The open-plan academy: space, control and the undermining of professional identity

Abstract

The introduction of open-plan (OP) academic offices is critically examined through interviews undertaken in Scotland and Australia. The development is discussed in the context of the increased managerialism in higher education. The conclusion is that, despite a rhetoric of synergy, the dominant rationale for OP is one of cost reduction and that the experience for many academics is proving detrimental to both scholarship and professional identity.