The UTP Research Report - Auckland Transport

The Universities' Travel Plan
A TravelWise project for the Learning Quarter
Research Report – September 2007

Table of Contents
WORKING TOGETHER ............................................................................................................2
EXECUTIVE SUMMARY ...........................................................................................................3
1. INTRODUCTION ..................................................................................................................4
1.1 Planning for the future .................................................................................................4
1.2 TravelWise ...................................................................................................................5
1.3 The Universities’ Travel Plan so far .................................................................................5
1.4 Focus on research .........................................................................................................6
2. RESEARCH RESULTS – KEY ISSUES .....................................................................................7
2.1 Perceptions of travel .....................................................................................................7
2.1.1 Student perception of travel options ...........................................................................7
2.1.2 Staff perception of travel options ...............................................................................8
2.2 Accessibility of travel options ........................................................................................9
2.2.1 Walking ....................................................................................................................9
2.2.2 Cycling .....................................................................................................................9
2.2.3 Passenger transport .................................................................................................10
2.3 Future Planning workshops .........................................................................................11
2.4 Student travel behaviour .............................................................................................12
2.4.1 Changing behaviours ...............................................................................................12
2.4.2 Flexible travel arrangements .....................................................................................13
2.4.3 How students are travelling around ..........................................................................13
2.4.4 Travel choice and distance ........................................................................................13
2.4.5 Travel options and student demographics .................................................................14
2.4.6 Parking ...................................................................................................................14
2.4.7 Likelihood for behaviour change ..............................................................................14
2.4.8 Trip conversions .......................................................................................................15
2.5 AUT University staff travel behaviour ...........................................................................16
2.5.1 Travel characteristics ................................................................................................16
2.5.2 How staff are travelling around ................................................................................16
2.5.3 Travel choice and distance ........................................................................................17
2.5.4 Parking ...................................................................................................................17
2.5.5 Likelihood for behaviour change ..............................................................................17
2.5.6 Trip conversions .......................................................................................................18
3. DEVELOPING TRAVEL PLAN ACTIONS ..............................................................................19
4. A SUMMARY OF TRAVEL PLAN ACTIONS ........................................................................20
5. MOVING FORWARD .........................................................................................................24
1

Working together
The Auckland Regional Transport Authority (ARTA) has teamed up
with The University of Auckland, AUT University, Auckland City
Council and Transit New Zealand to ensure that access to the Learning
Quarter precinct in Auckland’s CBD remains a priority now and in the
future. The Universities’ Travel Plan Research Report was prepared
by the Auckland Regional Transport Authority on behalf of
the Universities’ Travel Plan Steering Group.
2

Executive summary
The Universities’ Travel Plan represents an agreement between
The University of Auckland, AUT University, the Auckland Regional
Transport Authority (ARTA), Auckland City Council and Transit New
Zealand to develop a series of actions that will increase travel choices
for the 40,000 students and staff who travel to and around The
University of Auckland and AUT University city campuses each day.
As Auckland grows and the Learning Quarter continues to develop,
we need to ensure that our excellent universities have excellent
transport links. The Universities’ Travel Plan will help to achieve this
goal. It is a 10-year plan that considers all travel options including
walking, cycling, passenger transport, carpooling and driving.
Since the start of the project in June 2005, the Universities’ Travel
Plan has followed ARTA’s TravelWise planning process. The key parties
involved in the project carried out a comprehensive research and
development programme which looked at how, and why, people
travel to the Learning Quarter in the way they do. The research
involved the collection and analysis of a vast amount of information
from a total of around 6,500 people, which makes it the largest
travel behaviour research programme so far undertaken in New
Zealand.
The research findings indicate that university students and staff are
generally already very high users of sustainable transport (walking,
cycling and using passenger transport), setting an example to the rest
of the CBD’s commuters. While students are particularly flexible in
their current travel behaviour, frequently using a combination of
travel options during the week, they often have strong aspirations
towards car ownership.
Both students and staff are more likely to drive the longer they are at
university; however they expressed a strong willingness to consider
other travel options.
On the whole, the research showed that student and staff travel
choices are determined by a combination of factors including finances,
course structure/teaching requirements, student employment or other
commitments, perceptions of service quality and value for money,
access to information and knowledge of service availability.
When considering other travel options, both staff and students
stated that they would most likely use passenger transport options
more often, followed by an increase in carpooling, walking
and cycling.
Based on these findings, a number of recommendations were
developed, and consulted on by university staff and students. The
feedback from the consultation phase was then used to finalise the
Universities’ Travel Plan and develop travel plan actions.
The project parties have set an initial target of encouraging
10 per cent of current car drivers to travel by more sustainable
options. This will be achieved through improvements in infrastructure,
services, facilities and information – making these options safer, more
convenient and better value for money.
This report summarises the research and presents the travel plan
actions that will make it easier for people to get to and around the
Learning Quarter.
3

1. Introduction
Each day, during semester time, around 40,000 students and staff
travel to and around The University of Auckland and AUT University
city campuses, an area also known as the Learning Quarter. The size
of this travelling population and the central location of the Learning
Quarter mean that this daily journey puts significant pressure on
Auckland City roads and passenger transport systems. This can mean
congestion and delayed journey times for both students and staff,
and many other commuters, as they travel in and around the CBD.
In order to maintain Auckland’s status as an excellent place to live
and learn we need to ensure that access to education remains a
priority both now and in the future.
To achieve this goal, The Auckland Regional Transport Authority
(ARTA) has joined with The University of Auckland, AUT University,
Auckland City Council and Transit New Zealand to develop the
Universities’ Travel Plan. This represents an agreement to work
together to develop an agreed series of actions that will increase
travel choices and make it easier for more people to get to and
around the Learning Quarter.
This report outlines the research results that have led to the
development of the Universities’ Travel Plan, and includes a range of
actions that will make travel around the Learning Quarter easier.
1.1 Planning for the future
Auckland faces a number of changes over the next 10 years, as we
grow to support an increasing population. These include new building
developments and facilities across the city as well as major changes
to our transport infrastructure and services. Add to this the changing
costs of fuel and accommodation and we can start to appreciate the
wide range of factors that affects where we live and how we travel.
Figure 1 – Map of the Learning Quarter
By taking account of regional and local plans, the Universities’ Travel
Plan has developed recommendations to accommodate these
changes over the next 10 years and beyond.
4

