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

通过对1972年北莱茵-威斯特伐利亚州综合性大学计划的个案考察，我们可以对20世纪世纪的高等教育史有新的认识。该计划的发起者在其改革中将空间规划和区域发展的全面概念与在联邦州内平等分配居民和统一地理空间的社会政治目标结合起来。在德国其他任何一个联邦州，高等教育一体化的实验都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，创造一个现代化的，高效的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活力和灵活性，它可以调和和融合当代不同的观点和意见。社会民主和自由的联邦州政府打算通过创造平等的受教育机会来落实平等机会的概念和实现民主化。反过来，空间规划者也投入资金，通过在缺乏学术基础设施的地区扩大教育机会，建立更平等的人口分布。对他们来说，新的学术格局有助于联合收割机将教育和社会政治目标结合起来，并依赖于五个拥有综合性综合大学的城市的合作。关键问题包括如何建立这样一个学术环境，以及它需要履行什么职能。此外，不同的战略实施以及巩固计划的空间结构调整进行了讨论。空间的社会政治概念如何与地理现状相联系？综合大学计划对70年代的学术改革有何启示？这个概念是在考虑到规划和空间结构的情况下提出的，然后相应地加以实施和巩固吗？通过运用当代学术景观和空间概念的分析方法，综合性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性方面进行研究。此外，还可以结合关于结构转型的公共辩论来分析。因此，我们不仅在学术上，而且在联邦空间上，都可以看到多元的观点。与此同时，这使我们能够专注于高等教育和学术界在整个北莱茵-威斯特法伦州的现状。通过选择这种方法，这个项目区别于以前的个别研究所建立的大学。

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.