Running Head: SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE

Satisfying Communication Students’ Need for a Social Study Space

Bridget Barkume

Josh Earley

Julianne Spataro

John Carroll University

SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 2

Table of Contents

Introduction ………………………………………………………. 3

Background Research …………………………………………….. 4

Hypothesis ………………………………………………………... 5

Methodology ……………………………………………………... 5

Method …………………………………………………………… 6

References ……………………………………………………….. 10

Appendices ………………………………………………………. 11

Appendix A…………………………………………………….11

Appendix B…………………………………………………….12

Appendix C…………………………………………………….19
 SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 3

Executive Summary

This research study was conducted by John Carroll University students in the

Communication Department. This study is intended to provide research to the Communication

Department regarding the need for a creative study space within the O’Malley Center.

Communication students are the focus of this study as we seek to answer the question of whether

or not these students are looking for a study space tailored to their needs. Background research

found that several other schools that have implemented novel, collaborative spaces saw changes

in the level of engagement from their students. Many academics support having these outlets for

students to create a more welcoming space for them to utilize. Our first study involved a focus

group and several interviews. We found that these subjects agreed with the research. They want

for more spaces that encourage their creativity and fosters the needs of all types of students.

Overall, the following themes were identified from the needs of the participants in Study 1:

diversity of location, need for a collaborative environment, need for comfort, spaces used for

long periods of time, and an overall comfortable atmosphere. The focus group participants

opened the moderators’ eyes to new ideas that were not expected, however, asking further

questions is pertinent to best answer the research question. A second study is proposed for future

researchers. The current researchers recommend that approximately 8 in-depth interviews are

conducted with the question protocol in Appendix C. These interviews should be conducted in

order to be able to present this research to the Communication Department. It is the current

researchers’ hope that this study is completed in the future.

Introduction
 SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 4

At John Carroll University, there are a limited number of collaborative workspace

options available to students. Options include: on-campus computer labs, library study rooms,

dorm study rooms (i.e. Murphy Hall study lounges). These workspaces are often limited in space

and lack ergonomic functionality. Students on campus need more diversity in on-campus

collaborative workspaces. One type of diverse on-campus workspace that has been recently

implemented is the Entrepreneurship classroom; what makes this space ideal is the functionality

of it and the idea of it being pointed toward a certain group of people. The Communication

Department could greatly benefit from having a collaborative workspace available to its students.

There is a great need at John Carroll for individualized spaces that can be utilized by specific

communities of students. If the Communication Department offered a specific place for

Communication majors to use, it would enable networking, teamwork, and encourage group

work outside of classes. This space could be tailored to the needs of the target audience and

create a more desirable study area for declared Communication students who seek new places to

work.

Communication students spend a lot of time studying and socializing with other students

declared in the department. Are these Communication students seeking a space of their own to

network and collaborate with other students in their major? If there could be a place tailored to

the Communication majors, would they utilize it? What exactly would they want to see included

in such a space? In the brief that follows, we show how we conducted surveys and focus groups

with John Carroll Communication students to answer our primary research question: Are John

Carroll Communication students satisfied with the collaborative workspaces available to them?

Study 1

Literature Review
 SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 5

The proposed collaborative workspace has similar functions to that of a university

library. It will become most beneficial to students if it allows space for group study, along with

providing space where students can eat, drink and chat. “The modern physical library is required

to accommodate a widening array of services including provision of PCs, collaborative study

spaces, presentation facilities, laptops, whiteboards, data projectors etc.” (Bryant, 2009). These

elements have shown to increase the usage of a space. Updated spaces were proven to continue

being used even as time has elapsed and the novelty has passed. In academia, there has been an

increase in the variety of assessments specifically group projects. Students must collaborate with

one another to succeed and spaces need to reflect that. Bryant (2009) found,” there is actually

higher demand for library buildings, as places where members of the academic community can

access information in a variety of formats, and make use of a range of learning environments”

(Bryant, 2009). Bryant concluded that open-plan learning environments designed for both

academic work and social activities are highly popular among students.

