Embracing complexity: a sociotechnical systems approach for the design and evaluation of higher education learning environments

ABSTRACT

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.

KEYWORDS:

• Post occupancy evaluation
• learning spaces
• higher education institutions
• sociotechnical systems
• cognitive work analysis

Acknowledgements

The authors would like to thank to Engineering and Physical Sciences Research Council (EPSRC), grant award No. 1885816, for supporting the ongoing research.

Disclosure statement

No potential conflict of interest was reported by the authors.