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Open Access
Article
Publication date: 28 May 2020

Malin Lindberg, Åsa Wikberg Nilsson, Eugenia Segerstedt, Erik Hidman, Kristina L. Nilsson, Helena Karlberg and Johanna Balogh

The purpose of this paper is to shed light on co-creative approaches for place innovation in an Arctic town, based on the relocation of Kiruna’s city center in northern Sweden…

1709

Abstract

Purpose

The purpose of this paper is to shed light on co-creative approaches for place innovation in an Arctic town, based on the relocation of Kiruna’s city center in northern Sweden. Three cases of co-creative innovation processes in Kiruna are investigated and compared: an R&D project about local perceptions and visions of attractive urban environments; an R&D project about norm-creative design principles for inclusive and attractive urban design; and an R&D project about cross-industrial synergies for city center attractiveness.

Design/methodology/approach

The study’s research design encompasses a comparative and participatory approach. The comparative approach implies investigation and comparison of three cases of co-creative innovation processes in Kiruna. The participatory approach implies joint development of new knowledge by researchers and local actors. The data consists of participatory observations of workshops and qualitative interviews with local actors.

Findings

The study reveals that the studied processes have harnessed the city center relocation as an opportunity to make Kiruna more attractive to residents and visitors, by using the co-creative approaches of Living Lab, Now-Wow-How and Norm-creative design. These approaches have enabled experts and local actors to jointly identify excluding patterns and norms in the relocation process and to envision inclusive and attractive (re-)configurations and (re-)conceptualizations of the future Kiruna.

Research limitations/implications

The results add to the academic strand of inclusive urban transformation, by providing insights into co-creative approaches for re-imagining an Arctic town in times of industrial and social change. New insights are provided regarding how the geographical, industrial and cultural identity of an Arctic town can be harnessed to envision new configuration, content and communication that is attractive and accessible for a diversity of residents and visitors.

Practical implications

The results highlight the potential to harness Arctic and rural characteristics in the promotion of urban attractiveness and public well-being, especially when combined with co-creative identification and transformation of excluding norms and patterns.

Originality/value

The results provide new insights into how co-creative approaches may facilitate innovative and inclusive renewal of towns and cities in the Arctic and beyond.

Details

Journal of Place Management and Development, vol. 13 no. 4
Type: Research Article
ISSN: 1753-8335

Keywords

Open Access
Article
Publication date: 28 November 2023

Chiara Tagliaro, Alessandra Migliore, Erica Isa Mosca and Stefano Capolongo

This paper aims to explore how the scientific literature and company reports have addressed inclusive workplace design and strategies to date.

1068

Abstract

Purpose

This paper aims to explore how the scientific literature and company reports have addressed inclusive workplace design and strategies to date.

Design/methodology/approach

This paper adopts a scoping review to answer the following question: To what extent is inclusion present in workplace design and related strategies? An analysis of 27 scientific papers and 25 corporate social responsibility reports of the highest-ranked companies in the Great Place to Work global ranking disentangles the main aspects related to workplace design and strategies for promoting inclusion.

Findings

This paper opens avenues for four macro-categories of diversity (psycho-physical aspects; cultural aspects; socio-economic conditions; and ability, experience and strengths) to support the development of inclusive workplace design and strategy. Besides, multiple spatial scales emerged as material and immaterial elements of the workplace encountering inclusion and diversity.

Originality/value

Nowadays, the workforce is becoming more diverse. Although diversity, equity and inclusion (DE&I) has become key to many organizations, it remains unclear how DE&I principles are applied in workspace design and strategies. This scoping review provides a novel perspective on the topic by integrating scientific knowledge and practice-based approaches which still address this matter independently.

Details

Journal of Corporate Real Estate , vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1463-001X

Keywords

Content available
Article
Publication date: 24 November 2021

Simon Chester Evans, Sarah Waller and Jennifer Bray

Recent years have seen a growing interest in and awareness of the importance of environmental design to the well-being of people living with dementia, in terms of both policy and…

710

Abstract

Purpose

Recent years have seen a growing interest in and awareness of the importance of environmental design to the well-being of people living with dementia, in terms of both policy and practice. This trend has been accompanied by a plethora of advice, guidance and tools that aim to encourage and promote the development of inclusive environments. Not all of these are evidence-based, and even those that claim to be so are limited by a paucity of good quality, comprehensive research studies. This paper aims to consider the current state of knowledge in the field of dementia-friendly design and describes a project that refreshed and updated the suite of Environmental Assessment Tools originally developed by The Kings Fund and now managed by the Association for Dementia Studies.

