studies highlighted orange)

N.B: University of Exeter - Owing to extensive building works on Library Buildings during the year, visitor numbers fell as students made use of alternative study space provided in other academic buildings, away from noisy building environments

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recommended in the Masterplan (UCL 2011b) is aimed at combatting this problem but a

quicker interim solution needs to be proposed with a focus on the revision and exam period

study space provision.

Graph 2: FTE Users per Library Seat (SCONUL 2012), where 1 person = 1 student (UCL


N.B: University of Exeter - Owing to extensive building works on Library Buildings during the year, visitor numbers fell as students made use of alternative study space provided in other academic buildings, away from noisy building environments.

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5.4 SCONUL space data: Average % seats occupied

Despite the high number of students and users per library seat the occupancy levels of UCL

library seats is one of the lowest at an average occupancy of just 27% (SCONUL 2012). The

AMA study (2010) also found that overall the aggregation of the libraries amounted to 30%

utilisation but that there were marked differences in library sites such as the Learning

Laboratory in the Science Library which has a utilisation of 78%. Interestingly, the AMA

study also found that social areas such as cafeterias and coffee bars across UCL are utilised

at a higher rate than libraries at 41%. This large disparity in utilisation indicates that UCL is

not providing enough of the types of learning environments students and other users want to

use. Whilst survey feedback indicates that occupancy levels of library study seats are high

during exam and revision periods this may be concentrated in to a handful of spaces. In

order to combat this concentrated pressure UCL needs to better advertise its range of study

spaces and improve those spaces which are underutilised to encourage users to occupy the

space.

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Graph 3: Average % seats occupied at any one time (SCONUL 2012), where 1 seat = 5% (UCL


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5.5 Case Studies: Russell Group Institutions

In order to get a perspective of the learning environment at UCL it is useful to compare and

contrast its spaces and processes with those at other institutions. If UCL wants to be ‘world

leading’ in its teaching and education as well as research then it needs to compete with

Universities who are quickly adapting their learning environments. To provide a benchmark

for UCL a number of Russell Group institutions were researched in order to provide an

insight in to the design and management of their study spaces. Covering the University of

Sheffield, Manchester, Warwick, Leeds, LSE, Cambridge and King’s College London a

variety of different case studies are explored.

University of Sheffield: The Information Commons

Source: http://www.shef.ac.uk/infocommons

- Types of Study Space: The IC provides a variety of spaces from silent study to

group study, computer study and informal study.

- Number of Spaces: over 1,300 study spaces and 500 computers.

- Facilities: IT and Library Information Desks, cafe, toilets and water fountains on

every floor, 100,000 texts, shower facilities, prayer room, creative media rooms,

laptop loans, video conference rooms, AV kit for loan.

- Opening Times: 24 hours a day, 7 days a week, 365 days a year.

- Support Services: IT and Library Information Desks open from 9am on

weekdays and 2pm-6pm on weekends, multimedia production workshops (e.g.

video production).

- Space Management: The space has its own Manager who safeguards its

operating parameters and coordinates the different departments who service the

space to create a body of staff who have a holistic view of the IC.

----The space also has a variety of Service Managers who oversee services such

as Library resources, IT facilities etc. These Service Managers are employed by

different departments but are dedicated to working within the IC and feel primarily

a member of the IC.

----The IC also employs a handful of student interns every year to work on

projects aimed at improving the IC.

----Lastly, the IC Manager takes responsibility for the pedagogical and functional

aspects of the space and is deeply involved in the design and development of

learning spaces both within the IC and across the University.

- Unique Features: Developed to provide an integration of digital and print

materials and answer the problem of a shortage of study spaces. Created to

provide an environment which is truly 24/7.

- Built/Refurbishment Date: Opened in March 2007

http://www.shef.ac.uk/infocommons

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University of Manchester: Alan Gilbert Learning Commons

Source:http://www.library.manchester.ac.uk/aboutus/locationsandopeninghours/learn

ingcommons/

- Types of Study Space: The space provides a variety of flexible study spaces for

Individual study, Computer Study, Group Study and Social Study.

- Number of Spaces:1000 flexible study spaces, including 400 PCs and 30

bookable group study rooms,

- Facilities: Skype area, media screens for presentation and group work, cafe and

vending facilities, MFD’s and charging stations for laptops, tablets and smart

phones.

- Opening Times: 24/7 in term time.

- Support Services: The Learning Commons is partnered with other departments

in the University such as the Careers Service, who provide more formal learning

through training sessions and advice within the commons.

- Space Management: Managed by Library Services with a dedicated team of

staff who provide guidance and support. Within this team of staff is a dedicated

Learning Commons Development Manager responsible for the development of

the space within its design process and overseeing its day to day management

and improvement on completion. As well as a Duty Officer and other staff who

roam the building on a regular basis to check any problems, difficulties with

space (including waking up sleeping students at peak times), and a Learning

Commons Service Co-ordinator responsible for the Customer Service within the

space.

- Unique Features: The space is the first learning commons not to provide any

books.

- Built/Refurbishment Date: This space opened in 2012 and thus is not included

within the SCONUL statistics demonstrated in the graphs in section 5.2.



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University of Warwick: The Learning Grid

Source: http://www2.warwick.ac.uk/services/library/using/libspaces/

- The University of Warwick Library has a variety of individual hubs and learning

spaces which are managed by library staff dedicated to the space.

- Types of Study Space:

----The Learning Grid: a flexible and informal space for group study that can be

used by staff and students.

----The Wolfson Research Exchange: a community space that offers peer support

and a forum for interdisciplinary collaboration to all Warwick researchers.

----The Teaching Grid: a flexible space that provides opportunities for

experimentation and innovation in teaching methods.

----A Postgraduate Hub: Academic support, information and resources for

postgraduates.

- Number of Spaces: varies depending on grid (range from 60 spaces in the PG

Hub to 300 spaces in the Learning Grid).

- Facilities: The spaces include individual working areas, networked computers,

collaborative working areas and bookable group work rooms.

- Opening Times: These spaces are open 24 hours a day and are staffed from

10am to 10pm Monday to Sunday (Smaller grids close at 10pm on weekdays and

5pm on weekends).

- Support Services: The Learning Grid is located at the heart of the campus, next

to Library Services, Career Services and other student support.

- Space Management: Each space has its own Hub Manager, Hub Coordinator

and Hub Support Officers/Student Advisers who work together in managing the

space with a holistic frame of mind.

----Student Advisers support the development of multimedia and presentation

skills, manage the learning grid environment and its facilities as well as promoting

the services of the learning grid and facilitating partnerships.

----The ethos of student-led enquiry is vital to the learning grid. It aimed to ensure

students could take control of their learning environment and users have

responded positively to having the mutual respect of being able to look after their

own environment.

-----In addition, Lecturers report that there has been considerable impact on

performance in seminars and student presentations since the opening of the

Learning Grid.

http://www2.warwick.ac.uk/services/library/using/libspaces/

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- Unique Features: Developed to create a space which provided a space for

student led-enquiry. The grid's 15 student assistants have direct input into how a

£500,000 annual IT budget is spent as well as guiding grid users through online

research, printer problems and technical support. In addition, the teaching grid is

aimed solely at teaching support staff to improve their skills and guide how they

can develop their teaching techniques.

- Built/Refurbishment Date: First grid was developed in 2004, but development of

additional grids is ongoing.

