Thesis - Designing Campus Outdoor Space As An Efficient Learning Environment. Case Study at Universiti Malaysia Pahang (Ump), Gambang, Pahang.

DEPARTMENT OF LANDSCAPE ARCHITECTURE
FACULTY OF ARCHITECTURE, PLANNING AND

SURVEYING
UNIVERSITI TEKNOLOGI MARA
DESIGNING CAMPUS OUTDOOR SPACE AS AN EFFICIENT LEARNING

ENVIRONMENT. CASE STUDY AT UNIVERSITI MALAYSIA PAHANG
(UMP), GAMBANG, PAHANG.
ANWAR BIN SURAN

2OO8368775
JANUARY 2013
FACULTY OF ARCHITECTURE, PLANNING AND
SURVEYING

This academic project is submitted in partial fulfilment of the requirement for the Bachelor
of Landscape Architecture (Hons)
ANWAR BIN SURAN

2OO8368775
JANUARY 2013
FACULTY OF ARCHITECTURE, PLANNING AND SURVEYING

“I hereby declare that this academic project is the result of my own research except for the quotation
and summary which have been acknowledged”
STUDENT’S NAME : ANWAR BIN SURAN
SIGNATURE :
UITM NO. : 2008368775
DATE : FEBRUARY 2013

FACULTY OF ARCHITECTURE, PLANNING AND SURVEYING
UNIVERSITY TEKNOLOGI MARA
It is proposed that the dissertation submitted by
ANWAR BIN SURAN
Entitled

Under our supervision is in partial fulfilment of the requirements for the Bachelor of Landscape
Architecture (Hons)
Main Supervisor Second Reader
Name : PUAN HAJAH SITI ZABEDA MOHAMAD Name : ENCIK RAFIUDDIN ROSLAN
Signature : Signature :
Date : 4th FEBRUARY 2013 Date : 4th FEBRUARY 2013

Designing Campus Outdoor Space as an Efficient Learning Environment. Case Study: Universiti Malaysia Pahang (UMP), Gambang, Pahang
ABSTRACT
Campus has its special purpose as a place for learning and come alive with students.
Therefore, the campus environment quality is important to provide an efficient learning
environment and offer a unique learning experience to the students. Beside serving for learning,
campus also acts as a place to promote social interaction among the campus community. To
designing the efficient learning environment in campus, there are many considerations that have
been taken into account including campus placement, spatial organization, circulation,
accessibility, interaction between building and outdoor spaces and others. The campus doesn't
stand alone but constitute by many systems that integrate together to be successful university
campus.
In this research, the author had determined the factors that constitutes in providing an
efficient learning environment on campus. They are physical, environmental and socio-cultural
factors. A case study in Universiti Islam Antarabangsa Malaysia (UIAM) that focused on campus
outdoor spaces raised the potential area and the approaches that can be implemented in
designing outdoor campus spaces. As a government international university that provide
education for underprivileged and disadvantage students, strengthen the campus character
become one of the concern to bring the university brand through the world. The issues and
problems that have been identified in the campus are the outdoor space design does not
compliment with the character of the campus, lack of social spaces for the campus community
and outdoor spaces are uninviting and not reflected with the campus environment. The effects
of this issue are the majority of students prefer to do activities inside due to feel more
comfortable rather than being outside the building.
In order to design the efficient learning environment in the campus, one of the strategies
is redesign the campus spaces that provide organized learning space for campus community
integration in a pleasant setting. The new outdoor learning spaces also were created for the
campus community undergoes the daily activities. The design outcome is establishing the
livable campus of with the provision of meaningful and inviting outdoor setting for efficient
learning environment.
Keywords: Campus Outdoor Space, Learning Environment
i
ACKNOWLEDGEMENT
Bismillahirahmanirrahim….
First and foremost, I would like to declare my deepest gratitude to Allah, the Almighty, for His
blessing and allowing me to complete my dissertation.
In the second place, I would like to record my gratitude to my supervisor, Pn Hajjah Siti Zabeda
Mohamad and my studio lecturers, P.M Anuar Mohd Noor, P.M Wan Halawah wan Hariri, Dr Nik
Hanita Nik Mohamad and Encik Rafiuddin Roslan for the supervision, advice and guidance from
the very early stage of this research as well as giving me extraordinary experiences throughout
the work.
Besides, I gratefully acknowledge to the staff of Kuantan City Council, En Khairul, and staff of
Universiti Malaysia Pahang (UMP), En Hasnan Zakaria and Cik Aida for the cooperation during
the collection of material and equipment related to my research. My appreciation also to the
staff of University Malaysia Pahang (UMP) and Town and Country Planning Department that
had given the certain info and cooperation.
Finally, my appreciation addressed to my parents and friends for advise, guidance and
encouragement in completing this research. Thank to everybody, who was important to the
successful realization of this research.
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TABLE OF CONTENT
PAGE NO
ABSTRACT i
ACKNOWLEDGEMENT ii
TABLE OF CONTENT iii-vi
LIST OF PHOTOS, FIGURES, PLANS, ILLUSTRATIONS AND TABLES vii-xii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Definitions of Terminologies 2
1.2.1 Campus 2
1.2.2 Space 2
1.2.3 Outdoor Space 3
1.2.4 Learning 3
1.2.5 Environment 3
1.2.6 Learning Environment 3
1.3 Background of the Study 3
1.4 Prevalent Issues in Study Areas 4
1.4.1 Physical 4
1.4.2 Socio-Cultural 4
1.4.3 Environmental 5
1.5 Aim and Objectives of Study 5
1.6 Scope and Limitation of Study 5
1.7 Methodology 6
1.8 Conclusion 7
CHAPTER TWO: LITERATURE REVIEW AND REFERENCE CASES
2.1 Introduction 8
2.2 Literature Review 8
2.2.1 Campus Outdoor Spaces 9
2.2.2 Proximics 9
2.2.3 Space as Metaphor 10
2.2.4 Spatial Organization 10
2.2.5 Visual Consideration 11
2.2.6 Learning Landscape 11
2.2.7 Creating Learning Community 11
2.2.8 The Physical Environment Factor 12
2.2.9 Outdoor Study Areas 12
2.2.10 Major Plaza Spaces 13
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2.2.11 Favourite Outdoor Spaces 14

2.2.12 The Frontyard 15
2.2.13 The Backyard 15
2.3 Reference Cases 16
2.3.1 Universiti Islam Antarabangsa Malaysia (UIAM), Selangor 16
2.3.2 Wellesley College, Massachusetts, US 24
2.4 Reference Cases Comparison 30
2.5 Conclusion 30
CHAPTER THREE: SITE INVENTORY AND ANALYSIS
3.1 Introduction 32
3.2 Site Background 32
3.2.1 Department and Unit 33
3.2.2 Faculties 33
3.2.3 Location of Site 35
3.3 Site Inventory and Analysis 36
3.3.1 Physical Attributes 36
3.3.2 Biological Attributes 36
3.3.3 Socio-Cultural Attributes 36
3.4 Physical Attribute 37
3.4.1 Site Activities 37
3.4.2 Site Context 40
3.4.3 Topographic Feature 41
3.4.4 Circulation and Accessibility 41
3.4.4.1 Primary Road System 43
3.4.4.2 Secondary Road System 44
3.4.4.3 Campus Entrance 44
3.4.4.4 Pedestrian Linkages 45
3.4.4.5 Vehicular Conflict 46
3.4.5 Campus Spaces 47
3.4.5.1 Type of Campus Space in UMP 47
3.4.6 Microclimates 50
3.4.6.1 Solar Radiation 50
3.4.6.2 Air Flow Around the Building 51
3.4.7 Visual and Spatial Perception 53
3.5 Biological Attributes 54
3.5.1 Vegetation 55
3.6 Socio-Cultural Attributes 57
3.6.1 Campus Community 57
3.6.2 Daily Student Activities 59
3.6.2 Seasonal Student Activities 59
3.7 Conclusion 61
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CHAPTER FOUR: SITE SYNTHESIS
4.1 Introduction 62
4.2 Issues and Problems 62
4.3 Potential/Strength and Constraints/Weaknesses Analysis 63
4.4 Site Synthesis 63
4.4.1 Land Use and Site Activities 63
4.4.1.1 Potential and Strength 64
4.4.1.2 Constraints and Weakness 67
4.4.2 Circulation and Accessibility 67
4.4.3 Campus Space 69
4.4.4 Microclimate 70
4.4.5 Visual and Spatial Perception 72
4.4.6 Vegetation 74
4.4.7 Campus Community 77
4.5 Synthesis Map 79
4.6 Conclusion 80
CHAPTER FIVE: DESIGN PROPOSAL AND GUIDELINES
5.1 Introduction 81
5.2 Design Statement 81
5.3 Design Goal and Objectives 81
5.4 Design Solutions 82
5.4.1 Design Principles 82
5.4.1.1 Macro-scale Principles 82
5.4.1.2 Micro-scale Principles 83
5.4.2 Design Strategies 85
5.4.2.1 User Programs 85
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5.4.2.2 Space Programs 86

5.4.2.3 Activity Programs 87
5.4.3 Design Approach 88
5.4.2.1 Academic Core Area 88
5.4.2.2 Residential Area 90
5.4.2.3 Administration Area 91
5.4.2.4 Recreational Area 91
5.5 Conceptual Development 92
5.5.1 Design Concept 92
5.5.2 Sub-Concept 94
5.5.2.1 The Centre for Interactive 94
5.5.2.1 The Corridor of Charming 94
5.5.2.1 The Heart of Serenity 94
5.5.2.1 The Zone of Excitement 95
5.6 Conceptual Proposal 95
5.6.1 Site Programs 95
5.6.2 Relationship and Functional Diagram 96
5.6.3 Bubble and Schematic Plan 98
5.6.4 Preliminaries Plan 99
5.7 Landscape Master Plan 100
5.8 Enlargement 101
5.8.1 Enlargement 1 – The Center for Interactive 102
5.8.2 Enlargement 2 – The Corridor of Charming 106
5.8.3 Enlargement 3 – The Heart of Serenity 110
5.9 Design Guidelines 113
5.9.1 Community Interface Guidelines 113
5.9.2 Social Spaces Guidelines 113
5.9.3 Pedestrian Area Guideline 114
5.9.4 Landscaping Element Guideline 115
5.10 Conclusion 116
LIST OF REFERENCES 117
PRESENTATION BOARDS 119
vi
LIST OF PHOTOS, PLANS, FIGURES, ILLUSTRATIONS AND TABLES
LIST OF PHOTOS
CHAPTER TWO
Photo 2.1 : The front view of Universiti Islam Antarabangsa Malaysia (UIAM) 19
Photo 2.2 : Walkway planted with shrubs 20
Photo 2.3 : One way road system to facilitate the traffic flow. 20
Photo 2.4 : Archway with the motif of Rumah Melaka 21
Photo 2.5 : Sculpture that uses as a sense of inviting 21
Photo 2.6 : The spatial view seems bland because of the is inaccurate landscape ……. 22
Photo 2.7 : The UIAM plaza is poor in term of thermal comfort because of lack of…….. 22
Photo 2.8 : There are a lot of plant species in UIAM 23
Photo 2.9 : The Integration between soft landscape and hard landscape will produce… 23
Photo 2.10 : The facilities in UIAM are quiet enough in order to encourage the campus.. 23
Photo 2.11 : The multipurpose open space covered with grass that use for relaxing area 27
Photo 2.12 : The areal view towards the student centre that full with dense trees which… 27
Photo 2.13 : The areal view towards Wallesley college lake use for recreational activities 28
Photo 2.14 : The pattern of planting design in Wellesley college is in cluster form and….. 29
Photo 2.15 : The areal view that shows the circulation and accessibility of Wellesley……. 29
CHAPTER THREE
Photo 3.1 : Old MEC building in year 1997 34

Photo 3.2 : Old Main office building in UMP 34
Photo 3.3 : The new development of UMP administration zone 34
Photo 3.4 : Engineering Laboratories 38
Photo 3.5 : Multipurpose open space beside engineering laboratories 38
Photo 3.6 : UMP Residential Colleges 39
Photo 3.7 : UMP cafeteria 39
Photo 3.8 : East Academic Area of UMP 39
Photo 3.9 : UMP Mosque 39
Photo 3.10 : UMP Medical Area 39
Photo 3.11 : Green area of UMP 40
Photo 3.12 : Tun Razak Highway, Gambang 40
Photo 3.13 : Residential Area of Gambang 40
Photo 3.14 : Industrials zone of Gambang 40
Photo 3.15 : New development in Gambang 40
Photo 3.16 : The flat topography area at the sport centre 41
Photo 3.17 : The flat topography area at the secondary entrance of UMP 41
Photo 3.18 : Primary road of UMP - Persiaran MEC Timur 43
Photo 3.19 : Secondary road at the east of UMP 44
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Photo 3.20 : UMP main entrance 45

Photo 3.21 : UMP secondary entrance 45
Photo 3.22 : Walkway damaged caused by tree roots 45
Photo 3.23 : Walkway condition that is not managed well 45
Photo 3.24 : Walkway which was used as a parking 46
Photo 3.25 : Bicycle users use the pedestrian walkway as their track 46
Photo 3.26 : Students who are crossing at the crossroads 46
Photo 3.27 : Harmful area for pedestrians 46
Photo 3.28 : The type of open spaces in UMP 49
Photo 3.29 : Urban heating in the administration area effected from bitumen paving 52
Photo 3.30 : Lack of shading trees to reduce the temperature of the UMP 52
Photo 3.31 : Shadow corridor at engineering laboratories 52
Photo 3.32 : Solar window at the east academic area 52
Photo 3.33 : The most conducive thermal comfort at the east of administration area 52
Photo 3.34 : Poor conducive thermal comfort at Taman Sains and Inovasi 52
Photo 3.35 : View towards residential area and administration area 54
Photo 3.36 : Spatial perception of new development in UMP 54
Photo 3.37 : Spatial perception of new development in UMP 54
Photo 3.38 : View towards outdoor study space in academic area 54
Photo 3.39 : View towards Taman Sains and Inovasi 54
Photo 3.40 : View towards neglected space 54
Photo 3.41 : Bauhinia blakeana (Tapak Kuda) is most dominant trees around the ……. 57
Photo 3.42 : Licuala grandis (Fan Palm) is the most dominant palm in entire UMP…….. 57
Photo 3.43 : Axonopus compressus (Cow Grass) has covered the whole area of the….. 57
Photo 3.44 : Delonix regia (Semarak Api) is a major tree that had been planted along.... 57
Photo 3.45 : Religious activities of Muslim students in UMP 59
Photo 3.46 : Students who are playing football in the afternoon 59
Photo 3.47 : Students that are resting in the college 59
Photo 3.48 : Students who are studying in the library 59
Photo 3.49 : UMP graduation day 60
Photo 3.50 : New student’s registration 60
Photo 3.51 : ‘Pasar Minggu’ UMP 61
Photo 3.52 : UMP Sport day carnival 61
CHAPTER FOUR
Photo 4.1 : Taman Sains and Inovasi (academic area) 64

Photo 4.2 : Residential area 64
Photo 4.3 : Administration area 64
Photo 4.4 : Sport area 64
Photo 4.5 : Taman Sains and Inovasi that consist of the engineering laboratories…….. 64
Photo 4.6 : Academic area that potential to be interactive space 65
Photo 4.7 : Green space in academic areas that potential to be a garden 65
Photo 4.8 : The green space at the front of west administration area that potential….... 65
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Photo 4.9 : The parking space at administration area potentially to convert into social… 65
Photo 4.10 : Neglected space at the back of the sport centre 66
Photo 4.11 : The area for student exercise 66
Photo 4.12 : Open space at residential area that potential to be converted into an………. 66
Photo 4.13 : Pocket park in residential area that are not fully utilized due to lack of……… 66
Photo 4.14 : The broad size of Persiaran MEC Timur road 68
Photo 4.15 : Secondary road that fully utilized by users 68
Photo 4.16 : The wide road reserve that potentially to build pedestrian walkway 68
Photo 4.17 : Persiaran MEC Timur road that potential to be divided into two levels 68
Photo 4.18 : Channeled open space that potential to be efficient outdoor study area 69
Photo 4.19 : Courtyard that has potential to use as space for visual enhancement 69
Photo 4.20 : The space that got a shadowy corridor at engineering laboratories 71
Photo 4.21 : The space that got solar window at the academic core area at the east of… 71
Photo 4.22 : The poor conducive thermal comfort at an academic area that potentially…. 71
Photo 4.23 : The breeze will blow into the interstitial buildings 71
Photo 4.24 : The front area of the east of UMP zone that look like as industrial spatial….. 73
Photo 4.25 : The residential college buildings that area an ex- factory workers'………….. 73
Photo 4.26 : The absolutely of industrial spatial in term of building and open space 73
Photo 4.27 : The UMP new development with attractive architecture designs that offer…. 73
Photo 4.28 : The view of greenery that make use as a therapy to reduce campus............. 75
Photo 4.29 : The bitumen surface at the east of that potentially demolish and convert….. 75
Photo 4.30 : Students who are studying in the library 77
Photo 4.31 : Various ethnic groups in UMP 77
Photo 4.32 : The space for ‘Majlis Perwakilan Pelajar’ (MPP) election and speech 77
Photo 4.33 : The entrepreneurial activities done by the UMP students 77
CHAPTER FIVE
Photo 5.1 : The Poor Thermal Comfort at academic core area of the west UMP 93
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LIST OF PLANS
CHAPTER TWO
Plan 2.1 : Key Plan of Universiti Islam Antarabangsa 16