Design/methodology/approach

The mixed methods project reported on in this paper comprised a review of the literature, a survey of people who have used the five design assessment tools and an iterative process of updating the tools to make them as evidence-based and user-friendly as possible.

Findings

The suite of five assessment tools was refreshed and updated to reflect the latest evidence and the views of professionals and others who use the tools. The authors conclude that while a focus on dementia-friendly design is to be welcomed, there remains a need for relevant high-quality evidence to inform such work. In particular, there is a lack of research within people’s own homes and studies that include the perspectives of people living with dementia.

Originality/value

Few assessment tools and guidelines for dementia-friendly environments are truly evidence-based. This paper reports on a project that combined a comprehensive literature review with the views of practitioners to update a widely used suite of tools that aim to make a range of settings more suitable for people living with dementia.

Details

Working with Older People, vol. 26 no. 2
Type: Research Article
ISSN: 1366-3666

Keywords

Open Access
Article
Publication date: 28 March 2022

Emil Erdtman, Kirsten Rassmus-Gröhn and Per-Olof Hedvall

Universal design (UD) is defined in the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and adopted in Sweden as a guiding principle for the design

1338

Abstract

Purpose

Universal design (UD) is defined in the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and adopted in Sweden as a guiding principle for the design of new products, facilities, services, etc. This study aims to contribute to knowledge about UD in practice – how it is conceived, experienced and discussed in Sweden, especially regarding education, working life and housing.

Design/methodology/approach

A group interview and a workshop (immersion into personas and scenarios) with 14 practitioners of inclusion and accessibility from academia, civil society, business and the public sector were analyzed with qualitative content analysis.

Findings

The participating practitioners related UD to a cluster of terms for inclusion and wanted to communicate the reason for UD rather than battling about words. Flexibility was considered openness to the diversity of human conditions and situations combined with individualization capacity including assistance. Short-term demands for access and compliance to minimum standards must be balanced with long-term learning processes. Evaluation, relation-building and dialogs must update and contextualize UD, for example, in relation to categorization.

Originality/value

This study yields an in-depth picture of how the practice of UD is conceived, experienced and discussed among Swedish practitioners of inclusion and accessibility. It elucidates dissonances between experiences and ideals, standardized and flexible design, and the interests of users and institutions. It enhances knowledge of the dilemmas in inclusive and diversity-based practices, as well as the implementation and promotion of UD.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 41 no. 9
Type: Research Article
ISSN: 2040-7149

Keywords

Content available
Article
Publication date: 14 January 2022

Tina Patel, Juliann Dorff and Allison Baker

The observation by the authors, based on their extensive experience working in K-8 public schools in the region showed the special needs classrooms catering to children with…

2079

Abstract

Purpose

The observation by the authors, based on their extensive experience working in K-8 public schools in the region showed the special needs classrooms catering to children with exceptionalities such as Autism Spectrum Disorder (ASD), Intellectual Disability (ID) and Emotional Disturbance (ED) are typically makeshift arrangements with no consideration given to students' unseen sensory needs. A thorough literature review indicates that there are no holistic design guidelines in place to meet the sensory needs of students with ASD, ID and ED. This study seeks to address this gap by providing considerations to meet the sensory needs impacting these students' focus, behavior and classroom engagement with course content and peers.

Design/methodology/approach

Sensory design guidelines were established utilizing a qualitative method, providing a foundation for the development of classroom prototypes that address the sensory needs of students with ASD, ID and ED.

Findings

The new guidelines, which correlated interior design strategies with the sensory needs of children with ASD, ID and ED, and the resulting prototypes provide a basis for the further development of design standards and takes designers closer to creating more conducive and inclusive environments.

Practical implications

This study reinforced the belief that these recommendations should be considered in the school-wide design. Many students can be included with their typical peers for all or part of their school day if space has been designed to accommodate their differences.

Originality/value

This study bridges the gap while documenting the correlation between design factors and sensory needs of students with exceptionalities, in this case, ASD, ID and ED.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. 16 no. 2
Type: Research Article
ISSN: 2631-6862

Keywords

Open Access
Article
Publication date: 17 July 2019

Barbara Orser, Allan Riding and Yanhong Li

Drawing on social feminist theory, this paper aims to close gaps between knowledge about gender-related barriers to information, communication and technology (ICT) adoption and…

10126

Abstract

Purpose

Drawing on social feminist theory, this paper aims to close gaps between knowledge about gender-related barriers to information, communication and technology (ICT) adoption and the provision of entrepreneurship education and training (EET) programs.

