The Syntax of Campus Planning: A Comparative Analysis of Qatar University and Education City in Doha, Qatar
DOI:
https://doi.org/10.63955/BuiltForm.12Keywords:
development, education, morphology, space syntax, urban designAbstract
The paper examines the campus planning of Qatar University (QU) and Education City in Doha, Qatar. The comparative study includes figure-ground mapping, land-use classification, active frontage assessment, building height documentation, pedestrian shed analysis, and space syntax analysis to evaluate the morphological and spatial configuration of these campuses. It serves as a foundation to explore the evolution of the ‘campus’ concept from its historical roots to contemporary forms. Both campuses are large. Free-standing buildings tend to compose both campuses, distinct from traditional urban-block structures, with a typical block size that is over twice the average for other Doha neighborhoods (Major & Tannous, 2024). Key findings include that the QU campus developed centrifugally (center outward), while Education City grew centripetally (edges inward). Education City shows more active frontages and greater building-height diversity than QU’s more uniform low-rise profile. Vast distances and extreme summer heat hinder pedestrian accessibility, which metro, tram, and bus systems only marginally mitigate, favoring ‘edge-in’ vehicular access. Space syntax analysis reveals poor intelligibility, as peripheral expansions disrupt QU’s original masterplan, while Education City’s layout lacks any spatial coherence beyond its entry roads. Based on the review and analysis, the paper articulates three theoretical campus models: enclosed, edged, and scattered. Through all-line axial analysis and Visibility Graph Analysis (VGA), we argue that 1) the enclosed model can enhance focal visibility and multi-directional movement, and 2) the edged model can help to prioritize edge-to-edge readability, while 3) the scattered model tends to disperse visual and linear integration, resulting in reduced clarity for users. The paper concludes that contemporary campuses, such as QU and Education City, must integrate elements from all three models as their scale increases. However, they may suffer from compromised walkability and intelligibility if not carefully designed. The practical implications of these findings are significant, as they can inform planning practices and suggest improvements for campus walkability and coherence.
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Copyright (c) 2025 Mark David Major, Heba O. Tannous, Raya M. Atour
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