1.2 TravelWise
The Universities’ Travel Plan is part of the TravelWise programme,
which has been developed by ARTA. It follows an internationally
recognised process that makes travel to schools and workplaces
across Auckland easier 1 . Like all travel plans, the Universities’ Travel
Plan looks at all travel options including walking, cycling, passenger
transport, carpooling and driving.
When thinking about the needs of staff and students, university
travel plans represent some particular challenges and opportunities,
including:
• People travel to university for many different reasons (e.g. work,
study, sport, recreation and social events)
1.3 The Universities’ Travel Plan so far
The Universities’ Travel Plan (UTP) was started in 2005, when an
agreement was made between the key organisations involved in this
project. Since that time, the group has carried out a comprehensive
research and development programme which looked at how, and
why, people travel to the Learning Quarter in the way they do. This
research is the largest travel behaviour research programme so far
undertaken in New Zealand. Based on the research findings, a
number of recommendations were developed, which were then
consulted on by university staff and students. The feedback from the
consultation phase was then used to finalise the Universities’ Travel
Plan and develop travel plan actions. Table 1 (below) shows an outline
of the Universities’ Travel Plan project phases.
• The number of travellers changes across the year during and
between semesters, which can have a substantial overall impact
on local and regional congestion
• Students and staff tend to have very different travel patterns
• Their travel choices can be motivated by a wide variety
of factors
• Staff and students need different facilities.
Phase Description Timing
1 Set-up During this phase, the key organisations involved in the project developed an
agreement to focus on the CBD’s Learning Quarter. They also agreed on a
project framework, as well as on roles and responsibilities.
2 a) Research and
development
b) Developing
recommendations
An integrated research programme was developed, which collected a range
of information relating to staff and student travel behaviour and perceptions
of travel options.
After the data analysis was completed, a range of recommended actions was
drafted in the areas of infrastructure and services, facilities, marketing and
information provision.
c) Consultation The research results and recommended actions were circulated to university
students and staff, as well as a number of travel planning professionals.
Workshops were held at the universities to find ways in which students
and staff can contribute to the Universities’ Travel Plan’s finalisation and
ongoing implementation.
3 Plan finalisation During this phase, the Universities’ Travel Plan was completed and the
travel plan actions were finalised, using the feedback received during the
consultation period.
Jul 05
Jul 05-Mar 06
Mar 06-Nov 06
Dec 06-Mar 07
Mar 07-Aug 07
4 Implementation The agreed travel plan actions are being implemented. Sep 07 onwards
5 Completion Ongoing management of the travel plan will take place to ensure the
travel plan actions are integrated into the universities’ processes.
6 Continuous improvement Staff and student travel behaviour will be monitored and a review of the
Universities’ Travel Plan’s evaluation survey will be undertaken.
Table 1 – UTP project phases
24-month cycle
1
The TravelWise process is outlined at www.travelwise.org.nz
5

1.4 Focus on research
Understanding travel patterns – how, why, when and where people
travel from – is central to the development of any travel plan. Given
the number of people who travel to the Learning Quarter and the
fact that staff and students have very different travel patterns,
a comprehensive research programme was developed in order to
find out as much information as possible. The research phase is
outlined in Box 1 (below).
Perceptions of travel
Interactive displays and
workshops with students
and staff
Travel access study
Infrastructure, safety and
service review of the
Learning Quarter
Future Planning workshops
Strategic review of local and regional plans that affect the
Learning Quarter for the next 10 years, leading to the
identification of key issues and drafting of key principles
Understanding travel behaviour
The TravelWise survey to students and staff enabled a detailed
review of current travel behaviour and tested some of the key
issues that arose from the future planning workshops
Development of recommended actions
Analysis of the research results has led to the drafting of
prioritised actions. These were then further reviewed by the
universities, ARTA, Auckland City and Transit NZ
Consultation on recommended actions
Box 1 – Research and development phase
6

2. Research results – Key issues
In general, the research has shown a dramatic shift in travel options
in recent years 2 – particularly amongst students – with increasing
numbers travelling by passenger transport or carpooling. The research
suggests that this change in behaviour is largely a reaction to
increases in fuel and parking costs, and a lack of available parking.
Improvements in passenger transport infrastructure and services have
also contributed to this shift.
Several key issues arising from the research have helped in
developing and prioritising recommendations 3 . These issues are
highlighted below.
2.1 Perceptions of travel
A number of different methods was used to find out how students
and staff felt about transport options, including workshops,
interviews and photo-novellas 4 .
Overall, the findings suggest that there is a wide range of issues that
could be improved to make travel easier. These include improvements
to infrastructure, services and the relative cost of passenger transport,
and a better flow of information. There is also a strong suggestion
that passenger transport could be more effectively marketed to
improve its perceived value. The findings are outlined in more
detail below.
2.1.1 Student perception of travel options
Overall, the research found that students highly rate driving, feeling
that car ownership brings a sense of freedom and status, and is
essential for a socially active lifestyle. Owning a car is an aspiration
for many. However, some students have philosophical objections to
car travel – mainly for environmental and health reasons.
Unsurprisingly therefore, while some students are committed to
passenger transport, most students’ feelings about passenger
transport range from lukewarm to very negative. These feelings are
often based on the perception that passenger transport is too
expensive for the service it delivers, unreliable and less convenient
than travelling by car 5 .
Despite their perception of passenger transport, students’ actual
transport choices were often determined by more functional factors,
often outside of their control, including:
• The travel options that are accessible from their place of
residence
• The cost of car travel compared with the cost of passenger
transport
• Other responsibilities (work, family and study) that create a need
to be flexible
• Access to information about travel options and costs.
These factors lead many students to make choices that they would
not otherwise make. Table 2 (below) classifies students according to
the feelings they have about their travel options.
While these are very broad groups, they do provide some insight into
how and why students make travel decisions and the kinds of things
that can be done to make travel easier. The classifications also suggest
that there are opportunities to increase passenger transport use
amongst some groups (for example the ‘cost-conscious drivers’), and
improve services and customer information to give ‘passenger
transport captives’ better value for their money.
Passenger transport captives
Car lovers
Cost-conscious car drivers
Car captives
Sustainable travellers
Many students would rather drive to university but cannot afford a car. They therefore feel they
have little option but to take the bus or train.
Others who own a car, love the status and freedom it gives them and will drive it to university
regardless of cost.
Many drivers feel that car ownership comes with a high cost for fuel and parking, and will consider
other cost-effective options.
Some students feel that owning a car is a burden but, now that they have one, they really should
use it.
This group actively makes decisions on where they live so that they have access to passenger
transport, or can walk or cycle to university.
Table 2 – Student perception of travel options
2
Compared with the 2002 Transportation and Parking Study.
3
Full copies of the Travel Access Report and the TravelWise Survey Results are available from the Auckland Regional Transport Authority.
4
In total, 32 students where involved in workshops and interviews, with another 300 taking part in an interactive exhibition.
5
These findings are strengthened by those presented in a separate ARTA study, Segmenting the Auckland Transport System 2006.
7

