Untangling complexity in higher-education learning space design : a sociotechnical systems approach
Abstract
The issues of conceptualising design quality and value in the built environment have
remained a forefront challenge, as both are contingent on the context of use, built type,
and the perspectives of those involved. This makes front-end design and decision-making
a complex process, often with no straightforward solutions. Moreover, during the last two
decades, the HE campus has significantly transformed, driven by the predominance of
student-centric pedagogies, and recent ICT and policy developments. In particular, spaces
for self-directed learning, also known as informal learning spaces (ILS), have become
prevalent, in the form of learning and information commons, crush areas, or social study.
This transformation has led towards an increased involvement from diverse stakeholder
groups as well as, indications that space design in Higher-Education (HE) remains still
an under-researched topic. Considering this, a paradigm shift is proposed. One that
focuses on unravelling the complexity of performance in-use of these spaces. This
research aims to investigate the design of ILS through the lenses of Sociotechnical
Systems (STS) theory, in particular an existing framework for the design and analysis of
complex STS, known as the Abstraction Hierarchy (AH). To address the aim, a sequential
mixed methodology design is deployed. This involves an in-depth case-study of an ILS
development programme, comprising semi-structured interviews with stakeholders
involved in developing these spaces. Based on this initial research an AH model is
developed, which is subsequently refined and validated through a modified Delphi
approach. The Analytical Network Process (ANP) in combination with the validated AH
model, were then used to elicit the perspectives and views of stakeholders around the
criteria and purposes shaping ILS developments. Finally, through the application of
network centrality metrics, a structured methodology to assess design impacts is trialled
and reviewed. The results suggest that a STS approach can address some of the
shortcomings identified in HE space design processes by; making complexity explicit
(i.e. interrelations and the impacts of design choices), integrating stakeholder
requirements on a single model, and managing conflicting views. Building on this, four
project lifecycle interventions, underpinned by STS, are proposed. By exploring two of
them, the thesis contributes through the proposal of a novel approach, termed ‘Systems
Pre-Occupancy Evaluation’. The systems Pre-OE provides a new platform to integrate
stakeholder requirements and to provide a structured method to assess design alternatives
during front-end design.