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... UC is divided into two parts, a roughly square 'original campus' to the south of the Burnet Woods city park, and a multi-institutional 'hospital area' to the northeast (Figure 4). The original campus, which from now on we will simply call 'the UC campus', covers about 56 hectares and concentrates most of UC's activity and almost all its undergraduate teaching. ...
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... A preponderance of research (e.g., Bromley and Kent, 2006;Jolivet et al., 2023;Moos et al., 2019;Revington, 2022) has considered studentification as a by-product of revitalization or near-campus redevelopment. Rethinking rental market pressure, Jolivet et al. (2023) documented those original residents composed largely of racial and ethnic minorities and/or immigrants within the redeveloped university campus areas are more likely to feel displacement pressure due to the onslaught of migrating students. ...
This work examines to what degree studentification may be associated with social vulnerability and be influenced by urban regeneration and shrinkage across four anchor institutions and their surrounding areas. Focusing on four South Korean metropolitan cities and utilizing longitudinal secondary data concerning studentification, social vulnerability, and shrinkage, we conducted correlation analysis and comparative case studies. Our findings demonstrate that each campus and surrounding areas reflected distinct urban phenomenon, particularly in terms of the relationships among studentification, social vulnerability, urban shrinkage, and urban regeneration. Of notable concern, student influx (as a representative studentification outcome) was determined to be a driver in influencing lower social vulnerability and less shrinkage. In this vein, our study provides initial insights for policymakers and urban residents in potentially addressing urban challenges and studentification in combination with urban regeneration and shrinkage.
... Similarly, most existing literature celebrates how universities encourage cross-generational relationships, socioeconomic diversity, and intellectual and human capital (Harris & Peabody, 2001;McGrail, 2013;Winters, 2011). While much of the literature does center higher education's positive impact on host communities with need-based grants, college preparatory programs, and university-assisted community schools (Bromley & Kent, 2006;Perna et al., 2012), few scholars highlight community voices, and even fewer amplify the voices of Black communities. ...
This study explored the relationships between historically white institutions (HWIs) and their local Black communities. Using participatory action research (PAR) methodology, grounded in a critical race theoretical framework, undergirded by endarkened feminist epistemology, our research question was: How do Black communities surrounding University of Georgia make meaning of their local HWI? Rooted in PAR methodology, this study included two Black undergraduate coresearchers from Athens, Georgia. Together, we used an intergenerational approach for data collection, centering the voices of Black undergraduate students, community leaders, and families from the Athens-Clarke County community. Findings are presented as theatrical performance based on performative counterstory.
... Massive university complexes bring with them the multiple needs of the students and staff, requiring various businesses to cater to their demands. Furthermore, universities have often stimulated growth in high-tech industries and the development of "smart zones", like in Silicon Valley (MIT) and the Research Triangle Park (Duke University) in the United States (Cortes, 2004), while they often improve a city's image (Bromley & Kent, 2006). Barbato et al. (2019) suggested that university research and community engagement stimulate local demand for knowledge-intensive services. ...
Higher learning institutions have often led to community development. The interactions and strategic partnerships of higher learning institutions profoundly affect the social status of the B40 and M40 communities. This study employed a mixed-methods approach involving site observation and a survey questionnaire to investigate the role of higher learning institutions in enhancing the socioeconomic status of the local community. This focused on the aspects of improved public transportation and facilities; development in the areas around the campuses; propelling business and services; knowledge building; income generation and employment creation. A stratified sampling technique was used to collect data from four UiTM campuses within Selangor State. The findings indicate that all the aspects were highly attained, given the positioning of the higher learning institutions, which were near the residential areas. The study suggests that collaboration between the local authorities and the state government is needed to improve the ways university-community partnerships can stimulate societal progress.
... Institutions' motivations for engaging in these outward-facing practices -which typically diverge from their core teaching and research mandates -are varied. "Enlightened self-interest" recognizes that improvements to surrounding urban areas will benefit the campus itself, for instance, as bolstering neighborhood property values protects the value of the university's own real estate holdings, crime reduction improves on-campus safety, and both strategies make the institution more attractive to prospective students (Bromley & Kent, 2006). Alternatively, the adoption of anchor institution strategies may be driven by philosophical ideals of civic engagement or pedagogical commitment to service learning and applied research (Ehlenz, 2018). ...
Anchor institutions, including universities, are often instrumentalized to spur revitalization in shrinking or declining cities. Yet universities' implications for the social geographies of legacy cities remain under-studied. We examine links between universities and gentrification, alongside "studentification" resulting from the concentration of students and "youthification" due to the concentration of young adults, in five legacy city Metropolitan Statistical Areas in the United States in 1980 and 2016 using data from the Census and American Community Survey. We identify differences in the relationships between these processes across the MSAs, reflecting to varying degrees patterns previously observed in strong-market cities. Proximity to universities is more closely associated with studentification and youthification over time, with the latter emerging after 1980, rather than conventional gentrification. We also identify racial dimensions of studentification and youthification processes. We highlight the broader social implications of urban universities, and the salience of studentification and youthification in new contexts.