2.1.2 Staff perception of travel options
Ten staff members from the two universities were interviewed to find
out what affected their travel behaviour. The following key issues
were raised:
• Staff generally reported a tendency to live outside of the
CBD. While some said they were living close to passenger
transport services for philosophical reasons, the majority did
not consider the effects on travel options when choosing their
home location.
• Staff have less need to be flexible than students, as they tend to
work to a more regular commuting timetable.
• Some staff reported that family and other commitments
influenced their travel options, feeling that passenger transport
did not give them the reliability or flexibility they needed.
• Access to staff car parks at both universities, and the subsidised
cost associated with the car parks, significantly influenced staff
members’ decision to travel by car. New staff, without parking
licences or permits, could face a long waiting period (of up
to three years) and therefore were more likely to use
passenger transport.
• Staff tended to be aware of, and express concern over,
environmental and health issues related to travel options. In
practice, however, only a few staff reported making decisions
based on these concerns.
Overall, staff reported the following perceived advantages and
disadvantages when thinking about passenger transport, driving,
walking and cycling (see Table 3).
Passenger transport
Car travel
Walking and cycling
Advantages
• Fast travel on trains
• Time to relax before and after work
• Time to do other things
• Time saving
• Costs of driving and parking considered to be
comparable with (or even cheaper than)
passenger transport
• Cheap parking at universities
• Flexible
• Healthy activity
• Sense of making a contribution
Disadvantages
• Indirect bus routes take more time
• Time delays in congested traffic and during
ticket transactions
• Inconvenient stop and station locations
• Lack of information on services and costs
• Uncomfortable atmosphere, poor relationship
between passengers and drivers
• Poor quality of vehicles
• Uncomfortable seating
• Timetable issues, reliability and inappropriate timing
of some services
• Need to leave early to avoid peak travel
• Stress related to driving
• Time wasted finding a car park
• Poorly maintained footpaths
• Lack of safe pedestrian crossings
• Serious safety issues for pedestrians and cyclists
• Lack of cycle paths and prioritisation; sharing lanes
with buses is unsafe
• Lack of lockers and showers, poor promotion,
accessibility of existing lockers and showers
• Inappropriate, poorly located cycle parking facilities
• Unaware and inconsiderate drivers
Table 3 – Staff perception of transport options
8

2.2 Accessibility of travel options
To assess the Learning Quarter’s accessibility by walking, cycling,
passenger transport and vehicles, a Transport Access Study was
undertaken. The study identified specific areas of concern, particularly
around safety, prioritisation and access to facilities and services.
2.2.1 Walking
Walking is the most important means of getting around within the
Learning Quarter, as all travellers will eventually travel along
pedestrian routes whichever way they arrived. Moreover, because of
the location of the universities, each person is likely to have to cross
a major road at least once and possibly many times in a day 6 .
Development of The University of Auckland Business School will
significantly increase the number of pedestrians crossing Symonds
Street, which currently has around 24,000 vehicles travelling down it
each day. The safety of pedestrians is therefore identified as a top
priority. (Data on reported crashes involving pedestrians can be seen
in Figure 2 below.)
2.2.2 Cycling
The central location of the Learning Quarter means that many
residential areas are within a 20-minute cycle ride. While Auckland’s
topography is a factor, safety issues are of greatest concern when
considering how to make it easier for more people to travel by bike.
Currently, around 210 cyclists travel down Symonds Street during the
morning peak and a further 200 travel down Queen Street. The
access study shows that this is not a journey for the faint-hearted, as
cyclists compete with a high volume of traffic, often have to ride over
uneven and obstructed surfaces and lack of effective prioritisation at
traffic lights and intersections. Provision of and access to appropriate
facilities including showers, lockers and parking is also identified as a
key issue.
The steep gradients of some of the roads can discourage walking
and they are particularly hard for people with impaired mobility. The
study identified that some key routes to and around the Learning
Quarter have gradients that are more than 1:12, greater than the
maximum considered acceptable for wheelchair users and mobilityimpaired
pedestrians.
Figure 2 – Reported crashes involving pedestrians
(for the five years to June 2005)
6
N. Harre and T. Milfont (2004). Pedestrian safety on Symonds Street – November 2004.
9

2.2.3 Passenger transport
The study found that the Learning Quarter is very well served by
buses, with 1,700 buses using Symonds Street and a further 780
using Queen Street each day. With a few notable exceptions, most
areas of Auckland are accessible from bus stops within 400 metres of
the two campuses.
While the distance and gradient to the ferry terminals and Britomart
station may be a deterrent, these transport hubs are also well served
by buses to and from the Learning Quarter. Services aside, a full
review of bus stop facilities in the area has revealed opportunities for
improvements, which are summarised in Table 4 7 .
Walking safety
• Footpath condition and obstructions
• Prioritising pedestrians over traffic
• Left slip lane hazards
• Traffic speed control
• Pedestrian crossings
• Review of high-crash rate areas
• Mobility improvements
Walking facilities
• Improvements to direct routes to and from the Learning Quarter
• Improvements to directional signage
• Development/promotion of route maps
• Access to on-campus showers
Cycling safety
• Improvements to road surface and removal of obstacles
• Reduction of traffic speeds and volume
• Review of cycle priorities around the Learning Quarter
• Linking cycleways through the Learning Quarter
Cycle facilities
• Review of cycle rack design and location
• Provision of, and access to, facilities such as showers and lockers
• Improvements to information on routes and at facilities
Passenger transport services
• Generally well served, further improvements planned as part of Central Connector project
• Review of some key destinations
• Links to rail and ferry are dependent on key bus services
Bus stop facilities
• Review of bus stops to provide fewer and better stops
• Improvements to signage
• Provision of more shelter and seating
• Improvements to cleanliness
Table 4 – Transport Access Study – Summary recommendations
7
The full report is available from the Auckland Regional Transport Authority.
10

