Makerspaces are a relatively new phenomenon that seem to create an innovative environment for individuals to work on projects and learn about technology. This article presents a grounded theory study, which investigates the impact that makerspaces have on innovation. Strauss and Corbin’s grounded theory methodology is used to research this exploratory topic. The data sample consists of 16 interviews of members of a makerspace in Shanghai, China. Data analysis was conducted abiding by Strauss and Corbin’s coding framework, entailing open coding, axial coding, and selective coding as well as coding tools, such as the coding paradigm and the conditional matrix. Collaborative learning was identified as the core phenomenon of this research, and The Collaborative Learning and its Outcomes Theory was created. The emergent theory contributes to the understanding of how makerspaces impact outcomes, such as innovation and venture creation, as well as explain how collaborative learning in conjunction with other modes of learning can facilitate learning at various complexities. As such, this study’s contributions are in developing the theoretical understanding of makerspaces as well as collaborative learning. It offers managerial and pedagogical implications that can help create learning environments where collaborative learning is fostered.

Coworking is a trend that is becoming increasingly popular and is often associated with sustainability. However, a lack of consensus exists on what a sustainable coworking space is. This study addresses this by investigating what is currently understood by a sustainable coworking space. Q-methodology is used to analyze 27 participants’ subjective ideas about what a sustainable coworking space is, resulting in four distinct perspectives. The four perspectives are identified as follows: 1. “New Work”, 2. “Resourceful Society”, 3. “Incubator, and 4. “Environmental”. These perspectives have distinct opinions on what important sustainability aspects in the context of coworking spaces are. Whilst some prioritize environmental and community factors, others have a mixed focus. Additionally, the four perspectives share some common beliefs. All of them believe in the importance of sustainable mobility, as well as in the moderate importance of encouraging their members to be socially responsible. These findings offer insight into the different understandings of coworking space sustainability. This is important because currently this field is under-researched, and a more systematic approach to sustainability in this field is needed. This research lays the foundation to do so and helps work toward a better understanding of coworking in a sustainability and innovative context.

Coworking spaces are becoming increasingly popular. Throughout literature, coworking spaces are commonly known as collaborative environments. Yet, there is a lack of research on the mechanisms of the collaborative practices within coworking spaces. This research identifies collaborative learning as a major collaborative practice within coworking spaces, and develops a conceptual framework including two other variables: individual motivation to learn and individual work performance. Exploratory factor analysis to establish the reliability and validity of this framework. Next, a survey study was conducted of 169 coworking space members and PLS-SEM was used to do a factor analysis and evaluate the structural model created. It is found that individual motivation to learn positively impacts collaborative learning, collaborative learning positively impacts individual work performance, and that collaborative learning acts as a full mediator between individual motivation to learn and individual work performance. These findings demonstrate how collaborative learning can be key in improving individual work performance in coworking spaces. Furthermore, these findings position collaborative learning as a theory that deserves further attention in coworking space research. These findings also suggest that coworking space operators may want to further encourage collaboration and incentivize learning in their space.