University of Leeds: Libraries

Source: http://library.leeds.ac.uk/

- Types of Study Space: range from the traditional silent reading rooms of the

Brotherton Library; to the ‘together units’ of the Edward Boyle group working

room where laptops can be plugged in and displayed on group work screens; as

well as bookable group work rooms in the Skills@Library to practice

presentations.

- Number of Spaces: more than 3,900 study spaces.

- Facilities: variety of study spaces, print material, digital material, special

collections and support services housed in a handful of libraries across campus.

- Opening Times: Larger libraries 8am till midnight, with shorter opening on

weekends. Smaller libraries 9am till 5pm. Staffing hours for all libraries 9am till

5pm.

- Support Services: The Skills@Library provides academic teaching and e-

learning support so that students can effectively find, use, apply and present the

information they need. This is facilitated through 1 to 1 support, workshops and 8

bookable group work rooms for practice.

- Space Management: Library Managed. ISB survey (2012): Leeds ranked top 5

amongst RG university libraries for physical library, online library, virtual learning,

learning support, learning spaces.

- Unique Features: A new Undergraduate Library (aimed at first and second years)

is in progress with 1,000 study spaces, areas for group work, quiet and silent

study and dedicated IT zones. The building will also house a café and a skills and

training area with over 6000m of books located within the building. This space

and the services within it will be managed by the University’s Library Services.

http://library.leeds.ac.uk/

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- Built/Refurbishment Date: Brotherton Library originally opened in 1936 but has

seen various additions and refurbishments throughout its history. Most recently,

the M&S archive/library store opened in 2012.

London School of Economics

Source: http://www.lse.ac.uk/library/home.aspx

- Types of Study Space: It provides a varied study environment with hundreds of

study spaces. In addition, LSE provides a building external to the library which

provides 21 seminar rooms open to groups and individuals on a first come first

served basis and 3 computer rooms providing an additional 69 PCs. The building

also houses a postgraduate common room and breakout spaces between study

rooms for social activities and charging laptops.

- Number of Spaces: Offers 1,740 spaces on a first come first served basis.

Individual study spaces can also be booked by LSE students for up to six hours

per day.

- Facilities: PC's, laptop points, a free laptop loan service, wireless access, group

study rooms and photocopying and printing facilities

- Opening Times: It is open 24 hour from lent term until end of exams.

- Support Services: IT helpdesk situated in library, online IT support where users

can chat to IT assistants as well as Library support workshops for staff and

students.

- Space Management: The LSE Library Annual Report (LSE 2013) details ways

they have tried to increase library capacity and study seats at peak times. This

included the introduction of beanbags as way to increase seats in a more relaxed

environment, restriction of visitor access during exam period to release seats for

students who are revising and the introduction of laptop loans.

- Unique Features: Light and airy environment incorporating a central spiral

staircase providing continuous access to all levels.

- Built/Refurbishment Date: Library development works finished in 2001

http://www.lse.ac.uk/library/home.aspx

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Cambridge

Source: http://www.lib.cam.ac.uk/

- Types of Study Space: Most Libraries are of the traditional silent study type, but

with 100 to choose from students can choose an environment which best suits

their needs.

- Number of Spaces: over 100 libraries with a varying number of spaces – 3.6

students per 1 study seat (SCONUL 2012)

- Facilities: The Main Library provides a ‘tea room’ serving, breakfast, lunch and

snacks to be consumed within the room for users to take a break from studying.

- Opening Times: varies according to Library but main University Library is open

9.00-19.15 weekdays and 9.00-17.00 on Saturdays.

- Support Services: Library support services such as research skills workshops.

- Space Management: Each Library has its own library staff associated with

managing the space and membership and admission is determined by individual

college libraries. However there is also a main library which can be accessed by

anyone from any of the colleges.

- Unique Features: Has lots of smaller libraries dotted all over campus associated

with each individual College and Faculty (approx. 100). This high volume of

smaller libraries may provide the reason why it scores best in the no. of students

to library seat ratio detailed in the graph detailed in section 5.2.

- Built/Refurbishment Date: Library depends on a number of grants and

donations from funding bodies to provide a rolling programme of refurbishment

works.

King’s College London

Source: http://www.kcl.ac.uk/library/index.aspx

- Types of Study Space: The Library provides 1300 desktop computers across

campus, issues laptop loans for 24 hours and provides 3 types of zones within its

libraries: silent, quiet and discuss.

http://www.lib.cam.ac.uk/

http://www.kcl.ac.uk/library/index.aspx

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- Facilities: Each library has a cafe nearby as well as vending machines for when

the cafe is closed. The library also provides computers and laptop loans,

bookable group study rooms and printing facilities.

- Opening Times: Most libraries open 8.30am until 1am weekdays and 10am until

1am on weekends (enquiry desks close at 8.30pm).

- Support Services: Incorporate ‘The Compass’ in to library spaces to provide a

one stop shop where welfare advice for students can be provided along with

study support.

- Space Management: Library Services at KCL are a key department within the

Directorate of Students and Education Support, supporting the College's teaching,

learning, research and administrative activity.

- Unique Features: offer welfare support as well as study support within the library

space.

- Built/Refurbishment Date: According to its annual report (King’s College

London 2012) the Library has embarked on a 5 year £20m investment on

learning and teaching spaces across the college. Within this strategy the

following improvements have been made:

----Franklin Wilkins Library refurbishment (2012): larger PG zone with swipe

access, increased bookable group study rooms from 12 to 16.

-----Meeting pods introduced in to libraries for help from ‘the compass’, student

union and subject specialists

-----Denmark Hill campus (2012): Increasing study space to over 300 (50%

increase from previous provision)

-----Institute of Psychiatry Library refurbishment (2013): increasing natural light,

installing group study rooms and increasing variety of study areas.

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5.6 Case Studies: International Institutions

The idea of a ‘learning commons’ originated in the United States and is slowly being

developed across New Zealand, Australia and parts of Europe. Learning commons are

educational spaces that share space for information technology, remote or online education,

tutoring, collaboration, content creation, meetings and reading or study. Architecture,

furnishings and physical organisation are important aspects to the character of a learning

commons, as spaces are often designed to be rearranged by users according to their needs.

As the concept of learning commons was first developed outside of the UK it is important to

look at international examples of how Universities are leading the way in the

conceptualisation of their learning spaces.

University of Adelaide: Hub Central

Source: http://www.adelaide.edu.au/hub-central/

- Types of Study Space: It is an informal learning space which facilitates aspects

of social learning; a library which is integrated in the learning process; services

for students which are delivered face-to-face and on-line; and information

technology facilities which encourage informal and flexible learning practices, with

ongoing student-focussed support. The success of the Hub is attributed to the

wide range of spaces it allows for students to socialise as well as learn.

- Number of Spaces: around 400 varied spaces.

- Facilities: The space incorporates project booths, computer facilities, self service

kitchens and flexible furniture for students to configure as they wish.

- Opening Times: 7am – 10pm Monday to Sunday with hub support staff available

from 8am until 6pm on weekdays.

- Support Services: The Hub is supported by a ‘hub crew’ who provide help and

advice on a range of welfare and study issues for students.

- Student consultation was a main feature in the design of the hub and the listening

to student views continues with the development of the hub. To date (the Hub

was embarked on in 2009) the design and development team have incorporated

more than 9,000 hours of student consultation and 3,000 hours of staff

involvement.

- Space Management: A Hub crew manager supported by 4 other permanent

members of hub staff and a number of temporary student staff help manage the

space and the services within it.

- Unique Features: Hub Central provides a ‘front door’ to the University of

Adelaide providing a ‘one stop shop’ for all student needs.

- Built/Refurbishment Date: Hub building works finished in 2011.

http://www.adelaide.edu.au/hub-central/

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North Carolina State University: D. H. Hill Learning Commons

Source: http://www.lib.ncsu.edu/learningcommons

- Types of Study Space: The Learning Commons at North Carolina State

University (NCSU) is an interactive space with comfortable, inviting chairs, a

digital media lab, spaces for group study and a cafe. In exam times more spaces

turn to quiet areas. In additions, users can pick up ear plugs from the service

desk and information points.

- Number of Spaces: around 200 spaces including 100 computer workrooms.

- Facilities: iPads, Laptops, cameras, DVD players and so on can be borrowed

from the service desk.Touch screen at the entrance of the commons allows users

to see available computers, which group study rooms are open and areas of the

commons which are in high-use.

- Opening Times: 24 hour, 5 days per week in term time

- Support Services: library support services as well as a series of book

discussions, campus and community events

- Space Management: The space is managed by a Learning Commons Director,

originating from the Library and supported by all other Library Staff. Staff can be

contacted and provide advice through Instant Messaging, Text Messaging,

Phone, Email or in person.

- Intensive evaluation of the space and how it is used has been carried out

extensively before and after the commons opened. This included usage statistics,

focus groups, surveys, working groups and establishment of an online discussion

board.

- Unique Features: ‘Groupfinder’ is an interactive way that students can broadcast

their location on to the digital screens within the commons so that friends can find

their whereabouts.

- Built/Refurbishment Date: 2011 refurbishment of space created additional

sheltered outside study space.

http://www.lib.ncsu.edu/learningcommons

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Delft University of Technology: Library

Source: http://www.library.tudelft.nl/en/

- Types of Study Space: Delft Library provides a range of study facilities from

projects rooms and group work spaces, to silent study areas, relaxed areas, coffee

shop, helpdesk, computers and printers, map room and treasury collection. During

exam periods relaxed study spaces are turned in to silent study areas to meet

demand.

- Facilities: The benefits of a purpose built library means that Delft were able to install

state of the art heating and circulation through the glass panel windows, creating a

space which is comfortably warm in winter and cool in summer without having to take

up space with heating equipment.

- Opening Times: 8am – midnight (until 2am in exam period), 365 days a year.

- Support services: The library provides a variety of study skills workshops on

researching and writing. The Library also organises exhibitions in their main hall and

evening and workshop events for staff and students. Through this the library acts as

a central focus for university life.

- Space Management: Library management team who manage space and services

offered inside it.

- Unique Features: Not only build relationships with students and staff but the library

also builds connections with businesses who may want to use their services.

- Built/Refurbishment Date: built in 1997 (renovated in 2010 in to a library learning

centre)

5.7 Conclusions

Through the benchmarking of UCL against its global competitors, it is clear that its study

spaces are not at the forefront of university learning environments. UCL currently lags

behind many of its competitors in provision of number of seats and the environment and

support services its study spaces provide. This all contributes to a relatively low level of

occupation across its study spaces. With an increasing focus on the value for money

university fees provide and what universities can do to enhance the ‘student experience’

there is increasing scrutiny by students on sector wide resources such as library spaces

(Universities UK 2013). A summary of the main themes highlighted in this section are

detailed below:

5.7.1 UCL is in the worst quartile of Russell Group institutions for ‘number of users

per seat’ and ‘number of students per seat’ (see section 5.2). Whilst pressure on

http://www.library.tudelft.nl/en/

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space is a theme concurrent through the whole of the Bloomsbury campus it is

imperative that more space is realised. The Masterplan seeks to address the

difficulties with space and the proposal of merging the Science and Main Library must

take in to account the need for more study seats. In addition, the work on developing

hubs across UCL should ensure that student numbers are taken in to account for

each faculty it provides. Matching student numbers to a ratio of number of seats to

provide would ensure that spaces are fit for purpose and capable of holding the

student demand on space. In order to be in the top 3 institutions for the ‘number of

seats per student’, UCL would need to exceed the Follett report’s recommendation of

one seat per 6 students to provide more than Oxford University’s benchmark of one

seat per 5.2 students. Projections of how many seats should be provided according to

student growth figures are provided below*:

Number of students registered 2012/2013: 26,698

Number of seats provided 2013: 3,633

Target: 1 seat per 6 students:

- Projected number of seats needed assuming number of students stays the same as

2012/13: 4,400 overall seats needed, 800 additional seats needed.

- Projected number of seats needed assuming number of students increases by 10%

on 2012/13: 4,900 overall seats needed, 1,300 additional seats needed.





Target: 1 seat per 5.2 students

- Projected number of seats needed assuming number of students stays the same as

2012/13: 5100 overall seats needed, 1,500 additional seats needed.


on 2012/13: 5650 overall seats needed, 2,000 additional seats needed.





*Figures have been rounded to the nearest 100

5.7.2 It is evident that increasingly universities across the sector are moving away

from singular static silent study areas to a more flexible provision of learning spaces.

Whilst silent study areas are still deemed high in importance for users it is imperative

that a wider variety of study spaces with flexible furniture and equipment are

developed in UCL Libraries and Hubs. Collaborative group work rooms as well as

relaxed study areas should be incorporated in to the development of each new study

space. In order to combat pressure on space during exam periods a tightening of

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rules to silent study in areas which are usually more relaxed should be contemplated,

as demonstrated by the North Caroline State University case study.

5.7.3 With the improvement of learning environments there is an increasing focus of

technology based resources. UCL must invest in the technology it is providing to its

study spaces to ensure it accomplishes its world leading status. This should include

PCs, laptop loans and LCD screens in study spaces but also look to more innovative

technologies explored by the E-learning team. It is recognised in the UCL Council

White Paper (2011a), that ‘the design of library space needs radical

transformation[…]the success of the DMS Watson refurbishment demonstrates what

can and needs to be done. A new approach needs to adapt to developing

technologies in learning, study and research and this will be part of the larger project

on developing new learning technologies at UCL’(p34). Indeed, the creation of

multimedia study spaces in ‘The Learning Grid’ at Warwick and in the ‘Information

Commons’ at Sheffield should be taken as examples of good practice for UCL to work

towards.

5.7.4 Increasingly universities are removing the divide between student support

services such as study skills, careers and welfare. Whilst the new UCL Student Centre

will incorporate many of these activities in to one space it is important that UCL

learning spaces also look to provide a more holistic service. This should take the

form of a wider variety of skills and information workshops in writing, research,

presentation and IT skills. The creation of faculty hubs would provide a platform for

many of these services to be dispersed across areas outside of the UCL student

centre and would provide a focus for further tailored services to the faculty student

needs.

5.7.5 The Library and its learning environments should create a central space where

not only individual learning is conducted but more formal structured events take

place. This should take the form of evening events, talks and workshops aimed at

engaging students further as well as staff and the wider public. The Library and UCL’s

future hubs should provide a location for interdisciplinary discussion not only

through studying but also through an engagement with the wider UCL community.

