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    The spaces we work in: consultation about Curtin's Architecture and Planning building

    Access Status
    Fulltext not available
    Authors
    MacCallum, Diana
    Khan, Shahed
    Date
    2012
    Type
    Conference Paper
    
    Metadata
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    Citation
    MacCallum, Diana and Khan, Shahed. 2012. The spaces we work in: consultation about Curtin's Architecture and Planning building, in Butt, A. and Kennedy, M. (ed), Proceedings of the Australia and New Zealand Association of Planning Schools Conference, Sep 21-23 2012, pp. 114-120. Bendigo: La Trobe University.
    Source Title
    The Proceedings of the Australia and New Zealand Association of Planning Schools 2012 Conference: Presented at the ANZAPS 2012 Conference
    Source Conference
    Australia and New Zealand Association of Planning Schools 2012
    Additional URLs
    http://anzaps.net/admin/wp-content/uploads/2013/02/ANZAPS-2012_full_web.pdf
    ISBN
    978-0-9873429-2-8
    URI
    http://hdl.handle.net/20.500.11937/39091
    Collection
    • Curtin Research Publications
    Abstract

    In 2009, Curtin University made an in-principle commitment to a ‘re-life’ project for Building 201, which houses its School of Built Environment. The project, Build 201.1, was to represent a major overhaul of the building’s space, which has been subject to ad hoc incremental, sometimes desperate and often disjointed changes to cope with changing demands through its forty-year history. In November 2011, the School took the highly unusual step of holding a stakeholder forum to identify user concerns and needs and, thus, inform the project definition statement (which will form the basis of a detailed budget and tender documents). In this paper we, as the organisers of that forum, reflect on its process and outcomes, in relation not only to the physical space we work in but – equally crucially – to the spaces of governance and communication that shape our institutional environment. This reflection is informed by responses from 20 of the forum’s 52 participants (students, academics, general staff and sessional tutors) to a post-event questionnaire, which sought to determine how various actors saw the process represented by the forum and how they reflect on their experience of engagement in it.

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