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The purpose of this paper is to further explore the relationship between new product development project teams and their workspace regarding the impact of the physical (space variety, indoor environmental quality, large meeting room, workstation) and sociotechnical environments (project commitment, IT environment) on their creativity and effectiveness.

The authors gathered data on an enterprise’s ten multidisciplinary teams operating in diverse workspaces by four means: over 40 interviews and four months of observation, secondary data and a survey with 645 responses.

For teams co-located on site and abroad, employees express that proximity in open space is paramount even considering the augmented density. The relationship between team effectiveness and team creativity is strong and bidirectional (correlationβ = 0.40****), but the patterns of relationship between these two variables and certain dimensions of the physical and sociotechnical environment are different. There is a positive and direct impact on team effectiveness, but to a lesser degree on creativity which, in turn, positively influences team effectiveness. Moreover, creativity intervenes (mediator variable) between project commitment, satisfaction with large meeting rooms and the IT environment on their relationship with team effectiveness. When the authors added a direct link between the variables and team effectiveness, the model explains 47.1 per cent of the variance.

The scope of the data is somewhat limited by the time that the company and its teams could allocate to this paper.

The arrangement of space reinforces employees’ sense of belonging to their team as measured by project commitment which along with satisfaction with the large meeting rooms and IT environment influence both team effectiveness and creativity. Managers could consider these three elements as levers for action. Space variety (or balanced layout) is also a way to support team creativity.

Even if open spaces are frequently used, the literature on creative spaces is dedicated mainly to an individual. This paper delivers some results and evidence on the concrete and simultaneous impacts of the workspaces on creativity and effectiveness of multidisciplinary new product development (NPD) team.

The focus on designing spaces for users in the last decade or so signifies the gradual change in the mission of libraries from provision of resources to that of a pro-active partner in learning. Planning for user space in support of learning is far more complex as it needs to take into account the variety of users’ needs and behaviour. Before specifying the actual layout and design of users’ spaces it is important to consider all the major factors that affect the use of the intended library space. The purpose of this paper is to provide a guide to library planning base on the experience of the authors at Nanyang Technological University (NTU) Libraries.

The framework for planning library spaces developed at NTU Libraries consists of four components – collaborative space, sanctuary space, interaction space and community space. Discussion on the rationale of these spaces and suggestions for their implementation will assist others in asking appropriate questions on their own library space planning exercise.

The paper reinforced the view that a good library building has to provide a wide variety of spaces, some of which are contradictory as the needs of a student is different from another. A student also has different needs at different times. Providing and balancing these needs is essential.

This paper provides a tried and tested conceptual framework for use by library space designers.

The purposes of this study is to explore and describe the main campus urban design principles, to investigate and examine the degree of Hashemite University’s (HU’s) student satisfaction with the urban design of their campus, to examine the relationships between the degree of HU student satisfaction and age, gender, educational pursuits and academic year, to define and assess student needs through HU’s campus design and to examine and investigate the relationships/interrelationships between all the campus urban design principles.

This research used a variety of methods: A face-to-face questionnaire (n = 1,443), HU students’ community board design for urban spaces, HU master plan analysis and focus group discussions (three researchers and 30 architectural students). This research used the descriptive statistics and the Pearson product-moment correlation coefficient (Pearson r) to analyze the data.

This research found that the majority of HU students were dissatisfied with the design of their outside spaces with regard to the effectiveness of space, availability of services, viability and vitality, public realm design, the density of activities, design character, walkability, diversity of existing services, richness, continuity and enclosure design. In contrast, they were satisfied with the accessibility and connectivity between spaces, availability of safe and welcoming spaces, mental map elements design and urban structure. Statistically, this research found that there were no significant relationships between the students’ satisfaction level and their age, gender, educational pursuits, education specialty and education level. Moreover, the correlation results revealed that the relationships/interrelationships between all the campus urban design principles have strong/very strong positive linear associations and significant relationships (r > 89).

This research recommended that the urban designer and architects should adopt the bottom-up approach when they are designing and planning the campus. They should apply all the above urban design principles to achieve the flexible and dynamic campus urban design and the students’ needs. Well-designed campus creates multi-functional places for students’ activities, encourages them for socialization and enhances their academic performance and experience, increases their feeling of belonging, enhances the sense of well-being and supports outside learning activities and experiences. The objectives for the campus urban design should promote high standards and qualities of open spaces, create a sense of places, serve students’ needs, provide effective design for socialization, provide maximum flexible design to allow for future campus growth and create a safe and healthy environment to express the quality of university’s life. Finally, the students should participate actively in the developing design of their campus activity.