UCL’s high ratio of ‘number of users per library seat’, indicated in section 5.2

demonstrate that many of those who enter UCL’s libraries are not students and thus

in order to further engage the wider community, events should be promoted and put

on in UCL’s learning spaces. Through these activities learning spaces would play a

more central role in University life. The Public Engagement section of the UCL Library

Services Strategy (UCL 2011c) supports this interaction with the wider public and this

should be extended to other learning spaces (see appendix B).

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6.0 Best Practice

6.1 What can UCL do to improve design and management of learning spaces?

The process of designing and managing spaces is as important as its functional usage. In

order to create a successful space the processes involved in initiating and maintaining

spaces must be clear and consistent to maintain an array of high quality spaces. This

section explores some of the current practices involved in managing spaces at UCL and how

these can be improved to involve a more consistent approach.

6.2 Space Design

According to the JISC (2006) report, learning spaces should be flexible, future-proof, bold,

creative, supportive and enterprising. In order to achieve these types of spaces a number of

different stakeholders need to be involved in the design process and time and care needs to

be taken in order to achieve all outcomes.

Most important to the design process of learning spaces is the involvement of students. This

signals to learners that they have a measure of control over their learning environment and

over their learning. The consultation which took place in the planning of the new UCL

student centre (AMA 2012) is an example of a well consulted project. The consultation

consisted of workshops and questionnaires in which a total of 1,133 students were consulted

and a number of recommendations and priorities were highlighted from this. The

consultation of students in the design process of other learning environments across UCL

has been ad hoc, thus the user needs of spaces has not always been appropriately planned.

It is therefore important that in the design process of learning spaces a group of students

who are part of the intended target market of the space are involved in the initial design

process and continually consulted through the development of the space. In addition,

surveys should be administered to capture a significant proportion of student users of the

space and the feedback captured should be used to outline the brief.

JISC (2006) also note the importance of space management teams in planning and

designing spaces. These teams should bring together expertise from across the institution

including representatives from estates, IT services, library and student services, teaching

and learning development staff, academic staff as well as learners themselves. Through this

team the type, quality and needs of the estate can be assessed through a variety of view

points. Omitting key members from the design team can create a space which is inadequate

in functional use as well as creating tensions across departments who feel they were not

appropriately consulted. The importance of consultation with a wide variety of stakeholders

is recognised as important across UCL and the development of spaces more widely.

Therefore, it is imperative that the consultation stage of designing spaces has enough time

to be understood and developed by differing parties and that the next stage of development

is not carried out until all parties are in agreement.

Key to the success of learning space developments such as the David Wilson Library at

Leicester University was the high priority given to the brief (Worpole 2013). Within the

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development of the brief, architects

shadowed library staff to develop an

understanding of how the building

functioned. This close architect and staff

contact is important to the success of a

space; feedback on the design process

of spaces at UCL recognises the

importance of interaction and

communication between the architect

and UCL design team. It is imperative

that within the development of the brief

there is time for the architect to shadow

users of the space so that an

understanding of the function of the

space as well as the design can be built.

In addition, briefs need to be well defined

from the onset; they must include who

the intended audience of the space is,

how it will be used, what services it will

include and who will manage the space

once it has been completed. In the past,

some developments at UCL have not

been as successful as intended due to

the lack of clarity surrounding end users

and ownership of space.

Lastly, spaces at UCL need to be evaluated both before and after completion. The

successful development of a space should not only be defined by its ability to deliver on time

and on budget but should also be evaluated in terms of function and usage. Learning spaces

at UCL should provide innovative spaces in which students are captivated by learning and

discussion and thus this needs to be properly assessed through the collation of feedback.

The POE framework outlined in sections 3.2 and 4.7 of this paper provides a template in

which this can be collected and recorded.

6.3 Space Management

A separate study on the management of student hubs and learning spaces was conducted in

August 2013. This report interviewed key stakeholders from across UCL in order to

understand the management processes currently in place and how these can be improved.

This section will summarise the findings of this report for the adaption to all learning spaces

across UCL, the full report can be found in appendix A.

As part of the Masterplan (UCL 2011b), UCL established a vision for a series of student

hubs designed to provide a ‘local heart’ for each faculty, incorporating a variety of study,

social and support services. These will form a key part of the UCL Student Experience,

which was highlighted as a strategic priority in the UCL Council White Paper 2011-2021

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(UCL 2011a). Learning spaces are a key aspect to student hubs and thus the effective

management practices of hubs should be extended to learning spaces.

Recent feedback from students is that newly developed learning spaces are highly regarded

and enjoyable spaces to work in, however more could be done to improve how these are

managed. Comments noted in a survey of favourite study spaces include:

‘Wilkins building, the hall where Bentham is. I go there alone, I can talk aloud with

Skype, work on my things, watch people walk by.’

‘The Jeremy Bentham room. It's bright, quiet, and its layout is perfect for both

personal study and group work. It's only a shame that it is so often booked for events

and exams.’

The hub management report investigated how these learning hubs are currently managed

and the key issues management of these spaces have encountered. The report author

interviewed key people involved in the management of learning spaces from across

Professional Services. Given UCL’s ambition to offer a world-class student experience, the

report also looked at best practice from a successful exemplar, the Information Commons at

the University of Sheffield (a Russell Group university with a comparable number of students

to UCL).

‘Learners have been shown to benefit academically from social interaction with their peers.

Open-plan informal learning areas provide individualised learning environments which also

support collaborative activities, and they can often be created from previously underutilised

spaces.’ (JISC 2006) Given the academic benefits learning hubs create, it is vital these

spaces are managed effectively to successfully facilitate learning.

Through consultation with key stakeholders presently involved in the management of

learning spaces across UCL. A number of management issues were discussed and from it

the following recommendations were made:

Hub Manager: The Library Services management model of a Service Manager who has

overall responsibility for the functioning and maintenance of study spaces is one which

works effectively and thus should be expanded to incorporate further hubs. Service

Managers not only organise events and activities within the space but also ensure the space

is clean and functioning effectively. These managers provide a holistic view of the space and

the model is easily scalable to include other learning spaces.

Hub Champions: Assistants should be employed to support the Hub Manager on the

operational monitoring and maintenance of the hubs. The Library Services Assistants have

proven to serve as excellent ‘Hub Champions’ for the Research Grid and thus their role

should be expanded to incorporate additional hubs and learning spaces. Hub Champions

should be extended to learning spaces to provide daily contact with the space, ensuring it is

well kept and functioning properly.

Hub Communication: Hubs need to provide signs inside spaces to inform users of who to

contact with problems and should be accompanied by an internal telephone and provisions

for lone studying. Signs across campus should be updated to provide directions to hubs.

Hubs should also develop an identity through the use of logos and web page profiles. These

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web pages should promote the hubs as new and innovative spaces for learning as well as

detailing the functional aspects of each space. Lastly, Hub Managers should utilise social

media sites in order to effectively engage with students. The communication aspect of

managing spaces if imperative to all learning spaces across UCL and should be

implemented across the campus.

Hub Planning: Communication between Estates and Hub Managers needs to be clear and

consistent from inception of the hub. Thus, Hub Managers should be embedded in to the

gateway model the Portfolio Services currently uses to sign off hub projects. The design

process of hubs and learning spaces is discussed in section 6.2, which supports the idea of

an effective space management and design team.

