What happens to the physical and psychosocial work environment when activity-based offices are introduced into academia?

Physical work environment in an activity-based flex office: a longitudinal case study

OBJECTIVE

This study aimed to investigate and explore Occupational Health and Safety (OHS) management, office ergonomics, and musculoskeletal symptoms in a group of office workers relocating from cell offices to activity-based flex offices (AFOs).

METHODS

The analysis was based on qualitative interview data with 77 employees and longitudinal questionnaire data from 152 employees.

RESULTS

Results indicate that there was a need to clarify roles and processes related to the management of OHS. Self-rated sit comfort, working posture, and availability of daylight deteriorated and symptoms in neck and shoulders increased after the relocation and seemed to be influenced by many factors, such as difficulties adjusting the workstations, the availability of suitable workplaces, and age, sex, and individual needs.

CONCLUSION

Research on the long-term effects of physical work environments and management of (OHS) issues after implementing activity-based flex offices is sparse. This study demonstrates the importance of planning and organising OHS issue management when implementing an AFO, and to carefully implement office ergonomics among office workers.

Facilitating hotdesking in a hybrid campus environment: lessons from the hotdesking experiences of doctoral students in a US public university

Purpose

University faculty, researchers and graduate students are increasingly working out of hotdesks, nonterritorial workspaces available on a “first come first served” basis and cleared of all work and personal possessions at the end of every work session. The aim of this study of the hotdesking experiences of doctoral students in a US public university facility is to identify the themes and coping behaviors associated with hotdesking and examine their implications for campus workspace design and policymaking.

Design/methodology/approach

This study uses multiple methods – direct and participant observation of flex workspaces in the study site, semi-structured interviews of doctoral students hotdesking in the study site and archival research of public institutional data.

Findings

Study participants work early or late to secure suitable hotdesks, perform important tasks in locations other than the study site, incur co-working space and home office costs, etc. to cope with the themes of uncertainty, lack of control and lack of workspace continuity associated with hotdesking. Workspace reservation systems, storage lockers and workspaces for diverse tasks can improve the on-campus hotdesking experience. Off-campus support such as financial support for setting up and maintaining a home office, subscription to co-working spaces, etc. can facilitate productivity and foster a sense of connection in hotdesk users.

Originality/value

This study contributes evidence that hotdesking doctoral students operate in a hybrid work environment composed of on- and off-campus locations. This study provides original insight that hotdesk users need on- and off-campus workspace support to experience productivity, connection and well-being in a hybrid campus work environment.

How teachers’ expectations influence their experiences with activity-based workplaces in higher education

Purpose

The purpose of this paper is to explore the influence of teachers’ expectations on their experiences and satisfaction response dregarding the introduction of activity-based workplaces (ABWs) in a Dutch university of applied sciences.

Design/methodology/approach

The first author executed a three-year at-home ethnographic study as senior lecturer at the university in which the research was executed.

Findings

Teachers have will expectations, should expectations and want expectations that relate to the stages before, during and after the introduction of ABWs. Unmet should and will expectations negatively affect want expectations and not only influence teachers’ affective commitment to their work but also generate dissatisfaction and even anger toward the organization, showing the importance of monitoring all three types of expectations.

Research implications

Users evaluate their expectations against their experiences which can lead to the formation of (dis)satisfaction regarding the introduction of ABWs. To explain the satisfaction response, research should consider expectations and experiences.

Practical implications

Discrepancies between users’ expectations and experiences lead to dissatisfaction with ABWs. Involving users and aiming to capture their expectations in the design support professionals predicting satisfaction and preventing the organization from costly re-refurbishments.

Social implications

Exploring users' expectations creates an understanding of users' everyday processes and underlying values which can improve the fit between users and building and reduce costs. Reducing accommodation costs benefits society, as more money can be spent on education.

Originality/value

This paper integrates Lefebvre’s spatial theory and Oliver’s disconfirmation theory to study the influence of expectations on users’ experiences and describes the process before, during and after introducing ABWs.

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

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.

Activity-based flexible offices: effects on work-related outcomes in a longitudinal study

A recent popular trend in office re-design is the activity-based flexible office (A-FO). Initially, assumptions about the effects of A-FOs were drawn from research into open-plan offices where lack of privacy, concentration opportunities, and an increase in distractions are identified as main downsides. These aspects have not been explored sufficiently in the context of A-FOs. Using a longitudinal within-subjects design with three measurement times, we focussed on analysing the change in distraction after moving to an A-FO, how distraction-affected important work-related outcomes, and what factors moderated these relationships. Results showed that moving to the A-FO had negative effects on distraction, work engagement, job satisfaction, and fatigue. The negative effects of distraction were more pronounced in situations of increased time pressure and unpredictability. The obtained results highlight the harmful effects of the interaction of work stressors for employees' motivation and well-being. Practitioner summary: The results of our research provide important insight into how moving to an activity-based flexible office impacts the employees. Besides having quiet zones for concentrated work to avoid distractions managers and leaders should also focus on taking care of work stressors to avoid fatigue and loss of motivation.

