Purpose – The purpose of this paper is to examine the degree of alignment between the views of key stakeholders on the development of learning spaces in a new teaching and learning building at a satellite campus of a regional university. Design/methodology/approach – Semi-structured interviews were undertaken with six stakeholders including senior executives, technical staff, academic staff and students. The interviews were transcribed and the data analysed to identify common and differing themes on the part of the respective interviewees in relation to learning spaces in general, and in relation to the new teaching and learning building in particular. Findings – A comprehensive framework should be articulated by the university for its theme of personalised learning so that decisions can be made at lower levels of the university to operationalise the theme across academic and administrative functions. A clear definition of the blended learning pedagogy, which is proposed to be implemented as part of the personalised learning theme, should be articulated. The implications of the blended learning pedagogy for the design of learning spaces should be identified and clear design guidelines for learning spaces should be articulated. Learning spaces in the new building should be reviewed to achieve alignment with the personalised learning framework and the guidelines for learning spaces. Research limitations/implications – As this is a preliminary study with a small number of participants, a qualitative approach was taken to identify the indicative views of representatives of key stakeholders. The findings relate specifically to the context of this study at a regional Australian university. Originality/value – This paper provides valuable insights into how a university’s philosophy on learning spaces manifests itself through creation and implementation of high-level policy and how that is interpreted and actioned by a range of stakeholders across campuses, including staff and students.
Journal of Facilities Management – Emerald Publishing
Published: May 5, 2015