Hub Budget: The operational budget of a hub needs to be more clearly defined in the

planning stages of the hub. A recurrent allocation of the budget should be made for Hub

Managers to maintain high standards of space and furnishings. It is proposed that 2% of the

budget for Hubs should be maintained for refurbishment and redecorating services and

should be established within the new budgets proposed in August 2014.

Extension of ISD Services: In order to effectively support the users of hubs, ISD services

such as the helpdesk need to be extended to evening and weekend opening hours. The

Library and IT service review is currently investigating proposals for this and thus timescales

for implementation should be taken from the forthcoming review.

Extension of Facilities Services: Facilities services such as cleaning and maintenance

should also be extended to evening and weekend hours to ensure hub spaces are functional

and enjoyable to work in at all times of opening. These services should be extended in time

for the new academic year in October 2014.

6.4 Site visits to TU Delft Library and DOK Library

During November 2013 a visit was made to the Netherlands to visit TU Delft’s Library and

DOK Library. Both are European examples of modern spaces which have been created to

enhance the learning experience

TU Delft University Library was completed in 2010 and aimed to create a space where users

would want to come, and critically, stay to study. Before the new build TU Delft Library was

out of date in technology and design and therefore underused by students who mainly used

the study space in exam periods only. The completion of the library has been a success and

subsequently the library has been recognised internationally as a leading learning space

(Worpole 2013).

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The design process of TU Delft Library had many steps and involved many hours of

consultation with different groups of users of the space. Firstly, the aim of the build was

identified between the space managers, users and building designers and from this ideas

were brainstormed so that 8 key factors of the space could be identified. The library team

wanted to create a ‘centre of belonging’ for all of its users and thus looked at the life cycle of

its range of users and identified 3 key groups of users for the space which included

Scientists, Students and Support Staff. Within each group 4 personas were characterised to

create fictional characters based on data collected through focus groups, surveys and

interviews. The personas explained how different groups of people both used and worked in

university spaces in order to create characters which the new space could meet the needs of.

In addition, an analysis of existing space throughout the university identified ‘hot’ spaces

which were consistently used and therefore deemed to be successful as well as ‘cold’

spaces which were underused. From this analysis it was identified that the 5 factors

contributing to hot spaces were flexibility of the space and its furniture, attractiveness of the

space, space as a meeting point, facilities of the space and accessibility of the space.

Therefore using this in depth research in design of the space has proven to be successful in

creating an innovative and well-used learning space. As well as providing individual quiet

study spaces the space provides an array of rooms for project work, special collections,

coffee shop, computer work, meeting rooms and exhibition space, therefore meeting the

needs of a wide range of users.

Key to the success of this space has been a well researched design process and creating a

space which is flexible so that the space can be changed over time and experimented with in

order to meet new user needs.

Similarly, the DOK Library in Delft was created with the aim of creating a library space which

was ‘the best in the world’. With this broad aim the DOK design team set out speaking to

library specialists and visiting libraries throughout the world in order to gain ideas and share

best practice on design and management of spaces which were successful. Through this the

team visited numerous libraries throughout the world in order to inform how the DOK library

could be shaped.

Today, the DOK library is a public library which caters to users from toddlers to teens to the

elderly. Using innovative technology such as multi-touch surface tables the space attracts

users of all ages to come and use the space and stay. The space not only provides books

but it provides a comfortable setting with an array of different rooms and services including a

coffee shop, music practice space and sexual and mental health service. Providing this

holistic service has made the space a destination for many users who are not just looking for

a book to read or a place to study. Similarly to TU Delft the DOK team use the space to

experiment and try new services and spaces for users such as new technology designed to

enhance the learning experience.

Both these examples from the Netherlands demonstrate the importance of a thorough

research process before the design work of a space can begin. Interaction with users of the

space and investigations in to best practice from across the sector are crucial to creating a

space which is attractive and useful to users. These examples also demonstrate the

importance of flexibility in learning spaces, both libraries are able to adapt to changing needs

and actively look for new ways in which the spaces can be enhanced.

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6.5 Conclusions

Through the consultation of key stakeholders in the design and management processes of

learning spaces it is evident that a number of practices at UCL are not consistent and thus

not always effective. It is important that a number of key design and management practices

are put in place for the effective management of learning spaces. A number of these

practices are discussed below:

6.5.1 It is important that the design process of learning spaces has a more detailed

and rigorous approach. A strong design team must be in put place which is

representative of all key stakeholders within the learning space. This needs to include

not only members who have initiated the development of the space but those who will

be managing the space once it has been completed. Thus, the management

responsibility of the space must be discussed and assigned at the early stages of the

design process. The design team must have enough time to discuss all stages of the

design process with each member signalling their agreement with the plans. Whilst

the size and complexity of a space to be developed will impact the amount of time

needed for the design process UCL Estates should look to develop a minimum

timeframe for future developments.

6.5.2 The architect’s involvement and understanding of a space and its function has

proved to be a key determinant in the success of building projects at UCL. Through

liaison with stakeholders involved in building design at UCL it is clear that there are

an array of architects used which have varying levels of engagement with learning

spaces and their facilitation of a good learning environment. UCL should seek to

collect recommendations on architects used by different design teams across the

University and should look favourably on those which are highly recommended in the

development bidding process. In addition, time should be built in to the design

process so that architects can fully observe and shadow users of existing learning

spaces to truly understand their needs of the space.

6.5.3 User engagement needs further enhancing in both the design and management

of learning spaces. User feedback on spaces should be sought both before the design

process and once the development of the space has been completed and this should

include students, academic staff and other users of the space. This feedback plays a

key role in the evaluation of spaces as shown in sections 4.5 and 4.6. User

engagement should also be enhanced through the communication management of

spaces. Two way communication should be promoted through space managers who

should utilise social media as well as more traditional forms of communication such

as telephone details, email addresses and signs of who users of the spaces should

address faults and concerns to. Managers should use this communication process as

an active way to continually assess and improve the space.

6.5.4 Management of learning spaces needs a holistic approach. The current practice

by which Library Services manages spaces provides a successful example of holistic

management and should be extended to further learning spaces. Holistic

management by a team dedicated to the space must also be supported by services

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such as ISD and Maintenance to ensure that spaces are providing effective learning

environments for longer than the 9-5pm weekday periods which are currently

attended to. Students should be able to access a variety of spaces outside of the

prescribed working day hours and these should be well maintained and supported.

6.5.5 As demonstrated with European examples learning environments should be

flexible enough to be constantly updated and experimented with. Successful learning

environments can adapt to constant updates, according to user and technological

needs. Managers of spaces need to maintain an awareness of the learning space and

best practice in the field so that they can be proactive in changing and experimenting

with the space so that it is constantly an attractive and innovative space for users.

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7.0 Communicating Learning Spaces

7.1 How can learning spaces better communicate with users?

The previous sections of this report have focussed on recommendations for enhancing the

design and management of learning spaces. These recommendations are based on the

conceptualisation of learning spaces as a place for educational assessment and use and

focussing on the estates issues which surround these spaces.

This section focuses in more detail on the importance of communication within and through

learning spaces. It explores which stakeholders UCL needs to interact with in order to exploit

its learning spaces to their maximum potential and is followed by examples of best practice

for communicating, setting out a potential communications plan for learning spaces.

