Collaboration in Higher Education: Behavior Observation Informing Space Arrangement

Abstract

What role does architecture and interior spatial arrangements play in facilitating spontaneous or arranged collaboration in higher education? This project involves identifying the architectural characteristics of spaces that facilitate collaboration in higher education, including deriving the spatial organization and circulation patterns that facilitate collaboration, and the simulation of collaborative environments. With today's use of integrated technology limiting face-to-face collaboration, a study was conducted to map conditions that stimulate collaboration in on-campus buildings. Behavioral observation was conducted at four strategic academic buildings on the North Dakota State University campus, each representing a unique case study in collaboration. Perceptions of how students, staff, and guests use different academic spaces were studied by tracking and monitoring multiple criteria. Results from the local study support current literature suggesting that students demand more collaboration within the classroom and on campus than the need or use of technology; supporting higher education's demand for technology integration may be wrongly allocated, as students today seek less technology and more face time while on campus. Research was commissioned to better inform a new Science, Technology, Engineering and Mathematics (STEM) building being built on the NDSU campus, in the anticipation that this would be a high performance building and promote collaboration.