Plan 2.2 : Location Plan of Universiti Islam Antarabangsa Malaysia 16
Plan 2.3 : Overall Master Plan of Universiti Islam Antarabangsa Malaysia 18
Plan 2.4 : Key Plan of Wellesley College, United State 24
Plan 2.5 : Location Plan of Wellesley College, United States 24
Plan 2.6 : Overall Master of Wellesley College, United State 25
CHAPTER THREE
Plan 3.1 : Location of Pahang 35

Plan 3.2 : Key Plan of UMP, Gambang 35
Plan 3.3 : Location of UMP, Gambang 35
Plan 3.4 : Satellite view of UMP 36
Plan 3.5 : Plan of site activities, site context and ad-joint land use of UMP 37
Plan 3.6 : Plan of Circulation and Accesibility in UMP 42
Plan 3.7 : Plan of categories of campus spaces 49
Plan 3.8 : Plan of shadow corridor in UMP from 8.00 a.m. To 5.00 p.m. 50
Plan 3.9 : Plan of Visual and Spatial Perception 53
Plan 3.10 : Plan of Vegetation in UMP 56
Plan 3.11 : Plan of Student Activities in UMP 60
CHAPTER FOUR
Plan 4.1 : Synthesis map of UMP 79
CHAPTER FIVE
Plan 5.1 : The Space Programs 86

Plan 5.2 : UMP Schematic Plan 98
Plan 5.3 : UMP Preliminary Master Plan 99
Plan 5.4 : Overall Master Plan of UMP 100
Plan 5.5 : Enlargement of Center for Interactive 102
Plan 5.6 : Enlargement for the Corridor of Charming 106
Plan 5.7 : Enlargement of the Heart of Serenity 110
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LIST OF FIGURES
CHAPTER THREE
Figure 3.1 : Pie chart of population percentage between male and female students….. 58
Figure 3.2 : Pie chart of population percentage between local and international……….. 58
Figure 3.3 : Pie chart of population percentage between Muslim and non Muslim…….. 58
CHAPTER FOUR
Figure 4.1 : Significant area of UMP 63

Figure 4.2 : The newspaper clipping entitled ‘UMP planted 20 mango trees 75
Figure 4.3 : The newspaper clipping entitled ‘UMP has been the success of the…….... 76
Figure 4.4 : The newspaper article entitled ‘UMP highlighted the cultural uniqueness… 78
Figure 4.5 : The newspaper article that shows the ‘UMP effort to unite the student…… 78
CHAPTER FIVE
Figure 5.1 : Definition of boundaries 84

Figure 5.2 : Separation of areas 84
Figure 5.3 : Single Space vs. subspaces 84
Figure 5.4 : The User Programs 86
Figure 5.5 : The Activities Programs 87
Figure 5.6 : Relationship and Functional Diagram 96
Figure 5.7 : Bubble Diagram 98
Figure 5.8 : The Design Strategies for Center for Interactive 103
Figure 5.9 : The Design Strategies for the Corridor of Charming 107
Figure 5.10 : The Design Strategies for the Heart of Serenity 111
LIST OF TABLES
CHAPTER TWO
Table 2.1 : Comparison of reference cases 30
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LIST OF ILLUSTRATIONS
CHAPTER THREE
Illustration 3.1 : The 3-dimensional from bird's eye view of Universiti Malaysia Pahang 34
Illustration 3.2 : Section of primary road of UMP - Persiaran MEC Timur 43
Illustration 3.3 : Section of secondary road of UMP 44
Illustration 3.4 : Central space 48
Illustration 3.5 : Focused open space 48
Illustration 3.6 : Solar radiation in a spatial context 51
Illustration 3.7 : Air flow around the UMP buildings 51
Illustration 3.8 : Section of high density green area 55
Illustration 3.9 : Section of moderate density green area 55
Illustration 3.10 : Section of low density green area 56
CHAPTER FOUR
Illustration 4.1 : The roots of trees are spread horizontally less than two meters 76
CHAPTER FIVE
Illustration 5.1 : Outdoor Gallery design Inspiration 89

Illustration 5.2 : Design Inspiration of the Plaza 89
Illustration 5.3 : The open space design inspiration 90
Illustration 5.4 : Design inspiration of the Administration Plaza 91
Illustration 5.5 : Recreational Area design Inspiration 92
Illustration 5.6 : The illustration of Verdant Campus 93
Illustration 5.7 : Section - Elevation A-A’ for Center for Interactive 104
Illustration 5.8 : Perspective of Amphiteather in Taman Sains and Inovasi 105
Illustration 5.9 : Perspective of Garden in the top of Pedestrian Bridge 105
Illustration 5.10 : Section - Elevation B-B’ for Corridor of Charming 108
Illustration 5.11 : Perspective Towards Water Elements 109
Illustration 5.12 : Perspective towards Garden of Corporate 109
Illustration 5.13 : Perspective Towards the Serenity Plaza 111
Illustration 5.14 : Perspective Towards the Garden of Tranquility 112
Illustration 5.15 : Perspective Towards the Garden of Serenity 112
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CHAPTER 01
Introduction
0
1.1 Introduction
Campus outdoor spaces play a major role in helping to define the institutional
image and the unique campus character, and to support campus activities. Quality
outdoor area design has profound implications, not only for the campus’ visual
appearance but also for how the university and the surrounding community relate. The
outdoor designs generate how social interactions originate, how people move about
campus, how inviting and safe it feels, and how the campus landscape environment
contributes to the inspirational aspect of the student and faculty’s campus experience.
Numerous studies have confirmed that a well-designed and maintained campus can
result in increased numbers of student applicants, higher retention rates, and ultimately,
greater alumni donations.
A lot of people are unhappy when they attending to the campus that seems
placeless or dull, or surrounding context are hard to enjoy. Outdoor spaces will help
unify the campus through a connecting fabric of buildings and landscape, and are a
necessary balance to the construction of roads, parking lots, and buildings. As the
campus continues to grow, it will be increasingly important to provide the relief and
contrast of a well thought out campus outdoor. Efficient campus outdoor space serves
several important functions to the whole campus which are; open spaces landscape can
give identity to the campuses, it also provides settings for all kinds of campus activities
and protect nature environment and lastly aesthetic pleasure effect.
When we mention about efficient campus planning or campus design, most of

the planner is more concern in aspect of architecture and interior space only such as
efficient classroom, lively colleges, comfortable libraries etc. Therefore, the best
example campus to be used as a case study in Malaysia is Universiti Malaysia Pahang
(UMP), Gambang. Author was preferred to take UMP as a case study because;
previously UMP is an electrical factory that was converted into a university. In that case,
the conversion of factory into a university only emphasize in term of aspect structural
design and indoor only and less concerning about outdoor space as a learning
environment. Hence, the end of this study will explicate how lost spaces in UMP can be
designed as an effective learning environment whilst the layout of UMP still in industrial
settings.
1
1.2 Definitions of Terminologies
1.2.1 Campus
Camus stated as an environment that can stimulate lesson, learning,
‘introspection’ and creative thinking. It is not merely focusing on collection of
educational facilities even more than that. Intellectually it can build the spirit and
aesthetics enjoyed by the students, staff and visitors. (Castaldi and Basil, 1977).
The campus is a set of interconnected voids and the total area between
buildings in the university. (Moore Rubble Yudell, 1977 in Shuhana, 2007)
1.2.2 Space
According to Catherine Dee in Form and Fabric in Landscape Architecture, space
can be defined as:
a. An area of land enclosed, defined or adopted by people for human
purposes
b. A medium and concept of landscape architecture
c. A place for outdoor activities
d. An enclosure
e. The 'opposite' of form or mass.
1.2.3 Outdoor Space

According to Steiner (1991), outdoor space is a relatively underdeveloped
green or wooded area provided usually within an urban development to minimize
the feeling or congested living. In addition, according to Cutler and Kane (2005),
outdoor spaces in care communities have the potential to provide opportunities
for sensory stimulation, socialization, and meaningful activity.
Finally, an outdoor space can be defined as green or wooded areas that

have the potential to provide opportunities for the community to run their activities
within the space.
2
1.2.4 Learning
Learning is a cognitive proceed internal to the learner that can occur both
incidentally and in plan educational activities. While it is only the planned
activities that we call education (Merriam and Brockett, 1997 in Shuhana 2007)
1.2.5 Environment
The environment is external conditions or surroundings, especially those
in which people live or work (Free Dictionary Website, accessed 25 January
2010).
1.2.6 Learning Environment

Learning environment is a term used in connection with a range of quite
specific areas of education, as well as to convey some broad ideas about
learning (The Expertise Homepage , retrieved on 17 January 2010). Learning
environments are typically constructive in nature, engaging learners in ‘sense-
making’ or reasoning about extensive resource sets. In addition. Learning
environments typically include four components: an enabling Context, resources,
a set of tools, and scaffolds. Therefore, learning environment is related to the
condition in education field which depending by the character of the area
(Hannafin et al (1999) in Virginiatech website accessed 16 January 2012)
1.3 Background of the Study
College and university environment are places with a special purpose: student
learning. Therefore, the physical environment is important to encourage the process of
learning on campus by promoting the social interaction in campus.
Besides, campus environmental quality is important to increase the social

interaction and integration among the campus community. By enhancing the comfortable
and organize campus spaces, campus community including students, staff and alumni
will enjoy the unique learning and work experience. Efficient environment can be one of
the criteria of student choice beside academic reputation. Campus spaces provide
outdoor spaces for students integrate, socialize and interact. The quality of life on
campus begins when the campus community provided with the efficient environment in
3
campus settings. Potential to foster the efficient learning environment through the
outdoor spaces can create a sense of place and unique characters of the campus.
Hence. By doing this study, the criteria and contribute that constitutes in providing a
efficient learning environment can be determined.
1.4 Prevalent Issues in Study Area
Previously, UMP is an industry of Malaysia Electronic Corporation (MEC), which

was abandoned due to the economic crisis in 1997. When the factory buildings
converted into a university, it was produced a bad impact in terms of physical, socio-
cultural and environmental as listed below:
1.4.1 Physical
According to the policy of the UMP, physical issues that can be observed
are located of UMP is nearby Lebuhraya Tun Razak and it can cause the noise
and air pollution problem. Besides, during peak hour, community in UMP would
suffer from traffic problems. Moreover, lack of bicycle track provided in campus
despite student to cycle to their faculty and also their hostel. Furthermore, it’s
also lack of pedestrian walkway whilst pedestrian system that already exists is
not suitable for user. Lastly, the linkage between building and another building it
is not clear.
1.4.2 Socio-Culture
Socio-Culture issues that can be observed are the industrial layout in

UMP is not suitable for learning area because of the building orientation pattern.
After that, a lot of lost space in UMP that is not utilized as efficient learning
environment. The outdoor facilities and amenities are not enough to give the
student; staff and also visitor feel comfortable with their environment. Finally, it's
not really have a track of the disable people in University Malaysia Pahang
(UMP).
4
1.4.3 Environmental
The environmental issue at the UMP is less concern towards the visual
quality and vegetation. The borrowed landscapes were not fully utilized to
enhance the character of the site. Microclimate conditions in the UMP also quite
hot and it's a bit of disturbing students to being out of the UMP.
1.5 Aim and Objectives of Study
1.5.1 Aim
The aim of this study is to creating and enhancing the image of a
university that provide an efficient learning outdoor environment that give a
comfortable, functional and sustainable campus outdoor spaces that promote a
strong ‘ sense of place’.
1.5.2 Objectives
a. To identify the lost space and proposed an alternative educational space
in University Malaysia Pahang (UMP).
b. To create an outdoor environment as educational space at the same time
to be a role model to another campus in Gambang.
c. To enhance the image of campus design at University Malaysia Pahang
(UMP
d. To provide design guidelines at University Malaysia Pahang (UMP)
1.6 Scope and Limitation of Study
This study is focused on outdoor campus spaces that integrate effective and
efficient learning environment for the campus community. The successful of campus
spaces will be evaluated based on landscape design, functionality and opportunities for
interaction in an exterior environment. Besides, this study also concerned about the
place making and spatial entities that important in creating a unique environment that
contributes a strong and distinctive 'sense of place’. This study takes a look at what
makes in space and usable and favourable for outdoor campus space. As establishment
5
of an international private university, the focused campus spaces shall be based on

campus spaces design principles. This study hopes to discern all those values and
meaning and try to establish a good design for campus outdoor environment.
1.7 Methodology
The methods used in the research as discussed below
a. Site Observation
Site observation is the first stage that was completed to search the issues
related the topic. The physical character and potential of site study was identified
from the observation. By observing the site study and adjacent area, the place
making and spatial entities also can be understood. The images of the site study
were photographed inside and outside the study area. lt is important to show the
actual condition as well as used for presentation.
b. Collecting Data
Data firstly collected during the site visit. Then, the data were collected
from Kuantan City Council (Majlis Bandaraya Kuantan) to get the Site Plan as as
Local Plan (Rancangan Tempatan Daerah) and the Structure Plan. The data also
collected from the Department of Planning And Country (Jabatan Perancang
Bandar Dan Desa) and service centre at the Universiti Malaysia Pahang (UMP).
The data collected in the CAD form and hard copy.
c. Personal Interviews
Personal interview was done with Encik Hasnan Zakaria from Landscape
and Recreation Department to get more explanation about the site study. The
interview session has been done with Encik Azmi from UMP service centre to get
more information about the site condition. Students from Universiti Malaysia
Pahang also were interviewed to get some perception about the outdoor
environment in the campus.
6
d. Data Analysis
e. The data collected then analysed to formulate the suitable approach and
method in solving problem and design new outdoor spaces in campus. The ICO
(Issues, Constraints, Opportunities) analysis is used to get the potential area in
the campus. The potential area is important to identify the critical areas that are
supposed to be designed and would produce synthesis as a guide in proposing a
design concept and master plan. The design concept has been transformed from
analysis and synthesis that has been done before. The design concept is then
shown in the master plan according to form, spatial arrangement. Activities and
others. The master plan proposed shows the critical area that has been designed
and come up with design solutions. Lastly, design guidelines have been
produced as a reference to implement the proposed design of the site.
1.8 Conclusion
This chapter has discussed about the introduction of study including

terminologies related to the topic, issues in Malaysia and significant of study .The
terminologies are essential to provide a better understanding regarding the topic study
all about. The issues have been identified in early stage because the author wants to
overview the issues facing in Malaysia context as a general before going deeply in the
case study. The signify of study has been raised as a benefit or advantages that can be
used for the future research or as a guide in designing outdoor campus spaces. The
scope or study and research methodology also has been explained in ways to tell the
limitation of the study and process or sequence that contribute in doing this research.
7
CHAPTER 02
Literature Review and
Reference Cases
7
2.1 Introduction
This chapter will study on two aspects, which are literature review and reference
cases. The literature review will focus on the important aspects that are relevant to the
topic of study and then reference cases can be used as a medium to expand the
information that related with the study. On the other hand, the reference cases were
selected based on similarity in term of site context, site condition and issues. From that,
we will evaluate the issue of the site and analyse for solutions based on the landscape
architecture approach. Meanwhile, reference cases are important because it can be
used as a case study and for certain aspects, we can apply the method and adopt it to
the site.
The focus of this study also emphasized on the significance of outdoor space
environment for the purpose of an academic and higher education campus. Two
reference cases were selected to be used based on their status and their success of a
campus outdoor space design which are Universiti Islam Antarabangsa Malaysia (UIAM)
and Wellesley College, Manchacusset, United State. The similarities and differences
between the three case studies above are elaborated based on issues and problems,
solutions, results and conclusion. In fact, of this, we can find the identity and the
characteristic of campus life based on the case reference.
2.2 Literature Reviews
According to University of North Carolina website (retrieved 19th October 2012),