7.2 Channels of communication

Communication is an important tool for university services. Communication is a way for

services to engage with its users and respond to user needs. IT services can help in this

communication, for example Hull University has started recording its support services’

student contact in order to deliver services more efficiently. Through this recording a dataset

has been created which allows the university to assess the impact of its work with target

groups and make evidence-based decisions on its future activities (Universities UK 2013).

Thus, this example shows that in order to create an efficient and effective student service

environment it is imperative that learning spaces and those that manage the spaces actively

participate in and encourage two-way communication.

Through the exploration of learning spaces both within UCL and at other institutions it is

clear that there are a number of stakeholders who need to be communicated with. These

range from students and staff who use the space, to funders and potential donors to the

space and more generally sector wide institutions who have an interest in the space. Each

stakeholder and the type of information that is important to communicate to them is explored

below.

Students and staff who are active and potential users of learning spaces are the most

important group of people to communicate and engage with. Most importantly this group

need basic information such as where the spaces are located, what types of environment

they provide, opening times and any rules and regulations of the space. The learning space

profiles developed in chapter 3 of this report detail the type of information that should be

provided and this should be made publicly available to both students and staff. Indeed the

AMA (2010) study outlined that there are far more learning and social spaces available than

are used at any one time. In order to combat this underutilisation and better exploit learning

spaces they should be communicated through a publicly accessible webpage. The

development of the webpage should also be accompanied by a promotion strategy, utilising

the webpages of Library Services, Student Union and ISD services to promote the spaces

and their functions.

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In addition, students and staff need better signage to locate spaces. Signs should

incorporate a hub brand logo so that users are aware of the freely available use of the space

and its characteristics (see appendix L for hub logo ideas). Currently, signs across UCL do

not make clear where different study spaces are located and thus these along with the ‘UCL

Campus Routefinder’ and ‘UCL Go!’ app need updating to include learning spaces. Within

learning spaces, technology should be utilised in order to keep users aware of learning

centred activities. Examples such as the plasma screens in Libraries should be rolled out to

other learning spaces to promote the activities and services offered in spaces. These should

be centrally managed by staff members who have a holistic view of the learning spaces so

that they can provide messages which draw on services offered by a variety of departments.

Lastly, it is important that two-way communication is actively encouraged between users of

the space and those who manage them. Details of who manages the space and who to

contact if there are problems with the space need to be made clear on the space website

and within the space itself. Regular feedback on the impact of the space and any

suggestions for improvement should also be collected through a biennial survey explored in

section 4.7 of this report accompanied by an online portal for suggestions and comments.

Potential donors to learning spaces incorporate a variety of different stakeholders including

funding bodies, charitable institutions, business partnerships and alumni. Indeed,

contributions from the Wolfson Foundation have helped transform the Science Library’s

Learning Laboratory as well as the Student Union’s second floor study and it is important

that UCL is able to actively encourage and promote its efforts to create spaces which are

‘world leading’ so that similar funding can be attracted. Creating articles for funders to

actively promote how they contribute to a space should serve not only as a recognition of the

funder’s contribution but also as a mechanism for encouraging future donations.

Communication of UCL’s learning spaces should also utilise publications such as the UCL

People magazine released by the UCL’s Department of Alumni and Relations Office (DARO)

in order to inform the wider UCL community of learning space developments and how they

can contribute (UCL 2013g).

In order to be ‘world leading’ UCL must be recognised by its peers across the sector.

Therefore, UCL must actively promote its new spaces through the establishment of articles

on publications such as JISC. UCL should create spaces which are examples of innovation

and thus by doing so should be promoted as ‘best practice’ across the sector.

Lastly, UCL should promote its spaces to the wider community by using learning

environments as platforms for public engagement. UCL Library Services utilise and

encourage users in to their spaces through the co-ordination of exhibitions. Learning spaces

across UCL should follow this example of best practice by actively promoting their spaces as

a way to enhance their engagement with the public. Learning spaces should look to expand

their involvement in public engagement by hosting functions such as talks and workshops.

However, a balance must be met between student use of space during study periods and

the use of the space to engage the public with student considerations taking priority.

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7.3 Best Practice: UCL’s current communication practices

UCL has a variety of different communication practices across the institution. A few

examples are taken from UCL Professional Services to explore and understand how current

practices can be built on and improved.

UCL Newsletters

Newsletters across UCL vary in their content, style and publication. The Library

releases a newsletter each spring, summer and autumn term. These newsletters

include information on library projects, special collection features, buildings news and

staff profiles. This is an effective way to reach UCL Library’s audience in a more

informal manner and at just three releases per year does not overload the reader

with too much information. Learning spaces under development at UCL which are

managed by the Library buildings team are advertised and promoted through this

media and this should be a regular feature for up coming developments. UCL Estates

newsletter is less consistent in its detail and number of publications. Much of the

information found on the news and projects pages is from previous months with little

detail on what the intentions and plans of the projects are. Newsletters across UCL

should not only inform users of developments within the estate but also promote its

changes explaining clearly the benefits of new spaces. Whilst, newsletters need to be

clear in their communication, a more interesting layout could be adopted to provide

readers with snippets of information as well as longer articles. An example of a more

sophisticated layout such as UCL’s People Magazine (UCL 2013g) should be drawn

on for inspiration.

Source: http://www.ucl.ac.uk/library/Newsletter/ (UCL 2013f)

http://www.ucl.ac.uk/library/Newsletter/

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Library Twitter

Each Library site has its own Twitter account which it uses to make users aware of

functional aspects such as opening and closing times as well as any disruptions to

services. It also uses it a as a way to promote services and workshops available to

users of the library and spaces/services which are closely connected such as ISD

workshops. These Twitter pages are a useful and interactive way for the Library to

not only get messages across in a short sentence but also for users of the space to

tweet back any queries. Currently the UCL Libraries Twitter account has 1,194

followers who range from other libraries and institutes within and outside of UCL,

UCL services, students and more. This shows that Twitter is not only a useful tool to

connect with service users but also a way to connect to other service providers as a

means to share and collaborate information and best practice.

Below is a screen print of the types of information that can be found:

Source: https://twitter.com/UCLLibraries (UCL 2013h)

https://twitter.com/UCLLibraries

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Library Webpage

The UCL Library webpage (see below for screen shot) is the most used site by users

who want to find out information about the library collections and locations.

Information is categorised and set out in to subheadings, news and ‘in focus’ features.

The webpage is a useful resource for pulling together and displaying all information

related to library services in one online space. In order for learning spaces to connect

with users effectively they need a similar platform to pull information together.

Learning spaces should have a direct link from sites such as the library so that users

are well informed of the spaces available to them. Through roaming other university

websites, many of the library websites have a link connected to ‘study spaces’ in

which users can easily see the number, type and location of spaces available to them.

This should be incorporated in to the UCL Library Services website also. Whilst the

UCL Library site is informative and functional, in order to engage users learning

space sites should provide a more interesting visual image. In order to promote itself

as a world class learning institution, UCL should provide a visual image which is

reflective of its innovation and prestige. Examples such as UCL’s institute of making

website demonstrate a much simpler yet more interesting layout which users can

easily find information in. See http://www.instituteofmaking.org.uk/.

