Campuses and the City

  • Davide FassiEmail author
Part of the Research for Development book series (REDE)


This chapter investigates the relationship between universities and the cities in which they are located. It explores the meaning of university campuses, how they are connected with the urban and the social/economic fabric by exploring the three-dimensional missions universities have: educational, research, and relations with the external. Focusing on the third mission, the author explores the ways universities today are facing their social responsibility and sustainability goals by pointing out some best practices and detailing the experience of his research team within Polisocialthe social responsibility programme of the Politecnico di Milano.


  1. Balducci A (2013) Polisocial, un progetto di responsabilità sociale del Politecnico di Milano. TERRITORIO (66):47–48.
  2. Balducci A (2018) Politics of the campus. Lotus Int 165Google Scholar
  3. Bang H (2005) Among everyday makers and expert citizens. Remaking governance: peoples, politics and the public sphere, pp 159–178Google Scholar
  4. Bauman Z (2013) Liquid modernity. Wiley, New York, NYGoogle Scholar
  5. Belforte S (1996) Collegi universitari: esempi e progetti a confronto. Celid, TorinoGoogle Scholar
  6. Borlini B, Memo F (2008) Il quartiere nella città contemporanea. Bruno Mondadori, MilanoGoogle Scholar
  7. Boyer E (1990) Scholarship reconsidered: priorities of the professoriate.The Carnegie Foundation for the Advancement of Teaching, San FranciscoGoogle Scholar
  8. Brockliss L (2000) Gown and town: the university and the city in Europe, 1200–2000. Minerva 38(2):147–170CrossRefGoogle Scholar
  9. Bruning SD, McGrew S, Cooper M (2006) Town–gown relationships: exploring university-community engagement from the perspective of community members. Public Relat Rev 32(2):125–130CrossRefGoogle Scholar
  10. Camocini B, Fassi D (A c. Di) (2017) In the neighbourhood. Spatial design and urban activation. Franco Angeli, MilanGoogle Scholar
  11. Castelnuovo I, Renzini A (2015) Teaching in the field 2012–2014. Fondazione Politecnico di MilanoGoogle Scholar
  12. Chapman MP (2006) American places. In: Search of the twenty-first century campus. ACE/Praeger series on higher education. Greenwood Press, Santa Barbara, CAGoogle Scholar
  13. Cognetti F (2013) La third mission dell’università. Lo spazio di soglia tra città e accademia. TERRITORIO (66):18–22.
  14. Cognetti F, Castelnuovo I (2019) Mapping San Siro Lab: experimenting grounded interactive and mutual learning for inclusive cities. Trans Assoc Eur Sch Plan 3(1):37–54CrossRefGoogle Scholar
  15. Fassi D (2012) Temporary urban solutions. Maggioli Editore, Sant’Arcangelo di Romagna, RiminiGoogle Scholar
  16. Fassi D, Galluzzo L, Rogel L (2016) Hidden public spaces: when a university campus becomes a place for communities. DRS2016: design + research + society-future-focused thinking, pp 3407–3421. Design Research SocietyGoogle Scholar
  17. Fassi D, Motter R (2017) System-events toolbox. In: Issa T, Isaias P, Issa T (eds) Sustainability, green IT and education strategies in the twenty-first century. Springer, London, pp 525–542CrossRefGoogle Scholar
  18. Gaffikin F, Perry DC (2012) The contemporary urban condition: understanding the globalizing city as informal, contested, and anchored. Urban Aff Rev 48(5):701–730CrossRefGoogle Scholar
  19. Gehl J (2013) Cities for people. Island Press, WashingtonGoogle Scholar
  20. Henning PH (2013) Everyday cognition and situated learning. In: Handbook of research on educational communications and technology. Routledge, New York, pp 154–179Google Scholar
  21. Jiusto S, McCauley S, Stephens JC (2013) Integrating shared action learning into higher education for sustainability. Int J Lifelong Educ 5:22Google Scholar
  22. Kyei-Blankson L, Ntuli E (2014) Practical applications and experiences in K-20 blended learning environments. IGI Global, Hershey, PACrossRefGoogle Scholar
  23. Laredo P (2007) Revisiting the Third Mission of Universities: toward a renewed categorization of university activities? High Educ Policy 20(4):441–456CrossRefGoogle Scholar
  24. Lave J, Wenger E (1991) Situated learning: legitimate peripheral participation. Cambridge University Press, CambridgeCrossRefGoogle Scholar
  25. Lees L, Melhuish C (2015) Arts-led regeneration in the UK: the rhetoric and the evidence on urban social inclusion. Eur Urban Reg Stud 22(3):242–260CrossRefGoogle Scholar
  26. Meroni A, Selloni D, Rossi M (2018) Massive codesign. A proposal for a collaborative design framework. FrancoAngeli, MilanoGoogle Scholar
  27. Moscati R, Regini M, Rostan M (2010) Torri d’avorio in frantumi?: dove vanno le università europee. Il Mulino, BolognaGoogle Scholar
  28. Mitrasinovic M (2015) Concurrent urbanities: designing infrastructures of inclusion. Routledge, New YorkCrossRefGoogle Scholar
  29. Neuman DJ (2013) Building type basics for college and university facilities, vol 22. Wiley, New YorkGoogle Scholar
  30. Perry DC, Wiewel W (2015) The university as urban developer: case studies and analysis. Routledge, New YorkCrossRefGoogle Scholar
  31. Piredda F, Fassi D (2015) In a garden. Designing gardens through storytelling. In: Proceedings of the cumulus conference, the virtuous circle design culture and experimentation, MilanGoogle Scholar
  32. Thomashow M (2014) The nine elements of a sustainable campus. Sustain: J Rec 7(3):174–175Google Scholar

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Politecnico di Milano, Design DepartmentMilanItaly

Personalised recommendations