space guidelines
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SPACE PLANNING GUIDELINES
Edition 2
FFOORREEWWOORRDD ............................................................................................................................................................................22
11..00 IINNTTRROODDUUCCTTIIOONN –– AAAAPPPPAA SSPPAACCEE PPLLAANNNNIINNGG GGUUIIDDEELLIINNEESS..................................33
22..00 HHIIGGHH LLEEVVEELL RRAATTIIOOSS FFOORR GGEENNEERRAALL PPLLAANNNNIINNGG PPUURRPPOOSSEESS ............................44
INTRODUCTION ................................................................................4
THE OVERALL PICTURE.....................................................................4
TOTAL UNIVERSITY GFAm2/EFTSU....................................................4
TYPES OF SPACE...............................................................................5
LIBRARY SPACE ................................................................................5
CAFETERIA SPACE.............................................................................5
CARPARKING ....................................................................................6
ACADEMIC SPACE.............................................................................6
BROAD ACADEMIC CATEGORIES ......................................................6
DETAILED ACADEMIC CATEGORIES ..................................................7
33..00 SSTTAANNDDAARRDDSS AANNDD BBEENNCCHHMMAARRKKSS............................................................................................................99
INTRODUCTION ................................................................................9
STANDARDS .....................................................................................9
BENCHMARKS ..................................................................................9
MODELLING......................................................................................9
ALLOCATION GUIDELINES BY SPACE TYPE......................................10
ALLOCATION BY FUNCTION .............................................................11
44..00 SSPPAACCEE UUTTIILLIISSAATTIIOONN ................................................................................................................................................1122
ROOM AUDITS AND AUDIT DATA ....................................................12
AUDIT DATA.....................................................................................12
SPACE UTILISATION RATES .............................................................13
INDICATIVE SPACE UTILISATION RATES..........................................14
ANALYSIS OF SPACE UTILISATION DATA .........................................15
CAPACITY BASED ANALYSIS............................................................15
PEAK OCCUPANCY ANALYSIS..........................................................16
FACTORS AFFECTING SPACE UTILISATION RATES ...........................16
55..00 SSPPAACCEE PPLLAANNNNIINNGG GGUUIIDDEELLIINNEESS BBYY SSCCHHOOOOLL// DDEEPPAARRTTMMEENNTT//DDIISSCCIIPPLLIINNEE ............................................................................................................................1177
SPACE PLANNING IS PREDICATED ON AN ACCURATE SPACEMANAGEMENT/ INVENTORY SYSTEM & AN ACCURATE INDICATIVESPACE MODEL.................................................................................17
USE OF THE INDICATIVE SPACE MODEL GRID AS A SPACEMANAGEMENT TOOL.......................................................................17
HOW THE MODEL IS FORMULATED ....................................................17
DEFINITION OF HEADINGS USED IN THE INDICATIVE SPACE MODEL...18
INDICATIVE SPACE MODEL ‘GRID’ ..................................................19
FIELDS OF EDUCATION...................................................................20
SAMPLE REPORT – INDICATIVE SPACE MODEL CALCULATION .......22
SAMPLE REPORT – INDICATIVE SPACE VERSUS ACTUAL SPACE.....24
66..00 SSPPAACCEE PPLLAANNNNIINNGG SSOOFFTTWWAARREE ................................................................................................................2255
77..00 GGLLOOSSSSAARRYY OOFF TTEERRMMSS && AABBBBRREEVVIIAATTIIOONNSS............................................................................2266
88..00 AACCKKNNOOWWLLEEDDGGEEMMEENNTTSS.. ....................................................................................................................................2277
99..00 FFUURRTTHHEERR RREEAADDIINNGG..................................................................................................................................................2288
1
CONTENTS
2
Space is one of the major assets of higher education institutions, and on average representsaround 20% of the costs of operating an institution. While this incurs a major cost to aninstitution, the availability of appropriate space is essential to support the teaching, researchand community services objectives of our institutions. The provision of the right space isbecoming even more important as institutions increasingly compete for students and funding.The management of space is therefore an essential part of an asset management strategy forany institution.
This second edition of AAPPA’s Space Planning Guidelines represents a major step forward in theprovision of essential planning information for use by facilities managers in the higher educationsector. It builds upon the first edition, which was issued in 1998. The first edition, which in itselfwas a major effort to put together, was tested in practice and a number of workshop sessionsattended by representatives from a range of Australian and New Zealand tertiary institutionswere conducted to consider improvements for the second edition. While it is clearly recognisedthat ‘one size does not fit all’ these guidelines present an excellent basis from which to start toassess space requirements, provide quality advice and develop Benchmarks.
The production of these guidelines has only been possible through a lot of hard work by anumber of AAPPA members. Many institutions contributed data, without which the spacestandards would have been far less accurate. Particular thanks goes to the editorial panel ofColin Tolmie, Darren McKee, Sandra Jones, Andrew Trotter, Gary Bradley and Todd Denham,without whom this publication would not have been possible, and Denis Stephenson who co-ordinated and instigated the publication.
Andrew Frowd
President
AAPPA
FOREWORD
As anticipated in the introduction to the firstedition of the AAPPA Space PlanningGuidelines (September 1998) a review of thatdocument has been deemed appropriate.This follows its review at the MelbourneConference (2000) and theacknowledgement that the first edition wasvery much a first casting of this information.
It has now been tested in operation oversome three years, and comments frommembers have been received and assessedfor inclusion in this second edition. A draftwas reviewed at a well-attended workshopduring the Canberra Conference (2001) andthis final document is a result of theseconsultative processes, by attendees fromAustralian, New Zealand and other membercountries.
One of the difficulties of norms produced bygeneral practitioners and Governmentfunding authorities is that they arestandardised so as to appear appropriateand equitable to all institutions. Thisstandardisation is recognised as clearlyinappropriate and unhelpful in resolvingspace planning matters for BuildingsManagers who operate across a widediversity of campuses with recognisabledifferences in academic, cultural and climaticconditions.
These Guidelines are specifically developedto provide a base recommendation withclearly defined parameters, which can eitherbe used per se or adjusted and adapted tosuit various known situations as they exist indiffering campus locations. An example ofthis is the mix of teaching and research donein universities, and the possible absence ofresearch space in Polytechs and TAFEs. Toimprove credibility of bids for space it isstrongly recommended that proposals simplybased on norms be avoided. Reports shouldbe augmented by an overview ofrequirements taking into account the“needs” of an institution, faculty ordepartment reviewed at the local level.
This second edition is structured similarly tothe previous publication, with three mainsections providing advice on User Groupspace based on student and staff load,Guide Utilisation Ratios, and General SpaceStandards based on room type, withdefinitions of commonly used termsprovided. In preparing capital developmentfeasibility studies, there will be a need toconvert useable floor areas (UFA) to a grossfloor area (GFA).
This process has not been addressed inthese guidelines. Whilst each building typerequires individual assessment, this ratio isreported in total campus terms in AAPPA’sannual benchmarking report as a guideline.However, further research on this and othergaps in the detailed space recommendations,will enhance a future edition of these guidelines.
Space management continues to be anessential element in total asset management,providing an opportunity for greaterutilisation of space and minimisation ofcapital programs, reducing recurrentoperating costs and providing appropriatesolutions to client accommodation programs.
The successful outcome of a spacemanagement program is enhanced ifinstitutions embrace parameters in a policydocument which can be custom designedfrom guidelines such as these to meetindividual strategic plans. This is highlyrecommended at an institutional level.