... In order to do this, presidents need to be aware of the city's more critical challenges, be able to decipher whether or not those challenges can be reasonably addressed by the institution, and to determine to what extent will the institution have to partner with other firms and political coalitions in the city. Another rationale for this focus on the part of the president is that urban universities can improve both the institution's and city's image if their influence on their respective neighborhoods are indeed positive and sustainable (Bromley & Kent, 2006). City leaders are valuable stakeholders because the politics of urban cities are often muddled by several societal, demographic, and economic conditions. ...
... City leaders are valuable stakeholders because the politics of urban cities are often muddled by several societal, demographic, and economic conditions. The impact of the president's strategic plan on the nearby community could positively influence other less superficial factors such as enrollment of more underrepresented students, research grant opportunities, recruiting and retaining minority faculty, and donor growth (Bromley & Kent, 2006). All of these components make the case for implementing strategy that is city-focused and truly urban-serving. ...
The purpose of this chapter is to examine the elements of urban university presidents' strategic planning and priority-setting. The chapter attempts to profile the contributions of urban universities to their cities, and the specific agenda that urban university presidents establish in order to do so. The author considers two primary ideas for presidential strategies: visible presidential leadership in urban environments and the prioritization of civic-based initiatives. The chapter explores shifting patterns in strategy, leadership, and civic involvement at urban universities in the United States, setting the analysis in context to better understand how college presidential planning and leadership influence postsecondary education in America's urban core.
... Way (2016) describes the concrete manifestations of new kinds of cooperation between a U.S university and its surrounding local society. Rodin (2005) reports similar stories from Pennsylvania, Bromley and Kent (2006) from Ohio, and a comprehensive collection of American case studies can be found in . However, Ehlenz (2016), who analysed geographically detailed census data, questions the success of universities when it comes to neighbourhood revitalization. ...
With the advent of the knowledge era, academia has begun to play new roles in society. As a result, requirements for the design of universities may also change. Milieus of lively and flourishing urban life that foster encounters and unforeseen collaborations within academia – as well as between academia and society at large – have been called for. In this research, a GIS analysis of Swedish register data shows that such mixed environments are limited to the university facilities situated within city centres. However, both new and abandoned locations are more mixed than average. Based on a literature review, we argue that university planners need a clear priority ranking of their objectives, as different objectives may call for different kinds of design. Moreover, the review reveals that other environmental qualities have also been ascribed importance to success. In general, the existing literature provides limited guidance to designers, due to a lack of consensus and because the actual effects of specific measures are less researched than stated perceptions. Thus, so far, the contemporary direction in university design has limited expressions in Sweden, has unclear – and potentially conflicting – objectives and is based on insufficient empirical knowledge.
... This physical isolation does not do justice to the residents of the area, who confront physical, social, and symbolic barriers in accessing campus, even if it is officially open for all. We therefore suggest that it is time to reevaluate this UniverCity interaction in order to create a more fruitful relationship between the university campus and the surrounding areas (see Bromley and Kent 2006); in other words, create a true UniverCity. ...
Research on studentification has unpacked the spatial, economic, and social impacts that are associated with the growing presence of students in cities. Nonetheless, considerably less attention has been paid to the broader regional and national contexts that shape studentification. Using the case study of Ben-Gurion University of the Negev, Beersheba, we argue that the studentification of the city should be understood within its context as the periphery of the country. Despite the university’s central location and its involvement in revitalization efforts in the region, Ben-Gurion University is surrounded by marginalized neighborhoods which have turned into a “student bubble”. We show that the segregation between the campus and the city results from a vicious cycle that reproduces the city’s poor image and disrupts the university’s attempts to advance the city and region. Although overlooked by policy-makers, the implications of this cycle reach far beyond the campus’ surrounding and affect the city and to some extent the whole region.
... The University of Pennsylvania received acclaim for supporting the revitalization of West Philadelphia under President Judith Rodin (Chapman, 2009 ;Ehlenz, 2015 ;Maurrasse, 2001 ;Rodin, 2005 ;Strom, 2005 ). Other doctoral universities have engaged similarly with their communities, notably the University of Wisconsin, Milwaukee, and the University of Cincinnati (OH) under the leadership of President Nancy Zimpher when she was president at each (Bromley & Kent, 2006 ;Klein et al., 2011 ;Zimpher, Percy, & Brukardt, 2002 ) and The Ohio State University under President Gordon Gee (Dixon & Roche, 2005 ). ...
