Higher education institutions (HEI) have undergone fundamental changes driven by ICT developments, globalisation, and the advent of socio-constructivist pedagogic approaches. As a result, within the UK, capital investment in new and retrofitted facilities has reached a record expenditure. Recent research on user-related evaluations of facilities, particularly in HEI learning spaces, highlights the prevalence of evaluations dominated by reductionist approaches focused on measuring outcomes, on users, such as satisfaction, learning outcomes or engagement. These approaches have a major pitfall, neglecting the complexity of the dynamic relationships between people, spaces, technology, institutional structure and pedagogic practices. In response, this paper aims to propose a shift on current approaches by exploring the application of sociotechnical systems theory to learning space design and evaluation. Amid these, it is argued that Cognitive Work Analysis (CWA) offers promising alternatives to inform design and management of higher education learning spaces. Finally, within the paper, three CWA interventions are proposed and discussed, focusing on how these address previously identified shortcomings of predominant approaches used in HEI learning space design and evaluation.
|Number of pages||19|
|Journal||Theoretical Issues in Ergonomics Science|
|Early online date||4 Feb 2020|
|Publication status||Published - 2020|
- cognitive work analysis
- higher education institutions
- learning spaces
- Post occupancy evaluation
- sociotechnical systems
ASJC Scopus subject areas
- Human Factors and Ergonomics
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- School of Energy, Geoscience, Infrastructure and Society, Institute for Sustainable Building Design - Associate Professor
- School of Energy, Geoscience, Infrastructure and Society - Associate Professor
Person: Academic (Research & Teaching)