49 DRUŽBOSLOVNE RAZPRAVE/Social Science Forum, XXXIX (2023), 104: 49–73
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
 
 
 
 
 
Original scientific article UDK 316.334.56:027 .7(436.1+497 .451.1) 
DOI: 10. 51936/dr.39.104. 49-73 
Domen Žalac, Matjaz Uršič 
UNIVERSITYSCAPES: 
THE TRANSFORMATIVE ROLE 
OF UNIVERSITIES IN URBAN SPACES: 
THE CASE OF UNIVERSITY LIBRARIES 
IN LJUBLJANA AND VIENNA 
ABSTRACT 
The purpose of this article is to explore the social and spatial dynamics within 
the university libraries of the University of Ljubljana and the University of Vienna. 
The analysis shows that university libraries are crucial for shaping the academic 
environment and culture and play an important role in city–university relations. 
Understanding these dynamics is essential for planning and developing university 
spaces that can effectively respond to the needs and activities of their users. The 
article applies qualitative research methods and uses interviews with professors, 
students and assistants along with on-site observations to analyse the dynamics 
and transformative role of university spaces in Ljubljana and Vienna. 
KEY WORDS: university libraries, spatial dynamics, university–city relationship, 
University of Ljubljana, University of Vienna 
Univerzitetne krajevnosti: Transformativna vloga 
univerz v urbanih prostorih: primer univerzitetnih 
knjižnic v Ljubljani in na Dunaju 
IZVLEČEK 
Namen tega članka je raziskati družbeno in prostorsko dinamiko v univerzitetnih 
knjižnicah Univerze v Ljubljani in Univerze na Dunaju. Analiza pokaže, da so 
univerzitetne knjižnice ključne pri oblikovanju akademskega okolja in kulture ter 
da imajo pomembno vlogo v odnosih med mesti in univerzami. Razumevanje te 

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Domen Žalac, Matjaž Uršič 
 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
  
 
 
 
 
 
 
  
 
 
 
 
 
    
dinamike je bistvenega pomena za načrtovanje in razvoj univerzitetnih prosto-
rov, ki se lahko učinkovito odzivajo na potrebe in dejavnosti svojih uporabnikov. 
Za članek smo uporabili kvalitativne raziskovalne metode, in sicer intervjuje s 
profesorji, študenti in asistenti ter opazovanje z udeležbo na kraju samem. S 
temi metodami smo analizirali dinamiko in preoblikovalno vlogo univerzitetnih 
prostorov v Ljubljani in na Dunaju. 
KLJUČNE BESEDE: univerzitetne knjižnice, prostorska dinamika, razmerje uni-
verza – mesto, Univerza v Ljubljani, Univerza na Dunaju 
1 Introduction 
In the dynamic field of urban studies, cities are conceptualised as fluid entities, 
perpetually in a state of transformation and redefinition (Hall 2002). As urban 
space evolves, traditional facets of urbanity are increasingly gravitating towards 
academia and tourism (Richards 2018). In this context, we are concerned with 
the presence of the university in the urban space and the coexistence or integra-
tion of other social systems related to it in the urban environment. This leads us 
to consider two similar, yet very different cases, the University of Ljubljana and 
the University of Vienna, as examples of such a transformation. A salient aspect 
of this transformation is the escalating integration and influence of universities 
within the urban space (Bugarič 2009), a phenomenon this investigation seeks 
to explore. 
In understanding urban spaces, sensory dimensions play a central role in 
recognising the ways people produce socio-spatial practices. Cities are expe-
rienced through senses and tactile sensations, beyond tangible structures and 
visible landmarks (Pallasma 2005). This sensory approach offers a richer, more 
holistic understanding of the fields, flows and knots involved in the continual 
hybridisation of meaningful practices or performances in space (Barker 2002). 
It captures the lived experiences of cities’ inhabitants. The latter highlight the 
importance of the immaterial elements that contribute to the identity of cities and 
the way people engage with their environment. 
This article is concerned with the transformative roles of two specific institutions: 
the National University Library in Ljubljana, Slovenia, and the University Library 
of the University of Vienna, Austria. The focus is on academic institutions, including 
libraries. University libraries are central academic spaces that foster learning, 
collaboration as well as knowledge production and reproduction. Therefore, 
these institutions have emerged as pivotal entities within the urban space, with 
their centrality transcending physical space to encapsulate the socio-spatial and 
sensory milieu of the city (Lefebvre 1991). 

