A Scientific Approach to Evaluate the Efficiency of External Spaces Design in Universities and Their Compatibility with Users’ Needs

Abstract

Universities are one of the important centers that determine the educational and cultural level of countries. It has a significant effect on the community and society's growth. However; designers neglect the end-user phycological ineffable needs which is one of the fundamentals of external spaces design. These factors affect negatively the university end-users and their social values. This paper presents a mixed methodology between qualitative methodology using data analysis and quantitative methodology using data collection approaches. The methodology is obtained and assessed according to international standards. A sum of 300 surveys are made by university students, based in Egypt, showing that the end-user phycological ineffable needs are directly proportional to the quality of the external spaces designed in universities. Thus, the process of designing and coordinating the various elements of the site does not come spontaneously without awareness of the visual and sensory factors affecting them, and the formulations of the external space need integration between functional, visual, and sensory considerations. This process is considered to have a social and cultural dimension and goes beyond being a space cut out from the total void, as it determines the activity for which this space was created.

1 Introduction

End-users in universities could be professors, teacher assistants, students, and even employees. End-users are affected by the surrounding environment as their reactions and performances vary in response to the influence of space characteristics whether size, position, orientation, coordination, or other features. In this paper, the problem statement that the research identifies is about the neglect that the designers make during the scheming of external spaces of the phycological ineffable needs of the users. The external spaces can identify as spaces that the designer deducted from the natural space by using determinants to make it suitable for a job and the activities that people practice for physical and psychological comfort. This results in a space that has a distinctive character and personality, it is also the place that contains things, people, and activities through its three dimensions, and it has the characteristic of development over time, whether urban development or human development. Ineffable needs of the end-users can be summarized as social values have a fundamental role in the life of communities and individuals, as they define the general parameters and philosophy of society, the persistence and diffusion of social values depend primarily on the interplay between users' behavior and the university environment which is evident through the activities of individuals in public spaces. To understand the prevailing social values of any user, it is necessary to study the evidence surrounding it and the behavior of its members to know the activities that are circulating among the members of this society, which itself represents the visual embodiment of the values of society. To apply this study and to stand on the importance of taking into consideration the human factor in the external spaces design for users, especially the student, thus, the analytical part was divided into two main parts. The first is to analyze the current situation of the external spaces of the main space of Suez Canal University. Conducting surveys and questionnaires to determine the suitability of the outdoor space design for its users. At the end of the presented research study, the research reached a set of results related to urban factors and the human dimensions of the external spaces in universities. These results were distributed as follows:

• Results related to the urban aspects of designing the external spaces of universities.

• Results related to the human factors related to what must be available and achieved in the external urban spaces that meet the needs of its users.

• Results reached by the researcher from conducting analytical operations on some external spaces of universities.

2 Alternatives to the Distribution of the Main Uses of the University Campus

University planning is like city planning, as the university is considered a microcosm of the city, although there are some differences between them, such as the limited functional needs of universities and future and rapid changes. The components of cities are represented in housing, services, roads, public spaces, etc., as in Fig. 6.1 and they are the same as the components of universities, with a difference in scale [1].

Fig. 6.1

Source https://www.aucegypt.edu/giving/named-spaces

AUC University planning.

Through the theoretical study and the practical study, the classification of the external spaces of Egyptian universities, and the suitability of the theoretical study of human behavior and human relations and the standards of urban design for the external spaces in universities, this analysis can be applied to the new Suez Canal University using the monitoring and analysis methodology.

2.1 The Urban Composition of the Academic Area

In designing university spaces, the permanent overlap in the functions of the building is taken into consideration. In modern universities, there is no rigid identification of functions, but they are distributed and overlapping in the sense that they include educational, social, religious, cultural, administrative, and health facilities as in Fig. 6.2.

Fig. 6.2

External spaces formed—(Bochum) University of Germany—semi-enclosed longitudinal spaces

The functional relationships between the university buildings affect the educational link between the colleges and the different scientific departments and their relationship to the auxiliary educational services, which in turn created secondary or basic external spaces between them, which took multiple forms according to the distribution of university buildings. As in Fig. 6.3, through the analysis of many universities, it was found that: there is a group of buildings that need an average location in the university, and they represent the buildings frequented by the majority of users in the university, such as the central library building, administration, celebration hall, student union building, and student center, so the functional relationship is given great importance in creating a large external space to accommodate this student assembly as in Figs. 6.4, 6.5 and 6.6.

Fig. 6.3

Distribution of Cornell University buildings on both sides of the university's main road

Fig. 6.4

Source Picture by researcher

BERKELY buildings formed the main vacuum of the university campus.

Fig. 6.5

Source Picture by researcher

Cambridge University buildings have formed closed spaces, with each space surrounded by certain college buildings.

Fig. 6.6

Source Researcher

Urban composition of the academic region.

2.2 The Main Uses of the External Spaces on the Campus Can Be Distributed as Follows

See Fig. 6.7.

Fig. 6.7

Source Researcher

Analytical description of university external space.

2.3 Basic Consideration for Classification of External Spaces (Main Space for University)

Space that the designer deducted from the natural space by using determinants to make it suitable for a job and the activities that people practice for physical and psychological comfort, and this results in a space that has a distinctive character and personality. It is also the place that contains things, people, and activities through its three dimensions, and it has the characteristic of development over time, whether urban development or human development (and human development here means behavior, activities, movement, and everything related to the student’s actions) as in Fig. 6.8.

Fig. 6.8

Source Researcher

Basic consideration for classification of external spaces.

3 Social Values and Their Impact on Planning

Social values have a fundamental role in the life of communities and individuals, as they define the general parameters and philosophy of society. They are stations and standards through which individual and collective ideas, people, things, works, subjects, and situations are judged in terms of their good, value, and desire, or terms of their bad, value, and hatred. It gives the individual the ability to do what is required and gives the ability to adapt, agree and achieve self-satisfaction because of his response to the group's correct principles and beliefs. It gives him a sense of security, allows him to express himself, and even helps him understand the world around him and expands his frame of reference in understanding his life and relationships [2].

• The concept of social values.

• The interrelationship between the surrounding environment and social behavior in the outer spaces.

• Social requirements in the external spaces of the university campus.

3.1 Reciprocal Relationships Between the Surrounding Environment and Social Behavior

The persistence and diffusion of social values depend primarily on the interplay between human behavior and the environment which is evident through the activities of individuals in public spaces as in Fig. 6.9. To understand the prevailing social values of any society, it is necessary to study the evidence surrounding it, and the behavior of its members, and to know the activities that are circulating among the members of this society, which in itself represents the visual embodiment of the values of society [3].

Fig. 6.9

Impact of activities on social values

The surrounding environment is all that is outside the human being, and all the surrounding assets include the air that breathes, the water that he drinks, the land on which he dwells and plants, and the living creatures that surround him.

First: Natural Evidence

They are manifestations of which there is no human right to exist or to use: desert, sea, climate, and terrain. Surface and surface water, etc.

Second: Built Environment

It consists of the physical infrastructure built by man and the social systems and institutions established by man. The environment created can be seen through how societies organized their lives and changed the natural environment to serve human needs.

Third: The Social Environment

The concept of the social environment is related to the conditions and human interaction that are related to human life. We find that for human life to continue, people must engage in effective and positive social relationships with the environment around them (Fig. 6.10).

Fig. 6.10

Source King [4]

Interaction between the space user and elements of the environment.

4 Social Behavior for External Space Users

Behavior can be defined as the ‘adaptation between an individual and his environment. It is every action by which the user responds, and this response depends on its previous experiences, as it is the result of human interaction with its environment [5].

Many studies and research have focused on studying and identifying the requirements of the individual in his environment and how to monitor it. It emphasized the existence of four entrances to identify user requirements.

