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

Abstract

PurposeThe 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/approachThe first author executed a three-year at-home ethnographic study as senior lecturer at the university in which the research was executed.FindingsTeachers 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 implicationsUsers 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 implicationsDiscrepancies 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 implicationsExploring 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/valueThis 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.