... 3. Only a few of the case studies were conducted by authors not affi li- ated with any of the colleges or universities covered (Bromley & Kent, 2006 ;Cooper, Kotval-K, Kotval, & Mullin, 2014 ;Hajrasouliha, 2017b ). We used authors' biographical summaries to determine their affi liations. ...
Problem, research strategy, and findings: Colleges and universities have been planning their campuses for centuries, yet scholars have conducted little empirical research regarding the nature of campus planning in the United States. We review recent scholarship on campus planning, discovering that it is dominated by case studies (sometimes in edited collections) and some comparative studies. In this review we organize the literature into 3 geographic scales: the campus per se (or campus park), the campus–community interface, and the larger campus district. The literature addresses 5 topics: land use, design, sustainability, economic development, and collaboration. Most of the studies focus on research-oriented universities in metropolitan locations. The literature emphasizes how campus master planning can support student learning, how design and building guidelines can make a campus more cohesive, and how campuses are adopting sustainable development and operations. At the campus–community interface, the research documents how some colleges and universities have expanded beyond their traditional boundaries, invested in local economic development, and worked with their communities to improve transportation and reduce environmental impacts. Studies of campus district planning emphasize community adoption of development regulations and code enforcement procedures to reduce the impact of students living in nearby neighborhoods. The literature stresses the importance of partnerships, collaboration, and enhanced communications between the university and the community.
Takeaway for practice: University planners should continue to focus on site design that reinforces student learning and environmental sustainability and on community interface planning that supports economic development and reduces environmental impacts. City planners should expand campus district planning to address a broad array of issues and opportunities. Both university and city planners should facilitate collaboration between their institutions. Scholars should study a wide range of colleges and universities, including 2-year as well as 4-year institutions and those in nonurban settings.
... They may also be constrained by jurisdiction-specific legal limitations on what academic institutions may do with their property, or how they may allocate funds (Austrian and Norton, 2005). Some have characterised institutional expansion as acting in their 'enlightened self-interest' (Bromley and Kent, 2006;Dixon and Roche, 2005), while others point to concerns over gentrification or displacement as inequitable outcomes for surrounding communities (Bose, 2015;Ehlenz, 2016;Silverman et al., 2014). By and large, however, this literature has been primarily concerned with success from the perspective of the university, through individual case studies. ...
We investigate the spatial relationships among three prominent facets of contemporary urbanism – gentrification, studentification, and youthification – in the context of Canadian post-secondary educational institutions (universities and colleges). We conduct the analysis in three major Canadian cities with substantial knowledge economy sectors using confidential Statistics Canada census files, which include information on individuals and their geographies, and the location of universities and colleges, by enrolment size. We document ‘spillover’ effects of expansions in student enrolment and the building of campuses by analysing the geographic correlations among universities and gentrification and youthification. Studentification and youthification are to some extent coincident but not entirely, whereas the connection to gentrification is more complex. Our work provides novel insight into the ways the three different facets of contemporary urbanism overlap and contribute to our understanding of how universities and colleges, as hallmarks of the knowledge economy, influence the social geography of cities.
... Da mesma forma, é importante ressaltar a forma como detêm o financiamento, haja vista que os municípios analisados, tendem a exercer uma atração cotidiana para trabalho e estudo em relação aos municípios adjacentes, transformando-se assim em verdadeiras regiões complementares e polarizadas (BROMLEY e KENT, 2006;CORRÊA, 1989). ...
Baseada nas funções centrais exercidas pelos espaços urbanos, o setor educacional configura-se como um dos principais, potencializando atração de pessoas que necessitam dessa localidade central para exercer suas atividades cotidianas. Dessa forma, os municípios de Campina Grande, Patos, Sousa e Cajazeiras, localizados no estado da Paraíba e compreendidos pelo semiárido paraibano, foram selecionados como área de estudo. Assim, o presente estudo objetivou analisar espaço-temporalmente a expansão territorial urbana dos municípios supracitados. De modo que, a hipótese do estudo é relacionar a expansão territorial urbana com a consolidação de instituições públicas de ensino superior e/ou técnico localizadas nestes municípios. Buscou-se relacionar a presença dos Campi com a expansão urbana verificada nesses municípios, tendo como problemática, a influência dessas instituições sobre a dinâmica de crescimento urbano percebido nesses municípios. Para tanto, mapeou-se as áreas urbanas centrais e quantificou-se a extensão dessas para cada município através das imagens de satélite tratadas e analisadas. Por fim, conclui-se que os municípios analisados exercem papel polarizador em relação aos municípios adjacentes. Vale a ressalva que cada núcleo urbano existe uma dinâmica diferenciada, influenciada por diversos fatores, entre eles o número de instituições, sua localização, bem como a instalação no Município. Portanto, a presente pesquisa corrobora a ideia de aceleração e direcionamento da expansão territorial urbana a partir da instalação das instituições públicas de ensino (superior/técnica).
