The transformation of spaces devoid of higher education into an academic landscape. The comprehensive university plan of North Rhine-Westphalia, 1965-1985.

通过研究1972年在北莱茵-威斯特伐利亚发起的综合大学计划的案例，我们可以获得对20世纪高等教育史的新视角。该计划的发起者在其改革中结合了空间规划和区域发展的综合概念，以及在联邦州内平等分配居民和均匀化地理空间的社会政治目标。在德国的其他联邦州中，整合高等教育的实验没有达到涵盖整个州的空间结构的水平。指导这个项目的想法是，当代学术景观作为一种工具，安装新的空间结构，创造一个现代、高效和结构转型的联邦国家。这种新的空间化概念的主要特点是它的生命力和灵活性，在这种生命力和灵活性中，不同的当代观点和意见可以被调解和结合。社会民主和自由的联邦州政府打算通过创造平等的教育机会来实现机会均等的概念和民主化。反过来，空间规划者通过在缺乏学术基础设施的地区扩大教育机会，投资于建立更平等的人口分布。对他们来说，新的学术景观将教育和社会政治目标结合起来，并依赖于五个城市的合作，这些城市拥有综合性大学。关键问题包括如何建立这样一个学术环境，以及它需要发挥什么功能。此外，还讨论了实施和巩固规划空间重组的不同策略。空间的社会政治概念如何与地理现实相关联？综合大学计划对70年代的总体学术改革有什么启示？这个概念是否考虑到规划和空间结构，然后实施和巩固？通过采用当代学术景观和空间概念的分析方法，综合大学的概念可以从其空间维度以及与其他高等教育机构的竞争和依赖方面进行研究。此外，它可以与有关结构转型的公共辩论进行分析。因此，我们不仅在学术空间，而且在联邦空间都获得了多元化的视角。与此同时，这使我们能够关注整个北莱茵-威斯特伐利亚州高等教育和学术界的现状。通过选择这种方法，该项目与以往在知名大学进行的个人研究不同。

By investigating the case of the comprehensive university plan, initiated in North Rhine-Westphalia in 1972, we can gain new perspectives on the history of higher education in the 20th century. The initiators of this plan combined in their reform a comprehensive concept of spatial planning and regional development with the socio-political aim of distributing equally inhabitants within the federal state and homogenise the geographical space. In no other German federal state did the experimentation with integrated higher education reach a level that encompassed the entire spatial structures of the state. The idea that guided this project was that a contemporary academic landscape serves as a vehicle to install new spatial structures to create a modern, efficient and structurally transformed federal state. This new concept of spatialization was marked mainly by its vitality and flexibility, in which different contemporary views and opinions could be mediated and combined. The social democratic and liberal federal state government intended to implement notions of equal opportunity and achieve democratization by creating equal access to education. In turn, spatial planners were invested in establishing a more equal distribution of the population by expanding education access in areas lacking academic infrastructure. For them, the new academic landscape served to combine educational and socio-political aims and depended on the co-operation of five cities that hosted integrated comprehensive universities. Key questions include how such an academic landscape could be established and what functions it needed to perform. Additionally, different strategies for an implementation as well as consolidation of the planned spatial restructuring are discussed. How do socio-political notions of space relate to geographical actualities? What implications did the comprehensive university plan have for the general academic reforms in the 70ties? Was the concept argued for with planning and spatial structures in mind and then implemenet and consolidated accordingly? By taking an analytical approach using the contemporary notion of academic landscapes and space, the concept of an integrated comprehensive university can be investigated in terms of its spatial dimensions as well as its competition with and dependance on other institutions of higher education. Furthermore, it can be analyzed in relation to public debates on structural transformation. Thus, we gain insight into the plurality of perspectives on not only the academic but also the federal space. At the same time, this allows us to focus on the current situation of higher education and academia within North Rhine-Westphalia as a whole. By choosing this approach, this project distinguishes itself from previous individual studies done on established universities.