To avoid repeating the mistakes of the past, this research is essential for future HU campus design. In addition to defining and describing all the campus urban design principles, this research provides HU decision-makers with an informed, holistic view of their students’ satisfaction levels, needs and requirements within their urban campus design to develop the HU campus design. Moreover, this research provides a new vision for the future in the form of data and guidelines for a new campus design. The findings are intended to provide useful information to university managers, leaders, policymakers and urban designers who implement strategies to improve the quality of campus urban design. This research opens the door for new research by duplicating the same research contents and methodologies on another campus design within different regions and cultures to fully develop a universal guideline for campus urban design.

A cyber world (CW) is a digitized world created on cyberspaces inside computers interconnected by networks including the Internet. Following ubiquitous computers, sensors, e‐tags, networks, information, services, etc., is a road towards a smart world (SW) created on both cyberspaces and real spaces. It is mainly characterized by ubiquitous intelligence or computational intelligence pervasion in the physical world filled with smart things. In recent years, many novel and imaginative researches have been conducted to try and experiment a variety of smart things including characteristic smart objects and specific smart spaces or environments as well as smart systems. The next research phase to emerge, we believe, is to coordinate these diverse smart objects and integrate these isolated smart spaces together into a higher level of spaces known as smart hyperspace or hyper‐environments, and eventually create the smart world. In this paper, we discuss the potential trends and related challenges toward the smart world and ubiquitous intelligence from smart things to smart spaces and then to smart hyperspaces. Likewise, we show our efforts in developing a smart hyperspace of ubiquitous care for kids, called UbicKids.

The purpose of this study is to build upon existing literature regarding student engagement by exploring belonging on campus as an aspect of this. It examines how students understand, experience and articulate belonging at the university wide level and aims to incorporate the student perspective and voice into discussions on engagement.

The exploratory research employed a mixed method, but largely qualitative approach, to examine the understandings, experiences and perspectives that people hold and make use of. An online questionnaire (using open and closed questions), several snap‐shot interviews and seven in‐depth semi‐structured interviews were used to establish the central issues via thematic analysis.

A number of key themes are presented in relation to how and why students felt they belonged, and indeed why some students felt that they did not belong, were not included or even excluded. The findings revealed that the campus is a factor worthy of attention when considering student engagement, that students do have a sense of belonging that is related to this and that there could be implications for engagement and even retention for those whose sense of belonging or inclusion is questioned or compromised.

It also raises practical implications for institutions in terms of how to organise and develop campus space and activity to help foster belonging and community. Suggesting that it would be beneficial to consider access to participation and involvement through campus spaces and opportunities in order to enhance engagement and feelings of inclusion and belonging.

This paper offers further insight into student engagement by considering belonging beyond classroom interactions, via the wider campus and at university level.

Social interaction has a vital role in the healthy development of children. Growing up without a family for children – who are called “children in need of protection” (CNP) in this study – can cause developmental disorders. Social interaction with their peers and with society is important for their well-being, as well as for the whole society. So, for the good of both, more appropriate and supportive living environments should be produced. In this study, the authors will try to answer the question: How do environmental factors affect the social interaction of CNP in outdoor spaces within a village-type settlement?

A children's village is chosen as the case area since the children's village typology provides a strong relation between indoor and outdoor spaces. Data are gathered through the review of visual and written materials and systematic observation in order to analyze the issue in a natural setting.

The output of this study underlays the effects of location, layout and characteristics of residential areas at the neighborhood scale, as well as the spatial, physical and functional factors at the singular-space scale. The intentional social function of the space was found to be the strongest factor in enhancing social interaction.

There are no adequate studies focusing holistically on environmental factors in outdoor living spaces, including spatial, physical and functional dimensions, that affect the social interaction of children in need of protection.

This research is based on the idea that interior elements leave a wide variety of impressions on their occupants and that some interiors are likely to have more positive impressions than others. These impressions are especially prevalent when an individual cannot leave their homes for extended periods. The architectural elements of an interior where people are isolated can mitigate the adverse psychological effects.

