NTNU2060 VISIONS FOR CAMPUS DEVELOPMENT

ENGLISH SUMMARY

Main report in Norwegian www.ntnu.no/campusframtid

JANUARY 2014

NTNU - REPORT VISION 2060 INTRODUCTION The report «NTNU Vision 2060 – Campus Development» is the result of a development project at NTNU during the autumn of 2013. Former Rector Torbjørn Digernes made the initiative in May 2013. Together with the new Rector, Gunnar Bovim, they initiated the NTNU Vision Project. The task for the Vision group with 15 members from NTNU, has been to compile visions for campus development for NTNU in a 50-year perspective. The report details how campus development can contribute to sustaining and developing NTNU as an attractive university, based on its distinctive character.

The report investigates important perspectives and relations for a better understanding of the opportuni- ties and challenges related to campus development. The university in general, and NTNU specifically, faces changing demands and challenges. How to meet these challenges depends on a clear understanding of the university’s distinctive character, and how this character establishes important premises for campus develop- ment.

Important conditions for the analysis were challenges created by new circumstances – like the need for more flexibility, a new digital reality for education and increased internationalisation of higher education – and how a strategic approach to campus development can support further development of the institution. The work is founded in NTNU’s strategy for 2011–2020, ”Knowl- edge for a better world”.

NTNU’S DISTINCTIVE CHARACTER AS A UNIVERSITY The Norwegian Parliament established clear provisions for the new institution when NTNU was established on 1 January 1996. As the name suggests, the university should assume a national responsibility for research and education in technology and natural science – this is NTNU’s main profile. At the same time, NTNU should be a diverse university including humanities, social sciences, medicine, and architecture and arts, where

2 the subjects are developed on their own terms. Finally, WHICH FACTORS AFFECT THE DEVELOPMENT OF THE • An international knowledge triangle NTNU should assume a particular responsibility to de- UNIVERSITIES? • New education forms and learning environments velop interdisciplinary cooperation and knowledge. One of the major changes over the last decades is an • Attractiveness in a world without borders increased internationalisation of economy, politics and • The university in the society NTNU today is characterised by a strong experimental science. There is reason to believe that this develop- • Strategic campus development activity, interdisciplinary, and based on interaction with ment will continue, and it could affect even more parts the business sector and the society in general. NTNU’s of our society. Internationalisation is driven by many An international knowledge triangle – research, distinctive character is a strength, both nationally and factors, such as growth in world trade, investment and education, innovation internationally. In an academic world that is quickly de- education. However, internationalisation is first and The European Union has placed focus on starting syner- veloping and changing, a distinct profile is important. At foremost a result of new technology for communication gies within what they refer to as the ”knowledge trian- the same time, the institution must be dynamic enough and transport. The world becomes ”smaller”, and geog- gle”, consisting of research, education and innovation. to adapt to new requirements and needs. Campus de- raphy and time are not the large barriers for interaction This will also be important for NTNU. Internationalisa- velopment is an important tool in this regard. An impor- they once were. tion of education and research is an important objective tant part of the group’s work has been to analyse how The Vision Group has identified five development char- for most institutions in higher education. A university NTNU’s distinctive character affects the requirements acteristics that are particularly interesting to assess offers real international education if it can document a for construction of buildings and infrastructure. with regard to shaping the future strategies of universi- significant number of international students and lectur- ties. They are divided under these headlines: ers, internationalised programmes of study and a good There are different strategic approaches to research, education, work with arts, communication and innova- tion based on today’s main profile. This report describes different perspectives on the future NTNU, based on questions like:

• Which global changes are affecting us? • How will new technology change education and research? • Which consequences will the massive increase in web-based education cause in terms of teaching and student influx? • What happens to public funding and other framework conditions? • Which factors are important when future students and researchers choose where to study and work?

The superior objective of this work has been to analyse how the construction of the campus can support NTNU’s attractiveness in a future of increased competition in research and higher education.