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We will analyse how the city, universities and related knowledge production 
institutions are inextricably linked to the spatial and topographical architecture, 
which reflects the multifaceted dispersal of social, cultural and economic activities 
across the urban space. In the book “Arcades”, Benjamin (2003) offers a complex 
and nuanced depiction of urban space as not merely a physical environment but 
a lived experience shaped by social, cultural and historical contexts. This under-
standing of urban space as sensory and affective, composed of sounds, smells, 
tactile experiences, and visual impressions, adds significantly to the formation 
of the identity of both the city and the university. 
This perception of urban space characterised by the profound influence of 
universities on the urban landscape calls for a reinterpretation of these spaces. 
To that end, we propose the concept of universityscapes, drawing inspiration 
from Appadurai’s (1990) model of cultural flow. Universityscapes aim to chart the 
complex sensory, socio-spatial and cultural dimensions of university-driven urban 
transformation. In addition, we integrate the theoretical frameworks of Hočevar 
(2000) and Clark (2004) to provide a more complete understanding of the role 
of universities in shaping urban centres. Hočevar promoted the notion that the 
processes of integration (often understood as globalisation) and individuation 
(potentially understood as localisation) are intrinsically linked. He posited this 
relationship as the foundational conceptual and explanatory model, elucidating 
the long-term developmental trajectory of the transformation within socio-spatial 
systems. This insight stresses the socio-cultural dimensions, highlighting how uni-
versities can act as catalysts for cultural events, public discussions and community 
engagements. On the other hand, Clark’s (2004) perspective underscores the 
economic implications, illustrating how universities can drive innovation, attract 
global talent, and stimulate local economies. Together, these frameworks offer 
a holistic understanding of how universities significantly influence and shape the 
identity, dynamism and resilience of urban centres. 
In this regard, the article has three main research focuses. First, it is important to 
elaborate the role of the sensory experience of the university’s presence in the city 
and its paramount importance for the design and development of academic content 
within the urban space. Second, given the perspective of universities as urban and 
social anchors, we analyse whether and why the University of Ljubljana emerges as 
a more influential force within its city compared to the University of Vienna, deeply 
influencing both the structure and dynamics of the surrounding urban landscape. 
Third, in terms of local social economies, we analyse how the academic activities in 
the city influence other services essential to the lives of its inhabitants. It is to explore 
whether the “academisation” of central city areas runs parallel to the processes of 
touristification and how it contributes to the functioning of the city. 

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2 Defning the University within the Context 
of Urban Transformation 
Hočevar’s (2000) concept of “setting” is instrumental for understanding how 
universities function as stages where various sensory, spatial and social elements 
converge, thereby shaping the character of urban centres. This convergence of 
elements within the university “setting” is not isolated but deeply intertwined with 
the broader urban context. 
In this broader context, Clark’s (2004) work on the four realms of a city’s 
amenity mix – scene, green, blue, machine – provides a valuable framework 
for understanding the impact of universities on urban settings by examining how 
universities contribute to and shape these realms. For instance, the “scene” of a 
city, which includes its cultural and entertainment amenities, may be considerably 
influenced by university events and activities. Similarly, the “green” and “blue” 
realms, representing the city’s natural and water features, may be impacted by 
university-led sustainability initiatives. 
By synthesising Hočevar’s concept of “setting” and Clark’s framework of urban 
amenity mix, we aim to provide a nuanced understanding of the multifaceted 
role played by universities in shaping urban spaces. This integrated approach 
allows us to examine not only the physical presence of universities within cities, 
but in addition their broader socio-spatial and sensory impacts on the urban 
landscape. 
The aim is an integrated view of how universities actively shape their urban 
surroundings, instead of simply fitting in. Despite their geographical and cultural 
differences, these institutions share a common theme: a dynamic relationship 
with the cities they inhabit. Our research goes to the heart of this transformation, 
exploring how universities become an integral part of the urban fabric, influenc-
ing the structure, culture and dynamics of the city. We seek to understand the 
significance of universities becoming central figures in a city’s narrative, and to 
contribute to the discourse on the complex relationship between cities and their 
universities. 
Socio-spatial processes are multifaceted and extend beyond the physical 
structures that define a city. They integrate the social interactions (Lefebvre 2004), 
sensory experiences (Sennet 1977) and cultural nuances (Appadurai 1990) 
that characterise living in urban areas. To properly grasp the essence of these 
processes, one must delve deep into the specific sectors of a city, uncovering 
the subtle shifts and changes that define the urban transformation (Brenner and 
Schmid 2015). One significant aspect of this transformation is how urban spaces 
are redefined or restructured, often driven by the economic objectives associated 

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with university activities and their wider roles in the city (Goddard and Vallance 
2013). Universities, in this context, are more than mere educational institutions. 
The evolving urban landscapes are experiencing the growing integration of 
academia into city life (Richards 2018); namely, a shift exemplified by the two 
case universities in Ljubljana and Vienna. This transformation underlines the mul-
tifaceted interplay of cities and universities, putting these educational institutions 
in pivotal roles in terms of urban development (Goddard and Vallance 2013; 
Youtie and Shapira 2008). 
Universities contributions also extend beyond their traditional roles, shap-
ing skilled labour, fostering research innovation, and driving cultural and social 
growth (Drucker and Goldstein 2007; Etzkowitz 2008; Gibbons 1998; Uršič et al. 
2014b). The latter is then always subdivided into a social or societal component, 
which concerns the community and its well-being in the area, and economic and 
commercial activity. Moreover, university buildings, including their facilities, bring 
about the congregating of the population in particular urban areas (Soja 1989) 
where knowledge production and associated services are provided. All of these 
social aspects have an impact on the urban fabric itself, or in the neighbourhood in 
which university facilities are located. If a modern city is made up of physical, social, 
economic, political and environmental development components, then achieving a 
sustainable future necessitates the integration of all stakeholders within the relevant 
area (Bugarič 2006). This expansive influence calls for a deeper exploration of 
spatial identities and the socio-spatial practices within these institutions. 
In particular, our exploration seeks to shed light on how sensory experiences 
define spatial identity within the university context. By examining the socio-spatial 
practices within these libraries, we seek to understand how these practices blend 
with and enhance the city’s cultural fabric, thereby becoming co-producers of 
the urbanisation process. 
2.1 Factors shaping the roles of university libraries 
in urban development 
In this context, university libraries reveal the lasting importance of socio-physi-
cal spaces in reproducing community, cooperation and intellectual development. 
These libraries serve as anchors in the urban setting, going beyond their key 
academic roles to transform into areas of social interaction, cultural exchange, 
and community involvement. In Klinenberg’s (2018) view, these institutions are 
not only depositories of books or scholarly resources, but also essential features 
of the city’s social infrastructure, playing a fundamental role as a physical place 
and organisations that shape the way people interact in the processes of urban 
development and resilience. 

