This thesis is concerned with the question: what potential does architecture have to improve the wellbeing of higher education students by re-examining the way in which we design and build PBSA? The following text argues that the architecture of modern university housing is consistently letting its users down, as a culture of commodification around higher education has resulted in student accommodation developers prioritising efficiency over the spatial needs of occupants. Justification for this stance is found in the troubling statistics relating to student mental health which describes a higher education environment that is actively harmful to those attending university. 

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However, the text puts forward that architecture is well placed to improve this situation. By designing space that focuses on building communities and friend groups; the provision of spatial variation suited to a student’s spectrum of social needs; creating a sense of activity and security; and the integration of the student community into its wider urban context, architects can create a healthier and more cohesive living environment for students that allows them to fully experience their time at university. 

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These goals are explored through a series of ‘architectural responsibilities’ that are applied to contemporary examples of student housing before being implemented in an integrated design project. This accompanying project aims to prove the ideas developed by the responsibilities by setting them within a relevant context and investigating their ability to improve the well-being of students. 

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It is hoped that this process will result in a fundamental change in the way that architects design and build student housing, for the betterment of student’s living environment and therefore their social and personal wellbeing and mental health.

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The full text is available below.