The AAPPA Board is pleased to be able toprovide this Guideline to assist in thecarrying out of these responsibilities for its members.
Denis Stephenson
Divisional Manager, Buildings and Grounds,
La Trobe University,
Editor.
3
1.0 INTRODUCTION – AAPPA SPACEPLANNING GUIDELINES
INTRODUCTIONThis section discusses the broad ratios thatcan be used for university planning. Inessence, they are simply an amount ofspace typically attributed to a particularuniversity use, based on student load.
The ratios and data tables have beenassembled from planning data generallyavailable within the university sector. Thissection has been updated to reflectfeedback received since the first edition,however it would benefit from furtherregular feedback and benchmarkingbetween the AAPPA universities.
Most would be familiar with the terms GFA,UFA and EFTSU, however it is worthproviding some definition from the outset,as space and student load needs to becorrectly interpreted and quantified toprovide meaningful results when applyingthe ratios.
• GFA (Gross Floor Area m2). As defined inthe AAPPA Benchmark Survey, i.e. the sumof fully enclosed area and unenclosedcovered area.
• UFA (Useable Floor Area m2). As defined inthe AAPPA Benchmark Survey, i.e. floorarea measured from the inside face of thewalls and deducting all the common useareas (corridors, etc) and non habitableareas (lifts, stairs, service ducts, etc).
• EFTSU (Equivalent Full Time Student Unit).A value representing the student load for aunit of study or part of a unit of study,expressed as a proportion of the workloadfor a standard annual program forstudents undertaking a full year of studyin a given year of a particular course.
• FTE (Full Time Equivalent). A value formeasuring staff resources. Like studentEFTSU it is a measure as compared to astandard full time workload.
THE OVERALL PICTUREIn planning it is often useful to take a macroview of the campus and then drill down toseek more detailed information.
When conducting campus master planning,reference to broad ratios based on studentload can provide a quick overview to the size acampus could attain in a fully developed form.
TOTAL UNIVERSITY GFAm2/EFTSUFor a broad ‘rule of thumb’ planningparameter, 15m2 GFA/EFTSU (Ref 1) would beconsidered an Australasian average foruniversity space. This ratio covers all spaceon a campus except for student housing.
Useable Floor Area (UFA) is typically 70% ofGFA, which equates to an average of 10.4m2
UFA/EFTSU (Ref 1)
AAPPA universities fall into the followingbroad groups of space holdings (Ref 1):
LLOOWW MMIIDD UUPPPPEERR
GFA/EFTSU < 12m2 12 to 19m2 > 19m2
/EFTSU /EFTSU /EFTSU
% of university 33% 47% 20%campus in range
Ave. EFTSU/ 21.9 14.4 9.8FTE (Academic)
A number of factors can contribute to thevariation in GFA/EFTSU betweenuniversities.
These include:
• The weighting of disciplines that requirespecialist facilities (such as sciencelaboratories).
• The ratio of staff to students. The tableabove shows the average EFTSU/Academic FTE in each range.
• Duplication of facilities in multi-campusuniversities.
2.0 HIGH LEVEL RATIOS FOR GENERAL PLANNINGPURPOSES
4
Table 2.1
TYPES OF SPACEThe other broad parameters which areuseful, relate to types of space on a campusand the breakdown of academic spaceagainst faculties or discipline groupings.
Typically, a university is made up of thefollowing broad groupings:
• Academic space (including researchspace)
• Administrative space (e.g. centraladministration support)
• Commercial space (e.g. bookshop,cafeteria)
• General teaching space
• Library space
• Student services space (e.g. guild andsport and recreation facilities)
• Other space (anything not in above,including vacant or in transition).
The broad spread of this space in a typicalfully developed campus is in the order of:(Ref 2)
GGRROOUUPP %% ooff ttoottaall ssppaaccee mm22 UUFFAA//TToottaalloonn CCaammppuuss** CCaammppuuss EEFFTTSSUU
Academic 43 – 57% 4.5 – 6.0m2/EFTSU
Administrative 9 – 12% 1 – 1.2m2/EFTSU
Commercial 2.8 – 4.2% 0.3 – 0.4m2/EFTSU
General teaching 12% 1.2m2/EFTSU
Library 10% 1m2/EFTSU
Student Services 4 – 8% 0.4 – 0.8m2/EFTSU
Other 8% 0.8m2/EFTSU
*Student housing is not included
LIBRARY SPACEOverall provision for library space on acampus is typically in the order of 1.0m2/EFTSU (Ref 2). Other parameters, whichmay help in sizing a library facility, include:
• Open stack space/1000 volumes 6m2
• Closed stack space/1000 volumes 3m2
• Reserve collection space/ 17 to 18m2
1000 volumes
• Reader space 0.1 to 0.12m2
/EFTSU
• Additional Specialist 0.8m2
reader space /EFTSU(e.g Law, Medicine)
The concept of a library building is continuallychanging due to evolving methods ofproviding, managing and delivering infor-mation resources to students and thecommunity. Detailed planning needs to takethese changes into account.
CAFETERIA SPACEOverall provision for the main student diningarea for a campus cafeteria is in the range of0.09 to 0.1m2/EFTSU (Ref 2).
The kitchen and other ancillary spaces(stores, cool rooms etc) associated with themain dining hall is approximately 50 –70%of the area of the dining hall.
5
Table 2.2
CARPARKINGA broad ratio for the provision of car parkingon a campus is in the order of 1 bay for each4 to 5 EFTSU.(Ref 1)
This ratio should be used with care, as thereare a number of factors that impact on theratio and will vary the requirements forindividual campuses.
These include:
• Locality (city, metropolitan, country)
• Available public transport
• Other parking options off campus
• Student demographics
• Available space on campus.
ACADEMIC SPACEAcademic space constitutes about half thespace on a typical campus. Within thegrouping of academic space, there can be afurther breakdown according to faculty ordiscipline.
The following categories have been acceptedfrom DESTPAC – Appendix E – Classificationof Higher Education Discipline Groups.
The data was compiled from a survey ofrepresentative universities and is suggestedas an AAPPA guideline for general planning.
The guide ratios are useful for an initialassessment of needs for faculty-dedicatedspace. In each case the university needs tohave the current EFTSU totals for a facultyon which the guidelines can be applied.
The ratios shown in the table (right) refer to‘dedicated’ faculty space (UFA). The term‘dedicated’ refers to space, which isprimarily used by one Faculty.
BROAD ACADEMIC CATEGORIES(Ref 3)
CCaatteeggoorryy mm22//EEFFTTSSUU
Natural and Physical Sciences 10
Information Technology 2
Engineering and Related 10Technologies
Architecture and Building 6
Agriculture, Environmental & 5Related Studies
Health 14
Education 3
Management and Commerce 1
Society and Culture 3.5
Creative Arts 6
Food, Hospitality and Personal 6.5Services
Mixed Field Programs TBA
The above broad categories can be furtherbroken down to more detail and becustomised to suit a particular universityenvironment.
In this way, a university can assess therelevance of the ratios to local campusplanning and adapt the ratios over time.