Source: http://www.ucl.ac.uk/library/ (UCL 2013e)

http://www.instituteofmaking.org.uk/

http://www.ucl.ac.uk/library/

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7.4 Best Practice: Communication Case Studies

In order to explore different types of communication, a number of best practice examples are

used from other institutions:

Royal Holloway University, Space to Study Campaign

Source: http://www.rhul.ac.uk/ecampus/academicsupport/spacetostudy.aspx

Royal Holloway’s library worked closely with its Student Union to set up the ‘Space to Study’

campaign (see screenshot below). This campaign was created to help students access other

suitable spaces around campus when the library became too full and busy during revision

periods. This campaign has grown in size since 2010 and is also used when students need

to be relocated due to refurbishment etc. The campaign informs students through its

webpage of alternative spaces, when they are available and how many seats the space

holds. It also provides not only quiet study spaces but also computer lab seats and music lab

seats providing students with a variety of different alternatives.

This campaign was promoted not only through the Library’s own website but also through

the Student Union website and social media feeds. Using multiple methods of

communication greatly improved the spread of the message across the student body. In

addition, the Library’s close partnership with the Student Union (particularly the Sabbatical

Officer for Education and Welfare) has worked well in resolving settling student concerns.

The Library uses the SU to share information with students through its various print and

electronic communication resources but also to gain feedback and recommendations

through its representatives.

UCL is increasingly using students and student representatives to inform working groups

and estate plans such as the Student Centre and this should be encouraged further. Utilising

a focussed campaign is effective in attracting a wider range of student views and promoting

changes that have been made.

http://www.rhul.ac.uk/ecampus/academicsupport/spacetostudy.aspx

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London School of Economics, Student Centre Development Campaign

Source:http://www.lse.ac.uk/intranet/students/campusLondonLife/sweeHockStudentCentre/

Home.aspx

The LSE have use multiple channels to communicate the development process of the ‘Saw

Swee Hock Student Centre’. The centre and its development has its own webpage

accessible from the Student section of the University’s website. This helps to actively

promote what the LSE is doing to improve its student experience and keep users informed of

progress along the way.

The website provides a monthly update of progress on building works, from ‘topping out’

ceremonies to installing services, to help update readers on the different processes involved

in developing the centre. Coupled with an image gallery of building works and a live web

cam of construction activity, this helps build anticipation of the new build to come. The

website also provides factual information of when building works are allowed due to noise

control, relocation of services, traffic control and other site policies. Monthly drop-in sessions

are advertised and aimed at users of surrounding buildings who may wish to discuss the

effects of building works but also welcome any general building work questions from

interested parties. Lastly, the website provides a virtual ‘fly through’ of what the building will

look like when finished and a short film created by students explaining the reasons behind

building a new centre.

Having all this information together on one page not only helps promote the building but also

helps a variety of parties understand the policies and protocols of the building works. The

information is clear and helps communicate a variety of issues, helping all members of the

LSE community feel involved in the project. UCL’s own website detailing the building works

of the Cruciform is similar in its information provision and both these examples should be

presented as best practice for future learning space building developments.

A screenshot of the website devoted to the LSE’s new student centre is provided below:

http://www.lse.ac.uk/intranet/students/campusLondonLife/sweeHockStudentCentre/Home.aspx


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University of Sheffield, Information Commons

Source: http://www.sheffield.ac.uk/infocommons/index

The Information Commons (IC) at the University of Sheffield has a strong identity which

students and staff like to identify with. Through the use of various communication platforms

the IC works hard to maintain this identity and enable two-way communication. Whilst

various departments work inside the IC (from Estates to IT and Library Services),

communication is managed from within the IC and by IC staff to provide a holistic set of

messages rather than department focussed communication.

The IC uses a variety of mediums to communicate to students. Social media is utilised to

share links and information with students on activities that are happening within the IC, as

well as plasma screens within the space to attract students’ attention. The IC also has its

own blog in which to share longer articles about workshops and events happening within the

space. Lastly, the IC regularly collect feedback using a web platform as a portal for students

to submit ideas and vote on suggestions as well as conducting student interviews and focus

groups to inform projects and developments.

Using the space as a medium to identify with rather than a department ensures that students

receive a well rounded approach to communication and feedback. Currently, UCL learning

spaces have no consistent management structure, management of spaces varies from

Library Services, to Estates and Facilities or to academic departments, creating an identity

for learning spaces which provides a holistic view with all these services incorporated is

important to the effective communication of a space.A screenshot of the IC blog and the type

of information it communicates is provided below:

Source: http://shefinfocommons.blogspot.co.uk/

http://www.sheffield.ac.uk/infocommons/index

http://shefinfocommons.blogspot.co.uk/

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7.5 Communications Plan

The importance of communication is clearly explored within the previous sections of this

chapter. As detailed in sections 3.3 and 3.6, communication of learning spaces is currently

below standard and thus in order to improve the perception and knowledge of these spaces

more needs to be done in order to increase engagement. Using a communication plan will

enhance how spaces engage with users. A draft plan of how this may be carried forward is

detailed below:

Communications Plan

Why do you need to communicate? So students are aware of different types of learning spaces

So students know we are listening to user feedback

To encourage further feedback on spaces To encourage further support and funding

from alumni and donors To promote UCL’s learning space

developments Who do you need to communicate with? Undergraduates Postgraduates Alumni Donors What do audiences think about the topic now?

Undergraduates/Postgraduates: Spaces ok but need more spaces and improvement of existing

Alumni: Not aware that spaces have changed since they were at University

Donors: Unaware of learning spaces we have

What do you want your audience to KNOW, THINK or DO as a result of the communication?

Know: The types of spaces we have and how we’re improving spaces Think: The spaces are ‘world leading’

Do: Use space, feedback on space, donate to further improve space

Write your key messages for each audience

UGs/PGs: We are listening to feedback and further improving learning spaces

Alumni: UCL is creating world-class spaces Donors: UCL is creating world-class spaces

that need support What do you need to deliver your messages?

Support from UCL Communications Someone to ‘own’ communications strategy

How to deliver your messages Webpage on Library site – advertising study spaces at UCL

Messages through individual spaces to promote feedback

Twitter promoting space Use UCL Union as a resource to promote

space and feedback Alumni ‘People’ magazine to feature space

improvements Donor and sector websites to promote

spaces as a feature of ‘best practice’

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7.6 Conclusions

Through the exploration of communication at other institutions and the needs of UCL’s

learning spaces a number of conclusions are made:

7.6.1 Learning space communication needs a holistic and consistent approach. The

messages learning spaces convey should incorporate a variety of different services

including IT support, Library support and Facilities management in order to provide

for users in the most effective manner. This communication should utilise technology

such as plasma screens, social media and websites in order to engage the user

through a variety of different channels. This holistic view of communication and

support is used effectively in a number of the different learning spaces used as case

studies throughout this report and thus should be led by UCL also. This holistic

approach to communication should be further enhanced through the creation of a

learning space identity followed below.

7.6.2 Learning spaces across UCL need to create an identity through which they can

communicate, as seen in the case study of the Sheffield Information Commons. The

Hubs Management report, found in appendix A, advocates the use of learning space

logos in creating an identity with hubs and this should be carried out across all

learning spaces to provide both users and managers of the spaces an identity to

affiliate with. Whilst there is a risk that an identity which covers all the separate

learning spaces may dilute the faculty or departmental specialisms of certain spaces,

this strategy is most effective in supporting students and co-ordinating effective

management processes. A more localised identity of the space could be enhanced

through the development of exhibitions and events related to the faculty or

department held in the space.