TrondheimSolistene consists of current and former music students from NTNU

3 NTNU - REPORT VISION 2060 provision of student exchange and studies at foreign is the ”third generation university”, characterised by Europe, the increasing globalisation of higher educa- universities. The aim for education internationalisa- assuming an active role in utilising the knowledge it tion, together with the effect of the Bologna declara- tion is to increase the quality and relevance, attract the develops. tion, can be seen as a powerful motivation to develop a best students and researchers, generate income and common, explicit and attractive identity for European promote diversity. Strategic campus development universities. In this lies the acknowledgement that one Currently, a dialogue is taking place between Euro- has to consider possibilities beyond developing common New education forms and learning environments pean universities about their own place in the society. programmes of study and research. In relation to this, Digital and mobile technology is transforming the way The core of these discussions is determining how to synergies between the university and city qualities are education is communicated and received, and how approach the conflict between the more introverted often emphasised as an important factor for attracting values are created by providers of higher education. For academic tradition, versus an extroverted strategy students. This is related to a more general challenge for universities, these can form the basis for an upheaval with an increased focus on knowledge applicability. In European universities, namely recruitment in natural on the same level as what happened almost 600 years ago, when Gutenberg’s technique for printing books was put to use. A virtual world for studies and research is developing, together with a rapid, massive increase in information available online. This creates an opening for a global democratisation of knowledge, and an infinite knowledge market where private actors can position themselves along world-leading universities.

Attractiveness in a world without borders In many countries, the approach to education and re- search is changing. Universities and university colleges are competing over students, staff and public funding, more than ever before. The biggest challenge for univer- sities is to appear attractive in a research and education environment where the rules are changing.

The university in the society New efforts in education and research focuses on the social benefits of suggested activities. This can be seen in relation to an increased interest for national and international innovation strategies as tools for meeting the present global, financial and political requirements and changes. As an example, the Nordic countries are promoting innovation strategy as an important tool for meeting regional and global societal challenges, increasing value and renewing the future’s welfare and social services.

Parallel to this development, many universities are changing from research-based, state-funded institu- tions to becoming international ”knowledge hubs”. This The new Knowledge Centre at St. Olav’s Hospital in Trondheim.

4 science and technology. Campus development has grad- FOUR DIFFERENT FUTURES ually been recognised as an important strategic tool. Growth Elite PERSPECTIVES ON CAMPUS DEVELOPMENT: NTNU now has a significantly larger number of Norwe- NTNU has made a purposeful effort to develop world- NTNU 2060 gian and foreign students than in 2013, and the educa- class academic environments. The academic depth Even with historical statistics and thorough prognoses, tional activity has nearly doubled, with a larger scope of has been somewhat reduced, and the emphasis is on planning a university campus for ten or fifteen years possibilities offered. Trondheim has also experienced research and graduate education. There is an equal ahead is a demanding task. Even more difficult is look- significant population growth. City development has number of Norwegian and foreign students and employ- ing fifty years ahead and anticipating the needs for hard meant that NTNU’s activities are still scattered in dif- ees. The campus is concentrated in the centre of the and soft infrastructure for education and research, com- ferent locations, but in an urban environment. This has university city Trondheim, which boasts excellent facili- munication and innovation. happened through an expansion of both main campus- ties for both research and teaching, as well as being an es, Gløshaugen and Dragvoll. attractive city to live and work in. To create a context and framework for campus develop- ment over a fifty-year period, we have chosen to use a scenario technique. In short, this technique is about creating alternative descriptions of a potential future reality. These are not illusions; we base them on known historical development and indentifiable trends and cat- alysts. The university will change and adapt to different tendencies, depending on the development characteris- tics that will dominate the future. All of the perspectives are realistic, depending on certain conditions.

Political or strategic decisions, at the institution or on a national level, affects in which direction the univer- sity will move. The perspectives put forth by us involve neither prognoses nor any desired development. We do not assess the likelihood of any of the scenarios; we are trying to illustrate what the consequences of the differ- ent futures can entail for campus development at NTNU.