2.3 Future Planning workshops
Following the research into staff and student perceptions and the Travel Access Study, two workshops were held with university representatives
and transport planning professionals. The workshops discussed how local and regional plans will affect travel to the Learning Quarter over the next
10 years. This included consideration of the potential impact of proposed key developments, as highlighted in Table 5 (below).
Building and civic
developments
• The Learning Quarter project, which will consider urban design strategies to create an overall identity
for the area
• The new Business School at The University of Auckland (and associated pedestrian and vehicle
access issues)
• Ongoing developments at AUT University
• Library precinct upgrades, including the Central Library and Lorne Street
• Queen Street and Quay Street developments
• Ongoing development of the Britomart precinct
Planned roading changes
• The Central Connector, providing a busway along Symonds Street connecting Britomart
to Newmarket via the Learning Quarter
• Alfred Street pedestrian priorities
• Designation of Queen, Lorne and sections of Symonds Street as ‘greenway distributors’,
providing improved bus, cycle and pedestrian priorities
• Ramp metering of motorways
Passenger transport plans
• Passenger Transport Network Plan introducing
• Rapid transport network (rail and busway)
• Quality transport network (including the Central Connector)
• Local connector network and
• Other targeted services
• Integrated ticketing
• Ongoing train station upgrades
• Proposed new railway station at The Strand/Parnell
• Ongoing ferry terminal developments
Table 5 – Some of the proposed and planned changes affecting travel to the Learning Quarter
11

At the Future Planning Workshops a huge number of topics was discussed by a total of 60 participants, covering potential infrastructure, service
and information developments for all travel options. The workshop feedback led to the identification of several planning principles (see Table 6
below) and the drafting of a wide range of issues and recommendations. These principles helped in the finalisation of a TravelWise survey on
student and staff travel behaviour, and were instrumental in the development of a framework for the travel plan actions.
• The safety of travellers is to be a top priority, particularly the safety of existing pedestrians and cyclists.
• Walking is recognised as the primary means for travel around the Learning Quarter.
• Car travel is becoming more costly and less convenient, which is creating a trend towards more sustainable transport options
(passenger transport, carpooling, walking and cycling). Infrastructure and services need be improved and expanded to safely accommodate
these changes.
• The convenience of walking, cycling and passenger transport needs to increase relative to car travel. This needs to be achieved through
a range of developments in infrastructure, services and information provision.
• The Learning Quarter needs to develop its own identity while recognising the potential for urban design measures to highlight sustainable
travel options.
• The Learning Quarter infrastructure requires consistent design features for all travellers, particularly at junctions, intersections and other
areas where different modes meet.
• Interconnectivity between travel options needs to be strengthened both physically (e.g. between walking, passenger transport,
car parks/drop off zones and cycling), and also in terms of opportunities to purchase integrated travel services from a single payment point
(e.g. between and across bus, train and ferry services).
• Research into actual behaviour patterns will identify which travel options have the greatest potential for change.
Table 6 – Key planning principles
2.4 Student travel behaviour
In order to find out how, when and where people travel and to assess
their likelihood to use different travel options, a TravelWise survey for
university students was developed. A total of 6,042 students from
both universities responded to the survey, helping indicate current
and future travel patterns of the total population of 41,000 students
who make a total of 175,928 return trips to the universities each
week. A number of key characteristics and issues was identified,
which are reflected in the travel plan actions.
2.4.1 Changing behaviours
In general, the research indicated a dramatic shift in students’ travel
behaviour in recent years, with students increasingly likely to move
away from driving towards passenger transport and carpooling. This
suggests a need to develop travel plan actions to maintain the current
travel patterns and provide improvements to increase the rate of
behaviour change.
12

2.4.2 Flexible travel arrangements
Within this general trend, students’ travel patterns vary in terms of
their day-to-day travel choices and the times they travel. Around
30 per cent of students travel by different means during the week.
For example, they may drive on one day, and the next day they may
carpool in and take the bus home. This flexibility can be attributed to
a combination of a desire to save costs, avoid driving at peak travel
times, or to fit in with their course arrangements, or work or family
commitments before or after study.
On any one day, around 5,600 students travel to the Learning Quarter
more than once, with around a third of all students making at least
one multiple trip during the week.
2.4.3 How students are travelling around
Students at both universities are very sustainable travellers with a
total of 76 per cent of all trips 8 undertaken by passenger transport
(bus, train and ferry) or walking and cycling.
Car-based options, including driving alone and car-pooling, account
for 23 per cent of all trips. Of these we can identify that there are
around 8,000 cars travelling to the Learning Quarter each day (3,500
single occupancy vehicles and 4,500 cars with passengers). The
breakdown of total student trips, to both AUT University and The
University of Auckland, is shown in Figure 3 9 (on the right).
The breakdown of trips by mode is fairly similar between the two
universities except that:
• University of Auckland students are more likely to carpool as a
passenger in a car (10 per cent, compared to 6 per cent of
AUT University students) and are slightly more likely to drive with
passengers (4 per cent, compared to 3 per cent of AUT University
students)
• AUT University students take more trips by train (10 per cent,
compared to 7 per cent of University of Auckland students)
• University of Auckland students take more trips by cycle
(3 per cent, compared to 1 per cent of AUT University students).
Walk/run
15%
Share of student trips
Cycle
2%
Driving
10%
As a
passenger
in a car
9%
Driving with
passengers
4%
Driving and
passenger
transport
2%
Figure 3 – Share of student trips
Train
8%
Ferry
2%
University
shuttle bus
2%
Motorcycle/
moped
2%
Bus
44%
2.4.4 Travel choice and distance
An analysis of the distances people travel shows that AUT University
students tend to live closer to the Learning Quarter, particularly when
looking at trips taken from within 1 kilometre (18 per cent of
AUT University students, compared to 11 per cent of University of
Auckland students). However, the vast majority of student trips
(70 per cent) are made from destinations over 5 kilometres away
from the universities, showing a strong tendency for students to live
away from the CBD.
Unsurprisingly, walking is the main means of travel over short
distances; however some 281 people drive alone in a car from a
distance of less than 1 kilometre. This suggests that these people
need to use a car either due to circumstances (i.e. needing the car for
other commitments) or want to make a personal statement.
Interestingly, while 84 per cent of trips by train are made from a
distance of over 10 kilometres, only 1 per cent of trips are taken
between 1 and 5 kilometres. Bus is the main travel option for
distances between 3 and 20 kilometres.
While these figures imply specific targets for improvement (e.g. train
trips and some short distance drivers), they also suggest that
there are opportunities to encourage students to live closer to the
Learning Quarter.
8
When reporting mode use data, care needs to be taken to make a distinction between numbers of people using a mode and the number of trips taken by that mode.
For example, while 53 per cent of all students stated that they use the bus ‘at least once’ in the week, bus trips actually account for 45 per cent of all journeys to and
from the universities.
9
Rounded to the nearest 1 per cent
13

