STEM faculty response to proposed workspace changes

Abstract

Purpose The purpose of this paper is to use an affordance approach to understand how university faculty use and value their workspace and respond to proposed spatial changes. Design/methodology/approach A mixed method survey was given to faculty in the college of engineering at a large public American university. Data were analyzed using an affordance lens. Findings The analysis indicates that the majority of engineering faculty highly value private offices and appears resistant to non-traditional workspace arrangements. Research limitations/implications The authors performed the analysis with a relatively small sample (n=46). Practical implications University administrators need to communicate with faculty and take their opinions on spatial changes seriously. Changes to space may affect STEM faculty retention. Social implications This paper could affect the quality of work life for university faculty. Originality/value The paper provide needed research on how faculty use and value their workspace while discussing the implications of alternative workspaces within the academy. Theoretically, the authors contribute to ongoing research on relationship between material and social aspects of organizational spaces.