• 1. Sociology: Explains the importance of the user’s social environment.

• 2. The environment: Includes the physical evidence and the interaction between the user and his environment.

• 3. Psychology: Emphasizes the importance of knowledge and personal experience of the user.

• 4. Behavioral: Where there is a strong relationship between the user's behavior in his statement to achieve his requirements and his needs. These approaches can be intertwined to understand, interpret, and monitor human behavior within the environment [2].

5 Social Requirements in the Outer Spaces of the University Campus

A student has several social requirements that wish to achieve in varying ways and degrees in the outdoor spaces, which can be abbreviated to [6]:

• 1. User needs in Outdoor spaces (Privacy—Possession—Forming friendships—Personal safety—Communications).

• 2. Urban design standards for Outdoor spaces (Permeability—Variety—Robustness—Legibility—Visual Appropriateness—Personalization) as in Fig. 6.11.

  Fig. 6.11

  

  Source Picture by researcher

  Providing shaded places that allow gathering and provide space for interaction and interaction between university students.

6 A Brief History of the Design and Planning of Suez Canal University

Case study: Analytical study of the external spaces of the new Suez Canal University.

An Egyptian governmental university was established according to Republican Decree No. 93 of 1976 AD, and it received the first batch of students in the following year 1997 AD as in Fig. 6.12.

Fig. 6.12

The location of the university in the city

The philosophy of establishing this university was distinct from the rest of the universities of the Arab Republic of Egypt, as it is a community-oriented university, and it serves an area of the land of Egypt that was a scene of struggle and struggle over many years [5].

6.1 The Distribution of Faculties in the University

• 1. College of Agriculture.

• 2. College of Science.

• 3. Faculty of Science, Section Two.

• 4. College of Education.

• 5. College of Commerce.

• 6. Completely for the tooth.

• 7. College of Computers and Information.

• 8. College of Veterinary Medicine.

• 9. Faculty of Arts.

• 10. College of English Commerce.

• 11. College of Engineering.

• 12. Faculty of Dentistry.

• 13. College of Human Medicine.

• 14. College of Education.

• 15. The Confucius Institute.

• 16. The Shepherd's Building.

As in Fig. 6.12.

7 Analysis of the External Spaces of the Faculty of Engineering—Suez Canal University

The design of external spaces in universities varies according to their function and the different activities in space, the activities of the surrounding spaces and their connection to what is around, the characteristics of the space, the architectural character of the surroundings, and the quality and behavior of users. One of the more important factors affecting the space design are first: the type of activity—second: the number of space users—third: the weekly or daily frequency of the space [7].

Outdoor Spaces Designated for Sports Activities

• 1. Football and tennis courts.

• 2. A recreational area and a cafeteria.

• 3. Main theater.

• 4. Gathering area (green space).

• 5. A gathering area for the activities of the Faculty of Commerce.

• 6. A green gathering area for the Faculty of Dentistry.

• 7. A special gathering area for the College of Pharmacy.

• 8. A gathering area for the Faculty of Arts as in Figs. 6.13, 6.14 and 6.15.

  Fig. 6.13

  

  Source Picture by researcher

  Distribution of faculties in the university.

  Fig. 6.14

  

  Source Picture by researcher

  Outdoor spaces for Suez Canal university.

  Fig. 6.15

  

  Source Researcher

  Percentages of different uses within the university.

7.1 Analysis of the External Spaces for the Main Square Entrance—Suez Canal University

The campus entrance space is considered one of the most important spaces that must be carefully designed, as it is the first thing that receives the student, the visitor, and all the users of the university campus as in Fig. 6.16.

Fig. 6.16

Source Researcher

Main entrance for Suez Canal university.

The size of the main square is commensurate with the size of the gathering that it serves. The square that serves a large main university is different from the square that serves a gathering of a small college because the central square of the university campus is where festivals, speeches, performances, and exhibitions are organized [5].

