Purpose – The purpose of this paper is to share lessons already learned and work currently in progress from one higher education institution’s experiences of developing several flexible and technology-enhanced active learning spaces. It further proposes that the potential of such spaces can be more fully realised through the enactment of programmes of digital literacy development amongst their users. Design/methodology/approach – In identifying a convergence of profound challenges facing higher education and proposing that innovations in physical learning spaces are one approach to addressing such challenges, the paper examines a number of institutional policies and initiatives for rethinking and redesigning several physical classroom environments. It sets internal findings and position statements amidst a broader context of relevant field literature. Findings – The paper provides insights from several years of experience in higher education learning space development, including the benefits of iterative experimentation, the consultative role of a multi-stakeholder specialist group, the challenges of balancing pedagogic need with often conflicting institutional requirements and the value of varied programmes of staff development. Originality/value – This paper’s insights will be of value to individuals and institutions engaged in reconsidering their provision of physical classroom spaces in higher education and to those promoting the effective use of learning spaces in the digital university.

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Purpose -To examine how introducing an institution-wide managed learning environment impacts on the processes of organisational change using City University, London as a case study. Design/methodology/approach -Literature-based discussion of current issues around the introduction of online learning to provide theoretical framework. Action research methodology used for interviews with leading members of the institution. Findings -There is a significant amount of literature available on institutional change and managed learning environments; however, how the introduction of such systems operates in practice depends on the context of the institution. In the interviews with key stakeholders six significant themes are identified for the management of change in this area: pedagogic direction; operational connections and development; organisational structure and change; system process; professional development; strategic vision and perception. Any implementation project regarding the introduction of managed learning environments should encompass these key themes. Research limitations/implications -Based on interviews with a small number of stakeholders at the institution. Further research could compare the experience at City with other institutions and revisit a wider selection of stakeholders at City to assess their views at a later stage in the implementation. Practical implications -Provides guidance after the experiences encountered at the institution which could assist other universities both during the planning phases of such a project or during the implementation itself. Originality/value -Identifies a number of key areas to shape and formulate project management. Combines empirical evidence with theoretical context.