Table of Contents

CHAPTER 1 ................................................................................................................................................................................................................................... 2
1.0 Introduction .......................................................................................................................................................................................................................... 2
1.1 Background to the problem .......................................................................................................................................................................................... 3
1.2 Problem Statement............................................................................................................................................................................................................... 3
1.3 Purpose of the study....................................................................................................................................................................................................... 5
1.4 Research objectives ........................................................................................................................................................................................................ 5
1.4.1 Ultimate objectives ................................................................................................................................................................................................. 5
1.4.2 Specific objectives .................................................................................................................................................................................................. 5
1.5 Study assumptions ......................................................................................................................................................................................................... 5
1.6 Significance of the study ................................................................................................................................................................................................ 5
1.7 Study justification .......................................................................................................................................................................................................... 6
1.8 Study scope ........................................................................................................................................................................................................................... 7
1.8.1 Theoretical scope ........................................................................................................................................................................................................... 7
1.8.2 Methodological scope .................................................................................................................................................................................................... 7
1.8.3 Geographical scope ....................................................................................................................................................................................................... 8
1.3 Study organization ......................................................................................................................................................................................................... 8
CHAPTER 2: LITERATURE REVIEW ..................................................................................................................................................................................... 9
2.1 Introduction .......................................................................................................................................................................................................................... 9
2.2 Understanding adaptive architecture................................................................................................................................................................................. 9
2.2.0 Historical background of adaptive architecture ........................................................................................................................................................ 9
2.2.1 Flexibility and Resilience ............................................................................................................................................................................................ 11

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 2.2.2 Importance of flexible and adaptable space design in student housing ................................................................................................................. 11
2.3 Theoretical framework ...................................................................................................................................................................................................... 12
2.3.1 Principles ..................................................................................................................................................................................................................... 12
2.3.2 Theories ........................................................................................................................................................................................................................ 14
2.4 Conceptual framework ...................................................................................................................................................................................................... 15
2.5 Research Question ............................................................................................................................................................................................................. 17
2.6 Hypotheses .......................................................................................................................................................................................................................... 17
2.7 Statistical Assumptions ...................................................................................................................................................................................................... 17
2.8 Theoretical and Operational definitions of terms ........................................................................................................................................................... 18
References ..................................................................................................................................................................................................................................... 19

CHAPTER 1
1.0 Introduction
This chapter presents the Introduction of the study of Adaptive Architecture and the influence of flexible housing on the user-perception of
design students. It therefore, covers background of the study, statement of the problem, purpose of the research, objectives of the research,
significance of the study, justification of the study and the scope of the study.

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1.1 Background to the problem
“If a building doesn’t support change and reuse, you have only an illusion of sustainability.”(Croxton., 2003)

Housing is an important aspect in our lives, when people build, buy or rent a house they look forward to spending many years in it or maybe a
relatively short time. Typical housing is designed to accomplish the general and basic requirements of the majority. Once those requirements are
satisfied people tend to relocate to quench their changed needs. An example of this can be young tenants. A childless single man can be
inhabiting a certain house for many years. However, once he reaches a certain age and feels the urge to marry and have children, their housing
environment no longer provides them with the physical comfort and support that they might need. Hence, this house has lived out its time and
the family must move to a different house. This act of searching, moving, selling and buying a different accommodation can be exhausting,
costly and challenging in terms of human emotions. On the other hand, what if this family never had to move? What if instead of looking for a
house that met their changed or new needs, their current residence changed itself to suit their new or ever-changing needs? This is the primary
concept of an adaptable house. It basically adapts effectively and efficiently to the ever-changing requirements and needs of the inhabitants,
without any expensive and energy consuming modifications or alternatives to the existing structures and services.

1.2 Problem Statement

The town of Juja, Kiambu attracts numerous students country-wide, being home to some of the well-known higher-learning institutions. These
institutions, such as the Jomo Kenyatta University of Agriculture and Technology, brag about having students from across the country.
Regrettably, while a number of students secure accommodation within the campus residence, a good number of the students are left to acquire
other accommodation off-campus as tenants. This off-campus accommodations not only are they high-priced but also do not fully carter to the
needs of the students, most especially the school of design students.