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However, understanding this transformative dynamic requires a deep dive 
into the influencing factors. The literature reveals a constellation of influences: 
the size and location of the university (Wiewel and Perry 2008), the city’s socio-
economic milieu (Addie 2016) and the university’s dedication to civic commit-
ments (Goddard et al. 2016; Uršič et al. 2014a). Inextricably woven into these 
factors is the university’s historical evolution and its relationship with the city – a 
symbiosis that strongly informs their interactions (Rüegg 1993; Felt 2017). 
Drawing from urban sociology, universities find themselves juxtaposed against 
other urban landmarks like museums and theatres. While these entities play pivotal 
roles in the city’s cultural and intellectual life, they often operate in the shadow 
of dominant business and political entities, especially in coalitions focused on 
land and property as levers of economic growth (Logan and Molotch 1987). This 
intricate dance of socio-economic, political and educational dynamics shapes 
the ever-evolving story of urban metamorphosis under the influence of capital 
(Harvey 1985), with universities holding a central, albeit sometimes understated, 
role. 
2.2 The signifcance of Lefebre's trialectic of space 
in universityscapes 
An examination of earlier sociological perspectives on space shows that as 
early as the beginning of the 20th century Benjamin (2003) had introduced the 
concept of social space; that is, the space that emerges and evolves as a result of 
societal activities. A special and important dimension of space, above material 
and abstract space, was revealed in these social activities. 
To define social space even more clearly in the mid-20th century, in the 
quest to reimagine urban spaces Lefebvre (1991) developed the trialectic as a 
comprehensive framework for understanding the meaning of social in space. 
This trialectic model of spatial practice, representations of space, and spaces 
of representation enables an understanding of the intricate dynamics arising 
between universities and cities. In this context, the role of universities in shap-
ing the urban environment (Wiewel and Perry 2005) becomes evident through 
concrete examples of capital accumulation. These institutions engage in various 
strategies that contribute to the economic transformation of the urban landscape, 
often centred on building and infrastructure development. 
For example, universities in the Anglo-Saxon world strategically invest in real-
estate expansion by acquiring land, constructing new buildings, and renovating 
existing structures. These efforts increase property values and create a source 
of capital (Den Heijer 2011). In addition, universities are entering into public-
private partnerships (PPPs) with the private sector, leading to the development 

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of research facilities, academic campuses, and student accommodation projects 
(Farazmand 2018). Such collaborations serve as a means of capital accumula-
tion for both the universities and their private partners. 
This connection between universities and the economic transformation of 
the urban landscape is key in this study, which explores the socio-spatial (hu-
man activities, urban geography, spatial planning) role that universities play in 
influencing the development of place on the micro level of the city. Therefore, 
Soja’s (1996) conceptualisation of Thirdspace is also considered in our theoreti-
cal framework. His perspective reinforces the views Benjamin and Lefebvre. As 
Soja puts it, space encompasses not only physical but also social and mental 
dimensions. 
At this point, we can foreground the “scapes” proposed by Appadurai (1990) 
that encompass the people, things and ideas that move through space and 
produce our understanding of the social landscape. Such an understanding is 
facilitated by looking at the concept of social space advocated in the first part of 
the article. This brings us to an understanding of the urban environment and the 
university within it in terms of the postmodern or post-Fordist mode of production 
of urban space (Dear and Flusty 1998). The mentioned mode of production is an 
embodiment of fragmentation and multi-nodality, defined by a flexible consump-
tion/production economy and cooperative entrepreneurship (Hočevar 2000). 
Cultural practices of social production are diversified, with socially and spatially 
dispersed and fragmented lifestyles (Sennett 1990). In this sense, the urban im-
age exhibits a mixture of global styles and local aesthetic traditions, resulting in 
a spectacle-driven theatrical cityscape (Pallasmaa 2005; Zardini 2005). The 
theoretical model we present captures the complexity of universityscapes within 
urban space, encapsulating the sensory, socio-spatial and cultural dimensions 
of university-driven urban transformation. 
Informed by seminal works of Benjamin, Lefebvre, Soja and others, the presented 
theoretical framework offers a nuanced lens with which to explore universityscapes 
within the broader urban context. This framework is particularly useful for under-
standing the complex interplay of actors and events that define modern urban 
spaces. As Hočevar (2000) states, urban “scapes” or venues are dynamic spaces 
shaped by both intentional and unintentional events occurring in both public and 
semi-public areas. These venues gain their allure and relevance through temporary 
or permanent spatial installations, which not only attract attention but also provoke 
thinking about the challenges and opportunities inherent to the site. 
To operationalise these theoretical insights, we propose a comprehensive 
methodology that integrates interviews and participant observation. This ap-
proach aims to identify key attributes that significantly influence the “scapes” 

