Average Teaching Space Utilisation rates rarely exceed 30%

With both capital and revenue budgets under pressure, does teaching represent a meaningful source of efficiency gains? Is the utilisation rate a useful measure of performance and what can be done to tackle such low levels of space usage?

Our research shows that potential gains in this area can consume a disproportionate amount of resource and deliver only marginal improvements in performance. Why? Largely because many of the critical success factors in making those improvements have nothing to do with timetabling or space management, but rather lie in a complex web of process and cultural issues, which are not measured separately and are far from illuminated by the utilisation rate. Our teaching space analysis model helps clients to explore these issues.

Our model provides a comprehensive view of teaching activities, which enables Clients to:

  • Benchmark timetabled activities against observed usage figures and identify meaningful target utilisation rates
  • Explore factors which erode the utilisation rate and evaluate their real impact on capacity
  • Target measures designed to improve utilisation rates and enhance the student experience
    Post-projects, our Clients regularly attest that working with us makes it easier to:

  • Differentiate issues requiring a curriculum-led response, from those needing a timetabling or estate solution
  • Discuss issues of student attendance
  • Consider implications for learning and teaching policy
  • Focus attention on meaningful actions
  • Align estate plans and timetabling policies, with curriculum planning processes
  • Top