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Focusing on two particularly challenging issues facing Chinese academic libraries – space constraints and the trending of digital scholarship services, this paper aims to explore which spaces students and faculty wanted and how to leverage low-use spaces and growing digital scholarship services to build the Center for Digital Scholarship (CDS) to meet their demands.

The participant observation method was used in the launch stage of the space redesign from May 2016 to October 2018. The usage analysis method was used to reveal the use of the renovated spaces and assess the success of the space redesign when CDS was open to users between October 1, 2017 and September 30, 2018. The usage was gathered from the space reservation system.

A hybrid academic service center combining information commons, a collaborative workplace, social spaces and digital scholarship services, the CDS is able to meet the complexity and diversity of users’ needs and fulfill the mission of its university in the context of insufficient funds, space and specialists. While it approaches the goal of the space redesign project, some deficiencies remain to be addressed in the future design and service plan, including separating quiet and noisy areas, flexible arrangements and business process reengineering.

This study shows a hybrid academic service center can meet the complexity and diversity of users’ needs, despite insufficient funds, space and specialists. To ensure sustainability, digital scholarship services should adapt to local users’ needs and expectations. While the author’s patent service and subject development analysis are local and popular with the users and sectors in his university, they make their services somewhat different from those of the Association of Research Libraries (ARL) members.

This is one of the few, recent studies on space redesign incorporating digital scholarship services in a well-known academic library in China.

This study aims to critically evaluate the COVID-19 and future post-COVID-19 impacts on office design, location and functioning with respect to government and community occupational health and safety expectations. It aims to assess how office efficiency and cost control agendas intersect with corporate social accountability.

Theoretically informed by governmentality and social accountability through action, it thematically examines research literature and Web-based professional and business reports. It undertakes a timely analysis of historical office trends and emerging practice discourse during the COVID-19 global pandemic's early phase.

COVID-19 has induced a transition to teleworking, impending office design and configuration reversals and office working protocol re-engineering. Management strategies reflect prioritisation choices between occupational health and safety versus financial returns. Beyond formal accountability reports, office management strategy and rationales will become physically observable and accountable to office staff and other parties.

Future research must determine the balance of office change strategies employed and their evident focus on occupational health and safety or cost control and financial returns. Further investigation can reveal the relationship between formal reporting and observed activities.

Organisations face strategic decisions concerning both their balancing of employee and public health and safety against capital expenditure and operation cost commitments to COVID-19 transmission prevention. They also face strategic accountability decisions as to the visibility and correspondence between their observable actions and their formal social responsibility reporting.

Organisations have continued scientific management office cost reduction strategies under the guise of innovative office designs. This historic trend will be tested by a pandemic, which calls for control of its spread, including radical changes to the office at potentially significant cost.

This paper presents one of few office studies in the accounting research literature, recognising it as central to contemporary organisational functioning and revealing the office cost control tradition as a challenge for employee and community health and safety.

Merging library traffic from dispersed service points into a combined services desk is not new, and many reasons prompt this move. George Mason University, Virginia’s largest public research institution, combined a total of 10 service desks located in four libraries on three distributed campuses. To consolidate services and reduce costs, the Mason Libraries established a “one-stop” service point in each library. With the goal of “one-stop” service point in each facility, the Mason Libraries recrafted physical spaces, reviewed policies, procedures, and workflows as well as revised staff roles and responsibilities.

This chapter explores why institutions embark on redesigning the traditional library service desk; discusses how changing service needs impact desk space; and addresses the effect on public services personnel. Observations are based on highlights from the evolution of George Mason University Libraries’ goal of a “one-stop” service point in each library to provide more efficient and consistent user-focused interactions and services.

As a manager of one of the facilities, the author provides insights on achieving a “one-stop” service point.

This chapter considers library staff needs, in concert with internal effort to not only refine user services influencing changes, but also revisit policies, procedures, and workflows to align staff roles and responsibilities. Mason Libraries is one of a few university library systems trying to implement single service points in all libraries.

Library spaces are being reimagined to better fit the needs of today’s and future users. At the Georgia Tech Library, a new library space, currently called the “Library Store,” is being developed as part of the “Library Next” initiative. How can this space best attract users and how can it work to intuit their needs to offer more seamless services? Careful planning and dedicated participation on the part of library management and library staff have set into motion a design for a new space that will meet user needs immediately and will be flexible enough to respond to their ever-changing use patterns.

This chapter explores the relationship between staff needs, user needs, and institutional needs when tasked with creating a library space and services in the 21st century academic library. It explores the development of the “Library Store” as a case study to shed light on the ways in which academic libraries can adapt to the research and learning needs of their users.

The authors provide insight into the complexities of leveraging existing staff skills in order to offer new user services in a space that boasts a new and updated design. They also detail the lessons learned from the initial planning stages of the new space and services.

This chapter considers user and library staff needs from a management perspective when planning a redesign of space and services. This library is one of only a few that has embarked on this specific model of space and service reimagining.

While more and more organizations commit to transformation projects with the aim of redesigning simultaneously their workspaces, work organization, and technologies, the design process supporting such projects remains largely understudied. This paper examines the political tensions that occur when such processes unfold as well as their implications for project management. By doing so, the paper counterbalances the prescriptive and normative literature on “New Ways of Working” which largely overlooks the political complexity of such projects.