We assume that the NTNU of 2060 is still a university with a main profile of technology and natural science, with an academic depth at roughly the same level as today, and a social responsibility that has not changed significantly. We describe four different futures and the potential consequences of these to the university’s activities and construction of the campus:

NTNU/Marintek Ocean Laboratory at Tyholt

5 NTNU - REPORT VISION 2060 Digital The ICT revolution has lead to new learning and re- search methods. Teaching and supervision takes place online, for a global group of students who only partially or periodically stay in Trondheim, and who study full or part time. Several laboratories are substituted with facilities for simulation and virtual experiments. NTNU’s areas are adapted to mobile students and employees, with flexible rooms and an advanced e-infrastructure. Arrangements have been made to facilitate interdisci- plinary cooperation and social meetings. The campus is concentrated on the Gløshaugen-Øya axis, but also includes several satellite locations in and outside Trond- heim.

Urban Urbanisation as a mega-trend has left its mark on de- velopment of the campus, which is now fully integrated in the city of Trondheim and its social and professional life. There are few physical barriers between the city and the university, which means that they can utilise each other’s areas, arenas and provisions in a flexible way. This contributes to more closely connecting the en- tire university’s activities to the surrounding society, to their mutual benefit. Campus Dragvoll is either closed down or a part of the urban Trondheim East.

These four development perspectives emphasise trends and catalysts differently, consequently producing dif- ferent images of the future. However, they have some characteristics in common with regard to the demands the campus must satisfy:

• The future NTNU should be internationally competitive and attractive to competent students and employees. This entails that both Trondheim as a host city, and the campus as a place of study and work, should possess qualities far beyond the average. City and campus development are two sides of the same issue. • The pace of change is increasing – socially and culturally, economically and technologically. To accommodate changing needs, the campus should

6 be dynamic and flexible in its utilisation of areas ting for a large part of their lives, and is therefore im- CHARACTER AND CAMPUS and buildings. portant for both their quality of life and job satisfaction. NTNU is a university that emphasises the experimental • ICT and digitalisation will fundamentally change the All of this also affects the requirements to the physical in the entire scope of its activity, with extensive use of models for learning and knowledge production. surroundings at the university. NTNU needs workplaces laboratories, workshops and special areas for educa- Students and researchers will become more mobile, that stimulates cooperation and contributes to exchange tion, research, innovation and communication. A future and not tied to fixed workplaces on campus, which of knowledge, ideas and competence, while simultane- NTNU campus should accommodate a diverse range of instead should offer diversified meeting points and ously representing a sensible use of public resources. areas for experimental activities. The fulfilment of these arenas for academic and social interaction. In the report, the following issues are discussed: needs to a large extent affects the requirements for • Interaction between the university and the future utilisation. surrounding society is increasing, and the barriers • A strategic perspective on area and campus Laboratories and other areas for experimental activities between academia and the business sector are development as strategic means are important for the technical and natural scientific reduced. A modern campus facilitates contact, • Different perspectives on the workplace, and how subjects, but are also used by psychologists, linguists interaction and cooperation. these have developed into the present workplaces and within practical-aesthetic subjects, among others. • The university of the future should lead a sustainable • Reflections on what makes the university a NTNU should aim to create laboratories and experi- activity and keep high standards within special workplace mental areas with high flexibility. This means that they health, safety and environment. This also entails a • Meeting points and an active infrastructure should fulfil several functions and serve different users. minimisation of energy consumption, reduction of • Adaptability and efficient use This would strengthen the utilisation of the areas and harmful emissions and effective, environmentally accommodate interdisciplinary cooperation. friendly transport solutions.

HOW DO WE WORK AT THE UNIVERSITY OF THE FUTURE? Both employees and students have the campus as their workplace. How will new working methods affect the way we plan workplaces for employees and students at the NTNU campus?