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One of the aims of this paper is to understand adaptability in architecture including its various features, their significance and uses in the aspect
of sustainability, economy and quality of life. A number of explanations and interpretations from various researchers will be discussed.
However, the main aim of this paper is to discuss the needs of design students and their preferences and requirements for adaptability in their
accommodation.

Challenges facing student accommodation in Juja include;

Short-term accommodation, Available accommodation facilities, especially the on-campus accommodation offer residency for only the
stipulated time of study. This forces students upon completion or on study breaks to vacate the residence and seek alternative means which end
up expensive and unsatisfactory to the student requirements.

Inadequate housing facilities, with the growing number of student admission annually the current on-campus accommodation is overwhelmed.
There were more than 6,000 students admitted to JKUAT in September, 2021. The university having a total of 6 number halls of residence each
occupying on average 200 new students leaves behind a lot of unhoused new students, who now have to look for an outside accommodation to
enable them attend to their educational responsibility.

Rigidity of the off-campus accommodations, since most of the university students have to be accommodated outside the school, developers
have tapped this opportunity and come up with residential apartments. However this off-campus accommodations do not answer the needs of the
students most especially the school of design students. The available housing targets both students and non-students to increase their market
scope, this then dictates the rooms’ arrangements and the features provided which are limiting to the students’ needs and are uncomfortable.

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1.3 Purpose of the study
Student housing is growing more demanding every year. Today’s students want an accommodation that is not only comfortable but also offers
many other features. For this purpose, adaptable and flexible housing can prove to be a superb strategy. Firstly, with better designs, the
accommodations can be both functional and aesthetic. Secondly, the high-price of accommodation will be greatly reduced as the long-term
construction and maintenance cost of an adaptable house is lesser than a rigid one.

1.4 Research objectives

1.4.1 Ultimate objectives
To develop adaptable and flexible architectural strategies for the user-perception of design students housing.

1.4.2 Specific objectives

I. To assess the quality of life of a student accommodation outside campus.
II. Investigate adaptable and flexible architecture in the context of student housing.
III. To understand and examine user-perception in student accommodation.
IV. To establish the relationship between adaptable and flexible housing with the user-perception of design students.

1.5 Study assumptions

Architecture is perceived differently by everyone and so adaptive and flexible strategies are individually explained in this research.

1.6 Significance of the study

Doris & Brisibe, (2021), argues that with the growing demand of housing, Architects are constantly improving the way they design student
housing. These spaces need to feel like home away from home. They also have to strike the balance between privacy and community. A well
designed hall of residence can make all the difference in the lives of students who are learning to live on their own for the very first time.

“The 20th century will be about staying in a place worth staying in.”(Kunstler J.H, 2019)

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Learning how to live on our own for the first time is a completely overwhelming experience. Meeting new people and creating lasting
friendships is what makes life in higher learning a worth-while experience. Student housing should evolve in response to social, academic and
economic needs and change simultaneously with the development of societal and campus culture.

1.7 Study justification

The scope of flexibility can be measured in two ways; first, the intrinsic chances of adaptability, defined as capable of various social uses; and
second the chances for flexibility, defined as capable of various physical arrangements. Then again, despite the many trials, the likelihood to
design flexible buildings is usually expected for a short-term, where it relates to a particular type of housing for a while. Therefore, it is
necessary to accept the requirement for long-term housing thinking on the unpredictability of future demand and occupation. (Schneider & till,
2005)

The need for social interaction and yet still social distancing due to transmittable virus such as COVID-19 has also influenced how student
housing should develop in terms of controlling the spread of transmittable diseases.(Doris & Brisibe, 2021)

Flexible and adaptable spaces are best-known design approach that can carter to both the major and minor changes in the society without much
cost and labor input. The concept of adaptability and flexibility of space in student housing design is to prevent unnecessary changing of rooms
or the entire building reconstruction whenever new needs in life occur, which could be due to finance, lifestyle, campus culture population
growth etc. The idea is that student housing must adapt to the changing needs of students and new educational needs, rather than the occupants
changing their accommodation and reconstruction to meet their new needs.