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created or impacted by university libraries in both Ljubljana and Vienna. While 
some of these attributes may be readily apparent, others might be subtle yet 
crucial elements that have traditionally been underrepresented or overlooked 
in the literature. By systematically examining these attributes, we aim to offer a 
holistic assessment of how university libraries in Ljubljana and Vienna help shape 
their respective urban landscapes, encompassing sensory, socio-spatial and 
cultural dimensions. 
3 Analysis of universityscapes in Ljubljana and Vienna 
3.1 Methodology 
Our qualitative research methodology is designed to navigate the complex 
socio-spatial dynamics of urban university spaces; more specifically, the National 
University Library (NUK) in Ljubljana, Slovenia, and the University Library of the 
University of Vienna, Austria. This methodological structure is underpinned by 
the theoretical considerations discussed above. 
The first tool in our methodology, the semi-structured interview, corresponds to 
the theoretical perspectives of Appadurai (1990) and his framework of “scapes” . 
Here, we engaged with stakeholders ranging from university students, library staff 
to university administrators so as to gain a diverse and comprehensive understand-
ing of the flows, or “scapes”, within these urban university spaces (Appadurai, 
1990). The flexibility of semi-structured interviews, as noted by Bryman (2016), 
allowed us to balance between exploring pre-determined topics and granting 
interviewees the freedom to elaborate on their experiences and perceptions. 
In total, we conducted 12 interviews, involving 2 librarians, 1 student housing 
representative, 3 students, 2 tourist guides, 2 professors, 1 researcher and 1 as-
sistant. The average duration of these interviews was approximately 45 minutes. 
Our second tool, spatial sensing (as part of the more general field of participant 
observation methodologies (Kawulich 2005)), resonates with Lefebvre’s (1991) 
concept of spatial practices and Sennett’s (1994) sensory engagement with the 
city. It involves gathering the physical attributes of the library spaces like light-
ing conditions, noise levels, and movement patterns (Lynch 1960) to allow us to 
grasp the sensorial characteristics of these spaces. Based on perceptions, we 
determine whether university libraries reflect the characteristics of the academic 
environment in the context of “scapes”, which are introduced as basic identifiers 
of the university environment. Building on these observations, we assume that 
academic content spreads to the micro-urban level. The transfer of the academic 
content will be in line with our observations of the urban environment in the vicin-
ity of the two university libraries under study. 

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The mentioned methodological tool also relates to Soja’s (1989) concept of 
spatial trialectics, which emphasises the lived space. Observing how these spaces 
are navigated and utilised in real-time provides first-hand information about the 
spatial narratives of the libraries (Yin 2018). These observations also parallel 
Benjamin’s (2003) focus on the lived experience within urban environments and 
the historical perspective offered by Classen (1993), giving us a framework to 
interpret sensory experiences within the urban sociological landscape. 
After the data were collected, we filtered the data based on thematic analysis, 
a method that connects with Richards’ (1990) interpretive thematic analysis and 
Goddard and Vallance’s (2013) understanding of the university’s role as part of 
the dynamics of the city. This technique aids in identifying, analysing and reporting 
patterns within the data (Braun and Clarke 2006), in turn providing insights into 
the socio-spatial dynamics operating within the NUK and the University Library 
of the University of Vienna. 
Drawing from the ideas of Logan and Molotch (1987), Pallasmaa (2005) and 
Zardini (2005), we aim to explore how sensory experiences mesh with spatial 
characteristics to create unique universityscapes within the city. This exploration 
is to enrich our understanding of urban sociology, particularly the sensory per-
ception–spatial practice interaction when it comes to defining the character of 
university spaces in urban, or as we label them, universityscapes. This endeavour 
is intended to establish a nuanced understanding of these spaces, leading to 
an expanded discussion on urban sociology, together with the role of sensory 
studies in spatial understanding. 
The participant observation research lasted between 2020 and 2023. Dur-
ing this time, the researcher performed four participant observations in Vienna, 
namely in August 2022 and November 2022, at different times, and the fre-
quency of the people he met also varied on each visit. In contrast, the researcher 
was present at the Ljubljana site for a considerable time, working in the reading 
room of the NUK library itself for a significant part of this period. 
The described research methodology offers a practical translation of the 
theories introduced in the previous section. It enables us to delve into the world 
of universityscapes to explore their dynamics, challenges and opportunities. 
3.2 Outlining the socio-spatial context in Ljubljana and Vienna 
The focus of this section is to reveal the mentioned universityscapes through 
the insights arising from the interviews. The main aim is to understand the views 
of professors, students and assistants at both the University of Ljubljana and the 
University of Vienna with respect to the social and spatial dynamics linked to the 
universities and their libraries. This aim entails unravelling the complex interplay 

