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Planning the Campus with Place in Mind: a Phenomenological Exploration of the Lifeworlds of Community College Campuses in British Columbia

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Planning the Campus with Place in Mind: a Phenomenological Exploration of the Lifeworlds of Community College Campuses in British Columbia Planning the Campus with Place in Mind: A Phenomenological Exploration of the Lifeworlds of Community College Campuses in British Columbia by Lisa Domae B.A., University of British Columbia, 1992 M.Pl., Queen’s University, Kingston, 1998 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY in the Department of Geography © Lisa Domae, 2017 University of Victoria All rights reserved. This dissertation may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. Planning the Campus with Place in Mind: A Phenomenological Exploration of the Lifeworlds of Community College Campuses in British Columbia by Lisa Domae B.A., University of British Columbia, 1992 M.Pl., Queen’s University, Kingston, 1998 Supervisory Committee Dr. Reuben Rose-Redwood, Supervisor Department of Geography Dr. CindyAnn Rose-Redwood, Departmental Member Department of Geography Dr. Pamela Shaw, Departmental Member Department of Geography Dr. David Witty, Additional Member Vancouver Island University ii Abstract This phenomenological study contributes to scholarship on the geographies of higher education by examining the importance of “place” for the design and planning of college campuses. In particular, the study explores the lifeworlds of two community college campuses in British Columbia, Canada, comparing the “sense of place” at an urban campus in the lower mainland of British Columbia with a rural campus on Vancouver Island. In contrast to conventional treatments of the campus as absolute space, this dissertation considers how higher education campuses serve as places of meaning to those who use them. Using a combination of natural walk-along interviews and mental mapping methods with 23 participants, the findings from this study support Seamon’s (2013) contention that places – in this case, college campuses – are interanimations of people and their physical environments where meanings and a sense of place are created through the practices of daily routines. Participant responses also suggest that a sense of belonging to community, with its concomitant academic benefits, is advanced by encouraging a feeling of “at-homeness” on campus. These findings put into question the reliance of conventional campus design and planning approaches on the visual impact of the built environment to create a sense of place. Instead, building from Gehl (2011), they highlight how design and planning efforts that support the gathering of people and their routine use of campus spaces can foster the “place-ballets” that make vibrant and distinctive places. In generating spontaneous interpersonal encounters, place-ballet also sets the conditions understood to support the creation of new knowledge. To advance the notion of place-ballet, the study concludes by offering the neighbourhood as a model for campus design and planning that both connects home to community and encourages citizen engagement. iii Table of Contents Supervisory Committee .................................................................................................................. ii Abstract .......................................................................................................................................... iii Table of Contents ........................................................................................................................... iv List of Figures ............................................................................................................................... vii List of Tables ................................................................................................................................. ix Dedication ....................................................................................................................................... x Acknowledgements ........................................................................................................................ xi 1. Introduction ............................................................................................................................. 1 1.1 Overview of Study .......................................................................................................... 1 1.2 Background: The Higher Education Campus ................................................................. 7 1.3 Research Problem: College Campuses as Places of Meaning ...................................... 10 1.4 Purpose of Study and Research Questions ................................................................... 13 1.5 Research Goals and Objectives .................................................................................... 13 1.6 Phenomenology of Campus Design and Planning: A Place-Based Approach ............. 14 1.7 Significance of Study: Research Context ..................................................................... 16 1.7.1 The Role of the Campus in Meeting the Higher Education Mandate ................ 16 1.7.2 A Sense of Belonging – A Sense of Place on Campus ...................................... 22 1.7.3 Community Colleges: An Under-Researched Area ........................................... 25 1.7.4 Public Space ....................................................................................................... 30 1.8 Outline of Dissertation ................................................................................................. 33 2. The College Campus as Space and Place .............................................................................. 38 2.1 The Beginning: Campus as Absolute Space ................................................................. 39 2.2 Conventional Campus Design and Planning: Perpetuating Absolute Space ................ 48 2.3 Campus as Relational Space ......................................................................................... 51 2.4 The Social Production of Campus ................................................................................ 53 2.5 Campus as Place ........................................................................................................... 54 2.6 Making-Places? ............................................................................................................ 60 3. Theoretical Framework: Place-Making-Phenomenology ...................................................... 65 3.1 Introduction .................................................................................................................. 65 3.2 What is Phenomenology? ............................................................................................. 68 3.3 The Phenomenological Worldview .............................................................................. 70 3.4 Place and Phenomenological Geography ..................................................................... 72 3.4.1 The Phenomenology of Place ............................................................................ 73 3.4.2 Architectural Phenomenology ........................................................................... 75 3.4.3 Person-or-People-Experiencing-Place ............................................................... 76 3.5 Phenomenological Forms of Inquiry ............................................................................ 80 3.6 Lifeworld Phenomenologies ......................................................................................... 83 3.6.1 Place-Making-Phenomenology as a Theoretical Lens ....................................... 83 iv 3.6.2 Methods.............................................................................................................. 85 3.7 Place-Making-Phenomenology, Campus Design and Planning ................................... 87 3.8 Limitations and Criticisms of Phenomenology ............................................................ 90 4. Research Methodology .......................................................................................................... 93 4.1 Case Study Overviews .................................................................................................. 93 4.1.1 College #1: The Urban Campus ......................................................................... 94 4.1.2 College #2: The Campus in the Woods ............................................................. 98 4.2 Participants ................................................................................................................. 101 4.2.1 Sampling .......................................................................................................... 103 4.3 Eliciting Participant Responses .................................................................................. 103 4.3.1 Natural Walk-Alongs ....................................................................................... 104 4.3.2 Mental Mapping ............................................................................................... 107 4.4 Participant Responses ................................................................................................. 108 4.4.1 Participant Overview: The Urban Campus ...................................................... 111 4.4.2 Participant Overview: The Campus in the Woods ........................................... 112 4.5 Analysing Participant Responses ............................................................................... 113 4.6 Trustworthiness .........................................................................................................
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