8 An Analytical Study of the External Spaces of the New Suez Canal University

8.1 The First Part of the Analytical Study

The analytical model is presented through a table divided into two main parts.

Analysis of the external space in terms of blocks, paths, and green areas and identifying the advantages and disadvantages of the external spaces of the Suez Canal University according to the principles of designing the external spaces of universities and applying the proposed assessment methodology and test it on one of the main spaces in Suez Canal University [5, 8].

Regular dynamic	Shape	Space description	1
Open	Closure
Transitional	Gradient
Linear	Design style		2
Path	Proportions	Space properties	3
Humanitarian	Scale

8.2 The Second Part of the Analytical Study

Analysis of the external space in terms of human factors affecting the formation of external spaces, by applying urban design standards for external spaces and conducting a questionnaire for students about the efficiency of designing external spaces [3, 9] (Fig. 6.17).

Fig. 6.17

Source Picture by researcher

Pic. for boundaries and components of the main space for Suez Canal university.

Urban design standards outdoor spaces		User needs in outdoor spaces
Permeability (%)	55	Privacy (%)	45
Variety (%)	30	Possession (%)	15
Robustness (%)	45	Forming friendships (%)	35
Legibility (%)	55	Personal safety (%)	60
Visual appropriateness (%)	85	Communications (%)	45
Personalization (%)	90

9 Suggestions for Solutions to Redesign and Coordinate the External Spaces

Work on the formation of specialized committees in planning and fields of behavioral psychology by the Ministry of Education and Higher Education to prepare a guide for standards for planning educational institutions in a manner commensurate with student activities to establish the constraint of the local community.

The standards for planning external spaces in universities must be directly related to the desires of users, and this requires identifying the activities that take place in these spaces, then translating these activities into spatial requirements of dimensions and areas, as well as choosing the appropriate furnishing elements for them as in Fig. 6.18.

Fig. 6.18

Source Design for outdoor recreation, Simon Bell, 2008

Proposals for the design of the external space that is based on the desires and needs of its users.

As for the main student yard, the presence of the fountain in the middle of the yard without shaded seats and service elements near it led to the failure to use it properly as a gathering place or even as a part of the space [3].

• Using levels in green areas to provide shade for seating.

• Different shapes of sidewalks separate pedestrian paths and green areas.

• Making seats that can be used for more than one function and in an aesthetic way, such as waiting places for grades.

• Divide street lanes.

• Create spaces for gathering, Fig. 6.19.

  Fig. 6.19

  

  Source Alshereif [6]

  Proposals for designing outdoor spaces based on the desires and needs of its users.

10 Conclusion

The research aims to improve and develop the external spaces of the universities to reach a functional design approach based on the design of the project elements in an integrated spatial system, compatibility with human needs in terms of functional and psychological aspects, and the mutual influence between the design and the resulting human behaviors.

• Deducting the external spaces in universities and converting them into parking spaces for cars, makes the external space lose its function.

• Successfully achieving human relations in the spaces that meet the design standards for the external spaces (the urban composition of the external spaces).

• Lack of interest in the spaces between the university faculties, despite their importance to users.

• Not achieving the permeability and extrapolation of the vacuum to a sufficient extent, due to the lack of success factors.

• Taking into account the functional and psychological needs of the users of these spaces.

• Study the functional relationships between the external spaces.

• Providing the outer spaces with guiding signs of distinctive signs, and boundaries of the void that help to achieve extrapolation of the void by realizing how to reach it.

• It takes into account the achievement of diversity in the external spaces of the university through the diversity of the functions of the space and the activities that are practiced in it, and the possibility of changing uses at the same time.

• Attention is taken into account to the road network and movement paths and the availability of several diverse and clear alternatives to reach the university spaces in order to achieve permeability in the space.

• Design flexibility in terms of using appropriate methods.

• The standards and densities are determined for the university student size, which should not exceed the guiding standards (large, medium, and small universities).