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of the social and spatial dynamics of university libraries and their micro-level 
urban environment. 
Social factors distinguishing the two universities are presented in Table 2. The 
university in Ljubljana is relatively bigger than the one in Vienna in terms of the 
size of the city itself and the number of people living there. These differences 
suggest that the city–university relationship is context-dependent and shaped 
by local cultural, social and economic factors. 
Table 1: Comparison between the University of Ljubljana 
and the University of Vienna. 
Criteria/Aspect University of Ljubljana (UL) University of Vienna (UV) 
The University‘s 
Embeddedness 
in the City 
26 regular members 
(3 art academies, 23 faculties) 
and 3 associate members 
(National and University Library, Cen-
tral Technical Library of the University 
of Ljubljana, 
and Innovation and Development 
Institute of the University of Ljubljana) 
60 locations in Vienna 
(1 5 faculties, 5 centres) 
Historical Significance Founded in 1919 Founded in 1 365 
Economic Impact Total revenue 2020–202 1: € 442.05 
million 
University staff: 6,661 
Total revenue 2020–202 1: € 
691.5 million 
University staff: 10,38 1 
Societal Role & 
Engagement 
37 ,509 students enrolled at UL 
(total population of Ljubljana 293,2 1 8; 
1 3% students) 
88,900 students enrolled at UV 
(total population of Vienna 
1.9 million; 10% students, UV 
has 5% of the higher education 
student population) 
Host of over 1,000 events and 
350 international conferences 
It thus appears that the university’s influence on the urban fabric is propor-
tionally higher in Ljubljana, which is also in harmony with our field findings and 
mapping, that also reveal the university is more integrated into the city as a 
whole than what happens in Vienna, where the university is confined to a single 
part of the city. Accordingly, in the case of Ljubljana the interdependence and 
interconnectedness of the city with university content is greater. 
3.2.1 The City–University relationship: A case study of Ljubljana 
In the interviews we observed a stronger focus than in Vienna on the geo-
graphical positioning and infrastructural development of academic bodies. This 
is particularly shown in Slovenia where academic faculties like the Academy 

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of Theatre, Radio, Film and Television (AGRFT) and other faculties are actively 
considering the economic and practical implications held by the locations of 
their facilities. 
“There is a noticeable shift to establishing institutions in areas outside the 
city centres, where land is more affordable”, observes the young researcher 
(R esearcher and Assistant 2020). This trend has sparked vigorous discussions 
among multiple stakeholders, including the university, Ministry of Education, city 
authorities, and student organisations, about the evolving relationship between 
urban centres and universities. Where universities represent new anchor points 
in the city and thus also extend the city centre (Birch et al. 2013) to the outer 
periphery, as also evident in the architectural understanding of Ljubljana’s city 
centre, which is not only related to cultural landmarks. 
Map 1: Spatial configuration of the University of Ljubljana. 
Source: Jurij Sadar 2019. 
The University of Ljubljana epitomises this trend. It operates as a somewhat 
decentralised entity, with each faculty having the freedom to decide on its own 
spatial development. A representative for student accommodation explains: 
“The student organisation and student housing have a degree of independence 
from the university’s operations, leading to a disconnect between the students’ 

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living spaces and the academic environment” (Student housing representative 
2023). This model contrasts with the more unified approach taken by many 
international universities that allows for student organisations and academic 
faculties within a single, integrated system. 
Map 2: The National and University Library (NUK) 
and the Research Centre of the Slovenian Academy of Sciences 
and Arts (ZRC SAZU) Ljubljana. 
Source: GoogleMaps 2023. 
The separate spatial development of the university, student hostels, and student 
organisations in Slovenia indicates a certain level of organisational fragmenta-
tion. 
In the past, the University of Ljubljana employed an integrated spatial vision. 
However, since the 1990s the university’s development strategy has been more 
ad hoc, seeking to optimise the limited funding available or new facilities over 
maintaining a holistic spatial plan. A faculty representative notes, “This shift in 
city–university dynamics has opened up avenues for exploring diverse discourses, 
including the creation of gender-neutral facilities, greater student engagement, 
and the promotion of safe, inclusive academic spaces” (Academic 2020). 

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Picture 1: Atrium, Slovenian Academy of Sciences and Arts, Ljubljana. 
Source: Author 2023. 
The history of the University Library in Ljubljana reveals it is an original edifice 
constructed in the early 20
th
 century, remaining intact ever since. The street im-
mediately parallel to it has had an interesting evolution, after being gradually 
adapted and expanded to accommodate the university and academic facilities. 
“The Slovenian Academy of Sciences and Arts began to develop in the immedi-
ate vicinity, while other economic and cultural activities sprang up to support 
the university’s knowledge production and promote university community life”, 
explains one of the professional cultural worker and tourist guides (Tourist guide 
in Ljubljana 2023). In this regard, the definition of modern urban spaces takes 
account of the interaction of institutional actors, here the University of Ljubljana 
and the Slovenian Academy of Sciences and Arts, and the nearby the City Mu-
seum of Ljubljana. City events, whether intentional or not, promote the creation 

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of new urban spaces and lead to stronger interest in exploring them. Places 
where constructed events, both intentional and unintentional, occur in public 
areas, whether open or closed, and in private areas accessible to the public, 
are defined as urban venues by Hočevar (2000). These venues are made more 
attractive by situational spatial installations, whether temporary or permanent, 
which also draw attention to certain issues affecting the site. 
Picture 2: The National and University Library (NUK) 
and the Research Centre of the Slovenian Academy of Sciences and Arts 
(ZRC SAZU) Ljubljana. 
Source: Author 2023. 
3.2.2 The city-university relationship: the context in Vienna 
The University of Vienna appears in a completely different light to Slovenia 
because it is not the only university in the city. The University of Vienna is separate 
from the University of Technology. There is also a large number of other univer-
sities in Vienna. It may hence be argued that in Vienna individual universities 
act autonomously with respect to spatial development, whereas in the case of 
Ljubljana it may be argued that individual faculties act autonomously (Interview 
with a professor 2021). 

