Year: 2025
Type: article
Abstract: Purpose Higher education (HE) buildings should function as versatile spaces that meet the requirements of diverse end-users. However, research indicates that HE buildings often fall short in addressing these needs, resulting in performance gaps that negatively affect end-users’ well-being and productivity. A primary reason is the inadequate consideration of diverse end-user needs during design. This study aims to establish comprehensive design features that bridge these gaps, ensuring HE buildings effectively meet diverse user needs while incorporating designers’ perspectives. Design/methodology/approach A two-stage qualitative approach, consisting of a systematic literature review (SLR) and focus groups, was adopted. The SLR identified design elements and features for HE buildings from 38 journal articles and seven design guidelines. The design elements were refined through insights gathered from four focus groups: three end-user groups – students, academics and professional staff – along with designers. Findings The study establishes new design features to enhance the performance of HE buildings, contributing valuable insights to the existing body of knowledge on briefing and user-engaged design. It introduces 84 design features, organised into 13 design elements: spatial configuration, aesthetics, connection with nature, inclusivity and accessibility, sustainable design, lighting, thermal comfort, indoor air quality, privacy, ergonomics, operational services, learning, teaching and research enablers and safety and compliance. These design features enable designers to develop a comprehensive project brief, thereby creating a user-centred designs. Originality/value The findings equip HE institutions to procure cost-effective, adaptable and high-quality spaces that enhance educational excellence and end-user satisfaction. It can help mitigate the recurring problem of performance gaps in HE buildings.
Institution: Deakin University
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
Funder: Deakin University
OpenAlex ID: W4410920253