Examining new processes for learning space design

The emergent literature on learning spaces in higher education articulates a desire to better engage academics and other stakeholders in the conceptualisation, design and development of university spaces. New processes that aim to support more participation in design are proposed. This chapter reviews a range of these processes using an activity-theoretical concept of distributed agency. Much of the examined literature proposes to intervene in estates life-cycles within particular, bounded activities. It is argued that forming long-term relations between university stakeholders, based on decentralised negotiation and peer review, would further expand the possibility of socially producing university learning spaces