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The case of Vienna also demonstrates the city’s concurrent development with 
that of the university, following many examples of buildings having been success-
fully revitalised for university use (Zupančič Strojan 1998; Bugarič 2009). This 
applies in particular to the main university building of the University of Vienna 
that was bombed in the aftermath of the Second World War. The library, which 
was rebuilt after the war, was damaged quite badly by the bombing (Tour guide 
and Student at the University of Vienna 2022). 
The University of Vienna is arranged as an entity within the city’s surface area. 
The campus is located in the city, which is a self-sufficient unit, but at the same 
time the city functions since it is used by the city population in their everyday life 
. The campus has exceeded its original planned form. Nonetheless, the campus 
is essential for the university’s social life itself. 
Map 3: The University of Vienna. 
Source: GoogleMaps 2023. 
The University of Vienna is less connected with the identity of the city itself 
given that the city of Vienna offers the individual inhabitant other attributes than 
simply university functions. City contents have taken over and dominate over the 
university. They can be touristic, cultural, entertainment, commercial and various 

64 DRUŽBOSLOVNE RAZPRAVE/Social Science Forum, XXXIX (2023), 104: 49–73 
Domen Žalac, Matjaž Uršič 
 
 
 
 
 
  
 
 
 
 
  
 
 
 
  
 
           
 
 
 
 
 
 
 
  
 
 
services to meet the needs of the city’s residents and visitors. The university’s 
identity and social life are most prominent on campus, which is in its original form 
as “monastery” or self-sufficient spatial unit. As mentioned, university facilities 
have spread from the original campus walls to the rest of the city. The University 
of Vienna serves as a comparative type of city university, having expanded 
through the integration of university spaces into the fabric of the city itself. 
Historically, the University of Vienna was characterised by a unified spatial 
vision. Yet, as the city grew, the university began to expand, forming educational 
complexes on the outskirts of the city, a shift that commenced in the 1990s and 
continues today. This expansion was a strategic move to allocate university 
facilities to available urban spaces, a plan that allowed for the simultaneous 
development of both urban and university facilities (Huygens et al. 2019). 
This shift marked the start of a new dynamic between the university and the 
city. Initially, the university was closely integrated into the city, particularly given 
that it was founded in the city centre. Still, as the university expanded and set up 
educational complexes outside the Vienna Ring, it began to exhibit a degree of 
independence (Planinšček 2019). 
This evolving dynamic can be understood as a time-linear model of dialectics. 
Initially, the university was closely connected with the city. Then, when it expanded 
and started to establish educational complexes on the city outskirts, it began to 
strive for independence. The city spaces eventually reached the university spaces, 
leading to their integration into the city. 
The University Library in Vienna embodies the typical city–university rela-
tionship. Housed in a historic building constructed in the early 20th century, the 
library remains a vital part of the university. Its surroundings have been adapted 
and expanded to accommodate the growth of university facilities. In recent 
years, institutions such as the Austrian Academy of Sciences have developed 
nearby, contributing to the area’s academic character. This collective growth of 
academic, economic and cultural activities around the university supports the 
production of knowledge and sustains a vibrant university community. 
In the rest of the chapter, detailed narratives from the interviews are presented. 
Specific experiences and insights regarding the sensory environment are thus 
highlighted, along with the integration of technology, cultural diversity, and the 
role of the university library as an urban anchor in Vienna. 

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1 365 
Mestna univerza, college, campus 
UNIVERZA NA DUNAJU 
Dunaj, Avstrija 
število študentov
število fakultet 
1|Sedež Dunajske univerze 
delež študentov 
delež študentk 
2|Slika notranjosti 
Univerzitetna bolnišnica 
Stara Jezuitska Tehniška Akademija Univerzitetna 
Univerza cerkev univerza znanosti bolnišnica 
1 365 1628 1716 175 3 178 3 
1819 
Stara Dunajska univerza je bila 
ustanovljena v središču mesta. 
18 5 8 
Z rastjo mesta se je Univerza širila 
v obliki izobraževalnih kompleksov 
na obrobju mesta. 
2 019 
Univerzitetni kompleksi 
so se začeli širiti zunaj 
Dunajskega ringa. 
Leutenbach Šolska Odstranitev Inštitut Filozofska 
Center reforma mestnega obzidja za kemijo fakulteta 
1816 18 4 8 18 5 7 1 868 18 71 
Map 4: Spatial configuration of the University of Vienna. 
Source: Anja Planinšček 2019. 

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Domen Žalac, Matjaž Uršič 
 
 
  
 
 
 
 
 
 
 
 
 
3.3 Analysis of the university library’s 
multidimensional infuence and impact 
The library’s physical and sensory characteristics were underlined by the 
professor as key determinants of academic interaction and intellectual engage-
ment. He noted, “The library’s layout, which allows for both group and individual 
work, combined with the unique atmosphere of book smell and tranquillity, cre-
ates an environment conducive to diverse academic activities” (Interview with a 
professor 2023). This perspective echoes the arguments made by Sennett (1994) 
and Lefebvre (1991) concerning the crucial role of spatial practices and sensory 
engagement in shaping learning environments. 
The “technoscape”, as described by Appadurai (1990), was identified as a key 
factor transforming the academic experience within the library (Professor Inter-
view 2023). One student mentioned, “Digital catalogues, online databases and 
interfaces to reserve a place or order a book create a web of interconnected 
knowledge and services that we, students and staff alike, have to navigate” 
(Student Interview 2023). The library assistant concurred, adding that “many of 
our administrative tasks have been simplified by advanced library technologies” 
(Librarian assistant Interview 2023). 
Picture 3: University library, Vienna. 
Source: Author 2022. 

