ABSTRACT
This chapter begins by exploring the ‘conventional’ confl icts between an estates planning perspective and the educationalist and architectural viewpoints previously outlined. This is particularly in relation to arguments over how the costs and value of learning spaces are worked out. Rather than merely repeating the differences, I want to examine how issues of cost-effi ciency and resource effectiveness might be more creatively intersected with pedagogic and design concerns. This is not about fi nding an artifi cial consensus where the complexities of space and resource management somehow ‘fit’ neatly together with the particular characteristics of learning, teaching and research, but to accept the different interpretations of what kind of resource space is as a basis for asking new kinds of questions about its ‘value’, both to learning and to the educational institution more widely.
