Abstract
The possible connections between the physical character of the university and its academic effectiveness have, over the last decade or so, become a focus of increasing research and professional interest. I have previously suggested that a means of understanding the connections between the two may be found by studying the transformation of space into place; I have in earlier work conceptualised this change in terms of social capital theory. Recent studies, from different higher education systems, sometimes drawing on concepts of structure and agency , have shown how disciplinary communities of various kinds may both create and ‘own’ campus places , providing ideas about which features or processes may support this place-making. These findings, I propose, may be viewed in a theoretical framework based on the ‘common-pool resource’ (CPR) theory, associated with the work of Ostrom. Social capital formation was an explanatory variable in the cases she and others have studied. CPR studies were initially of water resources, fisheries and the like, managed cooperatively to maximise sustainable benefits, but the theoretical ideas have been applied to other resources, tangible and non-tangible, that may be used in common. I shall consider, whether understanding university space in this way may point to different approaches to planning and managing it to improve, particularly, teaching and learning effectiveness.
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Temple, P. (2018). Space, Place and University Society: Insights from Common-Pool Resource Theory. In: Ellis, R., Goodyear, P. (eds) Spaces of Teaching and Learning. Understanding Teaching-Learning Practice. Springer, Singapore. https://doi.org/10.1007/978-981-10-7155-3_3
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