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A student emphasised the “ethnoscape” of the university library, viewing it as 
a stage for the interaction of different cultures (Student Interview 2023). “The 
university library”, the student said, “encourages mutual learning and interac-
tion between and among students from different cultural backgrounds” (Student 
Interview 2023). This perspective lends weight to the theories of Appadurai 
(1990) and Logan and Molotch (1987) regarding the importance of space in 
promoting social interaction and cultural diversity. 
Table 2: Comparative scape analysis: Multidimensional perspectives on the 
National and University Library, Ljubljana and the University Library, Vienna. 
“Scapes”/Attributes National and University 
Library, Ljubljana 
University Library, 
Vienna 
Ethnoscapes •Cultural diversity within •Multicultural representation
(Cultural Diversity &     library users     in library resources 
Interaction) •Interaction of local and  
international students 
•Library as a venue for cultural 
events and exchanges 
•Cultural events promoting
    a global perspective 
•Diversity in library staff and
    user demographics 
Technoscapes •Digital catalogues and •Advanced library technologies 
(Technological online databases for administrative tasks 
Integration) •Integration of modern 
technology for user services 
•Online platforms for
    academic collaboration 
•Digital platforms for research 
and academic engagement 
•Use of technology in archiving 
and preservation 
Financescapes •Economic contributions •Economic impact of the library
(Economic Impact &     from library events     as a tourist attraction 
Allocation) •Allocation of funds for library 
expansion and modernisation 
•Partnerships with local 
businesses for library 
support 
•Funding for library renovations 
and digital integrations 
•Collaborations with 
international institutions for 
financial support 
Mediascape •The library‘s representation •The library‘s historical 
(Representation &      in local media significance in media narratives 
Image) •Promotion of library events
    and resources online 
•Media coverage of the 
library‘s role in academic 
achievements 
•Media partnerships for 
promoting library events 
•Digital media platforms for 
library outreach 
Ideoscape 
(Ideological & 
Symbolic Significance) 
•The library as a symbol of 
academic excellence in 
Ljubljana 
•Promotion of progressive ideas 
and intellectual freedom 
•The library‘s role in shaping 
academic discourses 
•The library‘s ideological 
significance in Vienna‘s 
academic history 
•Promotion of diverse ideologies 
through library resources 
•The library as a space for intel-
lectual debates and discussions 

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Domen Žalac, Matjaž Uršič 
  
 
 
 
 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
 
 
 
            
 
The interviewees unanimously agreed that the university library serves as an 
important intellectual hub of the city (Professor, Student, and Assistant Interviews 
2023). As the professor expressed, “The library is a beacon of knowledge, its 
architecture a standout feature in the cityscape” (Professor Interview 2023). The 
student viewed it as “a cultural anchor, offering a quiet, focused space for study 
and hosting public events that foster community engagement” (Student Interview 
2023). The assistant agreed, envisioning it as “a bridge between the academic 
community and the city, adding to the city’s cultural heritage” (Assistant Interview 
2023). These insights mirror Goddard and Vallance’s (2013) concept of the “ur-
ban anchor” and Wiewel and Perry’s (2008) idea of universities’ contributions 
to the urban landscape. 
Based on a comprehensive methodology combining interviews and participant 
observation, we identified several attributes that play a central role in shaping 
the “scapes” influenced by the libraries in Ljubljana and Vienna. These attributes, 
while evident in the participants’ narratives and experiences, may have been 
overlooked or understated in conventional analyses. Recognising the importance 
of these attributes, we included them as interval variables to provide a nuanced 
and detailed comparison of the two libraries. 
The inclusion of these interval variables not only enriches our understand-
ing of the libraries’ impact on the urban landscapes, but also ensures a robust 
framework for future research. By mapping these attributes onto a measurement 
matrix, we can systematically assess the impact and role of each library in shap-
ing the socio-spatial dynamics of their respective cities. 
To sum up, the interviews shed light on how sensory experiences, spatial fea-
tures and cultural diversity intermingle to create the unique character of university 
libraries (Professor, Student, Assistant Interviews 2023). These insights, which 
echo the theories of Appadurai (1990), Lefebvre (1991) and Sennett (1994), 
reinforce the importance of sensory studies in the understanding of urban uni-
versity spaces. This vital knowledge contributes to the future planning and design 
of university spaces, aiding with the development of urban campuses better able 
to accommodate the wide-ranging needs and activities of their users. 