6
DETAILED ACADEMIC CATEGORIES (Ref 3)
CCAATTEEGGOORRYY mm22//EEFFTTSSUU NNOOTTEE
NNaattuurraall aanndd PPhhyyssiiccaallSScciieenncceess
Mathematical Sciences 3
Physics and Astronomy 12
Chemical Sciences 17
Earth Sciences 10
Biological Sciences 11
Other Natural and 10Physical Sciences
IInnffoorrmmaattiioonn TTeecchhnnoollooggyy
Computer Science 2.5
Information Science 2
Other Info. Technology 2
EEnnggiinneeeerriinngg aanndd RReellaatteeddTTeecchhnnoollooggiieess
Manufacturing Engineering 10 2and Technology
Process and Resource 11Engineering
Automotive Engineering 8.5 2and Technology
Mechanical & Industrial 14Engineering & Technology
Civil Engineering 16
Geomatic Engineering 7 2
Electrical & Electronic 7.5Engineering & Technology
Aerospace Engineering TBA 1and Technology
Maritime Engineering TBA 1and Technology
Other Engineering and 10Related Technologies
AArrcchhiitteeccttuurree aanndd BBuuiillddiinngg
Architecture and Urban 7Environment
Building 6
AAggrriiccuullttuurree,, EEnnvviirroonnmmeennttaall && RReellaatteedd SSttuuddiieess
Agriculture 2
Horticulture and Viticulture 2
Forestry Studies 6
Fisheries Studies TBA 1
Environmental Studies 11 2
Other Agriculture, 5Enviro. & Related Studies
HHeeaalltthh
Medical Studies 14
Nursing 3
Pharmacy 7 2
Dental Studies 16
Optical Science 5
Veterinary Science 18 2
Public Health 5
Radiography 4 2
Rehabilitation Therapies 6
Complementary Therapies 8
Other Health 10
EEdduuccaattiioonn
Teacher Education 3
Curriculum & Education 3Studies
Other Education 3
7
MMaannaaggeemmeenntt && CCoommmmeerrccee
Accounting 1
Business & Management 1
Sales and Marketing 1.5
Tourism 1.5
Office Studies 1 2
Banking, Finance and 1Related Fields
Other Management and 1Commerce
SSoocciieettyy aanndd CCuullttuurree
Political Science and 1.5Policy Studies
Studies in Human Society 2
Human Welfare Studies 2and Services
Behavioural Science 4
Law 1.5
Justice & Law Enforcement 1.5
Librarianship, Information 3.5 2Management andCuratorial Studies
Language and Literature 2.5
Philosophy and Religious 2Studies
Economics & Econometrics 1
Sport and Recreation 7.5 2
Other Society and Culture 3.5
CCrreeaattiivvee AArrttss
Performing Arts 7
Visual Arts and Crafts 13
Graphic and Design 6Studies
Communication and 2Media Studies
Other Creative Arts 6
FFoooodd,, HHoossppiittaalliittyy aannddPPeerrssoonnaall SSeerrvviicceess
Food and Hospitality 6.5 2
Personal Services TBA 1
MMiixxeedd FFiieelldd PPrrooggrraammss TBA 1
Notes:
1. TBA – To be advised, insufficient dataavailable.
2. Limited or inconclusive data – Use withcare.
References:
The data used in this section has beenderived from the following sources:
Ref 1: AAPPA Benchmark Survey Report 2002
Ref 2: Compiled from a sample group ofAAPPA universities.
Ref 3: Cf
U
L
M
U
M
U
U
Q
U
U
U
V
U
E
8
ompiled from a survey of theollowing contributing universities:
niversity of Ballarat
a Trobe University
assey University
niversity of Melbourne
urdoch University
niversity of Newcastle
niversity of Otago
ueensland University of Technology
niversity of South Australia
niversity of Sydney
niversity of Auckland
ictoria University of Wellington
niversity of Wollongong
dith Cowan University
INTRODUCTIONSpace management is about usingstandards and benchmarks and planningmodels to measure how well space is beingused and to plan for future needs.
Space data collected through the spaceinformation systems and room utilisationaudits are compared to establishedstandards and benchmarks to:
• get an understanding of how well space isbeing used
• identify areas of improvement
• plan for the future.
STANDARDSStandards are a ‘bottom up’ approach anddefine the area required to perform aparticular function or activity. For example,area standards can be allocated for anacademic office or a teaching room for acertain number of students.
Standards are based on functionalrequirements for particular activities and areusually well established through precedenceand the design process. Changes to areastandards for a particular activity are usuallydifficult to make and mostly result from areview of how the function is carried out orfrom new design approaches. For example,the use of computers and the developmentof system workstations have changed thestandards for office design in recent times.
BENCHMARKSBenchmarks are a ‘top down’ approach andare used to get a big picture view of howspace is used. Benchmarks are usuallyapplied at a broad level for comparisonpurposes.
For example, the Gross Floor Area perstudent can be compared acrossuniversities. This can be useful for assessinghow much improvement is possible and forplanning for future expansion.
MODELLINGModelling is the application of standards toknown or planned activities to arrive at aninternal benchmark for planning purposes.
For example, if the number of academic staffand student numbers for a particular courseare known, then standard areas can beapplied to calculate the total area requiredfor that course.
Note:
Improvement cannot be managed from thetop down. Standards are set at the bottomand are reflected in outcomes at the top.
9
3.0 STANDARDS AND BENCHMARKS
ALLOCATION GUIDELINES BYSPACE TYPE
ALLOCATION BY POSITION
PPoossiittiioonn OOffffiiccee ssiizzee SSppaaccee mm22 UUsseeaabbllee AAllllooccaatteedd iinnFFlloooorr AArreeaa LLaabboorraattoorryy iiff
rreeqquuiirreedd ffoorrSSppaaccee MMooddeellccaallccuullaattiioonnss mm22
* See note below
Vice Chancellor 28-35
Snr Executive staff 20-25
Professor in the 18-20 16position of Pro Vice Chancellor,Dean, Director or Head of Department
Professor/Associate 12-14 16Professor
Director 18-20 16
Head of Department 18-20 16
Academic Staff level 12-14 16B/Snr Lecturer or Snr Research Officer
Lecturer or full time 10-12 16Research Officer
Academic Staff 8-10level A share office or open plan
Research staff (Academic & General) if office is available 10-14 8otherwise open plan 8-10 8
Research Assistant 8 8(Open Plan)
Academic Visitors – Use offices of staff onOSPRO or bookable hot desking space
Postgraduate 4 6Research Student
PPoossiittiioonn OOffffiiccee ssiizzeemm22 UUsseeaabbllee FFlloooorr AArreeaa
Research Fellows, 2 per 12m2 office or Post-doctorate 8m2 in open spaceFellows, Research Assistants
Postgraduate Course 2m2 per student towork students – it is make up room sizeaccepted that these students study as part of general course work. If a room is required in adepartment for PGC & Honours students it will be allocated on the basis of:
Undergrad. student 2m2 per student tomake up room size
AAddmmiinniissttrraattiivvee SSttaaffff
Administrative Senior 12-14
Administrative (req 10-12office for confidentiality)
Administrative 10general – Open plan.Size included spacefor filing & walkwaysin open plan area
Waiting and Storage 12spaces
AAnncciillllaarryy ssppaaccee wwiillll bbee aaddddeedd uunnddeerr tthheessaammee ffoorrmmuullaa aass tthhee DDEESSTT HHiigghheerr EEdduuccaattiioonnSSppaaccee IInnddiiccaattoorrss ffoorr ddiiffffeerreenntt ddiisscciipplliinneess
*Space allocated in a laboratory does not necessarily
mean a separate laboratory. This figure can be used
to calculate the total size of a laboratory holding a
number of staff in a group, or for a specific purpose
such as a research group made up of academic and
research staff.
