Table I. Pedagogical needs expressed by... | Emerald Publishing

Table I.

Pedagogical needs expressed by key stakeholders regarding the change process

	Information-rich key stakeholders
Dimensions of campus learning landscape	Faculty management	Facilities management	Pedagogical ICT support services	Library services	Student services	Students
Individual environment Sense-of-safety Quietness Co-quietness	No reference to individual needs for quietness and privacy in studying or in working	Quiet spaces for working that requires concentration	Individual needs for quiet spaces and concentration	Quiet separate spaces for students’ self-study	Assigned offices as quiet and safe spaces for concentration	Quiet spaces for self-study and concentration Areas for co-quietness that supports self-study
Social environment Sense-of-belonging Co-creation Collaboration	Spaces for informal encounters between researchers, visitors and students	Spaces for unplanned/informal encounters between students and research community	Spaces for spontaneous meetings and jamming between researchers, teachers and students	Group work areas for students	Lounge area in the activity-based working environment to provide space for social encounters	Spaces for group work and collaboration Spaces for jamming and Café
Digitisation and digitalisation Digital solutions embedded in the physical environment	Digital management of administration Reducing the use of paper documents in the student services and administration	Sufficient electricity to secure access to digital materials and connectivity	Continuous need to support teachers and students in using devices and applications in pedagogically meaningful ways Sufficient power sockets	Info screens for visibility of the new electronic books, journals and other digital material	Flexible working spaces with screens and keyboards to provide access to digital material and archives Info screens for student services	Digital equipment such as user-friendly interactive whiteboards that provide guidelines to using them Power sockets and reliable connectivity
Physical environment Location of different spaces	Physical proximity of research groups with various approaches, students and administration	Sustainable design of the physical spaces to provide flexible and effective use of the spaces Enough power sockets for devices	Integrated and compatible technological solutions, studios, and acoustically designed spaces	Learning centre with group work areas covered by acoustic curtains and a room for quiet study Book lockers for students’ books and other print material	Student service point close to the learning centre Physical proximity of administration to students and teachers	Flexible access to different spaces of teaching and learning on campus

	Information-rich key stakeholders
Dimensions of campus learning landscape	Faculty management	Facilities management	Pedagogical ICT support services	Library services	Student services	Students
Individual environmentSense-of-safetyQuietness Co-quietness	No reference to individual needs for quietness and privacy in studying or in working	Quiet spaces for working that requires concentration	Individual needs for quiet spaces and concentration	Quiet separate spaces for students’ self-study	Assigned offices as quiet and safe spaces for concentration	Quiet spaces for self-study and concentrationAreas for co-quietness that supports self-study
Social environmentSense-of-belongingCo-creation Collaboration	Spaces for informal encounters between researchers, visitors and students	Spaces for unplanned/informal encounters between students and research community	Spaces for spontaneous meetings and jamming between researchers, teachers and students	Group work areas for students	Lounge area in the activity-based working environment to provide space for social encounters	Spaces for group work and collaborationSpaces for jamming and Café
Digitisation and digitalisationDigital solutions embedded in the physical environment	Digital management of administrationReducing the use of paper documents in the student services and administration	Sufficient electricity to secure access to digital materials and connectivity	Continuous need to support teachers and students in using devices and applications in pedagogically meaningful waysSufficient power sockets	Info screens for visibility of the new electronic books, journals and other digital material	Flexible working spaces with screens and keyboards to provide access to digital material and archivesInfo screens for student services	Digital equipment such as user-friendly interactive whiteboards that provide guidelines to using themPower sockets and reliable connectivity
Physical environmentLocation of different spaces	Physical proximity of research groups with various approaches, students and administration	Sustainable design of the physical spaces to provide flexible and effective use of the spacesEnough power sockets for devices	Integrated and compatible technological solutions, studios, and acoustically designed spaces	Learning centre with group work areas covered by acoustic curtains and a room for quiet study Book lockers for students’ books and other print material	Student service point close to the learning centre Physical proximity of administration to students and teachers	Flexible access to different spaces of teaching and learning on campus

Note:

Italic denotes an unfulfilled need as expressed by the stakeholders