NTNU’s organisation, teaching methods and the technology used is constantly changing. New subject combinations and programmes are being developed, and teaching methods are changed. This demands flex- ibility to be able to adapt to new needs. The university’s buildings represent a large resource for this strategic development. NTNU owns and rents 520,000 square meters and has an annual maintenance, operation and development budget of NOK 500 million. Conse- quently, an effective adaptation and use of these values is important, enabling the university to return as much teaching and research as possible in exchange for the investments made by the society. At the same time, the campus is a place of work and studies for NTNU’s 5,000 employees and 22,000 students. The campus is the set- NTNU’s own researchers are also working on the development of zero emission vehicles.

7 NTNU - REPORT VISION 2060 In order to solve the complex social challenges ahead, we need to work across traditional subject barriers to find new solutions. An understanding of mutual depend- ence is emerging from the ”sharp end” of different disciplines, from biotechnology and nanotechnology, to medicine, chemistry, biology, informatics, commu- nicational subjects, aquaculture, management, arts, robotics, ecology, philosophy, planning, architecture, political science, linguistics, psychology and many more. Interdisciplinary work is pivotal for cooperating to solve large, complex problems. This interdisciplinary work de- pends on an ”active” infrastructure that ties the campus together, with spaces that accommodate conversation, group work and supervision.

The university does not exist in a social vacuum; it must follow the development of the general society. In medi- cine, for instance, patients spend less and less time at hospitals, and more treatment and observation takes place in policlinics and in the municipal health services. Considering this, it is likely that more students and em- ployees will work partially outside the campus.

The cooperation between NTNU and SINTEF plays a special part. The basic model is that academic staff at NTNU contributes to SINTEF’s contract research, while SINTEF researchers teach at NTNU. The institutions share laboratories and scientific equipment, and have developed their cooperation into a unique, international competitive advantage. In a campus perspective, the values developed in the cooperation between NTNU and SINTEF must be taken care of and further developed. Particularly, the geographical proximity between the academic environments must be sustained, and the cooperation with regard to laboratories and scientific equipment continued.

The new SiT student village at Lerkendal

8 CAMPUS DEVELOPMENT AT NTNU LOCATION BUILDINGS Floor area NTNU (m2) Gross area (m2) Development potential (m2) IN A 50-YEAR PERSPECTIVE Regardless of which solution is chosen for a further ex- Dragvoll 82 000 85 000 550 000 pansion of the university, the government presently has Gløshaugen plateau 279 000 312 000 108 000 a substantial area reserve to meet future requirements. Valgrinda - Sorgenfri 23 000 43 000 370 000 The government owns the property of the main campus- es Dragvoll, Tyholt and Gløshaugen, which means that it Øya 73 000 300 000 75 000 has total control of future use, within the framework put down by the municipality as the land use authority. Kalvskinnet 23 000 23 000 20 000 The property at which Øya is situated is jointly owned Tyholt 15 000 40 000 - by NTNU and St. Olav Eiendom, comprising teaching Other locations 28 000 - 29 000 and research facilities integrated in the hospital. The hospital also has an unused area reserve that covers future needs.

SUSTAINABLE CAMPUS DEVELOPMENT NTNU must be prepared for demands of reduction of direct and indirect CO2 emissions and other environ- mental pollution in the years ahead, in the shape of both guidelines for governmental establishments and tightening of laws and regulations. This has already been indicated in technical regulations related to the Planning and Building Act, especially within energy and waste. On the basis of this, one should be prepared that the reality will be significantly different within this field fifty years from now, and that this will greatly affect NTNU’s activity on and outside of the campus. At the same time, it is clear that students, employees and the society expects NTNU to lead the way when it comes to an environmentally sound activity. This means that – even if we had a choice – a focus on a sustainable and environmentally sound activity is something that also contributes to strengthen NTNU’s reputation and attractiveness as a university.

