This paper is divided into four sections plus two appendices (see below).
How far is the growth in higher education worldwide and the prospects for the rapid evolution of research-based activities in many emerging economies and societies calling for the need to better understand and frame potential evolving scenarios for spatially integrating universities, science parks and related “knowledge infrastructures and facilities” in growing urban areas worldwide?
The recent explosion in demand for higher education by millions of young people around the world, associated with growing evidence for the potential benefits resulting from the economic appropriation by society of the results and methods of science, have changed the perception of the “academic divide” or “scientific divide” at a global level. This raises three questions.
- Does it make sense to revisit the “university campus” concept at a global scale?
- How far are technology-enabled active learning environments and new types of students changing the concept of the “University campus”?
- How far should social and cultural requirements on the sustainability of future learning environments be further considered?
In addition, university campuses and science parks have been built in urban peripheries worldwide and this itself has facilitated new city developments in many regions, at the same time they are causing the relative isolation of students and part of the academic communities, as well as unsustainable mobility patterns for teachers and other parts of those communities. A key question is, how far can adequate and inclusive urban planning and design of science parks and “knowledge infrastructures” help engage people in the “social construction of technological systems” and, consequently, accelerate the modernization of emerging societies worldwide in diversified national and regional contexts? Does it make sense to discuss “knowledge urbanism”, as an emerging issue at a global scale?
Please look at the following sections of this working paper: