Groups, Identity, and Academic Workplaces

Abstract

Background and Aim. This paper examines the team and community perspectives in academic workplaces to illuminate hybrid work practices and their spatial implications. Recent literature has indicated that hybrid working has impacted teams and communities, influencing social connections and a sense of belonging.Methods and Data. The study examines two case universities and consists of three stages. First, the different team or community levels were identified based on open-ended survey responses, followed by semi-structured interviews with supervisors in University A. Secondly, the identified levels were tested at University B. The results were formulated incrementally through a qualitative content analysis process.Results. The findings illustrate four team behaviour patterns and categories, each with different implications for on-site workplace spatial practices. The results indicate that team leaders, research and teaching practices, group cohesion, collaboration, and bonding needs and preferences all influence work manners and locations. Formal and informal collaboration are also key determinants.Originality. Academic work is typically considered from an individual perspective. This study focuses on the team-level use of space and hybrid work arrangements.Practical Implications. The results benefit the design and development of work environments by showcasing spatial requirements for on-campus activities that foster social connection, bonding and a sense of belonging.