a literature review discusses published information in a particular subject area, and
sometimes information in a particular subject area within a certain time period. A
literature review can be just a simple summary of the sources, but it usually has an
organizational pattern and combines both summary and synthesis. A summary is a
recap of the important information about the source, but a synthesis is a re-organization,
or a reshuffling, of that information.
Based from University of Toronto website (retrieved 19th 2012), the purpose of
the literature review is to convey to the reader what knowledge and ideas have been
8
established on a topic, and what their strengths and weaknesses are. As a piece of
writing, the literature review must be defined by a guiding concept (e.g., the research
objective, the problem or issues, or the argumentative thesis). It is not just a descriptive
list of the material available, or a set of summaries.
2.2.1 Campus Outdoor Space
The literature reviews are mainly based from reference books. ‘Campus
Planning’ by Dober R.P. Published in 1963, and ‘People Place, Chapter 4:
Campus Outdoor Spaces’ by Clare Cooper Marcus published in 1990 is to be the
main reference in understanding campus planning although this book is basically
about the design of institutions of higher teaming in the United State. However, to
conform to the local condition, a reference of a dose to home university is made.
According to Marcus (1990) the campus is the total physical environment,

including all buildings and landscape space. This combination of buildings and
landscape space between building functions as an organized whole, and has a
distinctive identity. The quality of a university is judged by its sense of place and
by the activities going on across the campus. Prospective students, their parents,
and faculty counts the overall feel of a campus as part of their decision when
selecting a university.
Landscape spaces help unify the campus through a connecting fabric of

buildings and landscape, and are a necessary balance to the construction of
roads, parking lots, and buildings. As the campus continues to grow, it will be
increasingly important to provide the relief and contrast of a well thought out
campus landscape. The campus landscape space serves several important
functions to the whole campus.
2.2.2 Proximics
Concepts that is underscoring the importance of the nonverbal

communications occurring within a behaviour setting are found in the study of the
social implication of the use of physical space or proxemics. Hall (1996) provided
9
the pioneering work on how humans use space in their everyday life. Important to
the understanding of proxemics is the concept of spatial zones which refers to the
distances people tend to establish between themselves and others when they
engage in social interaction. Four distinct zones or distances have been
described in the literature: intimate (0 to 0.5 meters) used for relationships like
comforting: personal (0.5 to 1.2 meters) used for everyday conversations with
friends: social (1.2 to 4.0 feet) used for impersonal and business type
conversations: and public (more than 4.0 feet) used for formal presentations to a
group. The social and psychological aspects of physical space also communicate
messages to the inhabitants of campus physical environments. If a student walks
into a classroom and the teaching podium is 6.0 meters away from the first row of
chairs then distinct message regarding the formal nature of the upcoming
classroom experience is communicated very clearly.
2.2.3 Space as Metaphor
Literature dealing with space as a metaphor as in ‘space for reflection’

‘Conceptual space’ and so on (the most common usages of ‘space’ found in
literature searches in the social sciences), was excluded. Green (2005) in a
paper titled ‘spaces’ of influence, offers a categorization of many of these
metaphorical usages.
2.2.4 Spatial Organization
A critical analysis of American campus design (Whisnant, 1971) comes

closer to asking questions about how the spatial organization of the campus
affects learning, arguing provocatively that campuses are, in effect designed to
exacerbate ‘division, tension, alienation and strife’ although these comments
relate mainly to inter-departmental rivalries while whisnant (radically, for the time)
advocates giving students greater autonomy in organizing their learning, his
proposals for physical changes to improve learning centre on breaking down
barriers between the campus and the ‘uncampus’ outside, and mixing teaching,
research, administrative and social spaces within It to create a better sense of
community.
10
2.2.5 Visual Consideration
At York, a distinctive view of higher education guided its early planning:

there will be taken to avoid the association of a particular college with a particular
subject. This might work against the mixing of different interests and skills which
Is one of the chief purposes of university education (University of York, 1962: 10).
A similar view was expended by the founding Vice-Chancellor of the University of
Kent. That each of its colleges should be a microcosm of the whole University
(Martin, 1990: a130). Other 1960s universities took different planning approaches
but each had what would now be called a model of teaching and learning at the
centre of its planning, which influence campus design and space use. For
example like Sussex, planned, for interdisciplinary schools of studies created
around core subjects rather than the then-usual single-subject honours degree
courses (Burgess, 1991: 9w).
2.2.6 Learning Landscape
The drawing attention to the importance of campus design detail is

promoting learning, is the description of ‘seven decades of (different designs of
outdoor) Seating arrangements to promote contact, communication and informal
social life in pleasant surroundings, melding contemporary art and function’ at
U.S. universities (Dober, 1992: 215). This level of fine detail is easily overlooked
when making major planning decisions. It is part of creating the learning
landscape’: one writer considers that typical university common room, foyers and
gathering areas ‘could need relatively little enhancement to become social
learning spaces’ (Somerset, 2006).
2.2.7 Creating Learning Community
Learning in higher education takes place most effectively in a community

setting: the need for a coherent physical presence to nurture this community is
one explanation of the well-known longevity of universities (Kerr, 1987). There is
obviously a great deal more to creating a community than providing a suitable
built environment.
11
2.2.8 The Physical Environment Factor
From the view of perspective college students, the physical features are
often among the most important factors in creating a critical first impression of an
institution (Sturnerer, 1973: Thelin and Yankovich, 1987n). The basic layout of
the campus is open spaces and shaded lawns (Griffith, 1994u). The accessibility,
and cleanliness of parking lots. Interior colour schemes, the shape and design of
a residence hall or classroom building, a library or gallery, an impressive fitness
centre, and even the weather on the day of a campus visit all shape initial
attitudes in subtle ways (Sterm, 1986).
2.2.9 Outdoor study areas
Weather permitting, the ‘common turf’ areas of a campus (as well as

those related to building) can offer valuable locations for casual outdoor study
between classes or for discussion with a friend that would be distracting in a
library (Cooper Marcus and Wichesmann, 1983). The following locations appear
to be the most favoured for casual outdoor study:
a. Major building entries, where between classes or at lunchtime, students

can study close to their home base or in familiar territory.
b. Areas close to sources of inexpensive food or snacks, as students often
read and eat at the same time.
c. Open lawn areas, for those who prefer to study close to their home bases
or in a more public place, with lots of space around them.
d. Secluded, small spaces for those who wish to do more contemplative or
private work. On third of those questioned on the Berkeley campus
wanted more places to sit and study along a creek that bisects the
campus (to avoid erosion problem).
e. Places away from vehicular traffic or parking areas, as the noise can be
distracting.
f. Semi enclosed patios or terrace of libraries, to offer a change from
indoors reading.
g. ‘Eddy’ spaces, just to the side of major pedestrian traffic flows.
12
When designing spaces that may be used for outdoor study, consider the
following characteristics:
a. The screen space of major pedestrian flows by means of distance,

planting, level changes, and the like, so that the sight and sounds a large
number of people passing by are not too distracting.
b. Partly enclose some study spaces with defined boundaries, so that the
user will feel sheltered from possible intrusion.
c. Above all, provide comfortable seating. Sitting on a hard, cold, or backless
bench is not conducive to outdoor study.
2.2.10 Major Plaza Spaces
Almost every campus has some kind of central plaza or gathering place.
Just as every traditional village or small town has its common green or town
square, so each campus community seems to need a place where friend meet,
bands play, display is placed, rallies are staged, and people come to watch other
people or just to relax between classes.
The size of the central plaza varies considerably, from that serving a
major university to that serving a small junior or community college. Because the
central plaza of a campus is likely to be where large rallies, speeches, or
performances are scheduled, a space large enough to accommodate such
gatherings may seem empty and ambiguous when not used for a scheduled
event.
a. The central plaza must be located on ‘common turf’, where the Denizens
of all buildings or precinct can feel equally comfortable.
b. Central plaza should be bounded by places that generate a high degree
of use throughout the day and into the evening.
c. A central plaza must be located where major pedestrian flows pass by,
so that many people become familiar with the place, see it in its different
moods and season, and gradually ‘appropriate’ the space cognitively.
13
d. A central plaza can be an important socio-physiological and perceptual

orienting device. Hence, pathways should naturally focus on it, bringing
many people to the plaza.
2.2.11 Favourite Outdoor Spaces
Favourite space is a unique space milieu in which urbanity and greenery

are pleasantly juxtaposed. In a setting like a campus with a fairly wide age-range,
from a young freshman to professor and staff close to retirement, favourite places
may need to span a range from active/urban to passive/natural. The following
recommendations will refer largely to natural spaces for relaxation and study:
a. On a new campus, designate unique or particularly attractive natural

features (e.g. A creek, pond, grove of trees, hillside) as ‘scared’, never to
be built over or visually encroached on by neighbouring buildings. On an
existing campus, confirm by means of a survey or observation what the
student’s favourite.
b. Plan for a variety of natural spaces, from large, open lawns or hillsides to
scheduled creek side space.
c. Arrange seating, benches, and tables for studying, eating, and
conversation. Landscaped spaces quite inadequate provided with seating
so that they could be fully enjoyed only by those willing to sprawl on the
grass.
d. Ensure that trees or other plant materials form a natural boundary for
such spaces in the vertical and/or the horizontal plane. This may often
entail careful, long term planning regarding the location of future buildings
and the longevity and growth rate trees.
e. Plan the peripheral and internal planting of such spaces to satisfy the
physiological need of many users to attach themselves to an edge or an
island at their backs.
f. Ensure that such spaces are separate enough from campus buildings,
(screened by vegetation) may also make them unsafe at night, particularly
for women.
14
2.2.12 The Front Yard
Some campus buildings, too, appear to have front yard – significant green
spaces where building resident can relax in a different way from on the front
porch. Here one can go with their friends to talk in private, to eat, to sleep, to
study or to hold a class meeting close to home base. Clearly, a change of
environment is important to people’s mental health and stress level. When sitting
and designing a new campus building, consider the following regarding a front
yard:
a. Lawns, planting, and path should be arranged to suggest (but not enforce)
the notion of a front yard. There should be enough visual cues that users
of a particular building can easily claim and feel comfortable in this place.
b. It is preferable to provide areas of lawn in the full sun, plus other lawn
areas fully or partially shaded. This not only provides pleasing visual
contrast for passerby but also ensures contrasting microclimates for
stationary users at different times of the year.
c. Trees planted to create shade should not have any ‘unpleasant’
characteristic likely to inhibit people from sitting or sleeping under them.
d. Regular bench-type seating might be provided around the edges of this
space or around the base of particularly large and impressive trees.
2.2.13 The Backyard
Some campus buildings, too, should have backyards-spaces attached to

or perhaps partially enclosed by buildings, where ‘residents’ feel a greater sense
of territory than in the front yard and where semiprivate departmental or college
events can be held. When the backyard seems appropriate, consider the
following:
a. This space should be away from major pedestrian flows and yet easily
accessible from the building it serves.
b. The majority of those passing through this space should have the building
itself as a destination. The backyard space should not be a passageway
15
for large numbers passing through. Rather, it should feel like an oasis, with
occasional passerby.
c. Seating should be around the edges or attached to ‘island’ in that space,
as people feel more comfortable with a wall or planting at their back.
d. A backyard space should be large enough for occasional ‘family’ events
such as graduation yet not so large and open that one or two users feel
exposed or uncomfortable when it alone.
2.3 Reference Cases
Reference cases can be used as a medium to expand the information that

related to the study. These reference cases were selected based on the site context,
physical characteristics and criteria which are relevant to the site. The knowledge and
information from these reference cases will be used to develop the understanding of the
design concept, design aspects, spatial contribution and methodology.
This paper will study on two reference cases which are as follow:
1. Universiti Islam Antarabangsa Malaysia (UIAM), Gombak, Selangor

All information was retrieved at http://uiam.edu.my on 20th October 2012.
2. Wellesley College, Massachusetts, US
All information was retrieved at http://new.wellesley.edu/ on 20th October 2012.
2.3.1 Universiti Islam Antarabangsa Malaysia (UIAM), Gombak, Selangor
a. Site Background
Plan 2.1: Key Plan of Universiti Islam Plan 2.2 : Location Plan of Universiti Islam
Antarabangsa Malaysia. Antarabangsa Malaysia.
Source: Google Images (2012) Source: Google Images (2012)
16
The Universiti Islam Antarabangsa Malaysia (UIAM) or also known as

International Islamic University Malaysia (IIUM) is a public publicly funded
university in Malaysia. Its main campus is located in Gombak, Selangor. The
university is sponsored by eight governments from the Organization of the
Islamic Conference (OIC). It is distinct from the International Islamic
University Islamabad, Pakistan and International Islamic University in
Chittagong, Bangladesh. The university was established on 23 May 1983,
founded on Islamic principles. Islamic values are inculcated into all
disciplines. The university offers bachelor, master's degree and PhD courses
at its 13 faculties, also known as kulliyyah.
b. History
The idea of an international Islamic education institution was conceived in

1982 by the fourth Prime Minister of Malaysia, Mahathir Mohamad during a
meeting between OIC leaders to establish an international institution for
tertiary education based on Islamic principles, known as the Islamization of
knowledge. It was then shared with the then Minister of Education, Dato'
Amar Dr. Sulaiman Daud; the Director-General of Education, Tan Sri Dato' Hj
Murad bin Mohd. Nor and two other persons. Assoc. Prof. Dr. Kamal bin
Hassan, then of the National University of Malaysia, a senior academic
official who attended the meeting, produced the first working paper on the
concept of the university.
UIAM was officially established on 23 May 1983 when the University

received its 'Establishment Order' of His Majesty the Yang di-Pertuan Agong
Sultan Haji Ahmad Shah Al-Musta'in Billah, after an exchange of Diplomatic
Notes of co-sponsorship between the Government of Malaysia and a number
of Muslim Governments as well as the OIC. On 1 July 1983, Ahmad Shah
was appointed as the first Constitutional Head of the IIUM.
The university's language of instruction was to be English and Arabic, and

many of its students would come from overseas. As Malaysian law did not
allow for this, IIUM was incorporated under the Companies Act of 1965. Thus
17
it became the first international university and the first university in Malaysia
to use English as the medium of instruction and administration.
It was officially opened in Petaling Jaya, with the Allahyarham Tun

Hussein Onn elected as the first president. The university operates under the
direction of a Board of Governors with representatives of the OIC as well as
eight sponsoring governments, namely; Malaysia, Bangladesh, Egypt, Libya,
Maldives, Pakistan, Saudi Arabia and Turkey. The Constitutional Head,
President and Rector of this international university are all Malaysians.
A batch of 153 students from Malaysia and abroad were enrolled for the
first academic session, which started on 8 July 1983. Courses were
conducted under the Faculty of Economics, the Faculty of Laws, the Center
for Fundamental Knowledge and the Center for Languages. These first
batches received their degrees and diplomas during the First Convocation
held on 10 October 1987. 68 graduates were conferred Bachelor of
Economics (B. Econ) degrees, 56 Bachelor of Laws (LLB) degrees, and 29
Qadis were conferred Diploma in Law and Administration of Islamic Judiciary.
c. Site Planning and Design
Plan 2.3 : Overall Master Plan of Universiti Islam Antarabangsa Malaysia.