Matthews, Adams, Andrews and Gannaway (2011) detailed the process of developing an

informal learning space with many overlapping goals as John Carroll’s proposed collaborative

classroom. The University of Queensland science students’ feedback revealed that a lack of an

informal learning space contributed to the challenges of making friends within the major and

finding spaces for collaboration. The university devised a plan based on student input to provide

a space for gathering, studying, and collaboration. Some of the goals of the University’s project

were to “enhance student experience, develop an identifiable science space for students, increase

positive, informal staff and student interactions, enable staff and students to be part of a

community” (p.3). The purpose of this space was to increase student exhibition of community

building behaviors. Researchers concluded that “students who used the informal learning spaces
 SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 6

reported higher levels of engagement compared to non-users, which suggests that informal

learning space have a positive correlation with increased levels of student engagement” (p.4).

Therefore, proving the need for a unique space for specific groups of students. It not only creates

a better learning environment, but also increases student participation in their education.

In recent years, the conversation of creating cohesive study spaces for students has

increased. It has become increasingly important to provide students with spaces that encourage

creative learning and well-rounded educational experiences. Bady (2013) explains, “This is

partly due to the need for cost effectiveness, but it’s also driven by a desire to integrate the

academic with the social, a holistic approach that has been gaining favor with academicians in

recent years.” Academicians in education, specifically higher education, now realize that

education isn’t one-sided, it must be a well-rounded experience. This is a necessary evolution for

universities and higher education facilities.

Harrington (2014) states exactly why these spaces are pertinent to universities, “The

physical environment of a college campus provides the context for learning and social

interactions. These interactions lead to involved students, which help build community, and

vibrant communities on college campuses contribute to student persistence and academic

success.” These spaces are far more important than the school having monetary gains from

updated spaces, it is about student retention and ensuring all students have a space they feel

comfortable in. This is crucial information to present to John Carroll University’s

Communication Department as they look toward building a space for their students.

Research Questions

Based on secondary research, we believe that students at John Carroll University, being higher

education students, will have extensive ideas on the need for an open plan working environment.
 SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 7

We seek to answer the a specific research question: Will John Carroll University Communication

students express a need for accommodations that serve as collaborative work spaces?

Method

Participants

Our participants were Communication students from various academic years ranging

from freshmen to seniors. We recruited them through the Department of Communication’s

Canvas page. We used convenience sampling of the same demographic for more participants.

The participants we interviewed were friends, roommates, and classmates of the researchers.

Procedure

Our focus group took place in the O’Malley conference room in the bottom level of

O’Malley. We choose this location to provide a comfortable setting for the Communication

students we recruited. The O’Malley conference room has a rectangular table and comfortable

chairs that allowed all participants and moderators to see one another. The room has almost bare

walls that did not compete with the participants’ attention. Additional interviews were conducted

in a comfortable space, be it a dorm room or off-campus house. We choose these locations to

provide comfort and ease for the interviewees.

The question protocol (see Appendix A) was developed to identify the experiences of

Communication students and their preferences for a collaborative workspace. The two

moderators of the focus group asked questions to relax the participants, clarify responses, and

identify answers to the key questions. The note taker recorded the responses and nonverbal cues

of each participant. The interviews were conducted using a similar question protocol with the

interviewer also performing the note taking. The question protocol was developed after a

thorough analysis of secondary research and researchers’ prior experience with John Carroll’s
 SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 8

workspaces. A direct link from our research that influenced the question protocol was from the

Bryant’s (2009) research that highlighted the benefits of providing a functional collaborative

open plan learning environment for students. Our question protocol was designed to determine

which elements would be useful to John Carroll students.

Findings

Diversity of Location

We found that students prefer to study in places other than their rooms. Students enjoy

having separate locations for working and relaxing. Students oftentimes view their room as a

safe space where they can remove themselves from work and responsibilities. When schoolwork

is done in designated areas, it maintains this divide.

Need for a Collaborative Environment

Students believe that there is little ability for student networking on campus. College

campuses have a wide range of students with different skills and interests. We found that

students want the ability to strengthen their skills by helping other students. One participant

expressed that he would like to help students with video editing. Students also want a space to

work on group projects other than the library. We found that it is oftentimes difficult to focus on

projects in the library as it becomes overcrowded and noisy. One student also stated a preference

for working on group projects in private spaces because “You don’t have to worry about

bothering other people”.

Need for Comfort

Students are unhappy with working on typical classroom desks. We found that when

students are completing projects they like to spread out their materials on a table. In addition,
 SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 9

students also find classroom seats uncomfortable. Students prefer working in rooms that give

them the ability to both sit and work comfortably.

