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

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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