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Shared space is a design and engineering concept that gains attention in the context of both regeneration of, for example, former production sites and in the context of designing new building complex(es) with a multifunction strategy. But the practicalities of realising shared space are generally overlooked, despite its importance for the user experience and the degree of success with shared space initiatives. The purpose of this study is to increase the knowledge of shared space and the complex processes involved in realising multiple use of space.

To achieve the purpose stated, the paper presents a study of current literature and four cases of shared space, including a commercial building, a public sport facility, a public health centre and an educational building. The study draws on theory from the fields of property management, space management, urban design and architecture, as well as from the social sciences and geography, to provide an as complete picture as possible of the challenges related to shared spaces in practice.

The result of the study presented is increased knowledge of the processes involved in sharing space in a facilities management context, supported by specific recommendations regarding attention to issues of territoriality, involvement and practicalities.

Not much scientific work has been conducted on the topic of shared space in a facilities management context, and this study adds to the so far limited knowledge within the area.

This study aims to understand the values around which stakeholders of a place brand within a community can align.

A content analysis of websites provided a description of region brands. In-depth interview data from representatives of two communal region brands provide a foundation for investigating the attitudes and behaviors of 20 place brand managers depending on their value orientation.

Two categories of communal region brands are found, of which one reflects terminal values whereas the other is based on instrumental values. Instrumental values appear more efficient for promoting the place through stakeholders than terminal values.

This exploratory research highlights some particularities of place brand communities and adds instrumental value to the classic terminal value identified within commercial brand communities.

Place brand managers gain insights into the values around which they can align stakeholders of their brand.

Brand community literature focuses mostly on specialty or convenience product-oriented communities. By investigating a place as a different type of “product”, this study demonstrates that place brands draw on communal arguments to function like master brands. Furthermore, terminal values can be replaced by more instrumental values in the context of place branding, because agreement on broad terminal values by individual members of the community is unlikely to be achieved whereas specific instrumental values can serve their individual interests.

The purpose of this paper is to explore shared workspace and professional learning community (PLC) interactions in schools. The collaborative culture and PLCs were parts of the school culture. The collaborative culture of each school was designed to ensure teachers share intellectual and physical contributions in learning to investigate the impact of teaching and learning on students. The workspace overlap for teachers was part of the culture of each school and a function of the PLC interactions. PLCs provided opportunities for collaboration and therefore opportunities to share intellectual and physical workspace.

A grounded theory research approach was taken to this investigation, primarily because of the common experiences of educators in schools (Creswell, 2013). Collaborative process between educators in schools was qualitatively investigated as a function of PLC interactions. In all, three communities, five schools, and 70 educators were purposefully selected to participate. Data were collected, including semi-structured interviews, observations, artifacts, and researcher field notes.

The workspace interactions include shared leadership, decision making, teaching and learning practice, and accountability measures. Attributes and characteristics of effective collaboration and PLCs greatly affect the outcomes of PLCs. An emergent framework is provided that includes attributes of effective collaboration and the characteristics of effective PLCs that merge into intellectual and physical shared workspace.

This paper focuses on the connections between PLCs, school culture, and professional educator collaboration. This paper proposes to provide a unique model called the shared workspace. The model combines the intellectual and physical aspects of group members to ensure the effectiveness of collaborative systems that promote quality practice in schools through functional PLCs as part of a positive school culture. This paper further offers extensions to the shared leadership concept (Carpenter, 2015) in how schools, administrators, and teachers should work together, thus more collaboratively through a continuous improvement process of the school as a workplace and a learning organization.

The purpose of this study is through collaboration with practitioners to identify key characteristics of municipal shared spaces and, based on these, developing a guide for establishing a shared space in a municipal real-estate portfolio.

This paper builds on existing theory on the subject of shared space as well as the practical experience of professionals within the fields of property management, space management and facilities management. The guide presented is the result of data collected through case studies, interviews, surveys and literature reviews. This knowledge is combined with data collected through a workshop with practitioners from municipalities and the private sector, to provide a final guide that is directly applicable as a tool for working with shared space as a part of a property management strategy.

The result presented is a guide to establishing a shared space in a municipal real-estate portfolio, created in collaboration between researchers and practitioners. It provides an introduction to the topic and outlines a number of tasks that must be completed in different parts of a project, thereby providing a tool which practitioners can use to realise shared space as a strategy in the context of public real-estate management.