Most students who stay off-campus intend to stay for the full duration of their study period while some extending even after completion. For
students who lodge the on-campus environment either stay for their period of study or go off-campus towards the end of their study duration. It
is also presumed that some students don’t stay on-campus due to inadequacy of rooms, sanitation and individual reasons. This research attempts

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to exhaustively examine the concept of adaptability and flexibility of space in architecture and propose flexible and adaptable strategies that
respond to the changing needs of the students and also meet the requirements of the educational sector as well as tenets of sustainability.

Figure 1: Student accommodation housing structure.

Source: Author
1.8 Study scope
1.8.1 Theoretical scope
This study is geared towards the general management in terms of helping come up with strategies, measures, objectives, standards and policies
for adaptable and flexible development that can assist in improving the quality of life of students.

1.8.2 Methodological scope

Mixed research approach is to be used for the study. The study will therefore involve qualitative and quantitative approaches in data collection
and analysis. This will be useful in describing the characteristics of a large population, use of large samples, thus making the statistically

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significant and generalizable. The design will also use questionnaire. This design will be appropriate since the researcher obtains the information
from those who have practical experience with the problem to be studied.

1.8.3 Geographical scope

The study will be based in Juja, Kiambu County focusing on the environs around the JKUAT campus. The study is limited to this geographical
location but will also explore other case studies in the literature review later on.

As a result of the growing demand for student housing, there is a need for more accommodation facilities and a large portion of the town is being
converted into multi-story dwellings. There is therefore a need to rethink the construction of adaptable and flexible housing to help improve the
quality of life of design students.

1.3 Study organization

The principal objective of this study is to help formulate adaptable and flexible strategies that will propel housing towards meeting the changing
requirements of its users in Juja town. It also aims to recommend planning and design measures that will assist impact change by developing a
sustainable framework.

The rest of the paper is organized as follows; Chapter 2, presents an introduction to adaptive architecture and flexibility impacts as a result of the
changing needs of users, contribution and significance of adaptable and flexible architecture towards housing and sustainability. Chapter 3,
describes survey instruments. Chapter 4, looks into survey design including sampling data and questionnaire to be administered.

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 CHAPTER 2: LITERATURE REVIEW
2.1 Introduction
This chapter introduces us to the available literature on adaptive architecture, how various adaptive strategies can be utilized, flexible
architecture and their influence on student housing and how they impact the quality of life of the design student who is the consumer.

2.2 Understanding adaptive architecture

2.2.0 Historical background of adaptive architecture
Schneider & till, (2005) the development of adaptable housing in history is defined by two scenarios. The first, dictates that adaptable
development came as a result of evolving conditions of vernacular housing. Vernacular architecture is very adaptable, it is constructed by hand
using locally available materials hence the structures can be added on to or demolished and recycled naturally. Although adaptability in the form
of the vernacular is not exactly applicable to contemporary modern architecture it however, offers a variety of ways that a building might
naturally change over time and expand to fit its user’s ever-evolving needs. The second, dictates that adaptable architecture developed due to
external forces that have made designers to create alternative solutions. This now is the contemporary era of adaptability involving architects and
other experts (Abdul et al., 2018b).

The first phase of adaptable architecture came during 1920’s (following the First World War) in response for European social housing demand to
provide mass housing. To meet this need smaller space standards were adopted. Schneider and Till term this phase “modernity and the minimal
dwelling,” arguing that early modernist architects sought to make these spaces as functional as possible using adaptable design. Dutch architects
such as Johannes van de Broek experimented with the changeability of use and it was concluded that due to the fact that some rooms went
unused for much of the day, these spaces should afford different uses during that time. For example, a bed could fold up to provide an additional
living room or office space during the day. In the Schroder Huis, designed by Gerrit Rietveld, a complex system of sliding walls and folding
screens adapted to suit the daily cycles of the family.(Abdul et al., 2018b).

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The second phase in the evolution of adaptable housing began in the 1930s and was essentially based around the belief that flexible housing
could be available to all using prefabrication and other emerging technologies.(Abdul et al., 2018b).

