How University Teachers Are Impacted by The Design of Their Teaching Space

In 2016, The University of Leeds introduced a redesigned lecture theatre in The School of Dentistry that involved a change in the layout to one that allowed for collaborative teaching, and the incorporation of educational technology. This study explored how the staff were utilising the new layout, the integrated technology, and explored the thought processes behind the pedagogical choices made by individual teachers. A novel model was created to combine theories of technology acceptance, technical and pedagogical knowledge and teacher conceptions in order to explore the situation in depth. Following ethical approval, fifteen staff members from The School of Dentistry were interviewed regarding their perceptions of teaching within the new lecture theatre. Thematic analysis of the interview transcriptions using an iterative approach identified multiple factors that motivated change or facilitated new practices. Findings indicated that the space alone encouraged six staff making significant changes to how they taught. They took advantage of the layout more than the technology. A further six lecturers expressed a strong desire to do make changes if adequate training and support had been provided. Those that made changes were more likely to possess further educational qualifications and be student focused. The lack of institutional vision, traditional curriculum design and lack of pedagogical training were frequently blamed for changes not being made. Change would appear to be largely instigated by the individual, however, the institution has a critical role to play for all but the earliest of adopters. The interface between learning spaces, beliefs and pedagogic decision making is under-researched. Existing models of technology acceptance and teacher conception fall short of explaining teacher choices and behaviours when presented with new spaces. The novel model presented provides a framework that can be used for further research and guide staff support during pedagogical change.