2.4.5 Travel options and student demographics
Overall, the research results indicate that women are slightly more
likely to travel as a passenger in a car and on the bus than men.
There is an increased tendency to travel alone in a car the longer a
student is at university. This is more evident at AUT University – with
car usage rising from 9 per cent to 43 per cent, compared to an
increase from 3 per cent to 14 per cent at The University of Auckland.
This may be because students are fulfilling their aspirations to own a
car or because they tend to live further from the CBD the longer they
are at university. Either way, the use of passenger transport does not
seem to be habitual, which suggests the need for further
improvements and promotion of passenger transport options.
2.4.7 Likelihood for behaviour change
While the majority of students already use sustainable transport
options, the research suggests that there is an opportunity to increase
these numbers. A total of 15,710 students who currently travel by
car at least once a week indicated that they would be likely to
consider choosing other options more often. Students from The
University of Auckland are generally more likely to consider other
options than students from AUT University. Their combined
considerations are presented in Figure 4 11 .
Students' likelihood to consider other travel options
0% 20% 40% 60% 80%
There is also a decline in bus and train use as students get older,
a trend that is most prevalent between the ages of 25 and 44.
Passenger
transport
34%
71%
Walking and running rates are higher amongst those who are
enrolled for the first three years.
2.4.6 Parking
Of the students who drive (either alone or with passengers), over a
third report parking off-street in a public parking lot. AUT University
students are more likely to pay for their parking (68 per cent compared
to 52 per cent at The University of Auckland) and tend to pay more
each day. 33 per cent of AUT University students who pay for parking
pay over $8.00 (compared to 13 per cent at The University of
Auckland), and one in five AUT University students pays over $10.00
per day.
A total of 28 per cent of student drivers report not paying for parking
at all, with University of Auckland students more likely to do this than
those from AUT University (32 per cent compared to 22 per cent
at AUT).
A comparison with data from The University of Auckland’s 2002
Transportation and Parking Study 10 shows a strong shift away from
driving with or without passengers (26 per cent less) and an increase
in travelling as a passenger in a car (an increase of 10 per cent) and
using passenger transport (an increase of 11 per cent). While the
earlier data is taken from only one of the universities, the comparison
does suggest that students are highly responsive to ‘background’
changes such as changes to prices and service provision. In particular,
there has been a significant increase in fuel costs, and changes in
both the price and availability of parking since 2002. It can also be
assumed that increases in car journey times have been a contributory
factor, while increases in bus and train services have made much of
this shift possible.
Carpooling
Walking
/Running
Cycling
3%
7%
11%
17%
22%
58%
Figure 4 – Students’ likelihood for behaviour change
Very Likely
Likely
On an average day, a total of 16,793 (one-way) trips are available
for conversion to more sustainable options (i.e. trips made by
students who are not already walking, cycling, using passenger
transport or travelling as a passenger in a car). These are broken
down as follows 12 :
1. Passenger transport 11,413
2. Carpool 3,908
3. Walk/Run 2,386
4. Cycle 1,741
Taken together, this information suggests that, while carpooling is
considered a possible option by many, passenger transport is the
clear priority for action. Considering many current passenger
transport users aspire to car ownership in the future, travel plan
actions that promote the long-term use of passenger transport are
even more essential.
Travel plan actions therefore need to consider the likely effects of
background trends continuing in the long term (including the
potential for future road tolls and congestion charging), and make
recommendations to accommodate them.
The comparison also implies that students are not only more
responsive to enforced changes but develop their own strategies to
adapt to them (e.g. an increase in informal networks to facilitate
carpooling).
10
Due to the data presented in the 2002 Transportation and Parking Study, it was only possible to make a comparison of peak-time arrival trips by mode,
however this does show a significant shift from ‘driving alone’ to ‘driving with/as a passenger’ and using passenger transport.
11
Students could select multiple options.
12
Students could select multiple options.
14