The third phase began in the 1960s when the move towards participation and user involvement led to a new interest in adaptable housing as a
means of providing user choice. John Habraken recommended the idea of the building of “supports”, which consists of the primary structure, the
building envelope, circulation spaces, and mechanical systems. These supports can then be infilled by occupants in a systematic order to
accommodate a variety of floor plans and features (Habraken, 1972). Since the era of Supports, Habraken’s ideas for residential open building
practices are being adopted for use more frequently, especially in Finland, Japan and the Netherlands (Abdul et al., 2018a).

In the 21st century, adaptable architecture is characterized mainly by the use of energy-efficient materials and sustainable principle and methods
of construction. The goal here is how architects and engineers can achieve an adaptable and flexible space with re-usable parts, and the building
envelope capable of housing different functions and interior with moveable parts that respond to user needs without any form of structural
instability. This could also be referred to as the fourth phase in the evolution of adaptable housing.

Figure 2: Images showing adaptive reuse of office building to student housing in Elsevier office building. (Source: https://www.archdaily.com/777123/student-housing-in-
elsevier-office-building-knevel-architecten).

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2.2.1 Flexibility and Resilience
Flexibility as a term, may appear to be vague and difficult to understand, but is a fundamental aspect of sustainability. Flexibility in design can
allow a building to evolve over time as the user needs change. The flexibility of a building or elements of its design can allow it to be used
efficiently despite change in operational requirements, whereas an inflexible building might become obsolete. (De Paris & Lopes, 2018)

Flexibility might include active flexibility, such as moveable partitions, but can also include the provision of features that are inherently flexible,
such as multi-use spaces, open plan offices, and large floor-to-ceiling heights with high-capacity service voids.

Flexibility was an important resource for mass social housing, which sheltered the abundant working masses and their families. Flexibility in
design has two major approaches; Open building (OB) and Extendable core (EC) design or the grow approach(Alaraji & Jusan, 2015). The EC
approach is also classified into “Add-in and Add-on” strategies.(Alaraji & Mohd Jusan, 2010)

Both approaches allow users to make some modifications to their houses according to their future needs by adding a space or moving and
replacing a space with another. The user will be given a ready-built house but with future possibility to modify according to predictions made by
the designer. These modifications will be conditioned to cost, need, and time which give the user two options between renovation and moving
into another place.(Alaraji & Jusan, 2015)

Open building (OB) approach was first articulated by Habra ken (1972). Later, its application became internationally widespread, focusing on
creating open spaces that allow for specific and planned type of participation according to certain expected function. One of the theories that
open building depends on is the Level Theory, which defines who controls what and when, and decides the role of each parties in a building
design(Jakšić et al., 2017).

2.2.2 Importance of flexible and adaptable space design in student housing

 It provides room for adjustment of accommodation requirements/needs of students with regards to their financial capability thereby
serving more students of different income levels without discrimination.

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  Flexible and adaptable student housing compels the clients (universities and private sectors) to take control of their dwelling over the
lifetime of their property.
 Flexible and adaptable hostels can create dual use of space. The living area at day time can be adjusted at night as sleeping area while
still maintaining fixed aspects such as the toilet and bathroom with sliding walls and cupboards to create the remaining spaces.
 Flexible and adaptable spaces offer greater individualization. Flexibility can contribute to creating an environment which offers far more
opportunities for people to make their markings and identifications in such a way that it can be appropriated and annexed by all, as a
place that truly belongs to them.
 Construction of buildings isn’t complete until people inhabit and use the space. The student (roommates) having the liberty, can continue
to change functions easily, multiple purposes in line with their activities of each time of the day, accommodating users’ interventions and
having greater potential to remain relevant to cultural and social trends of the university while the architecture remains the same.

“What stays fixed in the drawing will still stay fixed in the building overtime.” (Peter Calthorpe, 1994).

2.3 Theoretical framework

2.3.1 Principles
An investigation of the utility of flexibility strategies results in adequate implementation and stimulates a reflection on the qualified forms for
achieving a goal.