Implementing Remote Working Policy in Corporate Offices in Thailand: Strategic Facility Management Perspective

There was a sudden shift in the way people work during the COVID-19 pandemic. To keep business continuity, many organizations have implemented a remote working policy for employees to work from home. Strategic facility management (FM) acted to support remote working policies by developing organizational norms in an organization. Meanwhile, the human resource (HR) department chose to achieve business performance while remote working by gaining job motivation among employees. However, there is limited understanding of how well organizations adapted to the remote working policy, and what are the critical factors affecting their remote work performance. The present study aimed to explore the effect of organizational norms on remote working, on remote work productivity, and organizational commitment among Thai employees. The study conducted an online questionnaire survey to a total of 414 Thai employees from various corporate offices. Hierarchical component modeling was applied and achieved a good model fit on the measurement and structural models. Results indicated that organizational norm has a significant effect on perceived productivity and organizational commitment, while sustaining work demand. Moreover, employees’ job motivation can sustain employees’ commitment to the organization in a remote working context. These findings proposed the strategic FM guide, through which a remote working policy can further enhance FM practice.

Taking care of the researcher -a nature and art-related activity retreat: Sharing natural space puts humanity into perspective

BACKGROUND

There has been an insufficient amount of studies that examine how academic working life of researchers can be supported.

OBJECTIVE

We examine the use of a nature and art-related activity retreat designed for researchers. The purpose was to evaluate if and how researchers perceived different workshop experiences set in nature as meaningful and important with regards to their self-care.

METHODS

A mixed group of six researchers from Sweden, Finland, and the United States met for a three-day retreat consisting of self-selected nature and art-related activities. From data constituted from participant reflections, a focus group interview, a three months follow-up questionnaire, and an analysis of the workshops undertaken, three major themes were identified: "Sharing and connection", "Embodiment" and "Nature".

RESULTS

Analysis of the workshop-style exercises did not show significant variance in reported meaningfulness and usefulness related to the activity itself. However, there was a strong correlation between perceived value and shared experience where the sharing of the natural space was felt to put humanity into perspective.

CONCLUSION

Organizing and systematizing health preventive retreats for researchers in academia may be an important part of the sustainabile academic community in which the researcher needs to be better taken care of in a more embodied way. Although this study was conducted prior to COVID-19, such retreats and potentially also online versions, could be useful for managing the pandemic and afterwards, in our new "normal".

Validation of the Copenhagen Psychosocial Questionnaire Version III and Establishment of Benchmarks for Psychosocial Risk Management in Sweden

This study presents the Swedish standard version of the Copenhagen Psychosocial Questionnaire, COPSOQ III, and investigates its reliability and validity at individual and workplace levels with the aim of establishing benchmarks for the psychosocial work environment. Cross-sectional data from (1) a random sample of employees in Sweden aged 25–65 years (N = 2847) and (2) a convenience sample of non-managerial employees at 51 workplaces (N = 1818) were analysed. Internal consistency reliability was evaluated as well as the effects of sex, work sector and blue/white-collar work. Population benchmarks and mean scores for major occupational groups were computed based on weighted data. ICC(1) and ICC(2) estimates were computed to evaluate aggregation to the workplace level and Pearson inter-correlations to evaluate construct validity at individual and aggregated levels. The reliability and scale characteristics were satisfactory, with few exceptions, at both individual and workplace levels. The strength and direction of correlations supported the construct validity of the dimensions and the amount of variance explained by workplace justified aggregation to the workplace level. The present study thus supports the use of COPSOQ III for measurement at the workplace level and presents benchmarks for risk management as well as for research purposes.

Walking Outdoors during Seminars Improved Perceived Seminar Quality and Sense of Well-Being among Participants

Low levels of physical activity and sedentary behaviour are a growing health problem globally. Physical inactivity is associated with increased risk of numerous ailments, cardiovascular disease and mortality. Our primary aim was to perform a feasibility study on how to incorporate physical activity among students and teachers in regular teaching activities. The second aim was to investigate how students and teachers perceived the differences between outdoor walking seminars and regular indoor seminars. By transforming an on-campus course into a blended course, we were able to conduct seminars outdoors in nearby nature while walking. These walking seminars were evaluated among 131 students and nine teachers leading the walking seminars. The responses to the student survey and teacher interviews indicate that discussions, sense of well-being and the general quality of the seminar improved, regardless of how physically active participants were the rest of the time. The study shows one way to increase physical activity with small means; in our case, a reorganization of how we prepared for the seminars which allowed for walking discussions.