2.4.8 Trip conversions
The following section outlines the actions students said would be
likely to encourage them to consider non-car based options. Students
were asked to select up to three key issues and were also given an
opportunity to identify any others. The results identify those options
that were most often cited, however it is the overall combination of
these, rather than any single action, that is likely to encourage
behaviour change. Those actions that registered more than 20 per
cent are shown below.
Carpooling
There were
reserved car parks
for carpoolers
I had help
finding people to
carpool with
Key issues to encourage students to carpool
0% 20% 40% 60% 80%
54%
80%
Passenger transport
Key issues to encourage students to use passenger transport
0% 20% 40% 60% 80%
I knew how much
money I would save
28%
Passenger transport was
better value for money
71%
Figure 6 – Key issues for carpooling
The findings suggest that students consider passenger transport and
There was a more direct
service to campus
There was better
co-ordination between
PT and universities’
timetables
I knew what savings
I would make
37%
51%
49%
carpooling to be interchangeable to some extent. As such, care must
be taken to ensure that actions to encourage carpooling do not take
students out of buses and trains.
Walking/running or cycling
Key issues to encourage students to walk and cycle
More/better
bus shelters
22%
More facilities
(showers/changing
rooms/lockers)
0% 20% 40% 60%
46%
Figure 5 – Key issues for passenger transport
Drivers were
more considerate
32%
These findings highlight the importance of cost and convenience for
students, and also suggest that there is a lack of information about
the relative value of passenger transport compared to car driving.
As such, there are opportunities to highlight the negative aspects of
car use in situations, or from locations, that compare less favourably
with passenger transport in terms of time and cost savings. There is
also the opportunity to highlight the other benefits of passenger
transport including the reduction of stress during the journey, not
needing to find a car park, the opportunity to read a book, etc.
These results also strongly suggest the need to directly inform
students of improvements to the passenger transport network in
terms of both infrastructure and services.
Timetable co-ordination is an extremely complex issue that requires
some further investigation. Meanwhile, planned increases in services
will increase travel options before and after lectures.
More direct
walking routes
Safer cycle routes
Pedestrians and cyclists
given greater priority
over traffic
There was more secure
cycle parking
21%
30%
29%
Figure 7 – Key issues for walking/cycling
The safety of pedestrians and cyclists is of paramount importance, as
recognised by the planning principles (Table 6 on page 12) and
highlighted by the crash data which indicates specific areas of
concern around the Learning Quarter (Figure 2 on page 9). Actions
to encourage more cyclists must therefore take these safety issues
into account.
31%
15

2.5 AUT University staff travel behaviour
378 staff from AUT University responded to the TravelWise survey,
providing information about when and where people travel and their
likelihood to use different travel options. This has enabled us to make
some estimates of the travel behaviour of the 1,665 staff who work
at the CBD campus.
The University of Auckland staff were surveyed as part of a
2002 Transportation and Parking Study and key issues from that
report have helped with the development of the Universities’ Travel
Plan actions.
2.5.1 Travel characteristics
AUT University staff make an average of 1,441 return trips to the
CBD each day, with staff attendance varying from 83 to 91 per cent
throughout the week. 14 per cent need to make multiple trips at
some time during the week, and 24 per cent of staff travel to the
campus during the weekend. Travel times mainly fall during peak
times, with staff tending to leave work earlier towards the end of
the week.
2.5.2 How staff are travelling around
While staff trips are not as sustainable as students’, they are more
likely to make sustainable trips than other CBD commuters. Staff
travel behaviour is outlined in Figure 8.
Within these behaviours, the following demographic characteristics
are worth noting:
• Male staff are slightly more likely to walk/run (18 per cent
compared to 12 per cent of female staff)
• Male staff are more likely to travel by train (9 per cent compared
to 2 per cent)
• Male staff are more likely to use a combination of driving and
passenger transport (7 per cent compared to 2 per cent)
Walk/run
12%
Driving
25%
Share of staff trips 2
Cycle
2%
As a
passenger
in a car
5%
Bus
25%
Driving with
passengers
10%
Train
5%
Ferry
4%
University
shuttle bus
9%
Motorcycle/
moped
0%
Driving and
passenger
transport
3%
• Female staff are much more likely to use the university shuttle
bus (15 per cent compared to 6 per cent of male staff)
• Staff who have worked at the university for five years or more are
more likely to drive alone in a car (37 per cent).
While the overall figures are encouraging, there appears to be a
significant shift in travel behaviour away from walking and bus
modes when comparing those who have worked at the university for
one year or less with those who have worked there for more than
five years. Travel choice does not seem to be habitual, with a decrease
in the number of staff using buses (32 per cent compared to 20 per
cent) and walking/running (25 per cent compared to 7 per cent),
and a corresponding increase in the number of staff driving alone
(15 per cent compared to 35 per cent) the longer staff work at
the university.
Figure 8 – Share of staff trips
16

2.5.3 Travel choice and distance
The following issues were highlighted when considering how staff
travelled over various distances:
• Overall, most trips by any mode (30 per cent) are made from
between 5 and 10 kilometres. A further 20 per cent of trips are
made within a 10 to 15 kilometre distance.
• 6 per cent (or a total of 107) inward trips taken alone in a car are
from a distance of 2 kilometres or less, with a further 71 inward
trips from this distance being made by cars with passengers.
Overall, 6 per cent of trips from a distance of 2 kilometres or less
are taken in a car.
2.5.5 Likelihood for behaviour change
A total of 35 per cent (or 584) staff who currently travel as a driver or
passenger in a car at least once during the week, stated that they
were either likely or very likely to consider taking other modes more
often. Their combined considerations are summarised below 13 .
Passenger
transport
Staff likelihood to consider other travel options
0% 10% 20% 30% 40% 50% 60%
16%
54%
• No trips are taken by train for a distance of less than
5 kilometres.
• There are no cycle trips from within 1 kilometre of AUT University
and only 11 from a distance between 1 and 2 kilometres. Most
cycle trips (62 per cent) are made from a distance of 5 to
10 kilometres.
2.5.4 Parking
Carpooling
Walking
/Running
Cycling
3%
5%
4%
12%
11%
24%
Very Likely
Likely
64 per cent of staff who drive park in the AUT University spaces, with
18 per cent parking in a public lot. 9 per cent of car drivers report
finding a free space, which suggests they park and walk some
distance to campus. These are more likely to be males (17 per cent
compared to 2 per cent females). Of those who pay for parking,
males are more likely than females to report paying $3.00 or less
(21 per cent compared to 0 per cent).
Figure 9 – Staff likelihood for behaviour change
The results indicate potential interest in all mode options, with
passenger transport being the main focus. A greater proportion of
females were prepared to consider carpooling as a travel alternative
(9 per cent of women were ‘very likely’ and 25 per cent ‘likely’ to
consider carpooling compared to 0 and 11 per cent of males). This is
contrary to the popular notion that women are less likely to consider
carpooling due to safety concerns.
13
Staff could select multiple options.
17