Source: Google Images (2012)
18
Picture 2.1: The front view of Universiti Islam Antarabangsa Malaysia (UIAM) that is fully with
green elements
UIAM building design is influenced by Middle Eastern architecture and

shows its own image and identity as the only international Islamic university
in Malaysia. The concept and layout of the building is set UIAM mosque as
the basis for planning and design of the structure of the whole campus. The
mosque also becomes the focal point and the element of direction as a
meeting place. In addition to placing the mosque, the central campus also
contains a variety of facilities and services for the campus, including the
library.
UIAM combines elements of water to form a campus setting. This can be

seen based on the element of fountains and artificial river in the campus
design to establish a harmonious and balanced environment. A location of
the faculty buildings is close to each other while the cafeteria facilities were
provided in each faculty to student dining. Although space and buildings had
connected well with each other, the campus is the weakest of the way finding.
19
d. Circulation system, Movement and Road Hierarchy
Picture 2.2: Walkway planted with shrubs Picture 2.3: One way road system to facilitate the
Source: Google Images (2012) traffic flow.
UIAM's road system is mainly designed to handle a one-way traffic flow

on the campus. A pedestrian system that has provided is fully utilized by
students although at the certain walkway is not covered. However, the
situation is a very good network of paths around the residence of students
and faculty. Supply of parking on campus is low. Accordingly, in most of the
parking space located in the space between the building and on the street
side but, most of the campus community prefers to use public transport such
as university’s buses or taxi or bicycle to move from one place to another
place. UIAM has a number of one-way roads connecting the main important
buildings on campus besides a two-way street in the mostly residential area
students. There has roundabout at the main entrance of the UIAM campus
divide into four road route.
e. Campus Outdoor Space Planning
UIAM has lots of open space. However, the most significant being is in
the Chancellery building and hall. Open space is seen as an interconnected
between several yards in the buildings surrounding the area. The design
combined with the element of water used so that the area is not too dense
with hard landscaping elements as almost the entire space on campus is
paved. Between the weaknesses is the lack of a canopy tree planting or have
shading and cause an open space is not being widely used. Quite often it is
20
used only as a path in the yard to class campus in nearby faculty. This space
is the main space for organizing various activities related to the university.
i. Entrance
The architectural design of the main entrance of the UIAM
campus is influenced by the motif of Malacca house. On the other
hand, the UIAM entrance also has a motto sculpture design that is
combined with a round circle (Roundabout) is created for traffic
calming.
Picture 2.4: Archway with the motif of Rumah Melaka Picture 2.5: Sculpture that use as a sense of inviting
Source: Google Images (2012) Source: Source: Google Images (2012)
ii. Field
The field and recreation area are located relatively far
apart from each other. The leisure complex is located near the
main entrance while the sporting complex located near the hostel
students. Recreational area located in a part of the academic
areas and the cafeteria.
iii. Yard
A yard can be seen in several faculty's areas where to
place hard landscape such as a water fountain, sculpture and
street furniture. This yard was highlighting the Middle Eastern style
with a large courtyard design and palm trees that used to define
the space.
21
iv. Square
UIAM campus has a variety of planes, mostly combination
hard landscape and soft landscape elements with the selection of
species of palm trees as aesthetic value. However, this vegetation
type is less suitable for open areas because it is less effective to
provide shade. A UIAM square is used as the principal place of
business activities such as those along the river UIAM. The view of
this area is a key node UIAM campus, it is also equipped with a
variety of support facilities such as post offices, banks, libraries,
grocery stores, laundry and so on.
Picture 2.6: The spatial view seem bland because of the is inaccurate landscape arrangement.
Picture 2.7: The UIAM plaza is poor in term of thermal comfort because of lack of shading trees.
22
v. Landscape Design Elements
UIAM campus landscaping is designed to fit the concept of

the university to establish a university in the garden. Combination
of water elements forms a key component in structuring soft
landscaping on campus. Hard landscaping elements were can be
seen based on the contiguous walkway between the destination
and facilitate the movement to destination.
Picture 2.8: There are a lot of plant species in UIAM Picture 2.9: The Integration between soft landscape
Source: Google Images (2012) and hard landscape will produce a good visual
quality and also create space characteristic
Picture 2.10: The facilities in UIAM are quiet enough in order to encourage campus community to socialize
23
2.3.2 Wellesley College, Massachusetts, US
a. Site Background
Plan 2.4: Key Plan of Wellesley College, United State Plan 2.5: Location Plan of Wellesley College, United States
Source: Google Images (2012) Source: Google Images (2012)
(2012)
(2012)
Wellesley College is located 12 west miles outside of Boston in Wellesley,
Mass. Wellesley College is a private institution that was founded in 1870. It
has a total undergraduate enrollment of 2411, its setting is suburban, and the
campus size is 300 acres. Wellesley College's ranking in the 2012 edition of
Best Colleges is National Liberal Arts Colleges and has awarded the world's
Most Amazing College Campuses. It has a scenic campus encompassing a
lake, woodlands, an arboretum, and open meadows. The original master plan
for Wellesley's campus landscape was developed by Frederick Law Olmsted,
Jr. Arthur Shurcliff, and Ralph Adams Cram in 1921.
b. History
Wellesley College was founded by Pauline and Henry Fowle Durant, and
its charter was signed on March 17, 1870 by Massachusetts Governor
William Claflin. The original name of the College was the Wellesley Female
Seminary, and its renaming to Wellesley College was approved by the
Massachusetts legislature on March 7, 1873. Wellesley first opened its doors
to students on September 8, 1875.
The first president of Wellesley was Ada Howard. There have been
twelve more presidents in its history: Alice Elvira Freeman Palmer, Helen
Almira Shafer, Julia Josephine Thomas Irvine, Caroline Hazard, Ellen Fitz
24
Pendleton, Mildred H. McAfee (later Mildred McAfee Horton), Margaret

Clapp, Ruth M. Adams, Barbara Wayne Newell, Nannerl Overholser Keohane
(later the president of Duke University from 1993–2004), Diana Chapman
Walsh and H. Kim Bottomly.
The original architecture of the College consisted of one very large

building, College Hall, which was approximately 150 meters in length, and
five stories in height. The architect was Hammatt Billings. Since its
completion in 1875 until 1914, it has been both an academic building and
residential building. On March 17, 1914 College Hall was destroyed by fire,
the precise cause of which was never officially established. The fire was first
noticed by students who lived on the fourth floor near the zoology laboratory.
It has been suggested that an electrical or chemical accident in this
laboratory- specifically, an electrical incubator used in the breeding of
beetles- triggered the fire. A group of residence halls, known as the Tower
Court complex, is located on top of the hill where the old College Hall once
stood. Wellesley is also home to Green Hall, the only building bearing the
name of famed miser Hetty Green; Galen L. Stone Tower, in which a 32-bell
Carillon is housed, is part of the building.
c. Campus Master Plan
Plan 2.6: Overall master plan of Wellesley College, United State.

25
The college is renowned for the picturesque beauty of its 500-acre (200
ha) campus, which includes Lake Waban, evergreen and deciduous
woodlands and open meadows. Frederick Law Olmsted, Jr., Boston's
preeminent landscape architect at the beginning of the 20th century,
described Wellesley's landscape as ‘not merely beautiful, but with a marked
individual character not represented so far as I know on the ground of any
other college in the country.’ He also wrote: ‘I must admit that the exceedingly
intricate and complex topography and the peculiarly scattered arrangement of
most of the buildings somewhat baffled me’.
The original master plan for Wellesley's campus landscape was

developed by Frederick Law Olmsted, Jr., Arthur Shurcliff, and Ralph Adams
Cram in 1921. This landscape-based concept represented a break from the
architecturally-defined courtyard and quadrangle campus arrangement that
was typical of American campuses at the time. The 720-acre (2.9 km2) site's
glaciated topography, a series of meadows, and native plant communities
shaped the original layout of the campus, resulting in a campus architecture
that is integrated into its landscape. The most recent master plan for
Wellesley College was completed in 1998 by Michael Van Valkenburgh
Associates, Inc. (MVVA). According to the designers, this plan was intended
to restore and recapture the original landscape character of the campus that
had been partially lost as the campus evolved through the 20th century.
d. Landscape Design Element
Landscape characters of each area are related to the concept of Campus

deciduous woodlands. Throughout the campus paths planted with evergreen
trees and ground cover plants planted along the route before entering the
main gate of the campus. Along the route of the canopy trees planted or have
features - features a large diameter shade to create the shade and cosy on
the roadside footway users.
Mature trees along the route have graced the campus, as well as provide
shade to the user path, it also acts as an indicator of the direction and this
26
creates an attractive landscape character. Botanical gardens with established

and plants in the park filled with species of plants and herbs that are used by
students as one of the syllabus to identify the species of herbal plants and at
the same time it is combined with a classic architectural design with the
landscape concept of deciduous woodlands.
The park is a bit of help the students identify the species more closely
and find out its uses and benefits. Campuses are also placed several resting
places such as endowment, combined with the bus, 'wakaf', and arcade of
every college dining. Location endowment placed in the focus areas such as
in front of the faculty, in front of the residential colleges and in certain public
spaces.
Picture 2.11: The multipurpose open space covered with grass that use for relaxing area
Picture 2.12: The areal view towards student centre that full with dense trees which can create a sense of harmony
27
e. Open Space
Campus open space is located near the main lecture hall with a view
overlooking the lake and is designed and used by students as space includes
informal learning activities. The area became an attraction for students
considering the proximity factor main lecture hall, with facilities such as an
endowment for shade, chairs and tables as well as soothing views. This area
also includes a cafe selling refreshment focal point for students while waiting
for the next lecture, held in the main lecture hall.
Picture 2.13: The areal view towards Wallesley college lake use for recreational activities. The natural trees were
preserve in order to make this area sustainability. There are a lot of students activities take place here.
28
Picture 2.14: The pattern of planting design in Wellesley college is in cluster form and integrated with horizontal
and vertical plants in order to balance the view
Picture 2.15: The areal view that shows the circulation and accessibility of Wellesley College which are very
dynamic and full with sense of direction and clear way finding
29
2.4 Comparison Between Reference Cases
Figure 2.1: Comparison of Design Strategy between Universiti Islam Antarabangsa Malaysia and Wellesley College
Source: Author’s Collection (2012)
2.5 Conclusion
In this chapter, the design consideration for outdoor environment should consider
issues of interface between the environments and the human being. Based on the
reference case that was conducted in this chapter, it was explained the success of
planning campus outdoor space environment for example such as Universiti Islam
Antarabangsa Malaysia (UIAM) and Wellesley College, Massachusetts, US.
30
CHAPTER 03
Site Inventory and
Analysis
31
3.1 Introduction
This chapter will give clear information about inventory and analysis of site study
and its context. The purpose of this chapter is to provide a comprehensive
understanding about the site and the surroundings. A clear explanation on the site
location and condition will help in the design process. This site study is an institutional
land use area located at the Gambang, Pahang. In this chapter, inventory of the site,
several issues and problem will be listed based on the observation, data collection from
federal office and survey.
According to James A. Lagro Jr. the inventory, analysis and synthesis include
three types such as physical, biological, and cultural attributes. Thus, this study will
include physical, biological and socio-cultural attributes which focused the relevant study
aspects to present state or condition of the site. A variety of physical, biological and
cultural attributes can influence the suitability of a site attributes. Next, this study will also
analyse all the factors which are related to the design of campus outdoor space without
compromising the originality of any value of the area.
3.2 Site Background
University Malaysia Pahang (UMP) is a Malaysian government university. It was

formerly known as Kolej Universiti Kejuruteraan and Teknologi Malaysia (KUKTEM). The
UMP was established as a public technical university by the Malaysian government on
16 February 2002. Incorporated under the Universities and University Colleges Act 1971
by the Royal Decree of His Majesty the Yang DiPertuan Agong, Kolej Universiti
Kejuruteran & Teknologi Malaysia (KUKTEM) were set up as a technical university,
specializing in engineering and technology. The university college operates on a
temporary campus in Gambang, Pahang. The temporary campus was formerly an
industrial complex owned by MEC. The university's permanent campus is located in
Pekan, which is under construction.
On 8 October, 2006, the Malaysian government agreed to rename KUKTEM to

Universiti Malaysia Pahang. The change of name is because the word 'university
college' tended to give the impression to the public that KUKTEM is a ‘lower standard’
32
institution of higher education compared to other universities such as Universiti Malaya.

The university consists of 18 departments/units and 10 faculties (some are known as
centres).
3.2.1 Departments and units

a. Human Resource Unit
b. Academic Staff Development Centre
c. Audit Unit
d. International Office
e. Corporate Communication Unit
f. Finance Unit
g. Academic Management Office
h. Student Affairs Department
i. Information & Communication Technology Centre
j. Islamic Center
k. Knowledge Management Centre
l. Legal Unit
m. Marketing Unit
n. Research Management Centre
o. Centre for Continuing Education and Professional Development
(CENFED)
p. Office of Development & Asset Management
q. Quality Unit
r. Centre for Postgraduate Studies
3.2.2 Faculties
a. Faculty of Mechanical Engineering
b. Faculty of Technology
c. Faculty of Manufacturing Engineering
d. Faculty of Industrial Sciences & Technology
e. Faculty of Electrical & Electronics Engineering
f. Faculty of Computer Systems & Software Engineering
g. Faculty of Chemical & Natural Resources Engineering
h. Faculty of Civil & Earth Resources Engineering
33
i. Centre for Modern Language & Human Sciences

j. Centre for Technology Management
Illustration 3.1: The 3-dimentional from bird eye view of Universiti Malaysia Pahang (UMP) with a labeling
Source: Jabatan Pembangunan and Hartanah UMP (2012)
Picture 3.1: Old MEC building in year 1997 Picture 3.2: Old Main office building in UMP
Source: UMP homepages (retrieved 2012) Source: UMP homepages (retrieved 2012)
Picture 3.3: The new development of UMP administration zone

Source: UMP homepages (retrieved 2012)
34
3.2.1 Location of Site
Universiti Malaysia Pahang (UMP) is located at Gambang, Kuantan, Pahang

Darul Makmur. Gambang is a transit town in Pahang, Malaysia. It is about 30 km from
the state capital, Kuantan. It is located at a junction between Federal route, MEC
Highway and Tun Razak Highway. The Malaysia Electric Corporation (MEC) town
(Bandar MEC) and electrical appliance manufacturing factory is located here. It is
accessible via the Gambang Interchange of the East Coast Expressway (ECE).
Plan 3.1: Location of Pahang

Source: Google image (2012)
Plan 3.2: Key Plan of UMP, Gambang

Plan 3.3: Location of UMP, Gambang

35
Plan 3.4: Satellite view of UMP

3.3 Site Inventory and Analysis
This part will focus on three attributes which are the physical, environmental and
socio-cultural attributes. It is important to collect data and examine the information that is
concerned with the physical, social and environmental description that may help to
identify the issues, conflict, constraint and opportunities of the site.
3.3.1 Physical Attributes
Commonly, this attribute consists of site activities and adjoin land use,
site context, site boundaries, visual and spatial perception, circulation networks
and pattern of spatial organization and microclimate.
3.3.2 Biological Attributes
This attribute will be focusing on the types of vegetation in the study area
that includes planting pattern, the density of planting, ornamental planting, and
ecologically relation to the site.
3.3.3 Socio-Cultural Attributes
The study will focus on the campus community activities in UMP includes
daily and seasonal activities and the types of student populations of the study
area.
36
3.4 Physical Attributes
3.4.1 Site Activities
Plan 3.5: Plan of site activities, site context and ad-joint land use of UMP
Source: Author’s collection (2012)
Total area of University Malaysia Pahang (UMP) is 300 acres; it can

accommodate various types of site activities. Therefore, according to the latest of
UMP data collection (2012), currently UMP was divided into 7 site activities
which are:
37
i) Workshop area
ii) Residential – Male and Female colleges
iii) Administration area
iv) Academic core area
v) Mosque
vi) Medical area
vii) Green area
Workshop areas or Taman Sains and Inovasi consist of engineering

laboratories like chemical engineering and civil engineering. Furthermore, it used
old Malaysia Electronic Corporation (MEC) factory building that were converted
into laboratories. Besides that, there has multipurpose open space beside of
workshop building and students use it as a space for marching, exhibition dance
training etc.
Picture 3.4: Engineering Laboratories Picture 3.5: Multipurpose open space beside
Source: Author’s Collection (2012) engineering laboratories
Residential areas of UMP comprise 8 blocks for female and 5 blocks of

male colleges. Additionally, there has one cafeteria that female student and male
student can share it. An administration area divided into two zones which are at
the east of UMP and also on the west of the UMP. The administration zone at the
east of UMP consists of the Student Affair Centre, Academic Staff development
centre, property development department, co-curriculum centre, faculties etc. The
administration at the west of UMP includes library, Chancellery, UMP main office
and others.
38
Picture 3.6: UMP Residential Colleges Picture 3.7: UMP cafeteria

Source: Author’s Collection (2012) Source: Author’s Collection (2012)
The academic core area contains lecture hall, tutorial classroom,

computer laboratories and also English laboratories. Moreover, all the academic
areas located at the east of UMP and nearest with main entrance statements.
However, UMP mosque was used by the Muslim campus community as a place
for religious such as religious talk, prayer, religious course like ‘pengurusan
jenazah’ and others.
Picture 3.8: East Academic Area of UMP Picture 3.9: UMP Mosque
Medical area consists of clinic and ambulance parking space, and then
there has a lot of lost space around that medical building. Next, green areas
consist of lawn, lost space, neglected area, buffer zone, and garden. Then,
almost spaces in the UMP area are not fully functional as efficient academic
space.
Figure Picture 3.10: UMP

Medical Area
Source: Author’s collection
(2012)
39
Picture 3.11: Green area of UMP

