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Abstract

Campus community gardens (CCGs) can potentially improve student health and wellbeing,mitigate social and ecological problems, and nurture university-community relationships. However,CCGs are located in complex socio-political and ecological settings and many community gardensstruggle or fail. However, few studies have assessed the socio-political/ecological context ofa garden setting prior to its development to understand the potential barriers and enablers ofsuccess. Our study assessed the socio-spatial context of a proposed CCG at a student universityaccommodation site. We engaged diverse university and community stakeholders through interviews,focus groups and a survey to explore their perceptions of the space generally and the proposedgarden specifically. Visual observations and public life surveying were used to determine patterns ofbehavior. Results confirmed known problems associated with an underutilized site that provideslittle opportunity for lingering or contact with nature; and unknown barriers, including sociallydisconnected stakeholders and community distrust of the university. The research also uncoveredpositive enablers, such as stakeholder appreciation of the social, wellbeing and ecological benefitsthat a CCG could deliver. Our findings suggest that an in-depth exploration of a proposed gardencontext can be an important enabler of its success.

Item Type:	Article
Authors/Creators:	Marsh, P and Mallick, S and Flies, E and Jones, P and Pearson, S and Koolhof, I and Byrne, J and Kendal, D
Keywords:	campus community garden, health, socio-spatial connection, trust, sustainability, university students, wellbeing
Journal or Publication Title:	International Journal of Environmental Research and Public Health
Publisher:	M D P I AG
ISSN:	1660-4601
DOI / ID Number:	10.3390/ijerph17207476
Copyright Information:	Copyright 2020 The Authors. Licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/
Related URLs:	Google Scholar: Marsh, P UTAS Profile: Marsh, P Google Scholar: Flies, E UTAS Profile: Flies, E UTAS Profile: Pearson, S Google Scholar: Byrne, J Google Scholar: Kendal, D
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