Design/methodology/approach

Empirical findings are drawn from 21 semi-structured interviews (22 informants) possessing differing training expertise regarding digital technology among women entrepreneurs. An open-coding technique was adopted where descriptive codes were first assigned to meaningful statements. Interpretive and pattern codes were then assigned to indicate common themes and patterns, which were reduced to higher-order categories to inform the research questions.

Findings

The findings specify and validate further gender influences in the digital economy. Digital skills are identified, and strategies to close gender barriers to ICT adoption with EET are described. The findings are discussed in reference to a large-scale, Canadian ICT adoption program.

Research limitations/implications

Perceptual data may be idiosyncratic to the sample. The work did not control for type of technology. Gender influences may differ by type of technology.

Practical implications

Findings can be used to construct gender-inclusive ICT supports and inform ICT adoption policies. This includes program eligibility and evaluation criteria to measure the socio-economic impacts.

Originality/value

The study is among the first to examine the intersection between knowledge about gender-related barriers to ICT adoption and EET. The findings can be adopted to ICT support programs targeted at small business owners and entrepreneurs.

Details

International Journal of Gender and Entrepreneurship, vol. 11 no. 3
Type: Research Article
ISSN: 1756-6266

Keywords

Content available
Book part
Publication date: 27 September 2023

Abstract

Details

High Impact Practices in Higher Education: International Perspectives
Type: Book
ISBN: 978-1-80071-197-6

Abstract

Details

Organization Management Journal, vol. 20 no. 3
Type: Research Article
ISSN: 2753-8567

Open Access
Article
Publication date: 24 July 2023

Magda Mostafa, Marlene Sotelo, Toby Honsberger, Christine Honsberger, Erin Brooker Lozott and Nate Shanok

The objective of this paper is to study the efficacy of the ASPECTSS Design Index's concepts as drivers of design intervention for educational environments for students on the…

1752

Abstract

Purpose

The objective of this paper is to study the efficacy of the ASPECTSS Design Index's concepts as drivers of design intervention for educational environments for students on the autism spectrum. Based on the seven principles of acoustics, spatial sequencing, escape spaces, compartmentalization, transitions, sensory zoning and safety, ASPECTSS formed the basis for a preliminary post-occupancy evaluation (POE) and survey of an existing school environment.

Design/methodology/approach

Concepts drawn from the review of other strategies for autism spectrum disorder (ASD) friendly design were integrated with the seven ASPECTSS principles to create a design framework and consequent design retro-fit for a Pre-K-12th grade public school for students on the autism spectrum. The following design interventions were proposed: colour-coding based navigation; acoustical treatments in key circulation spaces; introduction of transition alcoves; classroom reorganisation using compartmentalization principles and the introduction of escape spaces for de-escalation. Specifically, a classroom template of modules of ASPECTSS-compliant layouts was provided to all staff. The efficacy and impact of these interventions were assessed using a whole campus online staff survey with further probing using classroom observations and subsequent interviews.

Findings

The results show alignment between the implementation of the ASPECTSS informed design interventions and responses to nine of the Likert scale items were all significantly lower than the middle response, indicating a high degree of satisfaction from survey respondents. These questions and responses related to the colour scheme facilitating ease of navigation for visitors of the school, the acoustics of the building successfully mitigating sound magnification and subsequently student distractibility, the organisation of the classrooms enhancing learning and the de-escalation zones allowing improved management of disruptive behaviours in the classroom.

Research limitations/implications

This study focuses primarily on the Autism ASPECTSS Design Index as a framework for assessing classroom efficacy. Other tools and frameworks may produce different insights. A single school site was studied. Validation of these findings in other school environments is necessary before generalising these strategies at scale. The use of qualitative tools, primarily teacher and staff surveys, provides one lens into the efficacy of these design strategies. Further research using measurable biometric indicators such as heart-rate and stress levels measured through wearable technology could provide a first step towards the triangulation of these findings.

Practical implications

These findings could help provide more standardised best practices for designing learning environments for autism, potentially providing supportive strategies with real impact on learning quality, skill development and knowledge acquisition in school environments. This could potentially have economic implications by supporting more efficient progress for autistic students through their school curriculum.

Social implications

Similar to economic impact, if validated and generalised, these findings could help with sense of accomplishment, general mental health improvement, alleviation of family stress and potential reduction of stigma in the autism community.

Originality/value

There is a slowly emerging field of design guidance for autism schools, but very little empirical evidence on the measurable efficacy of these strategies. This research provides one type of such evidence, as measured by the perceived impact from the point of view of staff and teachers at the school.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2631-6862

Keywords

Content available
Article
Publication date: 1 May 1999

163

Abstract

Details

Facilities, vol. 17 no. 5/6
Type: Research Article
ISSN: 0263-2772

Keywords

1 – 10 of over 3000