What lessons can be transferred to higher education learning landscapes from the leadership, governance and management processes of school design projects?

Abstract

This review reports experiences from the schools sector in involving stakeholders in the processes of managing school building design. Its aim was to see if any of this could offer guidance for higher education as their learning landscapes are reconceptualised. School architects and designers have gradually accepted grater stakeholder involvement especially from pupils and to a lesser extent from teachers and many innovative ways have been found to make their participation authentic. These could be adapted in higher education together with teacher education in new pedagogies and better liaison with governors