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The purpose of this paper is to explore the influence of teachers’ expectations on their experiences and satisfaction response dregarding the introduction of activity-based workplaces (ABWs) in a Dutch university of applied sciences.

The first author executed a three-year at-home ethnographic study as senior lecturer at the university in which the research was executed.

Teachers have will expectations, should expectations and want expectations that relate to the stages before, during and after the introduction of ABWs. Unmet should and will expectations negatively affect want expectations and not only influence teachers’ affective commitment to their work but also generate dissatisfaction and even anger toward the organization, showing the importance of monitoring all three types of expectations.

Users evaluate their expectations against their experiences which can lead to the formation of (dis)satisfaction regarding the introduction of ABWs. To explain the satisfaction response, research should consider expectations and experiences.

Discrepancies between users’ expectations and experiences lead to dissatisfaction with ABWs. Involving users and aiming to capture their expectations in the design support professionals predicting satisfaction and preventing the organization from costly re-refurbishments.

Exploring users' expectations creates an understanding of users' everyday processes and underlying values which can improve the fit between users and building and reduce costs. Reducing accommodation costs benefits society, as more money can be spent on education.

This paper integrates Lefebvre’s spatial theory and Oliver’s disconfirmation theory to study the influence of expectations on users’ experiences and describes the process before, during and after introducing ABWs.

To develop an analytical framework through which the organizational cultural dimension of enterprise resource planning (ERP) implementations can be analyzed.

This paper is primarily based on a review of the literature.

ERP is an enterprise system that offers, to a certain extent, standard business solutions. This standardization is reinforced by two processes: ERP systems are generally implemented by intermediary IT organizations, mediating between the development of ERP‐standard software packages and specific business domains of application; and ERP systems integrate complex networks of production divisions, suppliers and customers.

In this paper, ERP itself is presented as problematic, laying heavy burdens on organizations – ERP is a demanding technology. While in some cases recognizing the mutual shaping of technology and organization, research into ERP mainly addresses the economic‐technological rationality of ERP (i.e. matters of effectiveness and efficiency). We want to supplement and complement this perspective with a cultural approach. How do individuals in organizations define and experience ERP‐standards? How and to what extent are management and working positions redefined in the process of developing and implementing ERP? In the paper, we highlight three perspectives from which ERP systems can be experienced, defined and analyzed. These perspectives are specified as the “constitution” of ERP, ERP as a “condition” of organizations, and the (unintended) “consequences” of ERP.