10
Table 3.1
ALLOCATION BY FUNCTION
GGEENNEERRAALL TTEEAACCHHIINNGG SSPPAACCEE SSIIZZEE mm22//EEFFTTSSUU
TTeeaacchhiinngg FFaacciilliittiieess
General Timetabled Teaching space –
Seminar/Tutorial 2
Lecture Theatre – Stepped floor 1.5-1.7– close seating
LLaabboorraattoorriieess mm22 //UUFFAA
Science (including fume 5/studenthoods)
Store and Prep areas 1/student
Psychology & Anthropology 5/student
Store and Prep areas 1/student
Language and Statistics 2/student
Store and Prep areas 1/student
Heavy Engines, Machine 9/studentTool and similar
Store and Prep areas 1.3/student
Strength of materials, 6/studentelectrical machine, building
Store and Prep areas 1/student
Computer labs (pooled) 2.3/workstationworkstations
SSttuuddiiooss mm22 //UUFFAA
Drawing Studios Architecture, 2.8/studentTown Planning, Engineering (1st year)
2.2/student(2nd/3rd year)
Design studios postgraduates 2.8/student
Sculpture, metal 5/student
Store 1/student
Ceramics 6/student
Store 2/student
SSttuuddeenntt RReessiiddeennttiiaall mm22//UUFFAA
Bed Study 10/student
Dining/Kitchen 1.5/student
Common Room 2/student
Tutor/Warden suite 30-60(kitch/living/study/bed/bath/wc)
The space allocations should be taken asguidelines only. However, they are based onthe empirical experience of universityplanners working in the field, and influencedby published standards over many years ofoperation in Australia and New Zealand.Local regulations and standards related tospecific space requirements, especiallylaboratories, should always be checked.
11
Table 3.2
ROOM AUDITS AND AUDIT DATA
Conducting room audits is an integral part ofmeasuring Space Utilisation Rates. Roomauditing involves counting the number ofstudents using the various teaching facilitieswithin a university: this is generallyundertaken over all the operating hours forthe campus for one week each semester.The data collected via room auditing iscollated as Room Frequency and RoomOccupancy (see below).
Room Audit data gives an indication of theactual use of an institution’s facilities, andshould be used in conjunction with roombooking and class enrolment data. This datais useful when attempting to grasp the useof facilities within an institution.
Accurate information about the rooms withinan institution is an integral part of successfulroom auditing. Information regarding roomuse, room types, room ownership, and roomcapacities is required to enable thoroughexamination of audit data.
AUDIT DATA
Typically, audit data is analysed using thefollowing performance indicators:
RRoooomm FFrreeqquueennccyy ((RRFF))
Room Frequency is the number of hours theroom is in use, during the audit period,divided by the number of hours that the roomis available for use, during the audited period.
RF =
HrsUsed = the number of hours the roomwas in use during the audit period.
HrsAvailable = the maximum number of hoursthe room could be used during the audit period.
Room Frequency pertains to the room beingphysically in use, not the theoretical use asrecorded as bookings on a room booking orscheduling system.
RRoooomm OOccccuuppaannccyy ((OOcccc))
Room Occupancy represents the averagenumber of students in the room, when theroom is in use, compared to the total roomcapacity. Room Occupancy is independent ofRoom Frequency.
Occ =
Total Students = Total number of studentscounted in the room over the audit period.
Capacity = the maximum number ofstudents the room can hold, usually basedon the number of seats in the room.
Hours Used = the number of hours the roomwas in use during the audit period.
As Room Occupancy is dependent on theaccuracy of Capacity, and Capacity isgenerally an approximate measure(particularly in spaces other thanclassrooms and lecture theatres), RoomOccupancy data can be misleading. RoomOccupancy levels above 100% can occur.
4.0 SPACE UTILISATION
12
HrsUsed
HrsAvailable
TotalStudents
Capacity X HoursUsed
For example:
Room in use: 40HrsRoom available for use during auditperiod: 50Hrs
Room Frequency = =80%40Hrs
50Hrs
For example:
Total number of students counted in room: 800The capacity of the room: 80Number of hours room is in use: 40Hrs
Room Occupancy = =25%800
80x40
Table 4.1
Table 4.2
W
A Room Occupancy level in excess of 100%may be due to either overcrowding or reflecthow the facility is being used, e.g. alaboratory space may be used as aconvenient seminar space between laboratoryclasses. The number of students may exceed theroom’s listed capacity as a laboratory.
Another concern with Room Occupancy datais the difference between students enrolledin a course, and the number of studentsattending the classes. Rooms must bebooked to allow for every enrolled studentto attend the class, even if this rarely occurs.In these cases low occupancy may not be anissue with the facilities provided.
Utilisation (U%)
U% = RF x Occ
Utilisation combines Room Occupancy andRoom Frequency data to give an indicationof how the room is being used. Utilisation,as an abstract measure, is only useful as anindicator of rooms requiring furtherinvestigation of usage patterns, andcomparative assessments.
SPACE UTILISATION RATES
Typical university day
It is recognised that there is no standard‘typical day’ at universities in theAustralasian region. This is particularly so inrelation to the level of use made of eveningsin the delivery of programs. Therefore, toenable greater potential for benchmarking,it is recommended that in undertakingutilisation audits, the audit results shouldbe presented in terms of daytime/eveningand overall utilisation.
For the purposes of utilisation the followingstandards are recommended for formulationof room frequency, occupancy and utilisationrates:
Recommended Typical Day/Week
Hours Hoursper day per week
Typical daytime 8.00am – 45Hrssession 5.00pm (9hrs x 5days)
Typical evening 5.00pm – 22.5Hrssession 9.30pm
Typical overall 67.5Hrsweek
The indicative space utilisation ratesappearing below are based on a typicaloverall week of 67.5 hours.
Theoretical utilisation
This is a notional concept and is not intendedas a practical performance measure.
It is possible to calculate a theoreticalutilisation (TU) rate for a facility:
TU% =
SCH = School Contact Hours to be delivered
Capacity = Sum of room capacities
Hours Available = Total number of hours forwhich the rooms are available for room useover the period in which the SCH are to bedelivered (e.g. 1 semester = 13 weeks x 67.5hrs per week).
It is possible to use theoretical utilisation asboth a maximum possible achievableutilisation, as it assumes all classes areattended, and a planning tool for new facilities.
13
For example:
Room Frequency: 80%Room Occupancy: 25%
Utilisation = 80% x 25% = 20%
SCH
Capacity X HoursAvailable
For example:
SCH: 150,000Capacity: 5 rooms of 40 = 200Hours avail.: = 13 weeks x 67.5Hrs = 877.5Hrs
= = = 0.86 =150,000
200 x 877.5
150,000
175,500
enoughspace
available
Table 4.3
Table 4.4
Table 4.5
1. The Space Utilisation Rates shown in thetable above are indicative only and arebased on a typical overall week of 67.5 hours.
2. Given the disparate space types used byinstitutions throughout Australasia theSpace Types used in this table areintended to be broad/generic descriptors.
3. Many universities operate some ComputerLaboratories on a 24Hr/7 day-a-weekaccess basis. Calculation of utilisation ofthese facilities is recommended as beingcalculated, in the first instance, for thestandard typical overall day hours ofoperation. A utilisation result may also bedetermined for the 24Hr/7 day-a-weekuse (168Hrs a week availability).
However, due to the distortions that arelikely to apply to results from thisapproach, it is recommended that thisdata result be kept separated from thetypical overall day data and used forinternal purposes only.
