Biophilic campus: An emerging planning approach for a sustainable innovation-conducive university.

Abstract Universities worldwide are competing to offer attractive learning and research environments to a new generation of skilled and talented students. Governments of the developed world urge universities to foster innovation and technology transfer within a framework of sustainability, at the same time as higher education systemsare facing continuous funding cuts. This dilemma pushes campus architects and planners to work on ways to promote innovation and creativity in a planned manner within time, budget and space limitations. This research attempts to fill the gaps between strategy-based studies and practical aspects of design of innovation-conducive university campuses. This study introduces biophilia as a philosophical approach that reflects the innate human need to connect with nature. Recent experiments with biophilia have used natural elements to enhance physical, social, intellectual and psychological human wellbeing. This study proposes that merging the attributes of biophilic design with sustainable development will generate a robust model that supports the evolution of a creative university campus. In this light, this research thoroughly reviews the body of literature which investigates the correlation between sustainability, innovation and biophilia within the built environment in general with particular attention to university campuses. The theoretical background shows that the principles of biophilia have the potential to foster innovation in higher education. The study proposes a comprehensive framework based on earlier studies to promote the linkages between sustainability and innovation through deploying the values, patterns and elements of biophilic design. Further research is required to test the validity of the framework on a global scale. Highlights • Studies proved the viability of biophilia in restoring human's cognitive resources. • Most studies of biophilic design did not offer a mechanism for implementation. • The 'traditional' planning prototype of universities provokes passive learning. • Also, it stigmatises connection with nature and hinders advancing sustainability. • A design framework for a biophilic, innovative and sustainable campus is proposed. [ABSTRACT FROM AUTHOR]