The paper is based on a qualitative study of a triple design process in a media company. Data collection mainly consists of a nine-month process of non-participant observation of weekly meetings held by the strategic group in charge of the project. Semi-structured interviews with members of the executive committee have also been conducted.

The analysis illustrates how space, organization and technology are gradually designed and structured. Four interconnected and often concealed mechanisms that support triple design processes are identified: political tensions, unexpected twists, conflicting temporalities and arbitration measures.

The originality of the paper lies in breaking down the concept of design in three separate objects – organization, space and technology – and examining how these objects were conjointly problematized by an organization in transformation, whereas existing studies often investigate organization design, space design or technology design in isolation.

Information commons were introduced into libraries in the early 1990s. Now universities are building library learning commons and campus learning spaces. This paper sets out to present a participatory library (re)design approach for collaborative planning “for and with” faculty teachers, student learners, and campus stakeholders.

Collaborative design (co‐design) employs user‐centric investigations to produce products, applications, and environments aimed at advancing learning, sustaining communication, and building relationships. Examples from California Polytechnic State University and San José State University in California, USA, suggest the efficacy of this inclusive, learner‐centered (re)design approach for library facilities, services, and systems.

Inviting and enabling user input from the start offers a fruitful planning approach in which campus librarians, stakeholders, and beneficiaries “learn their way” to appropriate library (re)design decisions. Also, user involvement in information gathering and interpretation activities initiates the interactive relationships necessary for continuous improvement.

Collaborative design (co‐design) yields sustained interaction with user beneficiaries and campus stakeholders. It changes how library staff members think and what they think about, concurrent with enhancing libraries' appeal and value.

In development since 2002, the highly participatory design approach reflects theoretical and applied insights from researchers in Europe, Australia, and North America who have worked with US library practitioners to develop user‐centric processes for advancing organizational learning and enhancing user efficacy. Its practical application to planning for library learning commons and learning spaces contributes to the small but important literature on user‐centered library (re)design.

The purpose of this paper is to discuss how a mixed-methods approach to assessing student learning was used to determine the efficacy of redesigned library instructional spaces.

In 2017, the library at San Diego State remodeled a classroom to support active learning. The author undertook a pilot study to compare outcomes from the active learning classroom (ALC) and the traditional computer lab (CL) classroom. The assessment was done after one-shot library sessions for four sections of the same course in the ALC and the CL. Students completed surveys to assess their reactions to the instruction and e-mailed the librarian copies of the articles that they selected which were analyzed for quality using a rubric.

The mean scores from the CL classroom sections were slightly higher for the survey questions, though it was not statistically significant. The articles selected by students in the ALC had a slightly higher average quality score on the rubric, however, it was not large enough to be statistically significant.

This was a limited assessment project and the results may not be generalizable to other institutions or types of instruction. Overall, students selected high-quality resources and felt positive about the library after instruction in both library classrooms. The data did not demonstrate significant improvements in student learning outcomes or attitudes in the remodeled ALC.

This mixed-methods assessment technique can be used to evaluate student learning and attitudes about the library and may be adapted by other librarians. It may also be of interest to those interested in designing learning spaces in libraries.

Area 49 is a group of specialized technology spaces in J. Murrey Atkins Library at the University of North Carolina at Charlotte. Since the launch of these spaces in 2018, librarians have worked with instructors in all disciplines to design unique experiences that support students’ academic success and lifelong learning. However, much of the success of these spaces is due to the extensive research and work that occurred during the planning, construction, and purchasing stages. While the spaces will continue to evolve based on research, emerging technologies, and use, it was this foundation that posed the spaces for success from the start.

Before 2011, student performance rates in college algebra and trigonometry at North Carolina A&T State University (NCA&TSU) were consistently below 50%. To remedy this situation, the Mathematics Department implemented the math emporium model (MEM) instructional method. The underlying principle behind MEM is that students learn math by doing math (Twigg, 2011). The MEM requires students to work on math problems and spend more time on material that they do not understand while allowing them to spend less time on material that they do understand. Also, students receive immediate feedback on problems from teaching assistants as they work through their online assignments. After implementing the MEM, student pass rates improved for both the MEM and traditional sections. Data to date also show that female students outperform male students in both instructional models. Further study is needed to determine the factors that have caused improvement in pass rates in addition to the implementation of the MEM. Some important lessons learned by the NCA&TSU math faculty from implementing the MEM into the college algebra and trigonometry courses are that successful implementation requires a long-term commitment, internal and external collaborations, and the collective ability to determine what works for the local setting.

A common way for academic libraries to support student success is through partnership with writing centers. Practices such as applying service design thinking to develop and inform integrated library and writing center services can lead to a student-focused space. This chapter outlines how service design, studio pedagogy, and peer learning informed the setup and ongoing services in The Undergrad Research and Writing Studio (URWS or, the Studio), a shared space in the Oregon State University Libraries. The URWS model is grounded in studio pedagogy, which employs a “propose-critique-iterate” approach to student writing development (Brocato, 2009). Research and writing consultants assist student writers when they have a question, mirroring libraries’ point of need service approach. Librarians and studio faculty collaborated on the training curriculum, which emphasizes how research and writing are intertwined processes. Peer consultant reflection and assessment inform the ongoing development of the overarching program, service, space, and training, ensuring alignment with the ethos of centering students and their learning.