4. Laboratories and Workshops have a lowerfrequency of use rate than lecturetheatres or teaching areas due to therequirement to provide set-up andadditional cleaning time for these areas.
5. Meeting rooms have been calculated ashaving a low frequency of use due to theiruse being largely associated with thedaytime operation of a University. It isanticipated that evening use is minimal.
14
INDICATIVE “GOOD PRACTICE” SPACE UTILISATION RATES1
SSppaaccee TTyyppee 22 TTaarrggeett RRoooomm TTaarrggeett RRoooomm TTaarrggeett FFrreeqquueennccyy OOccccuuppaannccyy UUttiilliissaattiioonn
LLeeccttuurree TThheeaattrreess 75% 75% 56%– large (250 + seats)– medium (180 – 250 seats)– small (60 – 179 seats)
TTeeaacchhiinngg 75% 75% 56%– large flat floor teaching areas (non-theatre)– classrooms– tutorial rooms
CCoommppuutteerr LLaabboorraattoorriieess 33 75% 75% 56%
LLaabboorraattoorriieess 44 50% 75% 37.5%
WWoorrkksshhooppss 44 50% 75% 37.5%– engineering, metalwork, woodwork, psychology,
children’s studies
SSttuuddiiooss 75% 75% 56%– architecture, painting & drawing, sculpture,
ceramics, textiles, printmaking, dance, drama
PPrraaccttiiccee RRoooommss 80% 75% 60%– dance and music– music
MMeeeettiinngg RRoooommss 55 45% 75% 34%
Notes:
Table 4.6
Percentage of room use chart
Table 4.7 (right) is an example of aPercentage of Room Use Chart.
The data indicates the percentage of usedspaces for lecture times across the auditweek: percentage of rooms used isequivalent to the average Room Frequencyfor the selected spaces.
By examining the data in this form, a greaterunderstanding of the trends in room usage canbe grasped: this example indicates that latemorning and early afternoon are popular, with apronounced lunch break affect at 12.30pm.
CAPACITY BASED ANALYSIS
Tables 4.8 and 4.9 (above) can be used todetermine shortages, or surpluses in theprovision of teaching spaces.
Table 4.8 is an example of a spread ofclassroom spaces across an institution,sorted by their capacities.
Table 4.9 provides an example of thefrequency of room use, both physicallyaudited and by booking, for the teachingspaces outlined in Table 4.8.
This form of presenting audit data isparticularly useful when analysing a largenumber of rooms.
In looking at classrooms of a capacity lessthan 30 in Table 4.9, applying a standard of75% frequency for general teaching spaces,it is clear that these spaces are both underbooked and under used. As, according toTable 4.8, there are approximately 135 ofthese spaces in the university, furtherinvestigation into the reasons for lowregularity of use should be undertaken.
Similar analysis using occupancy data canbe used in conjunction with this method ofRoom Audit Data analysis.
15
ANALYSIS OF SPACE UTILISATION DATA
Table 4.7
Table 4.8 Table 4.9
PEAK OCCUPANCY ANALYSIS
An alternative to analysing room use on thebasis of room occupancy is to examine thenumber of hours the space is used at ornear full capacity.
The example shown in Table 4.10 wouldequate to an average room occupancy of50% over the audited period. This is lowcompared to the recommended standard of75%. However, Table 4.10 indicates that,while the overall occupancy is low, for 8 ofthe hours the room was occupied the roomoccupancy was above 90%.
Peak Occupancy analysis is anothermeasure that can be useful whendetermining institution’s need for teachingfacilities of large capacities.
FACTORS AFFECTING SPACEUTILISATION RATES
A room may be poorly utilised due to itsphysical attributes: its condition, an over-supply of similar facilities, insufficient capacity,too much capacity, wrong location, changingteaching methods causing obsolescence.
Aside from the physical nature of the space,other reasons for poor utilisation include:
Flexibility: Students are being offered awider range of options within courses, andacross disciplines. As students enrol in agreater number of subject combinations thedifficulty of timetabling increases, and maylead to decreased utilisation.
Part-Time/Sessional Staff: Part-Time andSessional Staff are not available to deliverprograms at all times across the institution’soperating hours. This reduces timetablingfreedom and may lead to lower utilisationrates for teaching spaces.
Room Ownership: Granting control of roomsto groups within an institution reduces theaccessibility of other groups to those rooms,and thus reduces the flexibility of timetabling.
Timetabling: Unavailability of a particularresource, such as specialised teaching staffor the student group themselves, may makeoptimal use of a physical facility impossible.
Teaching patterns: Particular teachingpatterns that vary by institution may havean impact on overall utilisation. Forexample, practical placements in programssuch as teaching and nursing may result inperiods of low utilisation.
Departmental vs. Institutional Cost:
If salary costs are paid from departmentalfunds, the department may timetable inorder to minimise these costs. This mayinvolve hiring part-time or sessionalteaching staff. A timetable minimising costto the department may not be the most costeffective timetable for the institution, as the cost of operating and maintaining theteaching facilities are often not includedwhen determining a timetable.
Specialist Space: Some highly specialisedfacilities may not achieve high utilisationrates, but may be required in the successfuldelivery of an academic program. In theseinstances utilisation should be looked at inreference to the service provided by the space.This is particularly pertinent for spaces thatmay be in use when the room itself is vacant(e.g. an unattended research project).
16
Table 4.10
17
SPACE PLANNING IS PREDICATEDON AN ACCURATE SPACEMANAGEMENT/INVENTORYSYSTEM & AN ACCURATEINDICATIVE SPACE MODELIInnddiiccaattiivvee SSppaaccee MMooddeell
The ‘Indicative Space Model’ is shown inAttachment 1.
USE OF THE INDICATIVE SPACEMODEL GRID AS A SPACEMANAGEMENT TOOLTThhee GGrriidd ccaann bbee uusseedd ffoorr pprroojjeecctteedd ssppaacceenneeeeddss
Formulas can be added to the grid and setup as an Excel spreadsheet. Projected staffand student numbers can be entered intothe spreadsheet and an indicative envelopeof space will be calculated.
This is particularly useful when working outspace for new academic schools,departments or disciplines.
TThhee GGrriidd aass tthhee bbaassiiss ooff aa ccoommppuutteerr mmooddeell
The grid can be used as the basis of anIndicative Space Model and it can be writteninto a program that aggregates an indicativespace calculation by IOU code. This can beachieved by downloading the university'sDEETYA Student and Staff Load files fromthe STATPAC.
Use the outcome of the Indicative SpaceModel to compare with the actual allocationof space. This Model is a guide that can beused to ascertain who needs space and whohas too much space. The model can beadjusted to square metre rates that areacceptable within your university.
BBrrooaadd//NNaarrrrooww ffiieellddss ooff EEdduuccaattiioonn//DDiisscciipplliinnee GGrroouuppss –– ((AAttttaacchhmmeenntt 22))
This table is on pages 20 and 21 and is usedto attach a Field of Education/Disciplinecode to a Space Indicator Group.
NNoottee:: FFoorr 22000022 DDEESSTT hhaavvee cchhaannggeedd tthheeiirrDDiisscciipplliinnee GGrroouupp ccaatteeggoorriieess ttoo FFiieellddss ooffEEdduuccaattiioonn CCooddeess..
These codes can be filtered from youruniversity's STATPAC – student and staffload file to populate the Indicative SpaceModule for calculation of the Student/Staff –Indicative Space Envelope.
