Adaptive regeneration should be part of a university’s master plan, but it’s not without its challenges

Marcus Bailey, DCWC Project Management Director and National Sector Lead for Tertiary, explores the pros and cons of adaptive regeneration in Australia’s tertiary sector.

Adaptive regeneration aligns with the ethos of higher education, which values innovation, sustainability, and stewardship of resources. By repurposing existing assets and embracing the rich heritage of their campuses, universities can create dynamic and resilient environments that support their academic mission while honouring their legacy for generations to come. 

According to Planet Ark, the construction industry is responsible for one-third of our waste and over 75% of the construction waste that is sent to landfill is useable material such as concrete, bricks and timber.

The good news, however, is that ‘regenerative transition’ is in motion.

The regenerative transition and the circular economy are interconnected concepts aimed at promoting sustainability and reducing environmental impact. There is, however, a critical difference between the two approaches. The circular economy focuses on minimising waste and maximising resource efficiency through recycling and reuse. While the regenerative 
transition focuses on the more positive concept of restoring and replenishing natural resources and ecosystems. Both have the ultimate goal of transitioning to renewable energy sources and developing sustainable practices within the industry.

For the purposes of this piece, I am going to focus on the concept of adaptive regeneration. This being the process of revitalising existing structures and spaces, often with historical or cultural significance, to meet contemporary needs. Ideally this is carried out while preserving their original character and value at the same time as modernising them for today’s programmes and uses.

Universities in particular, through more informed governance and sustainable practices, have moved on from simply demolishing and replacing their ‘end of life’ structures and assets.

With the assistance of active thinkers and designers, adaptive regeneration is a far more suitable approach which aims to repurpose and renovate existing buildings, infrastructure, and landscapes to accommodate changing uses, technological advancements, sustainability goals, and student needs.

In doing so, adaptive regeneration minimises the consumption of new materials while also reducing waste generation, carbon emissions, and environmental impact associated with construction and demolition. By extending the lifespan of assets and maximising their utility, adaptive regeneration contributes to the circular flow of materials and resources, fostering a more sustainable and resilient built environment.

Most importantly, adaptive regeneration seeks to balance preservation with innovation, leveraging existing assets to create functional, efficient, and sustainable environments that contribute to the vitality and resilience of university precincts and their myriad student and staff sub-communities. 

Why is adaptive regeneration so attractive to universities?

University campuses often boast a rich architectural heritage, comprising a blend of historic buildings alongside more recent modern facilities. Adaptive regeneration is an attractive strategy for universities due to the multifaceted nature of their campuses and the diverse needs they are required to accommodate. First and foremost, universities serve as dynamic 
hubs of learning, research, and innovation. As educational trends shift and new disciplines emerge, universities must adapt their infrastructure to support evolving pedagogical and teaching methods and research practices. Adaptive regeneration allows universities to repurpose existing buildings and spaces to align with these changing needs, fostering 
a flexible and responsive campus environment. Post the pandemic and following recent federal decisions across the tertiary sector, universities are facing significant budgetary constraints. These issues, combined with the knock on effect of limited resources, makes cost-effective building solutions imperative in campus development projects. If undertaken effectively, Adaptive regeneration often proves more financially sustainable than new construction as it leverages existing assets and infrastructure. By revitalising underutilised or outdated buildings, universities can optimise their resources while minimising environmental impact—a 
crucial consideration in an era of heightened sustainability awareness. 

As the American architect and sustainability advocate Carl Elefante has stated, “the greenest building is the one that already exists”.

In the aftermath of the COVID-19 lockdowns, universities are doubling down on efforts to entice students back to in-person learning by creating more vibrant campus environments. This includes developing social spaces where students feel comfortable relaxing between sessions, and that facilitate the casual, collaborative knowledge sharing that is a vital part of the complete student experience. Adaptive regeneration projects not only eliminate functional redundancy and revitalise aging infrastructure, but by enriching campus amenities they can also help to cultivate a "sticky campus" environment — one where students are drawn to 
remain between and after classes.

University of California, Berkeley, Moffitt Library

High profile tertiary examples of adaptive regeneration

Since the early 2010s, the University of Pennsylvania , and other elite American universities including Massachusetts Institute of Technology (MIT), University of California, Berkeley (UCLA), and Stanford University, have undertaken adaptive regenerational projects to modernise campus infrastructure, improve the student experience, and repurpose underutilised spaces while preserving their historic character.

Notable examples include:

• University of Pennsylvania’s 10-plus year revitalisation project of the ‘Pennovation Works’ campus, a former industrial site that was transformed into a hub for innovation, entrepreneurship, interdisciplinary research, and industry partnerships.
• MIT’s 2016 renovation of ‘Building E52’, which transformed the main classroom building for the Sloan School of Management into a state-of-the-art learning environment with flexible spaces, advanced technology, and sustainable design features.
• UCLA’s renovation of various historic and architecturally significant buildings including the repurposing of the historic Moffitt Library, where information was previously stored, into a centre where knowledge could be generated through collaboration and discovery.