Source: Author collection (2012)
3.4.2 Site Context
Site context of UMP consists of many new development land uses such
as residential areas, institutional zone such as a Pahang Matriculation College,
Kolej Komuniti Gambang, and Universiti Teknologi Mara (UiTM) Gambang
campus. Furthermore, the other site contexts are industrial zone which is
chemical industrial zone, petrochemical, manufacturing, automotive and
biotechnology for Pahang.
Picture 3.12: Tun Razak Highway, Gambang Picture 3.13: Residential Area of Gambang
Source: Author’s collection (2012) Source: Author’s Collection (2012)
Picture 3.14: Industrials zone of Gambang Picture 3.15: New development in Gambang
40
3.4.3 Topographic Feature
The entire site generally flat for the whole area due to the campus site originally
from Tin ore mining site which relatively flat area. The topographic feature is different
from other university that mostly have the slope of the overall campus area.
Picture 3.16: The flat topography area at the sport center

Picture 3.17: The flat topography area at the secondary entrance of UMP
3.4.4 Circulation and Accessibility
Communication system in the main study area can be classified into three
systems of communication road and pedestrian walkway. The communication
system encompasses the surrounding areas are roads and 12 meters distance
allocated to the main route (between the main entrance to the placement of
students in the rear), and is only 5-6 meters for secondary routes.
41
Plan 3.6: Plan of Circulation and Accesibility in UMP

Source: Author Collection (2012)
42
3.4.4.1 Primary Road System
The primary road system includes Persiaran MEC Timur and

Persiaran Bandar Gambang. All of the primary road system has a same
size which is 12 meters wide with a green road median. All the primary
roads are in a good condition.
The most favourite primary road that always use by campus

communities is a Persiaran MEC Timur because those roads was
connected all of the secondary roads includes secondary road at the
west and at the east of UMP zones.
On the peak hours which are 8.00 a.m. and 5.00 p.m., the traffic
congestion will occur because of all staff and students are returning to
their homes. On the other hand, when in a peak hour, the surrounding of
the road becomes noise and air pollution.
Picture 3.18: Primary road of UMP - Persiaran MEC Timur

Illustration 3.2: Section of primary road of UMP - Persiaran MEC Timur

43
3.4.4.2 Secondary Road System
There is a lot of secondary road in UMP but there is no name

provided for those roads. Most of the secondary road in UMP is wide,
more than 6 meter width. All the secondary road system is in a good
condition.
Picture 3.19: Secondary road at the east of UMP

Illustration 3.3: Section of secondary road of UMP

3.4.4.3 Campus Entrances
There are two entrances in UMP which is Main entrance run from
Lebuh Raya Tun Razak that passing with Persiaran MEC Timur and
secondary entrance that located at the Persiaran MEC Timur that
passing with Persiaran Bandar Gambang. The both entrance statements
are not clearly defined because of the unattractive entrance statement
design.
44
Picture 3.20: UMP main entrance Picture 3.21: UMP secondary entrance
Source: Author Collection (2012) Source: Author Collection (2012)
3.4.4.4 Pedestrian Linkages
The pedestrian walkway is the most common elements in the

communication system used by students in the study area. This is
because of the following buildings near each other in line with the
concept of walking in planning a campus in the UMP. The type of
material of pedestrian walkway is interlocking.
Picture 3.22: Walkway damaged caused Picture 3.23: Walkway condition that is
by tree roots not managed well
Usually, student will take 5 to 10 minutes walking time from

residential areas in their class, sport area, library and mosque. UMP just
provided a pedestrian walkway at the east of UMP merely such as
residential area and south academic core area. There is no pedestrian
system in the west of UMP like at the surroundings of the library area,
medical area, Taman Sains and Inovasi (engineering workshop) and
also administration area.
45
Picture 3.24: Walkway which was used as Picture 3.25: Bicycle users use pedestrian
a parking walkway as their track
Almost of pedestrian walkway is not covered by roof especially at

the east of the UMP administration area. At the certain part of pedestrian
walkway such as at the faculties and department buildings is improper
condition. This is because, the root system of the shading trees was
destroyed the surface of the pedestrian walkway. Lastly, almost bicycle
users were sharing the flow of pedestrian walkway as they track and that
is too dangerous for walkers.
3.4.4.4 Vehicular conflict
According to the plan of plan of circulation and accessibility, there

have 4 spot of the pedestrians and vehicular conflicts. Almost of the
conflict happens is caused by pedestrians that share the road junction.
Moreover, this is because of UMP did not provide any pedestrian
walkway for walker cross the primary or secondary road.
Picture 3.26: Students who are crossing at Picture 3.27: Harmful area for pedestrians
the crossroads Source: Author Collection (2012)
46
3.4.5 Campus space
The space at the UMP was divided into two types which are open spaces
and enclosed spaces. The open space at the campus includes field, park and
neglected area. Enclosed space is the spaces between buildings include
courtyard and a central plaza.
3.4.4.1 Type of Campus Spaces in UMP
According to the Motloch (2001) by their book ‘Introduction to

Landscape Design’, there were 6 types of space in the study site which
are:
a. Open Space
The recreation area is one of the open spaces in the
campus area that used by the campus community for relaxation,
studying and other passive activities, training. It’s also used for
sport activities, family day.
b. Buffer and Edges Spaces

Buffer is important to provide screening and ornamentation
between the university and surrounding neighbourhood. At the
university campus, the bushes are used as a buffer to restrict the
view to housing area.
c. Transition Spaces
In campus context, transitional space is the areas between
buildings and in the periphery open space. The transition spaces
at the study site generally poorly defined and generally
unattractive.
d. Enclosed Space
Type of space enclosure is determined by size of closing
(Motloch, 2001). The degree of enclosure is based on W : H
47
ratio, where W is standing for the width and H stand for height. In
campus context, the degree of enclosure is important to identify
the spatial quality of the built space.
e. Plaza and Courtyard

Students in university campus group and interact in the
open courtyards of the campus. The campus courtyards have
different rhythms of use and interaction and it’s related to the
students' schedules. Courtyard use is lively during the work day,
especially around lunch time when it reaches its peak hour. The
problem of the central plaza at site study is inconvenient to use
as formal space due to lack of shade.
Illustration 3.4: Central space

Source: Motloch (2012)
f. Focused Open Space

Three facades at the right angles substantially increase
perceived enclosure. The space exhibits unidirectional character
and importance to the view beyond the open edge.
Illustration 3.5: Focused open space

Source: Motloch (2012)
48
Plan 3.7: Plan of categories of campus spaces

a. Focused open space at b. Courtyard at UMP lecture c. Channeled linear space at d. Open space at
Faculty of Civil Engineering hall engineering laboratories recreational area of male
residential college
Photo 3.28: The type of open spaces in UMP

49
3.4.6 Microclimate
A microclimate is a local atmospheric zone where the climate differs from

the surrounding area. The term may refer to areas as small as a few square feet
(for example a garden bed) or as large as many square miles (Hill, 1995).
Moreover, microclimate effect on two aspects:
i) Energy consumption for the heating and cooling of building comfort of

people in an outdoor setting
ii) The microclimate in the particular area influenced by spatial organization,
orientation of building, structures, and outdoor spaces.
3.4.6.1 Solar Radiation
The placement and size of the building and trees affect the
reception of solar radiation. Solar windows are narrow spaces between
tall buildings through which the solar beam passes to ground level.
Shadow corridors are elongated zones, bordered by a continuous ridge
of tall buildings that block the sun.
Plan 3.8: Plan of shadow corridor in UMP from 8.00 a.m. to 5.00 p.m.
50
Illustration 3.6: Solar radiation in a spatial context

3.4.6.2 Air Flow around the Building
According to the figure below, air flow over and around buildings.
Higher velocities are reached on the windward brow and across the roof
of the tallest building. A strong flow of air deflected down the building
face and calm zone develops in the space between the buildings.
Illustration 3.7: Air flow around the UMP buildings

Therefore, the wind direction and solar access are important in

determining the best placement of outdoor spaces on campus to
enhance efficient learning environment. Spaces between building such
as central plaza, courtyard, pedestrian circulation spaces and recreation
51
spaces are needed to provide shade for outdoor activities. The majority
of students congregates at the central plaza although there is less shade
in this area. Amenable environment becomes a priority in providing an
efficient environment for learning, studying (including group study),
social connection and recreation.
Picture 3.29: Urban heating at administration Picture 3.30: Lack of shading trees to
area effected from bitumen paving reduce the temperature of UMP
Picture 3.31: Shadow corridor at Picture 3.32: Solar window at the east
engineering laboratories influence from academic area because of the size of
building orientation overhead plane is lack
Picture 3.33: The most conducive thermal comfort Picture 3.34: Poor conducive thermal
at the east of administration area influence by comfort at Taman Sains and Inovasi
shade tress and building orientation because no overhead plane
52
3.4.7 Visual and Spatial Perception
This section describes the visual characteristics and aesthetic resources

of the university campus area, the potential area that needs to be maintained and
improved. According to British Columbia Inventory Committee (2000) for visual
landscape inventory, the purpose of the Visual Landscape Inventory is to provide
information about the visual condition. Characteristics and sensitivity to alteration
of areas and travel corridors throughout the province.
Base on inventory at the case study, primary visual strength of the

campus is the continuity of architectural style because all the building facade is
the transformation of the MEC factory building. The plan below shows the visual
observation point that is taken from outside and inside the campus.
Plan 3.9: Plan of Visual and Spatial Perception

53
1 2
Picture 3.35: View towards residential area Picture 3.36: Spatial perception of new
and administration area development in UMP
3 4
Picture 3.37: Spatial perception of new Picture 3.38: View towards outdoor study
development in UMP space in academic area

5 6
Picture 3.39: View towards Taman Sains Picture 3.40: View towards neglected space
and Inovasi Source: Author Collection (2012)
3.5 Biological Attributes
Ecosystems have both biotic and abiotic components, and the structure and
function of ecosystems are influenced by the complex interplay of biological and physical
factors. Referring to (Lagro, 2001) Vegetation on a site are assets that can yield multiple
ecological and social benefits. Trees provide shade and can reduce heating and cooling
54
costs of nearby buildings. Trees also can increase the economic value of real estate by
providing a significant amenity.
3.5.1 Vegetation
Vegetation is important to the campus environment in providing efficient

learning environment. Based on observation and survey at site study, the campus
vegetation can be classified into three types of planting arrangement which are:
a. High Density Green Area

Each open space will be dominated by large trees and shrubs or
bushes.
Illustration 3.8: Section of high density green area

b. Moderate Density Green Area

Each open space is overgrown by trees only or open space was just
overgrown by shrubs only.
Illustration 3.9: Section of moderate density green area

55
c. Low Density Green Area

Each open space is covered by grass only or shrub possibility that
grow at there is too little.
Illustration 3.10: Section of low density green area

3 2
Plan 3.10: Plan of Vegetation in UMP

56
1 2
Picture 3.41: Bauhinia blakeana (Tapak Kuda) is Picture 3.42: Licuala grandis (Fan Palm) is the
most dominant trees around the UMP building most dominant palm in entire UMP spaces
3 4
Picture 3.43: Axonopus compressus (Cow Grass) Picture 3.44: Delonix regia (Semarak Api) is a
has covered the whole area of UMP major trees that had been planted along the
Source: Author Collection (2012) roadside
3.6 Socio-Cultural Attributes
All land use change occurs within a cultural context. Moreover, cultural context
refers to the historical, legal, aesthetic, and other socially significant attributes associated
with land and landscape. In a classic essay on landscape perception, D.W. Meinig
(1979) identifies ten possible ways in which knowledge, experience, and values
influence our perceptions of the land and landscapes. Landscape cultural attributes can
have a pronounced effect on a site’s future land use. Maintaining, or create, a sense of
place hinges on understanding and responding to the site context (Hough, 1990).
3.6.1 Campus Community
Referring to definition from University of Wisconsin (2012), campus

community consists of all the people or organizations that have a connection with
57
the University, including applicants, students, faculty, staff, and external

organizations such as high schools. The total of UMP students is 3000 and the
pie charts below will show the population of the students in the UMP including
percentages of the student gender, local and International students also the type
of religion.
Figure 3.1: Pie chart of population percentage between male and female students in UMP
Figure 3.2: Pie chart of population percentage between local and international students in
UMP
Figure 3.3: Pie chart of population percentage between muslim and nonmuslim students in UMP
58
3.6.2 Daily Student Activities
Daily activity is an activity of campus communities especially students

always do it every day in the campus. Furthermore, the daily activities that
students regularly doing on the campus are religious activities, go to the class,
study in the library, do recreational activities and also rest in their colleges. There
is a lack of activities in the UMP because of the facilities and an amenity that was
provided is poor.
Picture 3.45: Religious activities of Muslim Figure 3.46: Students who are playing
students in UMP football in the afternoon
Figure 3.47: Students that are resting in Figure 3.48: Students who are studying in
the college the library
3.6.3 Seasonal Student Activities
Seasonal activity is an activity of campus communities especially

students, will doing it at the particular time only such as once time in a week or
years. Moreover, the seasonal activities that take place on the campus are
convocation or graduation day, ‘pasar malam’ UMP, new student registration,
university sport carnival and so on.
59
Plan 3.11: Plan of Student Activities in UMP

Figure 3.49: UMP graduation day Figure 3.50: New student’s registration
Source: UMP Homepages (2012) Source: Author’s collection (2012)
60
Figure 3.51: ‘Pasar Minggu’ UMP Figure 3.52: UMP Sport day carnival
Source: Author’s collection (2012) Source: UMP Homepages (2012)
3.7 Conclusion
In the nutshell, through the inventory, it is clear that the study area has its own
significant characters. Many factors contribute to the vernacular character of a place and
are important in fulfilling the community needs. The three attributes that used in this
study are the physical, biological and socio-cultural attributes. The purpose of the
inventory study is to survey the existing elements at site that contributes to the related
topic of designing outdoor space as an efficient learning environment.
61
CHAPTER 04
Site Synthesis
61
4.1 Introduction
In chapter three, the site inventory has explained about the existing site
conditions in physical attributes, environmental attributes and socio-cultural attributes. In
chapter four, the data from the chapter three will be analysed using analysis technique
ICU which are issued, constraints and opportunities. The site potential then produced in
ways to identify the most significant area to be designed. This chapter also addressed
how the issues, conflict and constrained in ways to produce design output.
4.2 Issues and Problems
From the inventory and analysis that was conducted at chapter three, there are a
lot of issues and problems that can be observed at the site study. The physical
attributes, socio-cultural attributes and environmental attributes should be analysed and
synthesize to resolve all the problems. These findings help to develop the master plan
and identified the design solution should be done at the potential area.
The common issue in the UMP that was recognized from the chapter 3 is;
previously, UMP is the ex- of Multimedia Electronic Corporation (MEC) factories that was
converted into a university. Furthermore, with the layout of MEC factory's layout, it does
not fulfil the spatial need as university environment.
According to the issue that was founded in UMP, it produced a bad impacts and
problems in terms of physical, socio-cultural and environmental attribute. Subsequently,
the problems that were detected which are; lack of campus facilities in the outdoor space
for students to congregate. The students only use Taman Sains and Inovasi and also in
the middle between academic area and residential zone as a place for gathering.
Coupled with, lack of connectivity and pedestrian friendly environment to encourage
walking experience in the campus. The priority for circulation system is for vehicles, not
for pedestrians and bicycle users. Lastly, there is a lack of shading trees to boost up the
quality of efficient thermal comfort for campus communities.
62
4.3 Potential/Strength and Constraints/Weaknesses Analysis
Based on the issues and problems stated above and data collected from the
questionnaire and UMP policies, the findings were defined from inventory and analysis in
Universiti Malaysia Pahang (UMP). These findings found based on physical, socio-
culture and biological attributes to define the potential area that should be solved for
outdoor space to become an efficient learning environment of the particular area.
4.4 Site Synthesis
Based on the site inventory, there are several factors that have been identified as
important aspects that contribute to the site constraint and potential. The finding of site
analysis contributes to the synthesis and potential of the study area.
4.4.1 Land Use and Site Activities
According to inventory and analysis, the site activities of UMP can be

divided into 4 significant areas, which are the academic core area (engineering
laboratories, lecture halls and classrooms), administration area (departments and
units, faculties, library, offices and student centre), residential area and also sport
area. These 4 areas have their own issues and problems and can be solved by
finding the potential from each area.
Figure 4.1: Significant area of UMP

63
Picture 4.1: Taman Sains and Inovasi (academic area) Picture 4.2: Residential area
Source: Author’s collection (2012) Source: Author’s collection (2012)
Picture 4.3: Administration area Picture 4.4: Sport area