Students having a good time in a cafe at Bakklandet

9 NTNU - REPORT VISION 2060 RECOMMENDATIONS

In order for NTNU to develop further into an internation- of the present arrangement, with campuses at Dragv- Vision Group would like opinions from academic environ- ally outstanding university, a more concentrated campus is oll, Gløshaugen and other locations. The other strategy ments and organisations at NTNU, as well as external recommended. involves a unification, either in shape of a concentration of actors, regarding the assessments put forth in this report; the campus south of Gløshaugen, or a more city integrated ”NTNU2060 Visions for Campus Development”. The Vision Group assumes that the NTNU of 2060 is still solution in the area of Hesthagen – Elgesetergate – Øya. a university with a main profile of technology and natural The report recommends a further investigation of the pos- science, with an academic depth at roughly the same level sibilities for concentration of the campus, with these two NTNU, 31th January 2014 as today, and a social responsibility that has not changed alternatives: Concentration and City integration. Professor Tore Haugen significantly. NTNU should function as a locomotive in the In further work with campus development at NTNU, the Project Leader, NTNU Vision project development of a sustainable society – environmentally, socially and economically.

On the basis of national and international developments, NTNU’s distinctive character, vision and social responsibil- ity, and important criteria for realising NTNU’s ambitions, four different scenarios have been prepared to provide possible perspectives of campus development toward the year 2060.

The four perspectives are all considered realistic, depend- ing on certain conditions. The perspectives, the way they are presented in the report, do not involve prognoses or recommendations of a specific development.

The four development perspectives are recommended as a basis for further work with campus development at NTNU. The Digital scenario should characterise and be an inte- gral part of all possible strategies for campus development at NTNU. This also applies for the Urban scenario, which has an amplified focus on attractiveness for students and employees. All campus solutions will to a greater or lesser degree be able to develop more urban qualities. The Vision Group is of the opinion that it is important to accommodate the Elite scenario, strengthening the academic environ- ment, laboratories and infrastructure. Elite is not in op- position to the Growth scenario. Campus development can be planned to accommodate both Elite and Growth The Vision Group has considered two main strategies for campus development, one being further development

10 © NTNU - Norwegian University of Science and Technology More information: Project leader: Tore Haugen www.ntnu.no/campusframtid Grafisk design and production: Ole Tolstad Print: NTNU-trykk The Norwegian edition: ISBN 978-82-7551-098-1 www.ntnu.no/campusframtid/visjonsrapporten

MEMBERS OF THE VISIONS GROUP

Thor Bjørn Arlov, Senior adviser, NTNU Lindis Burheim, Head Real Estate, NTNU Anne Kristine Børresen, Dean HF Tore Haugen, Project leader, professor AB Simon Utseth Sandvåg, Leader Studenttinget Knut Solberg, Managing Director, SiT Stig Arild Slørdahl, Dean DMF Kristian Steinnes, Representative Forskerforbundet/Tekna Unni Steinsmo, CEO, SINTEF Photographers Ingvald Strømmen, Dean IVT Geir Mogen/NTNU/TTO Sturla Søpstad, Representative NTL/Parat Ole Tolstad/ NTNU Hege Jørgensen Tunstad, Adviser, NTNU Ole Morten Melgård/NTNU Haakon Utby, Student representative, NTNU board Kristoffer Furberg/NTNU Amund Aarvelta, Project leader, Trondheim Kommune Tim L. Kvingedal/NTNU Tone Merethe Aasen, Senior adviser/project leader NTNU Bård F. Gimnes/NTNU Matthias Hertzog/Visualis/Skibnes Arkitekter Contribution from Nina Tveter/NTNU Siri Hunnes Blakstad, Professor II NTNU/Reinertsen AS Thor Nielsen, NTNU Roger Klev, Assistant Professor NTNU/Reinertsen AS Rune Petter Ness/NTNU Gunnar Sand, Director SINTEF Illustrations Ole Tolstad, Torun Marie Sigurdsen, Jardar Lohne og Nils David Fjågesund, student AB Jørgen Moltubakk have been key contributors for graphical Tim L. Kvingedal, student AB and written work report. Ole Tolstad, NTNU/adviser AB

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