Closer to home, in 2015, RMIT University embarked on a substantial re-development of its city campus with the New Academic Street project. The transformative project included the refurbishment of their existing buildings along the Swanston Street frontage. The 1960’s buildings were no longer fit for purpose and future maintenance costs were extensive just to keep them in service. Multiple strategies were discussed, however, full demolition and replacement was not possible due to the need to maintain the spaces for learning and teaching as well as staff accommodation. A staged approach to demolition and reconstruction as well as intermittent relocations was developed in conjunction with all key stakeholders at the university. Over 3 years and 12 stages the completed project was open to students 
and staff in July 2017. 

RMIT Univerity's New Academic Street. Image credit: Tess Kelly Photography.

DCWC (Marcus Bailey) led the project in the crucial role of Project Director working exclusively within RMIT for 3 years reporting directly to the project sponsor and the head of Property Services. The completed project is now in use and is a shining example of the potential outcomes which are possible.

More recently, in early 2024, again with the support of DCWC and Marcus Bailey, the University of Melbourne, completed its New Student Precinct. This adaptive regeneration project delivered over 35,000sqm of refurbished and new space near the corner of Swanston and Gratton Streets. In all, 5 existing buildings were refurbished and 2 new buildings were interwoven into the building fabric. The key outcome of the project was to re-centre the heart of the campus further south and enable core student services to be moved out of the aging 
Union House building. The completed project has co-located student services, new arts and cultural facilities, as well as informal study space and retail around a central landscaped amphitheatre.

The University of Melbourne's New Student Precinct.

The complex refurbishments have enabled the aging brutalists buildings to be fully code compliant most importantly for fire life safety and seismic and earthquake resistance. Thanks to the reworking of ground planes, entrances and landscaping, the precinct boasts equal access and an enhanced user experience. 

Adaptive regeneration is not without its challenges

Implementing adaptive regeneration strategies within university campuses can present many challenges to be overcome. Each of these require strategic planning, interdisciplinary collaboration and most importantly, effective communication with university administrators, planners, architects, and all impacted stakeholders.

Preservation versus modernisation

Balancing the preservation of historic and culturally significant buildings with the need to modernise infrastructure and accommodate contemporary functions is one of the most common and significant challenges. Universities must carefully assess the architectural, historical, and functional value of existing structures while determining how best to adapt them to meet current needs.

This was the case between 2018 and 2022 when the University of London undertook an adaptive regeneration project at Senate House, an iconic Art Deco building that serves as the University’s administrative and ceremonial hub. The renovation project aimed to enhance the building’s energy efficiency and ensure it satisfied current safety standards and regulations. This necessitated retrofitting energy efficient lighting, HVAC systems, insulation and glazing to reduce energy consumption and carbon emissions as well as the upgrading of fire detection and suppression systems. 

Simultaneously, the university sought to improve accessibility for individuals with disabilities, requiring extensive modifications to the building's layout and facilities to accommodate the installation of ramps, elevators, and other mobility solutions.

Protecting campus identity and character

University campuses often have distinct architectural styles, landscapes, and cultural heritage that contribute to their identity and character. Maintaining this sense of place while undergoing regeneration requires careful planning and design to ensure continuity and coherence across the campus. Architects and engineers can be incredibly creative when dealing with existing deep floor plates and low floor to floor dimensions. Creative use of multi-level voids and glazed annexes are some examples where innovative thinking can breath new life and most importantly natural light into otherwise dark spaces.

Regulatory and planning hurdles

Navigating regulatory requirements, zoning laws, and planning regulations can pose obstacles to adaptive regeneration projects. Universities house a large student population and as such must strictly comply with building codes, historic preservation guidelines, and environmental regulations. These compliances often add complexity and time to the planning, approval and construction process. Early engagement with building surveyors and authorities such as Fire Rescue Victoria is the key. A good understanding of the various compliance triggers including the “50% rule” are critical in avoiding surprises during the commissioning and hand over phases. 

Stakeholder and community engagement

Engaging stakeholders, including faculty, staff, students, alumni, and local communities is crucial for the success of adaptive regeneration projects. Universities must solicit feedback, address concerns, and foster collaboration to ensure buy-in and support throughout the project lifecycle.

The University of Melbourne's New Student Precinct

Conclusion

Despite the many and varied challenges, adaptive regeneration aligns with the ethos of higher education, which values innovation, sustainability, and stewardship of resources. By repurposing existing assets and embracing the rich heritage of their campuses, universities can create dynamic and resilient environments that support their academic mission while honouring their legacy for generations to come.

Marcus Bailey is a Director of Project Management and DCWC's National Sector Lead for Tertiary and Retail. Get in touch with Marcus →