For a long time, universities and, in particular, schools were viewed as closed systems within the urban landscape. But social change calls for new approaches: educational institutions are redefining themselves as vibrant “third places” that extend far beyond their traditional functions. Opening up to the urban community can serve as a strategic response to social fragmentation, the decline of city centers, and the lack of spaces for people to come together.
Three Strategies for Openness: Real-World Examples
1. The Open University: Openness Through Resource Sharing
Two recent examples illustrate how universities are deliberately opening their infrastructure to the local community. In recent years, the Evangelische Hochschule (EvH) Bochum has consistently positioned itself as an open space within the neighborhood. The cafeteria is also open to neighbors from the surrounding buildings, and public events for a broad audience are a regular part of the program. The university explicitly sees itself as a “space for democracy”—a place for exchange and discourse far beyond academic operations.
The Niederrhein University of Applied Sciences in Krefeld is taking a slightly different approach: here, the campus garden on Frankenring is gradually being developed into a collaboratively designed meeting place for students and the neighborhood. Residents were invited to design the space together with faculty and students—a participatory process that visibly anchors the university in the local community. Both examples demonstrate that opening up does not necessarily require major investments, but rather, above all, a conscious cultural shift in how existing resources and spaces are utilized.
2. The Integrated School: Openness Through Integration with the Neighborhood
The BOB Campus in Wuppertal demonstrates how openness can be achieved through full integration. On the site of a former textile factory, a campus has been created that combines living, working, and education. The Max Planck Secondary School is not an isolated building here, but an integral part of an ecosystem that it shares with a daycare center, studios, coworking spaces, and the neighborhood library. The school not only uses the campus’s professional workshops but is itself part of public life. This model demonstrates how public-interest-oriented real estate development can create open and synergistic educational landscapes from the very beginning.
3. Shared Space: Opening Up Through the Targeted Release of Areas
The most pragmatic approach involves opening schoolyards outside of school hours. This trend is being successfully implemented in many German cities. A prominent example is Munich: Under the program “From Schoolyard to Playground,” 55 municipal schools have already opened their outdoor facilities to the neighborhood. A similar pilot project is also underway at the Gymnasium Plauen in Dresden. Especially in densely populated areas, this creates much-needed, age-inclusive spaces for physical activity and social interaction. This low-barrier approach demonstrates that, with clear rules regarding safety and usage, even individual spaces can have a positive impact on social cohesion within the neighborhood.
4. Strategic Planning for a Successful Transformation
The transformation of educational institutions into third places requires strategic planning. Collaborative partnerships, professional community management, flexible spatial concepts, clear usage agreements, and secure funding are crucial. actori supports this process with feasibility studies, needs assessments, and the development of tailored usage and spatial concepts. In doing so, it is particularly important to us to involve and inform the relevant stakeholders through appropriate participatory processes. By developing viable operational and management models and business plans, we ensure economic viability—for a successful transformation from the initial idea to sustainable implementation.
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A contribution from Amélie Strobel, project lead.