The guide presented is a first in connecting theory with practical application and through collaboration between researchers and practitioners, creating a tool to be used when working with shared space in a municipal real-estate portfolio.

This article examines the relation between place, space and information behaviour.

Concepts of place and space are explored through a comparison of three leisure pursuits: running, urban exploration and genealogy, based on the authors' research and the published literature.

A socially constructed meaning of place is central to each leisure activity but how it is experienced physically, emotionally and imaginatively are different. Places have very different meanings within each practice. Mirroring this, information behaviours are also very different: such as the sources used, the type of information created and how it is shared or not shared. Information behaviour contributes to the meanings associated with place in particular social practices.

Meaning attached to place can be understood as actively constructed within social practices. Rather than context for information behaviours in the sense of an outside, containing, even constraining, environment, the meaning of place can be seen as actively constructed within social practices and by the information behaviours that are part of them.

The paper adds a new perspective to the understanding of place and space in the study of information behaviour.

This study aims to increase knowledge about the information‐sharing activities of design research scholars.

Semi‐structured in‐depth interviews were carried out with selected participants from a Nordic design research network. The interview transcripts and notes from workplace‐observations were approached from a discursive point of view and analyzed in accordance with Theodore Schatzki's practice theory.

Information‐sharing activities are intrinsically intertwined with other information practices such as information seeking and use. It is further established that information and communication technologies (ICTs) can be seen as important parts of the arrangements of human and non‐human entities that, together with practices, form the social site in which the scholars are active. There is a reciprocal relationship between ICTs, and other material arrangements, and the ways in which information is used and shared. ICTs function both as a source of meaning and as a preconfigurator of actions.

The findings have implications for the development of information systems and services aimed at scholars working in collaborative interdisciplinary settings. Library and information science scholars can benefit from the elaborated concept of information sharing.

Design scholars' information sharing has not been studied before. By applying a practice‐theory lens this paper presents a particular perspective. Increased knowledge about the information‐sharing activities of an epistemologically and socio‐culturally amalgamated network of scholars is the main contribution of this paper.

The paper aims to explore the intergenerational maps project that set out to map the Brimbank and Moonee Valley residents' awareness of their favourite aspects of their local community. In reflecting on the way this project enabled local knowledge exchanges between different age groups, the paper examines the way intergenerational interactions become pedagogical and make public and public pedagogy visible.

This research paper employs the theoretical and methodological framework of performance (Charman and Dixon, 2021) to read the author's experience with the intergenerational maps project. Insights gained from performance framework are shared to illuminate the complexity of public pedagogy and its entanglement with place, public and knowledge.

The critical reflection on the author's encounter with a pedagogical event points to the importance of using a new theorisation of public pedagogy (Charman and Dixon, 2021) as a useful generative method to guide the reading, learning and research within the fields of public pedagogy and intergenerational relations.

The practical implications of this paper centres on its deployment of a new theorisation of public pedagogy as a useful framework for studying intergenerational interactions. This places these intergenerational interactional dynamics in the field of public pedagogy and can be practically applied to further develop desirable public pedagogical practices within the arena of public pedagogy.

The paper offers a subjective interpretation of the author's experience with an intergenerational interaction project and presents an application of a theoretical framework to read events as pedagogical performances that brings insights into the pedagogical potential of these public performances.

The aim of this study is to explore the characteristics of what is experienced in mental health recovery-oriented places and how these characteristics can facilitate social connections and participation.

This qualitative study has an explorative, interpretive and collaborative design. Dyadic interviews and participatory fieldwork observations were used as methods for data generation. Data were analyzed using a collaborative hermeneutic approach.

Characteristics of recovery-nurturing places involved how concrete and tangible features of place may nurture and enable actions and ways of being with oneself and others. Three broad themes explore the characteristics and how they can enable recovery: nurturing senses, nurturing practical skills and nurturing communication.

This study demonstrates how materiality and recovery are interconnected and expands the understanding of recovery as “in-the-mind processes.” It explores how places and material objects have a recovery-nurturing potential through enabling actions and participation and thereby supporting people in living, storying and restorying their lives.