Schneider & till, (2005)evaluated flexibility used in 20th century projects by comparing determinate versus indeterminate design. According to
them, the type of construction (reduction of loads and solid partitions), the technology adopted (reduction of non-accessible or non-adaptive
services), and the use of space (elimination of modernist functionalism and rooms with single use) must be critically considered.

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 Generic Principles
Space Increased capacity and free use of space is
less specified.
Construction Structure allowing easy access for
intervention and maintenance.
Design For adaptation capability to predict future
scenarios and room options.
Layers Structure, skin, services, internal petitions,
and finishes.
Typical plan Generic space without specification.
Services Location planning for future changes.
Table 1: Generic flexibility principles. Source: Schneider and Till (2005).

Trends Strategies
Spatial flexibility in a fixed surface area. Redundancy access (two or more access
points)
Customize privacy and social needs.
Undefined environmental units.
Use mobile equipment (equip walls,
cabinets, or prefabricated modular interior
partitions.
Evolution space flexibility Increase the surface area within the existing
support (closure of spaces that are already
built).
Increase the surface of the dwelling.

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 Increase the surface area by the addition of
living units.
Technological flexibility related to Adjustment and adaptability of the building
construction techniques envelope.
Use dried and stratified closures, structural
regularity and adaptability.
Technological flexibility related to the easy Integration of automated home systems.
maintenance of the installations and Redundancy and inspection of the
building sub-systems equipment.
Table 2: Trends and strategies of flexibility Sources: Cellucci and Di Sivo (2015).

2.3.2 Theories
2.3.2.0 Environmental Behavior Response theory
This theory states that individuals respond to a change in environment and surrounding for survival. Behavioral responses to environmental
change can be beneficial if they prevent individuals from suffering high fitness losses under the new conditions, due to a higher probability of
survival or enhanced reproductive success. This can prevent extinction of the population and give additional time for genetic
adaptation.(Tuomainen & Candolin, 2011).

As a result, populations that survive rapid environmental changes often consist of individuals that can adjust their behavior rapidly to new
conditions.(Tuomainen & Candolin, 2011).

2.3.2.1 Spatial theory

Approaches space as a medium of power where relations are made and conflicts, exchanges and negotiations occur. The site of architecture,
whether a city, frontier, room or encounter, is viewed both as subject of research and space for intervention.

Zaha Hadid, (2003) argues that there are four types of space as described;

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Physical space is the volume of actual space a structure occupies. When considering a building’s physical space, you are looking at its physical
footprint on the land.

Perceptual space is the perceived space a building occupies based on a fixed viewpoint. For example, if you’re by a window in the interior of a
structure, looking out onto a large backyard, your perceptual space is increased, since your view pushes through the glass to the exterior.

Directional space is the way a structure guides you in and through it. Think about, for example, how you get from one room to another. Are
there long, straight hallways to guide you, or is your path more circuitous and meandering? When you are in an open space that allows you to
wander in any direction, this is called non-directional space.

Interwoven space this type of space is very open and you are able to see into adjacent rooms easily.

2.3.2.2 Space syntax theory

Space syntax involves a set of techniques for analyzing the spatial configurations of various spaces at building and urban scales. Religious
spaces, such as prayer halls, are examples of buildings where observers experience space mostly from a single point of view.(Tarabieh et al.,
2019).

Tarabieh et al., (2019) argues that the space syntax approach has potential in the exploration of spatial configuration and enhancement of the
cognition of social and cultural networks but has limitations in the integration between spatial dimension and environmental analysis
dimensions.

2.4 Conceptual framework

The study of complex systems shows a close relationship between time, uncertainty, flexibility and resilience. Typically, a system progresses
through a life cycle characterized by phases of growth, maturity, decline and then ‘dies’ (ceases to be useful) due to the process of functional and
technological obsolescence, generally caused by the inability to adapt.(Doris & Brisibe, 2021).