4.4.1.1 Potential and Strength
Academic area has a lot of lost space that potentially to convert as

functional spaces. At the Taman Sains and Inovasi has a lot of
engineering laboratories and each of the laboratories has their own store
to keep the student work. As well, it has their own yard that is too
extensive and functional as multipurpose open space such as marching,
dance training and others. These areas potentially redesign as a place for
student exhibition to show their products, and also provide gathering place
and resting area.
Picture 4.5: Taman

Sains and Inovasi that
consist of engineering
laboratories building
with wide open space
with bitumen surface
Source: Author’s
collection (2012)
64
The academic area that located at the east of UMP has a lot of
green space and the roads around these buildings are really broad which
is 8 meters with a road reserve at the booth. The majority of the buildings
are classroom and computer laboratories. Moreover, this area potential to
convert into interactive space such social networking space and study
areas. Besides, the green space in these areas can enhance it with dense
planting and garden to make it more harmonious.
Picture 4.6: Academic area that potentially to Picture 4.7: Green space in academic area that
be interactive space potential to be a garden
Administration areas in the east and also in the west of UMP

consist a lot of open space with the bitumen ground surface. The parking
area provided is too large and it potentially to reduce it and converted into
an efficient space for visitor, students and staff such as social space,
meeting area and resting space with the garden to enhance the natural
sentiment. In addition, at the front green space at the west of
administration area should be transformed into as a partial buffer zone to
protect from Tun Razak Highway.
Picture 4.8: The green space at the front of west Picture 4.9: The parking space at
administration area that potential to be buffer area administration area potentially to convert
Source: Author’s collection (2012) into social space
65
Sport area contains extremely large neglected space that

potentially transformed it into a recreational area. The water element also
potentially to be provided in that particular area in order to enhance the
view and also provide recreational activities whilst will stimulate the
student mind, provide light reflection etc. This area also also can utilize as
a place for student exercise when their free time such as jogging, work
out, lounging at the water element, and others.
Picture 4.10: Neglected space at the back of Picture 4.11: The area for student exercise
the sport centre Source: Author’s collection (2012)
Residential area consists of pocket park that are not fully utilized
by students according to lack of amenities that was provided. The
presently of pocket parks are potentially to be upgraded into a space for
student rest, study and also garden to raise the temperature of that place.
Besides, enclosed spaces between residential buildings have the potential
to be a beautiful courtyard to enhance the visual quality.
Picture 4.12: Open space at residential area Picture 4.13: Pocket park at residential area
that potentially to be convert into an that are not fully utilized due to lack of
outdoor study area amenities
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4.4.1.2 Constraints and Weaknesses
The constraints and weakness that will happen in the potential

areas of UMP is a limitation of usage. The spaces in the UMP are
commonly quite small and there is a lot of pocket park that can
accommodate only a small number of students. Besides, the potential
space just fully utilized by campus communities only around 4.00pm until
7.00pm which is after working hour. Moreover, when the outdoor study
area was provided, the concern is, the insects such as mosquitoes,
midges, bees and also venomous insects will disturbing students
affected from the site context is fully with bushes and secondary forest.
4.4.2 Circulation and Accessibility
Circulation pattern in UMP is an industrial circulation layout. It has two

primary roads which are Persiaran MEC Timur and Persiaran Bandar Gambang.
Besides, there is a lot of secondary road without name and no tertiary road.
Furthermore, the pedestrian walkway only provided at the east of UMP only.
Most of the primary roads in UMP are really broad which are 12
meters width for each. Besides, primary roads have greatly wide green
road reserves in the range between 12 to 17 meter width. Moreover, all of
the primary is in good condition and fully utilized by campus community. In
addition, the primary road potentially to reconstruct become into two levels
and at the top level will use as another functional space for the campus
community, to reduce the noise problem, vehicular conflict, as traffic
calming and also intended to merge the east and the west of the UMP.
Some of the secondary roads in UMP are really broad where 6

meters width for each. Besides, secondary roads have greatly broad
green road reserves in the range between 8 to 12 meter widths.
Moreover, all of the secondary road is in good condition but not fully
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utilized by campus community for at certain area. Furthermore, at the

certain part of secondary road are potent to occlude it (closing the road)
especially in the residential area, at the east administration area and also
academic core area. Alternatively, it aims to enlarge the open space,
protect from the noise problem and also to reduce traffic congestion.
Picture 4.14: The broad size of Persiaran Picture 4.15: Secondary road that fully
MEC Timur road Utilized by users
In view of the fact, the total area in UMP is quite small which is
300 acres; consequently it has the potential for adding much pedestrian
walkways to facilitate the campus community to connect all the areas in
UMP. Additionally, the road reserves that provided by UMP also really
extensive and suitable to construct a pedestrian walkway on it. As well as,
the landform of UMP is approximately flat and the walkway that would
construct future will entirely utilize by the campus community.
Picture 4.16: The wide road reserve that Picture 4.17: Persiaran MEC Timur road that
potentially to build pedestrian walkway and potentially to be divided into two levels and
another functional space on it. become a tunnel with a useful space at the top
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According to UMP policies, it plans to increase the number of

students in the future. In addition, UMP will target the total number of
students in year 2020 is 6000 per intake. The ratio between the volume
of student and the total area of vehicular circulation and pedestrian
system is not enough to accommodate the total number of students in
the future. For that reason, the total number of the students in the future
will be the major constraints in developing circulation and accessibility in
the UMP into efficient walking environment.
4.4.3 Campus Space
According to the inventory and analysis conducted in chapter 3, the UMP

was divided into five spaces that are courtyard, open space, buffer/edges,
linear/organic space, and transition space. In addition, the transition spaces at
the study site generally poorly defined and commonly unattractive.
Currently, the ratio between the campus community and campus

space are definitely balanced. In addition, the total of open space which
available in the study area is approximately adequate. Furthermore, the
landform of campus spaces is moderately flat so, it potentially to develop
an extra various spaces for an efficient learning environment that
suitable for UMP community.
Courtyard
Picture 4.18: Channeled open space that Picture 4.19: Courtyard that has potential to
potentially to be efficient outdoor study area use as space for visual enhancement
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What's more, the buffer and edges space in UMP is absolutely

good and potent to enhance it to be more functional as a barrier to
evade from site context problem such as air pollution, noise terrible and
worse visual. Moreover, the UMP has two channels linear spaces, two
courtyards and a lot of focused open space especially in the academic
core area and it have the potential to develop it as outdoor study areas,
outdoor workshop, social space and also visual enrichment.
According to UMP policies, it plans to increase the number of

students in the future. In addition, UMP will target the total number of
students in year 2020 is 6000 per intake. The ratio between the volume
of student and the total spaces presently provided in UMP is not enough
to accommodate the total number of students in the future. For that
reason, the total number of the students in the future will be the major
constraints in developing any functional space in the UMP. UMP should
buy the private land beside the sport centre to increase the total open
space for the sake of the foreseeable future.
4.4.4 Microclimate
Referring to the inventory and analysis that was carried out in chapter 3,
the thermal comfort in UMP is extremely poor. This is one of the reasons why
campus community in the UMP really indolent to leave outside from their
college.
The orientation of UMP buildings still preserves the MEC industrial

layout and it produced an average of shadowy corridor and solar window
especially in the residential areas. This is because, the microclimate in
the particular area influenced by spatial organization, orientation of
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building, and outdoor spaces. Many students will rest under the shadow
corridor when the weather is too hot due to poor thermal comfort at the
UMP.
Picture 4.20: The space that got shadow corridor Picture 4.21: The space that got solar window at
at engineering laboratories the academic core area at the east of UMP
The areas that have shadowy corridor is potent to designed as

efficient space for learning environment such as resting area, plaza,
social space or multipurpose open space for academic purpose. This is
because; the space that consists shadowy corridor was produced
conducive thermal comfort and it's no need any shelter to protect from
solar radiation. According to human psychology, they will more attracted
to go in the shaded area because these areas look like quite
harmonious, beautiful and comfortable compared with warm areas.
Wind blow
Warm area
Picture 4.22: The poor conducive thermal Picture 4.23: The breeze will blow into the
comfort at academic area that potentially interstitial buildings
to install overhead plane Source: Author’s collection (2012)
When the in the evening, the areas around the UMP will be blown
by a slight breeze. The wind direction will blow through the interstitial
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buildings. Moreover, according to the Wind Finder Homepage (retrieved

5th December 2012), the wind direction mostly blows from north to south
of UMP and the areas that receive the wind potentially to be designed as
efficient academic and social space especially for students.
The shadow corridor and solar window pattern cannot be changed

because it influenced by building orientation. Furthermore, the ground
surface at the UMP is approximately 60% covered with bitumen and it
will reflect the heat that was produced through solar radiation. Moreover,
the areas in the UMP that was suffering from urban heating effect which
are on the west of the administration area and Taman Sains and Inovasi.
4.4.5 Visual and Spatial Perception
Based on questionnaires and observation that was succeeding in the

chapter 3 by topic visual and spatial perception, the first impression when a
visitor or new students come to the UMP area, they have felt that they are in the
industrial area and they did not think that they are in the university space.
The spatial quality and morphological form in UMP is moderately

distinctive because it is a former of factory building. Besides, the UMP
topography is a positive character because of the landform is a flat and
the quality of the existing open spaces is relatively well even though
almost of the open spaces are lost space.
The spatial qualities of the UMP potentially to be repaired and

there has opportunity to add to the network of open space. Furthermore,
another potential is the distinctive network of spaces can be formed. The
current development of UMP uses the attractive architecture design
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especially main office building, library and chancellery building that act
as a landmark in the UMP.
Due to the factory architecture and spaces that present in UMP, it

was formed the strong sense of place and import of a clear image. In
terms of scale, the spatial quality in UMP is the inappropriate prevailing
scale of human. Moreover, each space in the UMP potentially to be
improving in term of social and variety that used to enhance a sense of
place. Therefore, it can provide public space.
Picture 4.24: The front area of the east of UMP zone that look like as industrial spatial
morphology
Picture 4.25: The residential college buildings that is an ex- of factory workers apartments
Picture 4.26: The absolutely of industrial Picture 4.27: The UMP new development with
spatial in term of building and open space at attractive architecture design that offer sense of place.
the engineering laboratory buildings Source: Author’s collection (2012)
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In accordance with UMP policies, any new development in UMP

should be in pursuance of the concept of industry, science and
technology in term of architecture and landscape design. This is
because, the UMP intends to maintain factories characteristics
permanently and do not want the establishment history of UMP
vanishes. It is very tough to merge all the spatial context of UMP
because UMP was divided into two zones which are at the east and the
west by Persiaran MEC Timur as their separator.
4.4.6 Vegetation
Vegetation is incredibly imperative to the campus environment in

providing an efficient learning setting. Based on an observation that was
conducted in chapter 3, the pattern of vegetation that currently presently in UMP
is really monotonous. This is because; the planting pattern in UMP is lacking in
term of dense and poor in providing various species.
There are plenty of open areas for vegetation planting. It can be

proven with the wide space of road reserves in the range 7 meters until
12 meter width. The type of soil is loam and potential to be planted with
numerous species of plants in the particular areas. The current
vegetation can be redesign such as the plants to be excavated and
relocated as clustered or others.
The ground surface that covered with bitumen is potentially to be

demolished and convert it into fertilize ground surface to plant the
shading trees. The name of ‘Universiti Malaysia Pahang’ is suitable to
plant with the concept of Pahang that is verdant and lush. On the other
hand, the poor conducive thermal comfort in UMP is potentially to be
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planted with a lot of trees that are purposeful to give shade and reduce
the hot temperature.
Alternatively, based on human psychology, almost the campus

communities really love green areas. The green areas like a beautiful
garden can be functional as the therapy for the mind and will reduce the
level of stress. For this reason, some of UMP areas potentially to be
planted with dense and verdant tress to improve the quality of life.
Picture 4.28: The view of greenery that make use as therapy Picture 4.29: The bitumen surface at the east
to reduce campus community stress and also enhance the of that potentially demolish and convert into
visual quality of campus environment ground surface for planting space
Figure 4.2: The newspaper clipping entitled UMP planted 20 mango trees to show that they are concern about
vegetation
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Figure 4.3: The newspaper clipping entitled ‘UMP has been success of the Green the Earth campaign’ that
prove the UMP community is very conscious of harmonious university environment through trees planting.
Previously, before the MEC factory was constructed, the land use
of the site study is a tin ore mining area. Since UMP was established,
the ground surface was being embankment with 2 meters of loam soil.
So the effect is, when we plant the trees, the root system less than 2
meters deep in the ground will grow horizontally because the type of soil
under the 2 meters below is really compact and solid. It can disturb the
growing process of the trees and it will take a very long time to grown-
up.
Illustration 4.1: The roots of

trees are spread horizontally
less than two meters under
the ground
Source: Author’s collection
(2012)
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4.4.7 Campus Community
Based on the data that was collected in the UMP, the total student of
UMP per intake is 3500 and most of the student population is local students and
religion is Islam. In addition, the percentage between male and female students
is approximately average.
The potential and strength that was identified about the campus
communities is the activity that they do. There are various activities
undertaken by the UMP students such religious activities, learning
activities, informal learning, recreational activities and many more.
Additionally, there is extremely much potential to develop a variety of
functional outdoor space to carry out activities for students. The most
suitable area that the potential to develop for student activities are,
academic core areas and recreational area.
Picture 4.30: Students who are studying in the library Picture 4.31: Various ethnic groups in UMP
Picture 4.32: The space for ‘Majlis Perwakilan Picture 4.33: The entrepreneurial activities
Pelajar’ (MPP) election and speech done by the UMP students
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Figure 4.4: The newspaper article entitled ‘UMP highlighted the cultural uniqueness of India’ that
demonstrate the wonderful cultural activities in UMP
The most prominent constraints and weaknesses about the

campus community is lack of unity between local and international
student and also racial unity problem among Malay, Indian and Chinese
students. It is very complex to make the spaces of activity to be 100%
fun, active, vital, special, real, useful, indigenous, and also celebratory.
Figure 4.5: The newspaper article that show the UMP effort to unite the student races
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4.5 Synthesis Map
Site synthesis is a process of synthesizing the information from analysis process

that exists in the study area. These issues and problems are solved by several
techniques that related to the site itself.
Plan 4.1: Synthesis map of UMP

High potential area is the area that will be designing heavily according to the site
issues, concern and opportunity especially in the academic core area, UMP sport centre
and administration area. Moderate potential area is the areas that need a simple design
such as green areas, buffer and also pedestrian walkway. The lower potential area is the
areas should be maintained, preserve or touch with a very simple design.
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Based on the potential map in plan 4.1, the Taman Sains and Inovasi is potential
to be as a space for exhibition area for engineering students. Besides, neglected space
at the sport centre potentially to be space for recreational area and visual enhancement.
In addition, the class area at the east of UMP is potential to be a space for discussion
and outdoor study area. The central parking at the east administration area is potential to
be space for gathering and formal meetings. Furthermore, the pocket park between the
residential areas is potential to be as space for discussion and relaxing area.
4.6 Conclusion
From the analysis, we can explore the site potential through the process of site
synthesis. The significant elements play the role in the development of site synthesis
which reflected in the efficient learning environment based on the study that was
conducted about campus outdoor space.
The attributes of site analysis are divided into three categories of the physical,
biological and socio-cultural attributes which contributes in defining the potential area of
UMP in designing campus outdoor space as an efficient learning environment for the
campus community. The result is used in developing a potential map that then is used to
determine the potential area for development.
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CHAPTER 05
Design Proposal and
Guidelines
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5.1 Introduction
This chapter will discuss how the outcomes of the inventory, analysis, and
synthesis translate into physical, site design, and planning or design guidelines. Most
relevant and effective approach and method will be used to solve the issues, conflicts
and constraint. The design proposal can determine the step that should be considered in
designing outdoor space in UMP to achieve the design goal. This chapter also explains
in how outdoor spaces in Universiti Malaysia Pahang (UMP) will be transformed into an
efficient learning space. How the spaces play a role as an element in order to build an
outdoor learning area through its sub concept in the academic core area, administration
area, recreational area and also residential area. The design proposal will be briefly
explained supported by diagram, illustration, and plan. Each area will be explained detail
in enlargement plan and proposed support activities.
5.2 Design Statement
In this proposal, the purpose is to design Universiti Malaysia Pahang (UMP)

outdoor spaces as an efficient learning environment which considers the type of each
campus activity zone of the site and fulfil the campus community need. Thus, the idea is
creating and enhancing the image of a university that provide an efficient learning
outdoor environment that give a comfortable, functional and sustainable campus outdoor
spaces that promote a strong ‘ sense of place’.
5.3 Design Goal and Objectives
5.3.1 Design Goal
Based on the issues and problems at the site study, the design goal is
establish the livable campus of Universiti Malaysia Pahang (UMP), Gambang
with the provision of meaningful and inviting outdoor setting for efficient learning
environment. The goal is outlined by finding the best solution in solving the issues
by considering the three attributes; the physical, biological and socio-cultural
attributes.
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5.3.2 Design Objectives
The design objectives include:

a. Promote a better relationship between campus communities by creating
new outdoor spaces for integration and social interaction.
b. Improve the campus spaces as an environment ideal for learning,
working, living and socializing.
c. Establish a unique campus environment that responds to the cultural and
physical environment.
5.4 Design Solutions
According to Cambridge Dictionary of American, design is the creation of a plan

or convention for the construction of an object or a system. Therefore, design solution is
the technique that uses in design to solve the problem at the site study based on
inventory and analysis that was conducted. Besides, the landscape architecture
approach will practice the design solution in term of form, function and aesthetic value at
the site.
5.4.1 Design Principles
This section presents the campus outdoor space design principles. The
principles include both the literature review, author acquisitions during the
professional experience on the campus design field and mainly the way-out
findings of author research study. The design checklist is organized in two parts
as; macro-scale and micro-scale design principles.
5.4.1.1 Macro-scale Design Principles
a. Provide the balance between solid and voids in the campus

master plan.
b. Define and interconnect the campus with a harmony of open
spaces and through a pedestrian pathway system.
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c. Create a variety of open spaces in size, scale, and functions that

serve different aspects of campus life including courtyards, back or
front gardens, public plazas etc.
d. Create a clear link between buildings and open space by locating
building entries, facing quads, courtyards, and plaza (Marcus and
Francis, 1998).
e. Design indoor study areas coordinated with outdoor landscaping to
provide visually pleasing connections (Marcus and Francis, 1998).
f. Reinforce the quality of campus open spaces by the strong
orientation of building fronts and public entrances to open spaces
and visual axes.
g. Respect visual and circulation corridors that link the campus to its
surrounding context in building massing. Where appropriate, use
building massing to create an enhanced entry to campus, to
courtyards, and to open spaces (Marcus and Francis, 1998).
h. Make open spaces significant features of the campus by relating
them to one another and to buildings as complementary elements.
i. Provide a hierarchy of open spaces from primary quadrangles to
entry courts and verandas that give individual personality to the
various places on campus (Marcus and Francis, 1998).
j. Use public art to enhance campus open space and to reinforce
direction finding.
5.4.1.2 Micro-scale Design Principles
The research has revealed that there are some basic design
principles which enhance the learning in open campus spaces. The
following principles are derived from student’s responses to interview
questions and my observations on students’ practices.
a. Clearly define and articulate open space by the buildings

surrounding them.
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Figure 5.1: Definition of boundaries

b. Separate some outdoor study areas from the main pedestrian alley
by means of distance, planting, level changes, so that people
passing by are not too distracting (Marcus and Francis, 1998).
Figure 5.2: Separation of areas

c. Provide sub-spaces rather single large spaces; this will prevent

distraction between separated groups of discussion.
Figure 5.3: Single Space vs. Sub-spaces

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d. Provide good grassy areas pleasant to sit on (Marcus and Francis,

1998).
e. Provide comfortable seating, picnic tables or small one-to-one
person tables for eating or studying (Marcus and Francis, 1998).
f. Provide flexible urban furniture which offers students to move or
shape furniture according to their requirements in terms of the
activity done on campus open spaces.
g. Provide sufficient lighting for reading and studying activities during
the evenings.
h. Provide silence with the help of landscaping elements.
i. Keep the traffic flow segregated from public open spaces.
j. Provide sufficient shadowing elements in order to prevent
disturbing effects of the sun. This can either be provided by using
natural elements like shady vegetations, sloppy surfaces or man-
made elements like bower, awnings.
5.4.2 Design Strategies
The general landscape principles arise partly from analysis of the existing
site but are also propositional statements that look towards the future structure
and character of the campus landscape. The goal of the study which is
establishing the livable campus of Universiti Malaysia Pahang (UMP), with the
provision of meaningful and inviting outdoor setting for efficient learning
environment will be achieved by defining some design strategies. The design
strategies of this study divided into three programs which is a user program,
space program and activity programs to give an experience for users and efficient
outdoor learning area. The following figure will explain all those three programs:
5.4.2.1 User Programs
This user program used to define the target users for each space
by their function of the space. The division of target users functions to
enhance the activities that appropriate to the users. The figure will explain
all those target users:
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Figure 5.4: The User Programs

5.4.2.2 Space Programs
This program divided into four which is an academic core area,

administration area, residential area and also recreational area. The
division of space based on the significant and potential of each space at
Universiti Malaysia Pahang (UMP). Each space has its own identity,
design phenomena to support learning activities.
Plan 5.1: The Space Programs

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5.4.2.3 Activity Programs
Refer to the data founded in inventory and analysis, the activity

program divided into 2 programs which are formal learning activities and
informal learning activities. It will be used to overcome issues and
problem derived at the site study in order to enhance the outdoor learning
environment.
Figure 5.5: The Activities Programs

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5.4.3 Design Approach
Refer to finding based on the synthesis of inventory and analysis data,

the design approach will be used to overcome issues and problem derived at
Universiti Malaysia Pahang (UMP). In order to designing UMP outdoor space as
an efficient learning environment, it should be providing setting for all kinds of
campus activities.
According to People Places, range of scale and functional space can

provide types of outdoor activities in campus spaces including relaxing to the
formal / informal event, quite study, people watching, enjoying nature, meditation,
chatting with friends, picnics, and games.
Based on the questionnaire towards UMP communities, respondents

defined perceived attributes that affect learning on open campus spaces.
Respondent’s generated eleven perceived attributes which are called; ability for
easy movement, the presence of nature, lack of rigid physical boundaries,
segregation of traffic, natural colour, natural lighting, emotional appraisals, social
diversity, silence, fresh air, and urban furniture. As a result, from the research
and also synthesis that was conducted in chapter 4, the design approach can be
applied at the significant spaces in UMP which are:
5.4.3.1 Academic core area
The academic core area is an area of the formal learning

environment take place and the proposed design can make this area to be
more efficient learning environment. It should be provided a lot of the
outdoor study area with the subspace for solitude for students. Besides,
the large scale of the student exhibition area is provided for students to
publish their work and becoming as space of self confidence.
Furthermore, these areas need to isolate from main road in order to keep
this space silence by planting barrier and also berm.
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Moreover, multipurpose open space must to be provided for

students to do any kind of activities. The planting pattern necessity is
dense and provide various species to increase the thermal comfort and
aesthetics. The good planting pattern can give good effect to the student
sensation and soul whilst study within nature. The pedestrian linkage
should be efficient in order to make among spaces is amalgamate and
also convenient for disabled people.
Illustration 5.1: Outdoor Gallery design Inspiration

Illustration 5.2: Design Inspiration of the Plaza

Source: Google Image (2012)
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5.4.3.2 Residential Area
Residential is a place for students to live in, socialize, revision

study and rest. In order to make this area become more livable, the
design approach should make that area transforming into a tranquil,
peaceful and serene space. The landscape elements should be more
emphasized in terms of planting in an attempt to ensure the space
become more natural and produced a lot of fresh air. The natural
environment will rise up student sentiment become calmer and in blissful.
The water element should be implemented in order to produce

white sound affected to make that area more harmonious in term of sound
and also use to replace noise that come from vehicular and students who
are talking. Water elements also use to give reflection to the space and
make the space look wider and create a sense of unruffled. On the other
hand, residential area should break up from the main road to overcome
the problem of overcrowding.
Illustration 5.3: The open space design

inspiration
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5.4.3.3 Administration Area
Administration area is the main place for university staff and

students. It should have a formal meeting space for staff, student and
visitor to make the discussion. Besides, the administration area also
should become focalization for the entire campus because it has a unit of
student affairs, lecturer and counsellor offices etc.
This area should be colorfulness and urban appearance in term of

soft landscape and hard landscape in order to make this space more
attractive and dominance. Furthermore, the proposed design should make
the administration area become a robust and amiable space for fostering
formal gathering space among the campus community.
Illustration 5.4: Design inspiration of the Administration Plaza

Source: Google images (2012)
5.4.3.4 Recreational Area
Recreational area is an area of informal learning environment take

place such as exercise, picnic and games and the proposed design
should be make this area to be more efficient informal learning activities.
The development of the area would be a multi-purposed ground for the
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campus community which providing space for recreation activities and

attractions, structures, and proper linkages such as jogging track.
The large scale of water element is needed in this space in order

to enhancing the visual quality and create a sense of splendour to rise up
the campus community mind and spirit. The type of planting should be
warm colours correspond to that place as a space for recreation and also
to make this space has their own characteristic.
Illustration 5.5: Recreational Area design Inspiration

Source: Google images (2012)
5.5 Conceptual Development
5.5.1 Design Concept
According to the site inventory and analysis that was conducted in

chapter 3 and site synthesis in chapter 4, the major problem that was studied in
UMP is the microclimate problem in term of thermal comfort. The thermal comfort
in UMP is poor because of lack of shading trees and also the building orientation
is still like industrial arrangement. The type of planting pattern is homogeneous
and less dense in the whole area of the UMP. Furthermore, there is a lot of lost
space without any activities in UMP whilst covered with bitumen. Besides, in term
of spatial perception, UMP still looks like as factories and lack of campus image
and ‘sense of place’.
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Picture 5.1: The Poor Thermal Comfort at academic core area of the west UMP
From the site problems that were identified, the best design concept in
designing UMP outdoor space to be as efficient learning environment is ‘The
Verdant Campus’. Referring to the Oxford Dictionary fifth edition 2011, the
definition of word ‘verdant’ is a lush, fresh green, luxuriant, and leafy. The word
‘verdant’ is got from the word ‘Pahang’ from the name University Malaysia
‘Pahang’. Pahang state is very well-known for its natural environment and there
has a lot of the National park, highland and also forest in Pahang. It will become
an identity of UMP as a University in Pahang.
From the concept ‘Verdant Campus’, the campus was divided into types
of garden that each of them have significantly in term of scale, functionality as
well as the unique character. The types of garden proposed also based on
perspectives of university space as a guide to relate the garden and the
functionality.
Illustration 5.6: The illustration of Verdant Campus

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5.5.2 Sub Concept
Based on the inventory and analysis that was conducted in chapter 3,

Universiti Malaysia Pahang (UMP) consists into 4 zones which are administration
area, academic core area, recreational area and residential area. The
development of sub concepts in UMP based on the 4 zones that consisting in the
UMP and it will generate all space in UMP to be more efficient in term of the
learning process. Besides, each of the sub concepts has their own identity,
function, scale, character, spatial, and also type of activities as planned below:
5.5.2.1 The Center for Interactive
Referring to the Cambridge Dictionary of American (retrieved 8th

Jan 2013) the meaning of interactive is human interactions with anything
related to learning process. Spaces of interactive give the special
meaning, knowledge or information to the particular space. Space as
Interactive adopt in academic zone that give the specific meaning to the
academic area itself.
5.5.2.2 The Corridor of Charming
According to the Project for Public Space (PPS) Hompage

(retrieved 8th Jan 2013), the definition of the charming space is the
attractive and enchanting space use for social interaction. The corridor of
charming uses to provide buildings and spaces that define the educational
needs. University spaces as promote social interaction among the
campus community (students, staff and visitors) as the social process
5.5.2.3 The Heart of Serenity
Serenity is tranquility and peacefulness (Dictionary Online,

retrieved 8th Jan 2013). Space as living adapt for students' residential
zone that promote the tranquil environment by enhancing new outdoor
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spaces for congregations and other outdoor activities and improve the
existing outdoor spaces.
5.5.2.4 The Zone of Excitement
Excitement is a something that stimulates, dynamic and animated

(Dictionary Online, retrieved 8th Jan 2013). The zone of excitement is a
space that adapts for the recreation zone which is meant the exciting
space is needed by the campus community to improve quality of life rather
than focus to academician aspect only.
5.6 Conceptual Proposal
In design proposal stage, these include the design programs, relationship

diagram, schematic plan, preliminary plan and master plan. In this proposal, the focus
area of the design is located in the outdoor spaces of Universiti Malaysia Pahang (UMP).
5.6.1 Site Programs
a. Garden of Leadership
The aim of ‘Garden of Leadership’ is to train the student to be a leader
and raise their self-confidence.
b. Bring Successfully Students Who Driven Academically

The goal of this program is to produce quality students by experiencing
the unique learning experience
c. Away From Home

This program is intended to provide a comfortable and lively environment
place for living
d. Health And Wellness Circuit

The aim of the ‘Health and Wellness Circuit’ is to provide a healthy life for
the campus community by enjoying the natural environment.
95
e. The Journey Of Discovery

This program is endeavouring to provide a unique experience and walking
comfort in a good quality setting.
5.6.2 Relationship and Functional Diagram
Relationship diagram is a process to determine a space that can

be used to provide different space, experience and activities on the site. The site
area will be divided into six spaces and each space has their own characteristic
as shown in the figure below:
Figure 5.6: Relationship and Functional Diagram

96
a. Academic Area (East and West) – The Center for Interactive
The academic area is a semi private space just for student and
staff. Besides, this area has been proposed to be an outdoor learning
space activity like an outdoor space lecture and also as a place for
meeting and discussion activity. The student exhibition was proposed in
order to encourage student performance. Furthermore, the faculties event
can be conducted in that space. Moreover, this space is linked with
secondary entrance, east and west of administration areas and also
residential area.
b. Administration Area (East and West) - The Corridor of Charming
The administration area is a public space for all campus

community including visitor. At the east of administration area was formal
gathering space together with the student centre and relaxing space as a
major nodes and focalization in entire of the UMP. Furthermore, outdoor
library is provided at library adjacent space for reading activity.
c. Residential Area – The Heart of Serenity
The academic area is a semi private space just for students only.
This area has pocket park and full with serenity and can accommodate
college event, resting area and diminutive study activities. This area
linked with the west academic area and also east and west of the
administration area.
d. Recreational Area – The Zone of Excitement
The administration area is a public space that can use by all

campus community. Moreover, the setting of the area can be space for
student exploring, fitness, healthy and relaxing also do many kinds of
sport and games. This area linked to the east academic area and also
east and west of the administration area.
97
5.6.3 Bubble and Schematic Plan
Schematic is the initial process of developing a master plan. In this

process, the schematic plan will provide a more detailed form of the design
elements such as the plaza, circulation linkages, location of a lake,
amphitheatre etc. as shown in Figure below. The additional activities will be
used to support the idea.
Figure 5.7: Bubble Diagram

Plan 5.2: UMP Schematic Plan

98
5.6.4 Preliminary Master Plan
The preliminary plan produce based on the earlier processes. This plan is
the base ideas to develop a master plan. All the information including activities,
spatial, elements and the organization can be seen. The preliminary plan
evolved from the idea develops in the early stage of design process based on
the concept chosen.
Plan 5.3: UMP Prelimenery Master Plan

99
5.7 Landscape Master Plan
The completed master plan that has been produced will show the overall
proposed design in the UMP. The layout of the master plan is produced based on the
conceptual idea and the previous strategies that can integrate the concept of the site.
The design layout shows the space and the proposed activities in the UMP.
Plan 5.4: Overall Master Plan of UMP
100
The principal of Universiti Malaysia Pahang (UMP) master plan focusing on

encouraging academic and non academic activity in existing campus spaces including
public spaces and private spaces. The master plan also incorporates the campus spaces
hierarchy of landscape spaces ranging from the formal and ceremony functional and
playful. A series of garden gathering and spaces which rhythm in character promotes the
social interaction among the campus community and also to be as efficient learning
environment as a whole.
Spaces through a campus are developed to serve educational purposes

(garden), entertainment purposed (playing fields, amphitheatre) and to enlighten users of
the landscape by incorporating sculpture and other forms of art into the design. There
are five significant areas that have been identified in the campus which are:
a. Garden of corporate used for staff located in the administration zone.