7.6.3 Key to creating a highly rated student experience is having user buy-in on all

aspects of the learning spaces. Thus, in order to meet and understand user needs and

demands learning spaces should partner with the UCL Student Union in order to

enhance communication channels. Details of learning spaces should be promoted

through the Student Union website as well as the main UCL website so that users

awareness of spaces are enhanced further. In addition, learning spaces should utilise

the role of Student Union Sabbatical Officers to collect feedback on spaces and

communicate future changes in spaces. As demonstrated in the Royal Holloway case

study in section 7.3 creating a partnership with student representatives can help

settle and resolve student concerns.

7.6.4 The recommendation of web accessible learning profiles is discussed in section

3.6 of this paper and should be used as one of the main communication channels.

Included within these web profiles should also be a tool for user feedback to be

submitted online. This should take the form of either the email address of the service

department who manages the space or a comments box in which feedback can be

submitted directly. Either option should be clearly marked so that two-way

communication is actively sought throughout the year and feedback responded to.

Within this, learning spaces should actively promote how they are responding to

feedback through a ‘you said, we did’ campaign, outlining learning space strategies

and how they have responded to user needs.

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7.6.5 Lastly, learning spaces need to do

more to engage and communicate with

the wider UCL community. As explored

in section 7.2, alumni, donors and the

wider HE sector are an important

audience to communicate to in order to

become recognised globally and secure

future funding for developments.

Learning spaces should actively

participate in communication

campaigns aimed at these audiences

through the use of formal publications to promote and enhance UCL’s spaces. Whilst

this communication action may follow only once the developments are complete it is

important that communication is not a one time thing and is continued as

developments grow.

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8.0 Conclusions & Recommendations

How can UCL move forward from this report?

This report aimed to answer the question What can UCL do to become one of the world’s

top 10 leading universities in learning space provision? This paper has investigated a

number of design, planning and management issues involved in the creation of learning

spaces, providing evidence and case studies of best practice.

Following on from these investigations a number of recommendations and plans for action

are made:

Short Term Recommendations (to be completed by October 2014):

8.1 Collection and analysis of data

Collection and analysis of UCL learning space data needs a more thorough and consistent

approach. It is recommended that a rigorous Post Occupancy Evaluation (POE) framework

is adopted which incorporates the profile template provided in section 3.5. These profiles

should be created for new spaces on completion of development and should be updated

annually. This action would be most effective if owned and carried forward by the Service

Assistant Manager as they are in direct contact with learning environments on a daily basis.

The collection and analysis of existing spaces has been initiated through this report and it is

recommended that outstanding profiles are completed by March 2014.

8.2 Learning space webpages

Communication with users of learning spaces needs to be strengthened. ‘Learning Space’

webpages need to be created in order to inform students of the different types of learning

environments available and where these are located. These should include details

recommended in the profile template above, including satisfaction ratings, student feedback

and real time availability of spaces as used in computer cluster sites. Inclusion of satisfaction

ratings and feedback would help students understand the progress that is being made in

learning environments and would also highlight to those involved in the developing of

learning spaces those which are of highest priority. This action should be carried forward

through liaison between the service assistant team and library web support team and

completed in time for the exam and revision period in March 2014.

8.3 Update existing space

UCL Estates should improve existing study spaces through the refurbishment of decor,

furniture and facilities. These investments should be low in cost and ease to maintain.

Spaces should provide comfortable seating in a light and airy environment and upgrade the

heating and ventilation, lighting, toilet and food/drink facilities. Priorities for the refurbishment

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of existing space should include the faculties of Arts and Humanities, Laws, Maths and

Physical Sciences and Social and Historical Sciences, as these are below par. (see report

section 4).

8.4 Holistic management, support and communication

As previously noted in the hubs report, management of learning spaces needs to involve a

holistic approach as modelled by Library Services. The recommendation of the library

management of learning spaces should cover communication as well as the everyday

functioning of the space. Communication of learning spaces should be managed by the

Library Service Managers and Service Assistants who should use Twitter, websites and

newsletter articles to facilitate interaction in management of the space. In addition spaces

need to be effectively supported within extended opening hours at evenings and weekends

and thus staff working in services such as the ISD service desk, maintenance team and

cleaning staff need to have longer availability. For further details on the recommendation

please see hubs management report in appendix A.

8.5 Student engagement

Key to creating a highly rated student experience is having user buy-in on all aspects of the

learning spaces. Thus, in order to meet and understand user needs and demands learning

spaces should build stronger relationships with students to facilitate a two-way

communication process. Details of learning spaces should be promoted through student

focussed portals such as the Student Union website as well as the main UCL website so that

users’ awareness of spaces are enhanced further. In addition, learning spaces should utilise

the role of Student Union Sabbatical Officers to collect feedback on spaces and

communicate future changes in spaces.

Long Term Recommendations (to be completed in 3-6 years):

8.6 Further research

Whilst this report has scratched the surface of an issue which is very much at the forefront of

Higher Education there is very little recent research or policy on the issue. The Follett (1993)

Report is now 20 years old and so in order to contribute to an area which has very little

recent research UCL should lead the way. It is recommended that UCL Library Services in

conjunction with the UCL Bartlett School and Institute of Education commission a research

project to analyse the function of learning spaces in detail, preparing articles, reports and

recommendations as an initial step in to an issue which has very little research across the

sector. This should include gathering best practice advice and examples from UK and

international examples. This recommendation would not only contribute to the HE sector as

a whole but would support UCL’s Grand Challenge of Intercultural Interaction through

‘creating new modes of collaboration across disciplines at UCL […] to influence intellectual

debate, shape policy development and engage the wider public’ (UCL 2013a).

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8.7 Significantly increase number of learning spaces

The Vice Provost (Education) is championing the provision of a wider variety of study spaces

at UCL. Further plans should be made in order to expand the number of study seats to 1

seat per 6 students. UCL should aim to meet this target with the assumption of the student

body growing 20% by 2020. With the inclusion of the new student centre to be completed by

2016 providing 800 spaces, UCL should provide an additional 800 study spaces by 2020.

This is intended as a flexible framework and thus should be adapted according to student

numbers, student demands and learning environment innovations. Spaces should include

department specific learning environments (e.g. through the promotion of departmental

specific subjects on display and department related workshops) as well as more general

learning environments for use by a variety of different students.

8.8 IT facilities

Computer provision and printing facilities need to be increased across UCL. An

overwhelming response on feedback of study spaces identified that IT facilities are a key

determinant in which study spaces are used. ISD should improve the quantity and quality of

IT provision in study spaces to improve the learning experience. UCL currently provides 1

computer space per 22.8 students. The additional 1,600 spaces recommended by 2020,

should all be computer enabled and incorporate a high number of computer desktop

provision. Whilst increasing standalone computers is important, the provision of self-service

laptop loans should supplement this provision and ease pressure on space through flexibility.

(see report section 4.3)

8.9 Public engagement

The Library and other learning environments should facilitate spaces where not only

individual learning is conducted but more formal structured events take place. This should

take the form of evening events, talks, workshops and exhibitions aimed at engaging

students further as well as staff and the wider public. Whilst a balance must be met between

the needs of students and public engagement activities, the Library’s public engagement

strategy (found in appendix b) and steering group should investigate the use of learning

spaces for workshops and talks further. (see report section 7.2).

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