HOW THE MODEL IS FORMULATED
The model is based on the parameters of theDEET Higher Education Indicative SpaceModule, and takes into consideration thefollowing principles:
• Different disciplines will require differentamounts of space, for exampleHumanities compared to Sciences.
• Different types of staff will require differentamounts of space, for example ‘researchonly’ compared to ‘teaching only’.
• Students at different levels will requiredifferent amounts of space, for example apostgraduate compared to anundergraduate.
Taking the above points into consideration,the amount of space required is not solelyreliant on the number of staff and students.
5.0 SPACE PLANNING GUIDELINES BY SCHOOL/DEPARTMENT/DISCIPLINE
18
DEFINITION OF HEADINGS USEDIN THE INDICATIVE SPACE MODELSSIIGG ((SSppaaccee IInnddiiccaattoorr GGrroouuppss))
This is the code given to a particular Field ofEducation/Discipline group that relates tothe formula for the amount of space that isallocated to a particular discipline.
SSttaaffff SSppaaccee ((TTeeaacchhiinngg oonnllyy,, RReesseeaarrcchh oonnllyy,,TTeeaacchhiinngg aanndd RReesseeaarrcchh aanndd GGeenneerraall))
This relates to square metres allocated per fulltime staff load (ie: fractional staff are combinedto create the equivalent full-time load).
General Staff (No desk) is for persons whoonly require shared usage of a desk likestoreman, drivers, part timers, etc.
SSttaaffff AAnncciillllaarryy AAlllloowwaannccee
This is calculated on the basis of the sum ofspace required for all staff multiplied by theAncillary allowance percentage. This space isto allow for storerooms, workshops (not teachinglabs), photocopier rooms, tea rooms etc.
SSttuuddeenntt SSppaaccee
Undergraduate = 4m2 UFA/EFTSU (Effectivefull time student unit). Part- time studentsare pro rated to make up a whole EFTSU.
Higher Degree by Course work = 5m2/EFTSUdepending on whether the discipline isallocated space under the model.
Higher Degree by Research = 7m2 to 10m2
UFA/EFTSU depending on whether thediscipline is allocated space under themodel.
UUnnddeerrggrraadduuaattee ssppaaccee iiff cceennttrraall ccllaassssttiimmeettaabblleedd ssppaaccee iiss uusseedd
SIG C presumes that centrally timetabledspace is used and does not allocateteaching space in the model.
If other SIG groups use central timetabledspace, a deduction of 2m2 UFA/EFTSUshould be taken from the total studentspace calculation to account for outsideusage.
Use SIG C if teaching is done in centrallycontrolled computer laboratories, andlikewise take off 2m2 UFA/EFTSU from thetotal student space calculation. This wouldonly apply to areas of heavy computer usagesuch as Mathematics, Statistics, Computertype studies where computers are anintensive part of the course.
SSttuuddeenntt AAnncciillllaarryy AAlllloowwaannccee
This is calculated on the basis of the sum ofspace required for all students multiplied bythe Ancillary allowance percentage. Thisspace is to allow for storerooms, workshops,photocopier rooms, tea rooms etc.
SSaammppllee RReeppoorrttss
The following sample reports are providedfor your information:
Sample Indicative Space report (Attachment 3)Sample Indicative to Actual space report(Attachment 4)
Note: The Model has been set up on the
basis of the DEETYA/AVCC Space Guidelines
1990 and has been adjusted over time to
suit the changing needs within the
University of Newcastle.
These Guidelines have a commonality with
those from the New Zealand Ministry of
Education and the New Zealand Vice
Chancellors’ Committee which allows the
Model to be similarly used and adjusted.
19
Indi
cativ
e Sp
ace
Mod
el –
Pla
nnin
g ca
lcul
atio
nsB
ased
on
the
DEE
TYA
Hig
her
Educ
atio
n Sp
ace
Indi
cato
rs
Hig
he
r E
du
cati
on
Sp
ace
In
dic
ato
rs f
or
Sta
ff m
2U
FA/
FT
FH
igh
er
Ed
uca
tio
n S
pa
ce I
nd
ica
tors
fo
r S
tud
en
ts
m2
UFA
/E
FT
SU
Spac
eTe
achi
ngRe
sear
ch o
nly
Teac
hing
& R
esea
rch
Oth
er fu
ncti
ons
Allo
wan
ceU
nder
-H
ighe
rH
ighe
rAl
low
ance
for
Ind
icat
or
only
Gen
eral
**An
cilli
arie
sgr
adua
teD
egre
e by
Deg
ree
byAn
cilli
arie
s %
Gro
up%
Cour
se w
ork
Rese
arch
Off
ice
Off
ice
Lab
Off
ice
Lab
12
A14
016
1416
126
104
510
60
B14
716
1416
126
104
57
40
C14
140
140
126
100
07
20
D14
140
140
126
104
57
40
E14
016
1416
126
104
510
30
F14
016
1416
126
104
510
50
G14
140
140
126
200
00
0
H14
016
1416
126
100
510
30
** O
ther
func
tion
s G
ener
al 1
= A
dmin
istr
ativ
e st
aff
** O
ther
func
tion
s G
ener
al 2
= O
utsi
de s
taff
who
use
a d
esk
occa
sion
ally
(M
aint
enan
ce &
Sto
rem
an)
FFiieell
ddss oo
ff EEdduu
ccaattii
oonn //
DDiiss
cciippll
iinnee
CCooddee
ss aass
tthhee
yy rree
llaattee
ttoo
tthhee
SSppaacc
ee IInn
ddiiccaa
ttoorr
GGrroo
uupp aa
rree aa
ttttaacc
hheedd..
Not
e: T
he s
quar
e m
etre
rate
pla
ced
agai
nst e
ach
posi
tion
may
be
diff
eren
t fro
m th
e Sp
ace
Allo
catio
n by
Pos
ition
as
outl
ined
in S
ectio
n 3
of th
e G
uide
lines
This
gri
d is
use
d to
cal
cula
te a
n ov
eral
l Ind
icat
ive
enve
lope
of s
pace
for
a Sc
hool
/Dis
cipl
ine
or D
epar
tmen
t.
UUssee
ooff tt
hhee GG
rriidd
aass aa
SSppaa
ccee MM
aannaagg
eemmeenn
tt TToo
ooll
Form
ulas
can
be
adde
d to
the
gri
d in
an
Exce
l spr
eads
heet
to
enab
le a
n In
dica
tive
spa
ce e
nvel
ope
to b
e ca
lcul
ated
.Th
is is
par
ticu
larl
y us
eful
whe
n w
orki
ng o
ut s
pace
for
a ne
w a
cade
mic
dep
artm
ent
or d
isci
plin
e.Pr
ojec
ted
staf
f and
stu
dent
num
bers
can
be
ente
red
into
the
spr
eads
heet
and
an
Indi
cati
ve e
nvel
ope
of s
pace
will
be
calc
ulat
ed.
The
grid
can
be
used
as
the
basi
s of
an
Indi
cati
ve S
pace
Mod
el a
nd c
an b
e w
ritt
en in
to a
pro
gram
tha
t ag
greg
ates
an
Indi
cati
ve s
pace
cal
cula
tion
by
IOU
code
. Thi
s ca
n be
ach
ieve
d by
dow
nloa
ding
the
uni
vers
ity'
s D
EST
Stud
ent
and
Staf
f Loa
d fil
es fr
om t
he S
TATP
AC.
The
Indi
cati
ve o
utco
mes
can
be
mea
sure
d ag
ains
t cu
rren
t sp
ace
actu
als.