2.5.6 Trip conversions
Similar to students, staff were asked to indicate actions that would
be likely to encourage them to consider non-car based travel modes.
They were able to register up to three key issues and were also given
an opportunity to identify any others. Again, it is the overall
combination of these issues, rather than any single action that is
likely to encourage a change in behaviour.
Carpooling
I had help finding
people to carpool with
Key issues to encourage staff to carpool
0% 20% 40% 60%
59%
Passenger transport
Key issues to encourage staff to use passenger transport
There were reserved
car parks for
carpoolers
47%
Passenger transport
was better value
for money
0% 20% 40% 60% 80%
61%
I knew how much
money I would save
20%
There was a more
direct service
to campus
There was better
co-ordination between
PT and my work
timetable
42%
46%
Figure 11 – Key issues for carpooling
Walking/running or cycling
Key issues to encourage staff to walk and cycle
There were
more/better
bus shelters
24%
Safer cycle routes
0% 20% 40% 60%
47%
Figure 10 – Key issues for passenger transport
Importantly, the top three issues are the same as those reported by
the students, representing an opportunity for a coordinated approach
to encouraging passenger transport use.
More facilities
(showers/changing
rooms/lockers)
Drivers were more
considerate
Pedestrians and cyclists
given greater priority
over traffic
32%
37%
46%
There was more secure
cycle parking
26%
Better environmental
conditions (weather,
pollution)
20%
Figure 12 – Key issues for walking/cycling
These responses highlight the importance of safety and also the need
for more facilities.
18

3. Developing Travel Plan actions
The development of the travel plan actions was based on an analysis
of the findings described in the previous section, including the
information collected during the Travel Access Study, staff and
student interviews, the TravelWise survey, as well as the issues and
recommendations identified during the Future Planning workshops.
The research indicated that university students and staff are generally
already very high users of sustainable transport (walking, cycling and
using passenger transport), setting an example to the rest of the
CBD’s commuters. While students are particularly flexible in their
current travel behaviour, frequently using a combination of travel
options during the week, they often have strong aspirations towards
car ownership.
Both students and staff are more likely to drive the longer they are at
university; however they expressed a strong willingness to consider
other travel options.
On the whole, the research showed that student and staff travel
choices are determined by a combination of factors including
finances, course structure/teaching requirements, student
employment or other commitments, perceptions of service quality
and value for money, access to information and knowledge of
service availability.
When considering other travel options, both staff and students
stated that they would most likely use passenger transport options
more often, followed by an increase in carpooling, walking
and cycling.
The research results indicated a range of actions that will encourage
more university staff and students to consider each of these options.
These indications have been key to the development of the
Universities’ Travel Plan, as they have assisted in refining and
prioritising the issues raised in both the Travel Access Study and the
recommendations made by transport professionals during the Future
Planning workshops. Taken together, the information collected has
helped in the drafting of a comprehensive range of travel plan actions
relating to infrastructure and service improvements, provision of
information and marketing, ticketing arrangements as well as actions
to reduce the need to commute.
These draft actions were then further reviewed by representatives
from the two universities, the Auckland Regional Transport Authority,
Auckland City Council and Transit New Zealand. This process has
ensured that the actions could be prioritised and co-ordinated to best
fit with existing work programmes and assist with the development
of new projects where necessary.
The final draft of the travel plan actions was then put out to online
consultation to university staff and students as well as the original
participants for the Future Planning workshops. The consultation
process enabled participants to indicate their agreement or
disagreement for each recommendation and gave them an
opportunity to submit more detailed feedback. Over 200 written
submissions were received. This feedback led to the finalised travel
plan actions, which are summarised in the following section.
19

4. A summary of Travel Plan actions
Phase
Travel Plan actions
PEDESTRIAN
Responsibilities
AUT
UoA
Council
Transit
1
1
2
Auckland City Council’s Learning Quarter project is considering creating a distinct look and feel for the
area around The University of Auckland and AUT University city campuses. Where possible, this will
increase awareness of, and priorities for, pedestrians and cyclists through streetscape design.
The Central Connector project will start at the end of 2007. This will improve pedestrian, cycling and
bus movements along Symonds Street and adjoining intersections. It will include new pedestrian
crossings with facilities for the visually and mobility impaired. Bus lanes, mountable kerbs and advance
cycle boxes are major features of the route and have been designed to allow cycles and other vehicles
to pass each other safely. Bike stands will be provided along the route where space allows.
Alfred Street pedestrian priority
Alfred Street was prioritised for pedestrians to improve safety and provide easy access across the
busy road for students who cross it regularly. Final design improvements will follow the Central
Connector project.
Intersections, crossings and streetscape review
✓ ✓ ✓
✓
✓ ✓
1
1
The UTP’s Transport Access Study identified a number of areas where safety, accessibility and priority
could be improved for all users, including the visually and mobility impaired. Of these, the Symonds
Street/Grafton Road intersection represents the highest priority for review due to the opening of The
University of Auckland’s new Business School.
A review of Symonds Street underpasses, lighting and safety is to be undertaken followed by
promotion of their use.
✓
✓
1
2
3
Other intersections and crossings identified in the study will be reviewed where these are not part of
existing upgrades and general maintenance programmes.
✓
1
2
Improvements to pavement surfaces are to be made as part of an ongoing review of the
Learning Quarter.
✓
2
3
3
Potential improvements to the overpass from Albert Park to AUT University (e.g. giving direct entry to
the Quad) and other treatments to improve pedestrian flow across Wellesley Street to Albert Park will
be considered.
✓ ✓
A crossing/overpass between Carlaw Park and Alten Road, for pedestrians and cyclists, to provide a link
with the proposed Parnell rail station and overcome the Stanley Street barrier (in line with phase 3 of
the Grafton Gully project) will be considered.
Access from the Learning Quarter to the Domain via Grafton Road will be reviewed, and the feasibility
of a new link over Grafton Gully in the longer-term will be considered.
✓ ✓
✓ ✓
20