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Uncertainty understood as the absence of knowledge of a systems possible evolution; perhaps buildings can cease to be in use through physical
and functional decay or loss of economic viability; this now becomes obvious enlightenment that nothing truly lasts forever. Drawing from the
theory of the selection of species by the physicist, Charles Darwin, it is evident that there are living organisms which are able to adapt to life’s
changing environments; so are buildings expected to adapt to changing needs of man. In other words, flexibility in housing reduces buildings
and spaces, the uncertainty which therefore qualifies it as resilient, adaptable and sustainable.

Flexible student housing reduces the uncertainties associated with changes in user demands and it is the solution that mitigates against the risks
derived from the accelerated evolution of the context- ‘risks’ associated with technological obsolescence. Flexibility is therefore the design
function that makes the building resilient and capable of absorbing environmental disturbances and user needs without necessarily undergoing
major alterations in its functional organization, structure or identifying characteristics.

Figure 3: Relationship between the length of life of a system and its flexibility or rigidity.
Source: (Doris & Brisibe, 2021)

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Figure 4: Conceptual framework developed for this research
Source; Author
2.5 Research Question
How can adaptable and flexible architectural strategies help to improve the user-perception of design students housing?

2.6 Hypotheses
Adaptability and flexibility of housing can help improve the user-perception of design students.

2.7 Statistical Assumptions

The study assumes homogeneity of variance in the population.

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2.8 Theoretical and Operational definitions of terms
 Adaptive Architecture: It is a system which changes its structure, behavior or resources according to demand.
 Flexibility: Refers to the ability of a building to continuously adapt to be space layout and even its structure to evolving needs.
 Resilience: Designing adaptable structures that can ‘learn’ from their environments and sustain life, even in the face of disaster.
 Student housing: Designated accommodation where higher learning individuals reside in, either on-campus or off-campus.

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References
Abdul, A., Chang, R., & Farooq, M. (2018a). Adaptable Features in a Student Accommodation: A Case Study from Malaysia. Type: Double
Blind Peer Reviewed International Research Journal Publisher: Global Journals Online, 18.
Abdul, A., Chang, R., & Farooq, M. (2018b). Adaptable Features in a Student Accommodation: A Case Study from Malaysia Adaptable
Features in a Student Accommodation: A Case Study from Malaysia Adaptable Features in a Student Accommodation: A Case Study from
Malaysia. Type: Double Blind Peer Reviewed International Research Journal Publisher: Global Journals Online, 18.
https://www.researchgate.net/publication/328637470
Alaraji, K. A. M. H., & Jusan, M. B. M. (2015). Flexible house attributes as perceived by the end-users. International Journal of Applied
Engineering Research, 10(7), 18313–18324.
Alaraji, K. A. M. H., & Mohd Jusan, M. (2010). Flexible Architectural Design and User Participation. Os03, 2006.
De Paris, S. R., & Lopes, C. N. L. (2018). Housing flexibility problem: Review of recent limitations and solutions. Frontiers of Architectural
Research, 7(1), 80–91. https://doi.org/10.1016/j.foar.2017.11.004
Doris, I., & Brisibe, W. (2021). EXPLORING THE USE OF FLEXIBLE AND ADAPTABLE SPACES IN STUDENT HOUSING DESIGN.
EXPLORING THE USE OF FLEXIBLE AND ADAPTABLE SPACES IN STUDENT HOUSING DESIGN. www.globalscientificjournal.com
Jakšić, Ž., Trivunić, M., & Adamtsevich, A. (2017). Flexibility and adaptability - Key elements of end-user participation in living space
designing. MATEC Web of Conferences, 106, 1–10. https://doi.org/10.1051/matecconf/201710601001
Schneider, T., & till, J. (2005). Flexible housing: Opportunities and limits. Architectural Research Quarterly, 9(2), 157–166.
https://doi.org/10.1017/S1359135505000199
Tarabieh, K., Nassar, K., Abdelrahman, M., & Mashaly, I. (2019). Statics of space syntax: Analysis of daylighting. Frontiers of Architectural
Research, 8(3), 311–318. https://doi.org/10.1016/j.foar.2019.05.004
Tuomainen, U., & Candolin, U. (2011). Behavioural responses to human-induced environmental change. Biological Reviews, 86(3), 640–657.
https://doi.org/10.1111/j.1469-185X.2010.00164.x

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