The study was conducted by surveying individuals under lockdown because of the COVID-19 pandemic. A total of 140 participants completed three different scales (GAD-7, K10, FTB Scale) to measure mental health problems often experienced in isolated and confined environments. Their responses were then associated with the interior environments of the participants.

Statistically significant relationships were identified between the reported interiors and the results of the psychological evaluations. The level of psychological distress was associated with Volume and Visual Variety factors. Susceptibility to generalized anxiety disorder was associated with Visual Variety and Airiness factors. Finally, free time boredom was associated with Volume, Visual Variety, and Airiness factors. The Furniture and Clutter factor did not significantly contribute to any of the psychological evaluations.

The study was performed in response to the severe lockdown measures taken in response to the COVID-19 pandemic. It successfully highlighted the need for a rethinking of interior design approaches regarding the design for isolated and confined environments.

The purpose of this paper is to triangulate qualitative and quantitative data with existing data to inform on the function and user experience of a newly created the “News Library,” and, further, to inform on the viability of “bring your own device spaces” (BYOD) in meeting the computing needs of Penn State University Park students through a multi-dimensional study.

This study leverages several methodologies for data collection, including observation, survey, flip chart prompts, interviews and focus groups.

Findings suggest that the News Library accommodates users’ social needs. However, it does not accommodate their communal needs well. The majority of students at the Penn State University Park campus, own laptops and bring them to the library when they intend to study. Personal device usage is preferable to library-provided computers per a familiarity with their personal device, access to personal files and independence of workspace.

As this is a case study, the findings are not generalizable. This study was conducted in one library, on one campus at a 24-campus institution with over 30 libraries.

The mixed-methods study provides multiple views into user behaviors and expectations. The authors propose guidelines for informing the design of BYOD spaces.

The purpose of this paper is to investigate how physical spaces intersect with innovation and innovativeness, and what the most relevant attributes of physical space are for innovation.

The paper reflects the changing nature of innovation, from technological advancements to services and meaning changes, and argues that the development of innovative spaces similarly embodies a diverse set of values such as collaboration, openness, and sustainability. Using a literature review, interviews, and benchmarking data, the paper examines the relationship between physical environment and innovation.

The findings from both the literature review and the interviews underline innovation as a communicative and human-centred process. As a result five attributes of innovative space are presented: collaboration enabling, modifiability, smartness, attractiveness, and value reflecting.

The results provide perspectives to the challenge of how to support innovation creation by developing physical spaces. The paper adds to the conceptual development of innovative space and outlines physical space as an innovative service.

This research aims to shed light on the utilization of open spaces at Effat University through a gender lens. By eliminating gender segregation, the study seeks to examine how these spaces are equitably shared between genders, while also delving into the realm of gender sensitive urban design (GSUD). Furthermore, the research strives to gain valuable insights into the experiences of female students in open spaces to propose a framework for the design of fair shared open spaces.

To achieve these objectives, a multi-faceted approach was adopted. First, the research started by reviewing the literature about gender sensitive urban design and inclusive urban design to conclude the indicators examine how open spaces are shared fairly between both genders; second, an online questionnaire was administered to gather comprehensive data. Third, meticulous observations were conducted, involving the study, analysis and mapping of students' activities using maps and photos. Lastly, a walk shop was organized, with a focus group comprising of female participants. The collected data was then analyzed using SPSS descriptive statistics and the Pearson product-moment correlation coefficient, enabling the identification of key patterns and evaluating female students' satisfaction levels.

The findings unearth a distinctive perspective on the perception and needs of females within a unique subset of open spaces, referred to as “campus open spaces,” in the context of a gender sensitive urban design. This exploration provides valuable insights into the intricacies of gender dynamics within public spaces, contributing to a more inclusive and equitable environment for all individuals at Effat University, framework shows some of significant indicators that effect on other indicators strongly as sense of safety and security and the diversity of activities that increase visiting rates, sense of belonging.

This research presents a framework aimed at improving the concept of equitable and inclusive, open spaces, particularly on campuses within significant communities like KSA. The focus is on creating fair shared places that facilitate interaction and cater to the social and cultural needs of students, with a particular emphasis on supporting female students. By enhancing their sense of belonging and addressing their unique requirements, this framework aims to positively impact their academic performance while fostering an inclusive and engaging campus environment.