Innovation and risk in an innovative learning environment: A Private Public Partnership in Australia

Abstract

Across many international contexts, the design and construction of architecturally different school buildings has become a key strategy in providing innovative learning environments designed to prepare students for work and life in the 21st century. Despite the global popularity of this strategy, research has highlighted persistent challenges associated with the transition to, and occupation of innovative learning environments. We explore the nexus between risk and innovation, reporting on data arising from a primary school in Australia, built as part of one state government’s Private Public Partnership initiatives. We apply a conceptual framework for risk and public service innovation and a responsible innovation framework to investigate how the school leaders and the architect understood the educational intentions, values and risks that shaped their school design and to assess users’ perceptions of their new school. Our findings draw attention to how responses to externally driven design innovation in the complex and dynamic environment of a school can create risk and uncertainty for users on multiple levels. We argue that the application of a responsible innovation framework provides a mechanism to highlight limitations in school design processes and opportunities to improve alignment and on-going adaptation of schools for future conditions.