Phase
Travel Plan actions
CYCLING
Responsibilities
AUT
UoA
Council
Transit
1
1
2
Cycling review (safety, access and connectivity)
The Learning Quarter and Central Connector projects provide an opportunity for a thorough review/
audit of cycling access, connectivity and priorities throughout the Learning Quarter to improve the
safety of existing cyclists and attract and accommodate future cyclists. The review will consider the
potential for new cycle lanes (where road space allows), improvements in the road surfaces, public cycle
racks, and connectivity with local and regional cycle networks.
Pedestrian, cycling and motorcycling facilities and information
In line with the planning principles, actions to improve safety are considered a priority. Actions to
encourage more cyclists will be undertaken once the Central Connector project is completed. These
include increasing access to shower facilities, and secure and sheltered parking for staff and students.
Motorcycle parking provision is also to be reviewed within and around the universities. Information on
the placement of facilities, safe routes to the Learning Quarter, and the financial and health benefits of
walking and cycling will be developed and provided to students and staff, and posted on the
universities’ websites.
✓
✓ ✓ ✓
Phase
Travel Plan actions
CARPOOLING
Responsibilities
AUT
UoA
Council
ARTA
1
2
The universities have recently introduced a Rideshare matching service for their staff. This will be
reviewed and maintained if considered successful. The review of current parking arrangements at each
university, and consideration of incentives, will identify opportunities to encourage carpooling.
Promotion of the benefits, to staff and students, will be ongoing.
✓
✓ ✓
21

Phase
Travel Plan actions
PASSENGER TRANSPORT
Responsibilities
AUT
UoA
Council
ARTA
1
1
1
2
2
3
The Universities’ Travel Plan identified a range of challenges for passenger transport (PT), including
retaining existing users, attracting new users, and arranging provision to accommodate an increasing
travelling population. ARTA will identify an appropriate PT forum to work through infrastructure,
service, ticketing, information and marketing issues identified by the UTP research.
Bus infrastructure
Some changes are planned for bus stops along Symonds Street as part of the Central Connector
project. These will cater for larger numbers of people and provide clearer customer information. Other
changes will be made throughout the Learning Quarter as part of the Auckland City Council passenger
transport sector review process.
Bus services
Improvements to bus services (by ARTA) and priorities (by Auckland City Council) are continually being
made as part of the regional and city-wide goals to improve public transport options. These will lead to
service changes across the region (with the introduction of a Rapid Transit Network, a Quality Transit
Network and a Local Connector Network), as well as priority lanes and signal pre-emption which will
improve passenger accessibility and reduce travel times. Particular issues include a review of the City
Circuit, consideration of the extension of North Shore services to Princes Street and Wellesley Street,
and shared usage of the universities’ shuttle services.
Train and ferry infrastructure and services
ARTA is considering a new rail station at Parnell, which will improve access to the Learning Quarter.
This will provide the opportunity to develop a transport hub in the longer term with other services and
facilities. Upgrades to the ferry terminals are ongoing and bus links to ferry and train services will
continue to increase through the Passenger Transport Network Plan.
Ticketing
✓ ✓ ✓ ✓
✓
✓ ✓
✓
1
2
3
ARTA is currently developing an integrated ticketing system across passenger transport operators in the
region. Tertiary arrangements will also be considered as part of a wider ticketing review including
discounts and alternative payment methods for multiple trips and semester tickets.
Sales outlets will also be reviewed at both universities.
✓
✓ ✓
Information and marketing
1
2
3
The research and consultation identified a range of information that will assist students and staff to
choose more appropriate travel options. This includes greater promotion of MAXX and ‘getting there’
web pages on the universities’ websites as well as a review of their information points. Personalised
travel plans will also be developed for new students and staff. More generally, ongoing marketing will
promote improved services and encourage uptake of passenger transport.
✓ ✓ ✓ ✓
22

Phase
Travel Plan actions
PRIVATE VEHICLES
Responsibilities
AUT
UoA
Council
ARTA
1
2
3
Ongoing parking reviews at each university will identify options for providing incentives for
sustainable transport.
✓
✓ ✓
Vehicle speed enforcement and legitimisation of shared road space
1
2
A review of strategies to regulate speeds of all vehicles throughout the Learning Quarter, and
particularly on Symonds Street will be undertaken. The review will also consider ways to highlight
regulations on shared road space, particularly between cycles and other vehicles.
✓
Phase
Travel Plan actions
REDUCING THE NEED TO TRAVEL
Responsibilities
AUT
UoA
Council
ARTA
1
2
A number of options exists to eliminate or reduce the need for staff and student trips to the
Learning Quarter, including:
Promoting student accommodation near the Learning Quarter or close to passenger transport hubs
and stations
✓ ✓
1
1
1
1
2
Reviewing policies to consider staff teleworking options
✓ ✓
Promoting staff flexitime arrangements for general staff to facilitate off-peak travel where possible and
promoting staff participation in Walking School Bus programmes ✓ ✓ ✓
Encouraging and promoting the submission of student assignments by email
Installing and promoting teleconferencing facilities to reduce travel between campuses
Reviewing library drop-off facilities within the university system (e.g. inter-campus drop-off).
✓ ✓
✓ ✓
✓ ✓
23

5. Moving forward
This travel plan is an ongoing strategy to improve options for
Learning Quarter travellers. The targets and actions set out here will
be reviewed regularly as Auckland City and the universities continue
to develop and grow over the next 10 years. This will ensure that
we remain flexible and able to adapt to, and influence, wider changes
as they arrive.
Maintaining momentum in the early stages of the plan is essential to
its ongoing success and some significant changes, such as the start
of the Central Connector initiative, are scheduled in the first year of
its implementation.
In order to move forward, each university has identified representatives
to work on the plan’s delivery within their own campuses and also to
collaborate with members of ARTA, Auckland City Council and
Transit New Zealand. They will ensure that the organisations continue
to co-ordinate the actions set out in the plan. These representatives
will meet throughout the plan’s implementation to report on progress
and review the targets.
ARTA will co-ordinate the monitoring and reporting process. This will
include a follow-up survey of staff and student behaviour in 2009,
with a thorough review of the travel plan actions and a report on
progress to staff and students.
In the meantime, updates on progress will be presented on
www.arta.co.nz and www.travelwise.org.nz/utp
For further information please contact:
AUT University:
transport@aut.ac.nz
The University of Auckland:
Tim Greville
The Registrar
t.greville@auckland.ac.nz
24