b. Garden of Knowledge and Garden of Inspiration which is courtyard garden
located in the academic zone.
c. Garden of Serenity located in the student residential zone as a place for informal
meetings and relaxation.
d. Home base garden implemented at the student residential zone that provides a
variety of outdoor spaces for student enjoy living on the campus.
e. Garden of exciting located in the recreation area provides passive and active
activities for the campus community.
5.8 Enlargement
Enlargement plan is provided to give a specific view and to show the function on
a particular area. The enlargement and the explanation are as shown in the following
figure:
101
5.8.1 Enlargement 1 – The Centre of Interactive
The enlargement plan below shows the enlargement of the significant area of
UMP which is the academic core area at the west of the UMP. The concept of the
proposed design is the ‘Centre of Interactive’ which is suitable for that particular area
area in order to make more efficient learning environment
Plan 5.5: Enlargement of Center for Interactive
Legend:
1. Outdoor Gallery
2. Engineering Workshop
3. Amphitheatre
4. Multipurpose Square
5. Pedestrian Bridge
6. Lecture Hall
7. Faculty of Civil Engineering
102
The proposed landscape design will create a superior design phenomenon in

academic core area. The centre of interactive gives the special meaning, knowledge or
information to the particular space. There are many facilities that have been prepared
such as an outdoor gallery for engineering students to showcase their works.
Amphitheatre also need for students to present their work after completed the making in
the laboratory. Therefore, students will experience a lot of knowledge in that space.
In order to make the Centre of Interactive to be more efficient learning

environment, there are four design strategy should be followed as in the figure below:
Figure 5.8: The Design Strategies of Center for Interactive
5.8.1.1 Section – Elevation A-A’
A section drawing shows a cross-section of the site plan, providing a view

of the horizontal and vertical dimensions. Moreover, an elevation drawing
represents a side view of the site plan. Furthermore, based on the section-
elevation A-A’ in the illustration of 5.7 will give an idea about the relationship
between the space of the outdoor gallery, amphitheatre and also a pedestrian
bridge of the Centre for Interactive in order to create that area to be more
efficient learning environment.
103
Illustration 5.7: Section - Elevation A-A’ for Center for Interactive
104
Illustration 5.8: Perspective of Amphiteather in Taman Sains and Inovasi
The amphitheatre was constructed in large scale for engineering students comfortable
during do a presentation at the same time can fit more audience. There is a lot of trees
that symbolize the sense of confidence such as Schizolobium parahyba and Bucida
molineti which is tall, and branches leading to the sky
Illustration 5.9: Perspective of Garden in the top of Pedestrian Bridge
Pedestrian bridge with the garden on the second level is intended to merge the areas of
the east and west UMP. At the top of the bridge was provided solar shelter for students
to do discussion or study while view the whole area of the UMP.
105
5.8.2 Enlargement 2 – The Corridor of Charming
The enlargement plan below shows the enlargement of the significant

area of UMP which is the administration area at the east of the UMP. The
concept of the proposed design is the ‘Corridor of Charming’ which is suitable for
that particular area in order to make more efficient learning environment.
Plan 5.6: Enlargement for the Corridor of Charming
Legend:
1. Student Affair Building
2. Walkway with Arches
3. Water fountain
4. Academic Stuff Kiosk
5. Relaxing Area
6. Corporate Garden
7. Counselling office building
106
The proposed landscape design will create a wonderful design phenomenon in

this area and perfectly fulfil the spatial need of the campus plaza. The new design will
provide the fluctuate landform that create a sense of belonging and the water elements
with the technology sphere sculpture and also colourfulness plants selection will
enhance the visual quality and thermal comfort.
In order to make the Centre of Interactive to be more efficient learning

environment, there are four design strategy should be followed as in the figure below:
Figure 5.9: The Design Strategies for the Corridor of Charming
5.8.2.1 Section – Elevation B-B’
Based on the section-elevation B-B’ in the illustration of 5.10 will give an

idea about the landform and the relationship between the space of the walkway
under the dynamic arches, water elements, academic stuff kiosk, and also
relaxing area of the Corridor of Charming in order to create that area to be more
efficient learning environment.
107
Illustration 5.10: Section - Elevation B-B’ for Corridor of Charming
108
Illustration 5.11: Perspective Towards Water Elements
Integration between water elements and hard landscape will balancing between hard
landscape and soft landscape whilst produce the white sound effect at the student centre
plaza. Besides, ramp is provided for disabled people. Then, the sphere glass sculpture
designed as focal point use for visual enhancement.
Illustration 5.12: Perspective towards Garden of Corporate
The garden for corporate design great emphasis on the aspect of geometric shapes to
create the sense of formality. It also provides space for formal discussion and also a lot
of benches for campus community rest in the nature.
109
5.8.3 Enlargement 3 – The Heart of Serenity
The enlargement plan below shows the enlargement of the significant

area of UMP which is the male and a female residential area.
Plan 5.7: Enlargement of the Heart of Serenity
Legend:
1. UMP Mosque
2. Garden of Serenity
3. Male Residential Area
4. Garden of Tranquility
5. Cafeteria
6. Serenity Plaza
7. Garden of Calmness
This garden uses pure, powerful forms and abstract symbolism to achieve a
sense of calm contemplation. The relaxing area in the middle of the garden contains a
water fountain as a treatment for serenity as well as to balance between soft landscape
110
and hard landscape. The comfortable seating, convenient furniture layout, temperature
control, and pleasant outside views as strategies used in this garden.
In order to make the Heart of Serenity to be more efficient learning environment,

there are four design strategy should be followed as in the figure below:
Figure 5.10: The Design Strategies for the Heart of Serenity
Illustration 5.13: Perspective Towards the Serenity Plaza
The plaza of serenity is provided as a place for welcomed the arrival of students or any
user when entering the residential area. This area is full with a very natural shade trees
that can create a sense of harmony.
111
Illustration 5.14: Perspective Towards the Garden of Tranquility
'Garden of Tranquility' use as a space for congregation or gathering under shade trees
with group or small group. Students will experience the natural phenomenon that can
stimulate their mind, health and soul.
Illustration 5.15: Perspective Towards the Garden of Serenity
In Universiti Malaysia Pahang (UMP), the male and female student are not allowed to
enter the residence of different gender. Besides, garden of serenity has been built to
112
incorporate between male and female students to study together in the beautiful,
comfortable and harmony space.
5.9 Campus Design Guideline for Overall Campus
Campus outdoor spaces play a major role in helping to define the institutional
image and the unique campus character, and to support campus activities. The intent of
the following general guidelines is to support and guide decision making for project
planning and design consultation, to ensure that any design is part of a consistent whole.
5.9.1 Community Interface Guidelines
a. Create large-scale landscape designs at campus corners including mass

plantings and clear durable functional identification signage. Consult the
campus signage standards for all signage designs.
b. Provide campus edge landscaping, signage, site accessories, and

material selections should create a break between adjacent uses while
maintaining a sense of continuity, softening views of perimeter parking
lots, and improving safety for all modes of movement along the campus
interconnections with the community.
c. Enhance transitions to and from the campus through appropriate lighting

levels, simple and functional signage, appropriately scaled plant material,
and elimination of clutter.
5.9.2 Social Spaces Guidelines
Social spaces guidelines attempt to define how outdoor spaces are used,
how often they are used, and how people transition between buildings and
outdoor spaces.
113
a. Recognize outdoor area uses by differing activity levels such as: major
walks, tranquil areas for reflection and quiet activities, places to sit in both
active and passive spaces, and solar orientation.
b. Develop outdoor rooms (cloisters, plazas, malls, etc.) to reflect use

requirements for seating, solar warmth, wind protection, focal points such
as fountains or sculpture, and unique character by site accessories or
naming.
c. Frame and screen outdoor rooms from adjacent distractions through

arcades, colonnades, gateways, planting walls or appropriate screen
fences.
d. Create and retain large open flat lawns for a diversity of recreational and
social uses. Provide shaded edges for outdoor studying or viewing
activities.
e. Designate outdoor café, meeting, and market venues near highest

population densities with adequate seating, lighting, power source, and
shade structures for vendors and customers.
5.9.2 Pedestrian Area Guidelines
Pedestrian areas address the pedestrian experience: what they see, feel,
hear, and smell — such things as walkways, nodes, views, and vistas, weather
exposure or protection, resting areas, and safe movement.
a. Maintain walkway widths appropriate for the anticipated volume of

pedestrian traffic, but no less than seven feet for efficient snow removal.
Consider other uses, such as wheelchairs, bicycles, and service vehicles.
Provide generous corner radii or small plazas (nodes) where walkways
intersect.
114
b. Avoid colored concrete walkways and flagstone — except as narrow

shortcut paths which have no snow removal or accessibility for
wheelchairs.
c. Create stopping places along walkways to observe and appreciate views,

landscape, or activities along the way, incorporating seating where
possible. Provide pull-off bays on joint use walks for service vehicles
where needed.
d. Landscape to protect walkways from strong winds and inclement weather.

Orient building and other facility entrance points in consideration of rain,
wind, sun, and shade. Strategically place all-weather shelters along
pedestrian paths, major bus stops, and at pay-parking stations.
e. Provide consistent directional signage at campus entrances, parking

garages, major buildings, key intersections, and nodes using campus
standard signage details. Include maps, event locations, disabled routing,
and bicycle routes.
f. Provide grade-separated crossings at major streets whenever possible.

Incorporate designs with oversize widths, full access to all users, public
art, and a sky-lighted interior.
5.9.2 Landscaping Elements Guidelines
a. Use native landscape materials to the greatest extent feasible, including

drought-tolerant plantings where appropriate, and the preservation of flora
and fauna habitats.
b. Enliven campus spaces with public art, including sculpture, plazas,

Specialty gardens, and where environmentally feasible, water features.
c. Identify and preserve beautiful and interesting view corridors of all kinds,
especially in the hill backdrop.
115
d. Plant flower beds together in quantity at points of campus entry and

places of the greatest people density. Use more drought-resistant
plantings, naturally grouped, in areas where close inspection is not likely.
Place plant materials in massed groupings without using several
competing species.
e. Arrange trees and other plantings to enhance building architecture and

details, especially entrances, which should be fully revealed. Limit small
scale plantings, such as flower beds, to principal building entrances.
5.10 Conclusion
From the design strategy and proposal, it can be concluded that proposed design
can create an efficient learning environment for the campus community. Thus, in
achieving the goal and aim of this project, then concentrating on the integration between
spaces is becoming a main agenda in designing outdoor campus spaces. By
strengthening the campus character, the 'sense of place’ can be enhanced as well as
give the unique identity to the campus itself.
116
LIST OF REFERENCES
116
LIST OF REFERENCES
Book
Castaldi, Basil (1969), Creative Planning of Educational Facilities, Boston: Allyn and Bacon.
Carney Strange and James H Banning (2000), Educating By Design; Creating Campus Learning
Environments That Work, Calif, Jossey-Bass Chichester : Wiley, San Francisco.
Catherine Dee (2005), Form and Fabric in Landscape Architecture, Spon Press, New York.
Clare Cooper Marcus and Carolyn Francis (1997), People Places: Design Guidelines for Urban Open
Space, second edition, Van Nostrand Reinhold, New York
Dober R.P. (2000), Campus Landscape: Functions, Forms and Features, John Wiley & Sons, Inc, New
York.
Dober RP. (1992), Campus Design, John Wiley & Sons, Inc, New York.
Illinois Institute of Technology: Campus Guide (2005), Princeton Architectural Press.
Lynch and Hack (1984), Site Planning, Maple-Vail. Inc. USA.
Matthew Carmona (2003), Public Places, Urban Spaces: The Dimensions of Urban Design,
Architectural Press, Oxford.
Mothloch John. L (2001) Introduction to Landscape Design, Department of Landscape Architecture Texas
A&M University, Van Nostrand Reinhold, New York.
Roger Trancik (1986), Finding Lost Space: Theories of Urban Design, John Wiley & Sons Inc, New York.
Research Papers and Articles
Abu-Qhazzeh (1999), Communicating Behavioural Research To Campus Design: Factors Affecting The
Perception and Use of Outdoor Spaces at the University of Jordan, University of Jordan Publication
117
Farland MA (2007), The Relationship Between Student and Use of Campus Green Spaces And The
Arboretum And Perceptions of Quality of Life, Department of Agriculture, Texas State University
H. Yang (2007), Campus Landscape Planning Space and Design Using QFD Department of Landscape
Architecture, Virginia Polytechnic.
Majd Al Homoud (2003), University Outdoor Spatial Layout Effect on Perception of Students Interaction
and Group Seclusion, Department Of Architecture, Jordan University Of Science And Technology,
Jordan.
Neil. A (2002), Open Space for the Public: An Evaluation of Designed Open Spaces on Urban University
Campus, Louisiana State University.
Paul Temple (2007), Learning Space for the 21st Century, a Review of Literiture Review, Centre for
Higher Eaucation Studies, Institute of Education, University of London.
Shuhana, S. Et Al. (2007), Kompendium Perancangan Dan Rekabentuk Kampus Kondusif, Universiti
Teknologi Malaysia, Johor Bahru.
Internet Sources
th
Dictionary Online at www.dictionaryonline.com (as retrieved 10 January 2013)
th
Google Images at www.google.com (as retrieved 10 January 2013)
th
Oxford Dictionary Online at www.oxforddictionary.com (as retrieved 10 January 2013)
th
Universiti Islam Antarabangsa Malaysia (UIAM) Homepage at www.iium.edu.my (as retrieved 10
January 2013)
th
Wellesley College Homepage at www.new.wellesley.edu/ (as retrieved 10 January 2013)
118
PRESENTATION BOARDS
119

Thesis - Designing Campus Outdoor Space As An Efficient Learning Environment. Case Study at Universiti Malaysia Pahang (Ump), Gambang, Pahang.

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Thesis - Designing Campus Outdoor Space As An Efficient Learning Environment. Case Study at Universiti Malaysia Pahang (Ump), Gambang, Pahang.

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DEPARTMENT OF LANDSCAPE ARCHITECTURE

FACULTY OF ARCHITECTURE, PLANNING AND

DESIGNING CAMPUS OUTDOOR SPACE AS AN EFFICIENT LEARNING

ANWAR BIN SURAN

DESIGNING CAMPUS OUTDOOR SPACE AS AN EFFICIENT LEARNING

ANWAR BIN SURAN

DESIGNING CAMPUS OUTDOOR SPACE AS AN EFFICIENT LEARNING

STUDENT’S NAME : ANWAR BIN SURAN

UITM NO. : 2008368775

DATE : FEBRUARY 2013

It is proposed that the dissertation submitted by

ANWAR BIN SURAN

DESIGNING CAMPUS OUTDOOR SPACE AS AN EFFICIENT LEARNING

Main Supervisor Second Reader

Date : 4th FEBRUARY 2013 Date : 4th FEBRUARY 2013

Keywords: Campus Outdoor Space, Learning Environment

TABLE OF CONTENT iii-vi

LIST OF PHOTOS, FIGURES, PLANS, ILLUSTRATIONS AND TABLES vii-xii

CHAPTER ONE: INTRODUCTION

CHAPTER TWO: LITERATURE REVIEW AND REFERENCE CASES

2.2.11 Favourite Outdoor Spaces 14

CHAPTER THREE: SITE INVENTORY AND ANALYSIS

CHAPTER FOUR: SITE SYNTHESIS

CHAPTER FIVE: DESIGN PROPOSAL AND GUIDELINES

5.4.2.2 Space Programs 86

LIST OF REFERENCES 117

PRESENTATION BOARDS 119

LIST OF PHOTOS, PLANS, FIGURES, ILLUSTRATIONS AND TABLES

Photo 3.1 : Old MEC building in year 1997 34

Photo 3.20 : UMP main entrance 45

Photo 4.1 : Taman Sains and Inovasi (academic area) 64

Plan 2.1 : Key Plan of Universiti Islam Antarabangsa 16

Plan 3.1 : Location of Pahang 35

Plan 4.1 : Synthesis map of UMP 79

Plan 5.1 : The Space Programs 86

Figure 4.1 : Significant area of UMP 63

Figure 5.1 : Definition of boundaries 84

Table 2.1 : Comparison of reference cases 30

Illustration 5.1 : Outdoor Gallery design Inspiration 89

When we mention about efficient campus planning or campus design, most of

1.2 Definitions of Terminologies

1.2.3 Outdoor Space

Finally, an outdoor space can be defined as green or wooded areas that

1.2.6 Learning Environment

1.3 Background of the Study

Besides, campus environmental quality is important to increase the social

1.4 Prevalent Issues in Study Area

Previously, UMP is an industry of Malaysia Electronic Corporation (MEC), which

Socio-Culture issues that can be observed are the industrial layout in

1.5 Aim and Objectives of Study

1.6 Scope and Limitation of Study

of an international private university, the focused campus spaces shall be based on

The methods used in the research as discussed below

This chapter has discussed about the introduction of study including

2.2 Literature Reviews

According to University of North Carolina website (retrieved 19th October 2012),

2.2.1 Campus Outdoor Space

According to Marcus (1990) the campus is the total physical environment,

Landscape spaces help unify the campus through a connecting fabric of

Concepts that is underscoring the importance of the nonverbal

2.2.3 Space as Metaphor

Literature dealing with space as a metaphor as in ‘space for reflection’

2.2.4 Spatial Organization