This
Mod
el is
a g
uide
tha
t ca
n be
use
d to
see
who
nee
ds s
pace
and
who
has
too
muc
h sp
ace.
The
mod
el c
an b
e ad
just
ed t
o sq
uare
met
re r
ates
tha
t ar
e ac
cept
able
wit
hin
your
uni
vers
ity.
INDIC
ATIV
E SP
ACE
MODEL
‘GRI
D’
AT
TAC
HM
EN
T1
20
CODES
TO B
E TA
KEN
FRO
M T
HE
DEE
TYA
(DES
T) S
TATP
AC –
STU
DEN
T AN
D S
TAFF
LOAD
FIL
ESN
ote:
Thi
s sh
eet i
s to
be
used
in c
onju
nctio
n w
ith th
e In
dica
tive
Spac
e M
odel
– P
lann
ing
calc
ulat
ions
to li
nk th
e co
de to
the
Spac
e In
dica
tor G
roup
SSIIGG
SSPPAA
CCEEDD
IISSCCII
PPLLIINN
EEIINN
DDIICC
AATTOO
RR
BBRROO
AADD FF
IIEELLDD
SS OO
FF EEDD
UUCCAA
TTIIOO
NN ((cc
aann OO
NNLLYY
bbee
uusseedd
ffoorr cc
oouurrss
eess))
NNAARR
RROO
WW FF
IIEELLDD
SS OO
FF EEDD
UUCCAA
TTIIOO
NNGG
RROO
UUPP
GGRR
OOUU
PP
01N
atur
al a
nd P
hysi
cal S
cien
ces
0101
Mat
hem
atic
al S
cien
ces
0101
01H
0103
Phys
ics
and
Astr
onom
y01
0103
F
0105
Chem
ical
Sci
ence
s01
0105
F
0107
Eart
h Sc
ienc
es01
0107
F
0109
Bio
logi
cal S
cien
ces
0101
09A
0199
Oth
er N
atur
al a
nd P
hysi
cal S
cien
ces
0101
99E
02In
form
atio
n Te
chno
logy
0201
Com
pute
r Sc
ienc
e02
0201
E
0203
Info
rmat
ion
Scie
nce
0202
03E
0299
Oth
er In
form
atio
n Te
chno
logy
0202
99E
03En
gine
erin
g an
d Re
late
d Te
chno
logi
es03
01M
anuf
actu
ring
Eng
inee
ring
and
Tec
hnol
ogy
0303
01E
0303
Proc
ess
and
Reso
urce
Eng
inee
ring
0303
03E
0305
Auto
mot
ive
Engi
neer
ing
and
Tech
nolo
gy03
0305
E
0307
Mec
hani
cal a
nd In
dust
rial
Eng
inee
ring
and
Tec
hnol
ogy
0303
07E
0309
Civi
l Eng
inee
ring
0303
09E
0311
Geo
mat
ic E
ngin
eeri
ng03
0311
E
0313
Elec
tric
al a
nd E
lect
roni
c En
gine
erin
g an
d Te
chno
logy
0303
13E
0315
Aero
spac
e En
gine
erin
g an
d Te
chno
logy
0303
15E
0317
Mar
itim
e En
gine
erin
g an
d Te
chno
logy
0303
17E
0399
Oth
er E
ngin
eeri
ng a
nd R
elat
ed T
echn
olog
ies
0303
99E
04Ar
chit
ectu
re a
nd B
uild
ing
0401
Arch
itec
ture
and
Urb
an E
nvir
onm
ent
0404
01D
0403
Bui
ldin
g04
0403
D
05Ag
ricu
ltur
e, E
nvir
onm
enta
l & R
elat
ed S
tudi
es05
01Ag
ricu
ltur
e05
0501
A
0503
Hor
ticu
ltur
e an
d Vi
ticu
ltur
e05
0503
A
0505
Fore
stry
Stu
dies
0505
05A
0507
Fish
erie
s St
udie
s05
0507
A
0509
Envi
ronm
enta
l Stu
dies
0505
09A
0599
Oth
er A
gric
ultu
re, E
nvir
onm
enta
l and
Rel
ated
Stu
dies
0505
99A
06H
ealt
h06
01M
edic
al S
tudi
es06
0601
A
0603
Nur
sing
0606
03A
0605
Phar
mac
y06
0605
A
0607
Den
tal S
tudi
es06
0607
A
0609
Opt
ical
Sci
ence
0606
09A
0611
Vete
rina
ry S
cien
ce06
0611
A
FIEL
DS
OF
EDUCA
TION
AT
TAC
HM
EN
T2
21
0613
Publ
ic H
ealt
h06
0613
A
0615
Radi
ogra
phy
0606
15A
0617
Reha
bilit
atio
n Th
erap
ies
0606
17A
0619
Com
plem
enta
ry T
hera
pies
0606
19A
0699
Oth
er H
ealt
h06
0699
A
07Ed
ucat
ion
0701
Teac
her
Educ
atio
n07
0701
C
0703
Curr
icul
um a
nd E
duca
tion
Stu
dies
0707
03C
0799
Oth
er E
duca
tion
0707
99C
08M
anag
emen
t an
d Co
mm
erce
0801
Acco
unti
ng08
0801
C
0803
Bus
ines
s an
d M
anag
emen
t08
0803
C
0805
Sale
s an
d M
arke
ting
0808
05C
0807
Tour
ism
0808
07C
0809
Off
ice
Stud
ies
0808
09C
0811
Ban
king
, Fin
ance
and
Rel
ated
Fie
lds
0808
11C
0899
Oth
er M
anag
emen
t an
d Co
mm
erce
0808
99C
09So
ciet
y an
d Cu
ltur
e09
01Po
litic
al S
cien
ce a
nd P
olic
y St
udie
s09
0901
C
0903
Stud
ies
in H
uman
Soc
iety
0909
03C
0905
Hum
an W
elfa
re S
tudi
es a
nd S
ervi
ces
0909
05C
0907
Beh
avio
ural
Sci
ence
0909
07A
0909
Law
0909
09C
0911
Just
ice
and
Law
Enf
orce
men
t09
0911
C
0913
Libr
aria
nshi
p, In
form
atio
n M
anag
emen
t an
d Cu
rato
rial
Stu
dies
0909
13C
0915
Lang
uage
and
Lit
erat
ure
0909
15C
0917
Philo
soph
y an
d Re
ligio
us S
tudi
es09
0917
C
0919
Econ
omic
s an
d Ec
onom
etri
cs09
0919
C
0921
Spor
t an
d Re
crea
tion
0909
21C
0999
Oth
er S
ocie
ty a
nd C
ultu
re09
0999
C
10Cr
eati
ve A
rts
1001
Perf
orm
ing
Arts
1010
01D
1003
Visu
al A
rts
and
Craf
ts10
1003
D
1005
Gra
phic
and
Des
ign
Stud
ies
1010
05D
1007
Com
mun
icat
ion
and
Med
ia S
tudi
es10
1007
C
1099
Oth
er C
reat
ive
Arts
1010
99D
11Fo
od, H
ospi
talit
y an
d Pe
rson
al S
ervi
ces
1101
Food
and
Hos
pita
lity
1111
01E
1103
Pers
onal
Ser
vice
s11
1103
C
12M
ixed
Fie
ld P
rogr
ams
The
Bro
ad F
ield
of E
duca
tion
(B
FOE)
"12
Mix
ed F
ield
Pro
gram
s" a
ppea
rs in
the
cla
ssifi
cati
on t
o pr
ovid
e co
des
mai
nly
for
the
Voca
tion
al E
duca
tion
and
Trai
ning
(V
ET)
Sect
or. A
s no
HEC
S ba
nds
have
bee
n pr
ovid
ed t
hat
rela
te t
o th
is B
FOE
it is
sug
gest
ed t
hat
the
Uni
vers
ity
does
not
use
any
cod
esre
late
d to
thi
s B
FOE.
