- Title
- The valuation of campus built heritage from the student perspective: comparative analysis of Rhodes University in South Africa and St. Mary’s College of Maryland in the United States
- Creator
- Poor, Joan P
- Creator
- Snowball, Jeanette D
- Date Issued
- 2010
- Date
- 2010
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/67488
- Identifier
- vital:29102
- Identifier
- https://doi.org/10.1016/j.culher.2009.05.002
- Description
- Pre-print
- Description
- Many universities and colleges around the world have done extensive surveys of their campus built heritage resources. A detailed description and accounting of a campus's built heritage, landscape heritage and archaeology, are often used for historic preservation planning, and sustaining built culture is also an important aspect of campus master planning of future buildings. Such institutions of higher education have deep historical roots, in Europe it is not uncommon for buildings to be dated prior to the sixteenth century. In countries where European colonies were established, institutions of higher education often date to the eighteenth and early nineteenth centuries. Once students have arrived at their chosen campus, however, except for perhaps the first week orientation rituals, do the students actually develop ties to their campus built heritage? This research investigates the knowledge students possess of their respective campus built heritage and the importance of built heritage as a legacy to them. Two institutions are included in this study in an effort of draw comparative assessments. A student questionnaire was administered at Rhodes University in South Africa and St. Mary's College of Maryland in the United States during April 2008. Results indicate students on both campuses place positive intrinsic value on their respective campus built heritage. Just over half (52%) of Rhodes students and about 68% of St. Mary's students were willing to pay some positive amount to protect campus built heritage. Empirical probit model results combining the data from both institutions found that current student knowledge of their respective campus built heritage did not positively relate to the value they place on preservation, even though the visual identity was significant for students and influenced their decision to attend the particular institution. The lack of significance regarding a racial variable coefficient estimate suggests that the use of an institution's visual identity in terms of built heritage may have important marketing implications, particularly in cases where universities or colleges are trying to attract students from more diverse backgrounds. We found no significant relationships between willingness to pay to preserve an institution's built heritage and the demographic variables included in our empirical model. Fundraising data analysis includes positive willingness to pay for conserving built heritage, yet funding for new construction was not significant.
- Format
- 24 pages
- Format
- Publisher
- Elsevier
- Language
- English
- Relation
- Journal of Cultural Heritage
- Relation
- Poor, J.P. and Snowball, J.D. (2010) The valuation of campus built heritage from the student perspective: comparative analysis of Rhodes University in South Africa and St. Mary’s College of Maryland in the United States. Journal of Cultural Heritage, 11 (2) 145-154. https://doi.org/10.1016/j.culher.2009.05.002
- Relation
- Journal of Cultural Heritage volume 11 number 2 145 154 2010 1296-2074
- Rights
- Elsevier
- Rights
- Use of this resource is governed by the terms and conditions of the Journal of Cultural Heritage
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Collections
Snowball, Jeanette D (Prof)
RU Department of Economics and Economic History
RU Department of Education
SDG 10. Reduced Inequalities
SDG 04. Quality Education
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