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4 Conclusion: The dynamics of the university 
landscapes in Ljubljana and Vienna 
The intricate dynamics between cities and universities play a significant role 
in the urban landscapes of Ljubljana and Vienna. As institutions of higher learn-
ing, the University of Ljubljana and the University of Vienna have imprinted their 
spatial and social influences onto their respective urban environments. This study 
reveals that these impacts are not merely physical, but also cultural, social and 
symbolic. 
The sensory and spatial experiences of university libraries add to the academic 
engagement and intellectual curiosity of students, faculty and staff. These spaces, 
filled with the unique smell of books and imbued with an atmosphere of tranquil-
lity, provide fertile grounds for diverse academic pursuits. The physical layout, 
which offers both communal tables for group discussions and quiet corners for 
individual work, fosters an environment conducive to intellectual engagement. 
This resonates with theoretical understandings of sensory engagement in urban 
spaces outlined by scholars such as Sennett (1994) and Lefebvre (1991). 
Technological advancements have transformed the academic landscape, 
with the “technoscape” significantly influencing academic practices. Digital 
resources have expanded access to knowledge and streamlined administrative 
tasks, fostering a more efficient and interconnected academic environment. These 
developments align with Appadurai’s (1990) notion of the “technoscape” as a 
network of information that can be navigated and utilised. 
The “ethnoscape” of the university libraries, which represents the movement 
and interaction of cultures, has contributed to cultural diversity and mutual learn-
ing. This supports the ideas of Logan and Molotch (1987) concerning the role of 
space in fostering social interaction and cultural diversity. 
Further, the role of the university library as an “urban anchor” emerged as 
a significant aspect of the city–university relationship. University libraries serve 
as intellectual hubs within their cities, contributing to the broader urban environ-
ment and academic ambience, and embodying the concept of “urban anchor” 
as outlined by Goddard and Vallance (2013) and Wiewel and Perry (2008). 
Despite their similarities, the universities in Ljubljana and Vienna also exhibit 
differences in their city–university dynamics. The discourse around the Univer-
sity of Ljubljana points to a decentralised spatial development approach and 
organisational disintegration, with the location of faculties, student hostels and 
student organisations occurring independently. Meanwhile, the University of 
Vienna illustrates a gradual shift towards decentralisation while still maintaining 
a semblance of an integrated model. 

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Domen Žalac, Matjaž Uršič 
  
  
 
 
 
 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
In conclusion, understanding the dynamics of university landscapes in both 
cities involves analysing the socio-spatial phenomena at play within university 
libraries. It calls for a holistic approach that encompasses sensory engagement, 
technological influences, cultural diversity, and the role of the university as an 
urban anchor. As the landscape of higher education continues to evolve, these 
insights can help guide the future planning and development of universities, with 
a view to fostering urban campuses that effectively cater to the diverse needs 
and activities of their users while contributing to the urban fabric of their cities. 
The intricate city–university relationships in Ljubljana and Vienna offer valuable 
case studies for other cities and universities navigating similar dynamics. 
In relation to the first hypothesis, we assume that the University of Ljubljana 
is a more influential force within its city compared to the University of Vienna, 
profoundly influencing both the structure and dynamics of the surrounding urban 
landscape. We argue that, depending on the urban design, university facilities 
are much more tightly clustered around the anchor of the library in the case of 
Ljubljana, while the urban landscape, which is much more spread out in the case 
of Vienna, allows for other facilities and services that are not essential to support 
the academic environment. In fact, this is due to a less diversified economy and a 
smaller degree of heterogeneity, which in turn leads to the homogenisation of the 
content. Our point is not that this is a disadvantage in the case of the university, 
but that it makes the city itself more dependent on academic life. City planners 
must accordingly be alert to this delicate coexistence of the city and the university. 
The second hypothesis was concerned with whether the presence of academic 
content displaces other social systems besides tourism in the vicinity. In the case of 
Ljubljana, this hypothesis is confirmed as little content within the vicinity of the univer-
sity library does not have a direct connection with tourism or academic activities. In 
the case of Vienna, in contrast, the services needed for the life of the inhabitants are 
actually present on the premises of the academic activities themselves. In Ljubljana, 
we may conclude that there are more services dedicated to the university in the city 
centre than there are in Vienna, and there is a distinct mix of tourist and university 
facilities. This is primarily because Ljubljana is a smaller city than Vienna. Since it is 
smaller, it is more strongly influenced by such actors; in our case, the higher education 
sector. Moreover, if we focus on the university library in the context of Vienna, it is 
also intertwined with other university spaces and offers many more opportunities to 
intertwine individual paths and opportunities for activities in the area itself. Drawing 
upon Ljubljana as a case study, one might ask whether in the absence of its academic 
institutions the city might have ended up largely touristified. In the case of Ljubljana, 
however, the presence of academic facilities also has a symbiotic relationship with 
tourism because its cultural content significantly contributes to the tourist offer in the 
area of the city’s main university library. 

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The last hypothesis, about the sensory experiences that establish the presence of 
university facilities and the urban environment’s development, is confirmed by the 
interviews since in the interviews there was a strong tendency for interviewees to 
identify all possible sensory landscapes that form part of the library visit experience. 
At the same time, it also underpins the possibility of a re-exploration based on more 
tractable metrics that put at the forefront a better sensorial perception of space, while 
taking account of the theoretical and empirical preferences we have argued for in 
this article. 
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Authors' data 
Domen Žalac, Teaching Assistant 
University of Ljubljana, Faculty of Social Sciences 
Kardeljeva pl. 5, 1000 Ljubljana, Slovenija 
E-mail: domen.zalac@fdv.uni-lj.si 
Dr. Matjaz Uršič, Associate Professor 
University of Ljubljana, Faculty of Social Sciences 
Kardeljeva pl. 5, 1000 Ljubljana, Slovenija 
E-mail: matjaz.ursic@fdv.uni-lj.si