Spaces Used for Long Periods

Our participants expressed that they do not like working in spaces where people are

visiting just to print. They find the constant flow of people to be distracting. Participants prefer a

space that is used for longer work period rather than short visits.

Atmosphere

Our participants expressed a desire for a comfortable atmosphere. When asked to

elaborate, they described a well-lit space with plenty of room. Students do not like working in

cramped spaces. We found that students also would like the ability to work independently and

collaboratively. The space that they described had different areas and amenities for both types of

work.

Discussion

Prior to conducting a focus group, different results were expected. Several findings were

particularly surprising. Such findings include the participants wanting a space for just

Communication students; this was an important theme. The participants truly seemed to desire

having a space that was simply their own that could be specific to those in their major. They also

don’t want computers, they focused on truly not having computers as it becomes competitive to

use them and often students only run in to print something and take away the valuable time

someone else could spend working on it. However, if there are plenty of electrical outlets,

students will be able to simply use the computer they already have. The participants desired

having both individual and collaborative spaces; this stemmed from the idea that not every

student works the same, and this should be considered when building a space for students to
SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 10

work creatively. There was a prominent desire for a networking area with comfy chairs and

couches, but no desks. They wanted to create a space that truly fostered interaction among

students in the Communication Department.

The focus group participants opened the moderators’ eyes to new ideas that were not

expected, however there are still questions that need answers from a greater population:

· Do you want this to be Communication students all the time or some of the time, i.e.

during midterms and finals?

· Should there be computers at all? Could there be one that is a strictly printing station?

· Do you want there to be group study rooms? Should these be reservable?

The next step in this research process is to survey a larger group of Communication

students. This will answer the aforementioned questions and clarify exactly what the greater

whole desires from a Communication Department collaborative workspace. To supplement this

survey, further secondary research will be done prior to creating the questions asked. Specific

themes will be researched to be able to ask specific and productive questions to survey

participants.

Limitations

When considering the data, a few limitations are important to keep in mind. As this is a

project being proposed to one department in one building, limited space is important to keep in

mind. Also, budget is important; although ideas are endless and creative, it is important to select

what is most important for this space. Finally, if this space were to be restricted to only

Communication students one must consider how this will be enforced.

Study 2

Literature Review
SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 11

The proposed collaborative workspace has similar functions to that of a university

library. It will become most beneficial to students if it allows space for group study, along with

providing space where students can eat, drink and chat. “The modern physical library is required

to accommodate a widening array of services including provision of PCs, collaborative study

spaces, presentation facilities, laptops, whiteboards, data projectors etc.” (Bryant, 2009). These

elements have shown to increase the usage of a space. This space could be tailored to the needs

of the target audience and create a more desirable study area for declared Communication

students who seek new places to work.

Matthews, Adams, Andrews and Gannaway (2011) detailed the process of developing an

informal learning space with many overlapping goals as John Carroll’s proposed collaborative

classroom. The University of Queensland science students’ feedback revealed that a lack of an

informal learning space contributed to the challenges of making friends within the major and

finding spaces for collaboration. Researchers concluded that “students who used the informal

learning spaces reported higher levels of engagement compared to non-users, which suggests that

informal learning space have a positive correlation with increased levels of student engagement”

(p.4). Therefore, proving the need for a unique space for specific groups of students. It not only

creates a better learning environment, but also increases student participation in their education.

The need for cohesive study spaces has recently been made more apparent. Bady (2013)

explains, “This is partly due to the need for cost effectiveness, but it’s also driven by a desire to

integrate the academic with the social, a holistic approach that has been gaining favor with

academicians in recent years.” Academicians are now realizing that education must be a well-

rounded experience. This is a necessary evolution for universities and higher education facilities.
SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 12

Harrington (2014) states exactly why these spaces are pertinent to universities, “The

physical environment of a college campus provides the context for learning and social

interactions. These interactions lead to involved students, which help build community, and

vibrant communities on college campuses contribute to student persistence and academic

success.” This is crucial information to present to John Carroll University’s Communication

Department as they look toward building a space for their students.

Research Questions

Based on secondary research and study one, we believe that students at John Carroll University,

being higher education students, will have further ideas on the need for an open plan working

environment. Prior interviews and the focus group provided information that enables the

researchers to begin answering the proposed research question, however, more information is

required to fully develop the results. We maintain the research question asked in study one: Will

John Carroll University Communication students express a need for accommodations that serve

as collaborative work spaces?

SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 13

Method

Participants

Similar to Study 1, participants should be selected from the target audience of John

Carroll Communication students. The study should be advertised via discussion board and or

email blast. Students will than be self selected using an incentive. Convenience sampling of the

target audience can also be used for in depth interviews.

Procedure

We recommend in-depth interviews be conducted with approximately 8 subjects fitting

the aforementioned participant requirements. Interviews should occur in a comfortable

environment with few distractions. Location and time should be based on what is convenient for

participants. To yield the best possible results, current researchers suggest that the proposed

question protocol be followed. Recommended question protocol can be found in Appendix C.

Proposed Direction

In the future, researchers should conduct further interviews. These interviews should

provide further insight into what Communication students are looking for in a study space that

would be in O’Malley Center. We recommend future researchers to conduct interviews with

Communication students of different academic standing. There should be a question protocol in

place that furthers the discussion that began with the first study (see Appendix A). Find the

recommended protocol for further research in Appendix C.

SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 14

References

Bryant, J., Matthews, G., & Walton, G. (2009). Academic libraries and social and learning

space. Journal of Librarianship and Information Science, 41(1), 7-18.

doi:10.1177/0961000608099895

Harrington, K. D. (2014). Community on Campus: The Role of Physical Space (Unpublished

doctoral dissertation). Georgia State University. Retrieved from

https://scholarworks.gsu.edu/epse_diss/92/.

Matthews, K., Adams, P., Andrews, V., & Gannaway, D. (2011). The impact of social learning

spaces on student engagement. Faculty of Science , 1228-1237. doi:10.4018/978-1-

5225-2584-4.ch061

Trends Report: New facilities enhance the quality of campus life. (2013, January 02). Retrieved

from

https://www.bdcnetwork.com/trends-report-new-facilities-enhance-quality-campus-life
SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 15

Appendices

Appendix A:

Question Function Rationale Time

Introduce yourself (focus, year, one thing you’re Relax participants; 5
involved in) open minds to minutes
conversation
Let’s talk about your experience with the Open conversation 5-7
university’s social spaces: where is your favorite and introduce topic minutes
spot on campus? Can you tell me about it?

What do you usually do in this space? Probe/Clarifying Discover the 3-4

group's preference. minutes
When do you most enjoy using this space? Probe/Clarifying Identify if the 3-4
(Midterms/Finals, all year) group likes to minutes
frequent the space
or if they only use
it on occasion.
Where’s your least favorite space? Can you tell Probe/Clarifying Discover the 5-7
me why you dislike it? group’s dislikes. minutes
What would your ideal space look like? (modern, Key question Identify 8-10
calming) characteristics minutes
participants like.
What would your ideal space include? (couches, Key question Identify 8-10
round tables) components minutes
participants want
in the space.
What would your ideal space not include? Key question Identify 3-4
components minutes
participants do not
want in the space.
If the Communication Department created a space Key question Identify the 5-7
fitting the criteria you’ve described, would you frequency the minutes
spend time there? What would you spend time space will be used.
doing?

Appendix B:
SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 16

Questions Verbal Nonverbal

Introduce yourself Participant 1: junior, IMC, football Participants

(focus, year, one thing Participant 2: junior, mass media seemed relaxed
you’re involved in) Participant 3: mass media, junior, writes for and happy to
the Carroll news participate. They
Participant 4: Senior Communication Major sat back with
on the Integrated Marketing Track; involved hands on top of the
in Chi Omega, Campus Ministry, Arrupe table in front of
Scholars Program. them.

Let’s talk about your Participant 1: Quad, Tables outside by Boler As some spoke
experience with the (both up top and down below, atrium they would sit up
university’s social does work alone unless it is a group project as to be better
spaces: where is your Likes to be near his major to ask Dr. F engaged in the
favorite spot on campus? questions conversation.
Can you tell me about it?
Participant 2: Library basement or O’Malley
Center
Different levels of focus (library)
Crowded in O’Malley
Center for digital media/ OC 201- likes to get
work done by himself, does not like
interruptions

Participant 3: My friend’s room because there

are usually a lot of us; more opportunities to
relax and be comfortable. You don’t have to
worry about bothering other people

