From needs to deeds

Sandström, Niclas; Nevgi, Anne

doi:10.1108/jcre-01-2019-0003

Cited by 5 publications

(23 citation statements)

References 40 publications

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“…Qualitative goals . We found that Häne (2020), Backhouse (2019), Sandström and Nevgi, (2020), Van Marrewijk and Van den Ende (2018), Vitasovich (2016), Van Sprang (2012), Pinder (2009) and Van der Voordt and Van der Klooster (2008) reflected upon whether the qualitative goals (increased productivity, collaboration and knowledge-sharing, for example) had been met. For instance, Van der Voordt and Van der Klooster (2008) reflected upon the intended goals of interaction and collaboration and concluded that ABW had not met these aims.…”

Section: Resultsmentioning

confidence: 93%

“…increased student-teacher distance in time and space (Baldry and Barnes, 2012; Van Marrewijk and Van den Ende, 2018; Sandström and Nevgi, 2020; Nooij et al , 2022); and…”

Section: Resultsmentioning

confidence: 99%

“…For instance, some reveal increased interaction with colleagues (Candido et al, 2021), appreciation of aesthetics (Brunia et al, 2016;De Been and Beijer, 2014), increased teamwork and collaboration (Parkin et al, 2011), knowledge sharing (Häne et al, 2020) and increased functionality (Gorgievski et al, 2010). Meanwhile, other studies report declining productivity (Francis, 2019), noise complaints (Boge et al, 2019), concentration interruptions (De Been and Beijer, 2014;Gorgievski et al, 2010), reduced safety (Wilhoit et al, 2016), a lower sense of belonging (Sandström and Nevgi, 2020), decreased interaction with colleagues (Muhonen and Berthelsen, 2021;Nooij et al, 2022) and students (Van Marrewijk and Van den Ende, 2018;Sandström and Nevgi, 2020;Nooij et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…ABW could have a negative effect on individual work as it increases the likelihood of noise, distractions and interruptions (Haapakangas et al , 2018). Academics have criticized the use of ABW in academia for separating teachers from students (Wilhoit et al , 2016; Marrewijk and Van den Ende, 2018; Sandström and Nevgi, 2020; Nooij et al , 2022) and formalizing their relationships (Van Marrewijk and Van den Ende, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…reduced productivity(Berthelsen et al, 2018;Muhonen and Berthelsen, 2021;Candido et al, 2021;Sandström and Nevgi, 2020); increased student-teacher distance in time and space(Baldry and Barnes, 2012;Van Marrewijk and Van den Ende, 2018;Sandström and Nevgi, 2020;Nooij et al, 2022); and decreasing autonomy…”

mentioning

confidence: 99%

See 4 more Smart Citations

Intended versus implemented workspace: a systematic literature review of the implementation of activity-based working in higher education

Nooij¹,

Teunenbroek²,

Teelken³

et al. 2023

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Purpose The purpose of this study is to apply spatial theory to a review of the literature on activity-based working in higher education. Globally, the office concept of activity-based working (ABW) is increasingly implemented in higher education, and scholars contributed to developing empirical explanations of the effects of implementing ABW in higher education. However, the focus on theory building is limited, decreasing the predictability and the understanding of implementing ABW. Design/methodology/approach The authors developed a theoretical framework by categorizing the empirical findings of earlier accounts by integrating them with Lefebvre’s spatial theory. They conducted a systematic literature review of 21 studies published between 2008 and 2022 that reported on the phenomenon of ABW among higher-education employees. Findings It remains to be seen whether the implementation of the ABW in higher education is successful in terms of pre-defined goals. The studies investigating academic workplace concepts have led to inconsistent findings that lack an underlying framework. As the ABW concept fails to adequately support academics’ work processes, it is recommended that managers and architects consider their subjective perspectives about the use of space and take the time to understand the users’ fundamental values. Originality/value The authors integrated the selected studies with Lefebvre’s spatial theory, and this model includes three perspectives that can explain workers' experiences with ABW. This theoretical framework can assist researchers in gaining a deeper understanding of ABW and support practitioners in implementing it in higher education.

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Section: Resultsmentioning

confidence: 93%

“…increased student-teacher distance in time and space (Baldry and Barnes, 2012; Van Marrewijk and Van den Ende, 2018; Sandström and Nevgi, 2020; Nooij et al , 2022); and…”

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Intended versus implemented workspace: a systematic literature review of the implementation of activity-based working in higher education

Nooij¹,

Teunenbroek²,

Teelken³

et al. 2023

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Will interfaces take over the physical workplace in higher education? A pessimistic view of the future

Horváth

Csordás

Ásványi

et al. 2021

JCRE

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Purpose The purpose of this paper is to argue for the sustained need for the physical workplace and real-life encounters in higher education even in the digital age despite being seemingly transformable into the virtual sphere as seen during the COVID-19 situation. Design/methodology/approach This study is based on a collaborative autoethnography by a group of seven higher educators with an overall 2,134 student encounters during the study’s time span. The authors then connect these practitioner observations with relevant COVID-19-related studies thereby adding to research on higher education as a workplace. Findings The data suggest that the physical workplace strongly bolsters the personal experience and effectiveness of higher education through contributing to its dynamics. Spaces predetermine the scope and levels of human interaction of teaching and learning. In a physical setting, all senses serve as mediators, whereas, online, only two senses are involved: vision and hearing. The two-dimensional screen becomes a mediator of communications. In the physical space, actors are free to adjust the working space, whereas the online working space is limited and defined by platforms. Practical implications Although higher education institutions may indeed fully substitute most practices formerly in a physical setting with online solutions, real-time encounters in the physical working space belong to its deeper raisons d'être. Originality/value This paper highlights the necessity of the physical workplace in higher education and describes the depriving potential of the exclusively online higher education teaching setting.

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Glorifying and scapegoating narratives underlying activity-based workspaces in higher education

Nooij,

van Teunenbroek,

Teelken

et al. 2024

JOE

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PurposeOur study centered on activity-based workspaces (ABWs), unassigned open-plan configurations where users’ activities determine the workplace. These workspaces are conceived and shaped by accommodation professionals (APs) like managers and architects and are loaded with their ideas, ideals, norms and values; therefore, they are normative and hegemonic. Previous research has largely failed to consider how APs’ spatial conceptions materialize in the workplace. To address this omission, we adopted a narrative approach to study APs’ impact during the conceptualization stage.Design/methodology/approachThe data were collected via a 10-year at-home ethnographic study at a Dutch university, including observations, interviews, documents and reports. Studying the researchers’ organization allowed for a longitudinal research approach and participative observations. The data focused on the narrative techniques of APs when establishing an ABW.FindingsIn introducing ABWs, APs resorted to two principal narrative strategies. Firstly, the ABW concept was lauded as a solution to a host of existing problems. Yet, in the face of shortcomings, lecturers were often blamed.Originality/valueDespite the considerable influence of APs on both the physical layout of workspaces and the nature of academic labor, there is little insight into their conceptions of the academic workspace. Our research contributes a novel perspective by revealing how APs’ workspace conceptions drive the narratives that underpin the roll-out of ABWs and how they construct narratives of success and failure.

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From needs to deeds

Cited by 5 publications

References 40 publications

Intended versus implemented workspace: a systematic literature review of the implementation of activity-based working in higher education

Intended versus implemented workspace: a systematic literature review of the implementation of activity-based working in higher education

Will interfaces take over the physical workplace in higher education? A pessimistic view of the future

Glorifying and scapegoating narratives underlying activity-based workspaces in higher education

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