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

Abstract

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.

Consequences of implementing activity-based flexible offices in academia: a follow-up study of perceived changes in the physical and psychosocial work environment after relocation

“…In relation to a general shift among office workers toward working more from home after the pandemic, Masoudinejad and Veitch (2022) similarly pointed out in their conclusion that people have realized that the home office may offer better opportunities, for example, for work that requires concentration. When designing office environments, it is crucial to pay great attention to work processes (Nooij et al, 2023;Häne et al, 2020). According to Häne et al (2020), individual concentrated work is an essential part of academic work, which AFOs can sustain.…”

“…In general, the design of space in academia has received limited attention, despite its impact on work organization and work environment (Nooij et al, 2023). Universities, in line with commercial offices, are undergoing changes in their workplace environments (Häne et al, 2020;Backhouse et al, 2019;Baldry and Barnes, 2012).…”

“…A systematic review found that, in addition to management practices, leadership and psychosocial characteristics, work environment factors play a role in explaining the quality and quantity aspects of academics' publication productivity (Aboagye et al, 2021). Therefore, providing working environments that support academic work and prioritize employees' work processes can enhance performance, which, in turn, is essential for maintaining positive self-esteem and mitigating stress (Hobfoll et al, 2018;Nooij et al, 2023).…”

“…Häne et al (2020) argued that there seems to be resistance to introducing new types of office workspaces in academia, while others have claimed that resistance to change is a response to the inherently ambiguous and conflictual nature of organizational change associated with the design process that leads to the implementation of new ways of working in academia (Jemine et al, 2022). Yet others question the appropriateness of ABW as a way of working in higher education, as it may fail to support employees' work processes and lead to negative experiences (Nooij et al, 2023). However, in terms of facility management, AFOs are considered appropriate for office workplaces in universities, as they are assumed to increase staff interaction, provide areas for concentrated work tasks, improve staff health and wellbeing, reduce office space costs and enhance flexibility (Häne et al, 2020).…”

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

“…The insufficient attention given to the perspectives of APs toward ABWs (Nooij et al ., 2023) presents several issues for our understanding of ABWs. First, space is conceptualized before it is (re)built and used.…”