Participant 4: My favorite social space is the

Cubby! It is a perfect combination of an
environment where you can study n but also
socialize. You can tune out by putting your
headphones in if you want to focus but also
be really engaged with everyone around you.
SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 17

What do you usually do Participant 1 & 2: Work alone on projects or Participants held
in this space? assignments the same
nonverbal
Participant 3: Hang out with friends, work on behavior.
school work, joke around

Participant 4: Study, socialize. grab food,

group meetings

When do you most enjoy Participant 1 & 2: Midterms and finals week Participants
using this space? Group projects answered calmly.
(Midterms/Finals, all
year) Participant 3: During the week, during
downtime

Participant 4: All year

Where’s your least Participant 1: hates the library/ too hot, or Participants’
favorite space? Can you distracted by people, Admin classrooms, no voices were filled
tell me why you dislike lefty desks with passion. They
it? had strong
Participant 2: Admin Classrooms opinions about the
topic addressed.
Participant 3: in between- usually loud, I do
not feel comfortable sitting there

Participant 4: Underground- nothing going on

no activity
SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 18

What would your ideal Participant 1: Modern, well light, more Participants were
space look like? (modern, personal and easier to participate in engaged in deep
calming) conversations, inviting warm space thought before
providing their
Participant 2: Avoid interruptions answers.
hatchery/ in-between classes
This space provides community,
collaboration, and networking
Warm and welcoming which is easier to talk
to strangers
Can be collaborative but also needs
traditional area to work by themselves
Have options and accommodating
Tailored to every aspect of a student’s life

Participant 3: Room with windows, big tables

with chairs and cozier chairs, not a super
large space

Participant 4: modern-- it would have combo

of study group spaces but also places you
could be more private and study on your
own-- bright colors and a more creative
thinking space with dry erase boards and
tables to interact with
SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 19

What would your ideal Participant 1: couches and bean bag chairs, The participants
space include? (couches, information station (TV), Have charging held the same
round tables) ports, or TVs nonverbal
Fishbowl room with blinds or shutters off to behaviors.
the four corners of the room

Participant 2: ER classroom: tables,

projectors, needs to be workspace
Have an open space with different small areas
(pods, corals); Appeal to both types of people
with accordion wall to cut the room in half
Magazines like Adweek, digital media
programs
Chalkboard, whiteboard wall
Bluetooth printer

Participant 3: Couches, comfy chair, coffee

table/foot rest
Printer, copy area

Participant 4: couches, round tables, dry erase

boards, hammocks technology that has
programs on it with comm software you can
only have in library

What would your ideal Participant 2: computers Participants

space not include? Printing station listened to one
another and
Participant 4: boring colors, blank walls, nodded in
uncomfortable furniture agreement.
SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 20

If the Communication Participant 2: there is not a place I can go to Participants

Department created a be creative or open up, it would be beneficial showed
space fitting the criteria Participant 1: would use this space excitement upon
you’ve described, would Networking, meeting new people hearing this
you spend time there? question, faces lit
What would you spend Participant 3: Yes. it would be awesome for up with smiles.
time doing? working on school work, hanging out

Participant 4: yes absolutely

SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 21

Appendix C:

Question Function Rationale

What is your focus? or are you declared? What year are you in? Introduction Relax
participant;
open mind to
conversation
Where is your favorite study spot on campus? Tell me about it. Probe/Clarifying Open
conversation
and introduce
topic
Do you typically use this space during midterms and finals or Probe/Clarifying Identify if the
all year? participant
likes to
frequent the
space or if
they only use
it on
occasion.
Where’s your least favorite study space? What do you dislike Probe/Clarifying Discover the
about it? participant's
dislikes.
If you could design your own space, what would it look like in Key question Identify
terms of structure of the space (group work rooms, individual characteristics
spaces, or both)? the participant
likes.
What would your ideal space look like? Feel like? (furniture, Key question Identify
lighting, colors) components
the participant
wants in the
space.
What do you not want to see in this space? Key question Identify
components
the participant
does not want
in the space.
SATISFYING COMMUNICATION STUDENTS’ NEED FOR COLLABORATIVE WORKSPACE 22

If the Communication Department created a study space in Key question

O’Malley that was only for Communication majors, would you Identify the
utilize it? Do you think other Communication students would frequency the
utilize this space as well? space will be
used.