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.