AT
TAC
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EN
T2
(C
ON
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Sam
ple
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cativ
e Sp
ace
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rt
Faci
litie
s M
anag
emen
t (S
pace
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agem
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The
Uni
vers
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of N
ewca
stle
(30
14)
UN
ISM
Bas
ed o
n: 2
001
Dat
a Se
t Yea
rFa
cult
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NG
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Org
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atio
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nit:
113
5 –
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ART
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TO
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EMIC
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G
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f Num
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(11
35)
(FTE
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t Sp
ace
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cato
r Gro
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ffice
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al S
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3.20
161.
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440.
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788.
37
Stud
ent
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(11
35)
EFTS
UD
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ace
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0.00
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2.88
2.88
30.6
90.
2287
.20
118.
11
22
SAM
PLE
REPO
RT –
INDIC
ATIV
E SP
ACE
MODEL
CALC
ULA
TION
AT
TAC
HM
EN
T3
23
Stud
ent
Indi
cati
ve S
pace
(11
35)
Spac
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dica
tor
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upPo
st G
radu
ate
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e Co
urse
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3
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l (sq
m)
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871.
1033
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199.
050.
0084
4.31
Sum
mar
y of
Indi
cati
ve S
pace
for
IOU
(11
35)
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al
61.2
7St
aff
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tim
e72
7.10
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fAl
l Sta
ff78
8.37
Stud
ent
844.
31To
tal I
ndic
ativ
e Sp
ace
Calc
ulat
ion:
1632
.68
AT
TAC
HM
EN
T3
(C
ON
T)
24
SAM
PLE
Indi
cativ
e Sp
ace
Vers
us A
ctua
l Sp
ace
FACI
LITI
ES M
ANAG
EMEN
T (S
pace
Man
agem
ent)
The
Uni
vers
ity
of N
ewca
stle
(30
14)
UN
ISM
Bas
ed o
n: 2
001
Dat
a Se
t Yea
r
Facu
lty:
EN
GIN
EER
ING
DEE
TO
rgan
isat
iona
l Uni
t:11
35 –
DEP
ART
MEN
TO
F CH
EMIC
AL
ENG
INEE
RIN
G
Staf
f Num
bers
Teac
h O
nly
Rese
arch
Onl
yTe
ach/
Res
earc
hO
ffic
e W
orke
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utdo
or W
orke
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llane
ous
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l
1.79
11.4
511
.50
13.6
20.
000.
0038
.36
Stud
ent
Num
bers
(EF
TSU
)
Post
Gra
duat
ePo
st G
radu
ate
Oth
er T
han
Tota
lRe
sear
chCo
urse
wor
kH
ighe
r Deg
ree
30.6
90.
2287
.20
118.
11
Stud
ent/
Staf
f Rat
ios
SSR
1S
SR2
Teac
hing
All
4.76
2.37
Indi
cati
ve S
pace
(m
2 )Ac
tual
Spa
ce (
m2 )
Staf
fSt
uden
tTo
tal
Tota
l Use
able
788.
3784
4.31
1632
.68
1540
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E SP
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6.0
SPA
CEP
LAN
NIN
GS
OFT
WA
RE
AAPPA Australasian Association of Higher Education Facilities Officers
DEETYA Department of Education, Employment, Training and Youth Affairs (now DEST)
DEST Department of Education, Science and Training
DESTPAC Statistical Information Package from DEST
EFTSU Equivalent Full-time Student Unit
FTE Full-time Equivalent
FTF Full-time Fractional
GFA Gross Floor Area
HRS AVAILABLE Teaching Hours Available to Deliver SCH
IOU Institution Organisation Unit
OSPRO Outside Studies Program
RF Room Frequency
SCH School Contact Hours
STATPAC see DESTPAC
TBA To Be Advised
TU Theoretical Utilisation
UFA Useable Floor Area
26
7.0 GLOSSARY OF TERMS ANDABBREVIATIONS
Each of the Sections of this document has been authored by people within the tertiary sectorof Australasian Universities which are members of AAPPA.
Section 2: Colin Tolmie, Manager, Space Planning, Murdoch University.Darren McKee, Manager, Planning and Development, Edith Cowan University.
Section 3: Sandra Jones, Manager, Space and Facilities, The University of Newcastle.Andrew Trotter, Manager, Facilities Records, University of Adelaide.
Section 4: Garry Bradley, Manager, Space Management, RMIT University.Todd Denham, Space Management and Utilization Planner, RMIT University.
Section 5: Sandra Jones, Manager, Space and Facilities, The University of Newcastle.
I would like to acknowledge the considerable effort that has been provided by these people inthe preparation of this document, as well as Andrew Trotter who prepared a first draft ofSection 4. Judy Isatchenko facilitated the proof reading along with Brian Fenn whocontributed a final review. Campus Graphics, La Trobe University provided the layout designand the publication.
DDeenniiss SStteepphheennssoonnManager, Buildings and Grounds,
La Trobe University.
Editor.
27
8.0 ACKNOWLEDGEMENTS
Hans Milton, Editor (1994). ‘Glossary of Building Terms – Fourth Edition, Standards AustraliaHB50 – 1994.’ (Standards Australia, National Committee on Rationalised Building, SuppliersIndex joint publication).
Persis Rickes (Ed.) (2002). ‘Special Planning for Special Spaces.’ (SCUP Society for Collegeand University Planning).
Donald M. Norris and Nick L. Poulton (1991). ‘A Guide for New Planners.’ (SCUP Society forCollege and University Planning).
Beverley L. Kirkpatrick and James M. Kirkpatrick (2001). ‘AutoCAD for Interior Design andSpace Planning using AutoCAD 2002.’ (Pearson Education).
LAMA BES Facilities Committee, Library Administration and Management Association.‘Building Blocks for Planning Functional Library Space’ (2001). (Scarecrow Press).
SCONUL Advisory Committee on Buildings. ‘Space requirements for academic libraries andlearning resource centres.’ (London, SCONUL, 1996).
Wes McGregor (2000). ‘Facilities Planning and the Business of Space.’ (Butterworth –Heinemann).
Bareither, Harlan and Scillinger, Jerry (1968) 'University Space Planning' University of IllinoisPress, Chicago, USA.
The web sites of the following organisations have publications on space planning:
• Council of Ontario Universities’ (COU) Standing Committee on Space Standards andReporting
• APPA: The Association of Higher Education Facilities Officers, www.appa.org
• Western Interstate Commission for Higher Education: WICHE
• SCUP: Society for College and University Planning, www.scup.org
• LAMA BES: Library Administration and Management Association, Building andEquipment Section.
• DEST, Education Services for Overseas Students (ESOS) www.detya.gov.au/esos/ specifieseducational resources and facilities required for CRISCOS registered courses.
• National Center for Educational Statistics (NCES) USA, Working Group on PostsecondaryPhysical Facilities, Postsecondary Education Facilities Inventory and Classification Manual,http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=92165
• The Higher Education Estates Web Site, UK www.heestates.ac.uk
28
9.0 FURTHER READING
top related