MARCH 2016 \ BUILDING DIALOGUE \
25
Findings from Phase 2 – Post Move-in
10 months after the move into Farrell Hall, students were
surveyed again about their experience in the new facility and
obtained the following evidence:
1. Aesthetics and overall functionality of spaces had the
greatest improvement in positive impact on students’ learning
experience and expectations.
2. The wall of windows and outdoor orientation proved to be
among the most highly valued improvements.
3. Satisfaction with technology, power and data access im-
proved throughout.
4. Ability to move or manipulate the furniture to accommo-
date learning needs significantly improved.
5. Students felt the number of workspaces, particularly en-
closed spaces for private or small group study, could be expand-
ed. Fewer than 50 percent of students found such space readily
available. Many students expressed a preference for less space
allocated for congregating areas in favor of a greater number of
smaller, more intimate spaces for independent or group study.
6. Students prefer working on-site, which is a significant
shift from the pre move-in survey, in which students noted
they were more likely to choose spaces away from the school
of business buildings for individual or group study.
7. Farrell Hall better reflects the mission and goals of the
business school at Wake Forest University.
Both the pre and post move-in studies showed facility aes-
thetics are linked to students’ overall satisfaction with their
learning experience at their higher education institution.
Knoll found three significant connections between students’
satisfaction and success and the higher education indoor en-
vironment:
1. Students’ satisfaction with the learning environment is
strongly linked to their perceptions of the facility aesthetics
and spatial organization and whether a facility reflects their
school’s mission.
2. Satisfaction with learning experiences is associated with
students’ ability to move furniture to accommodate their
learning needs.
3. Outdoor spaces, which students particularly enjoy, can
build engagement and communicate the institution’s mission
and brand.
Future Planning: Considerations for a Successful Learning Space
The results of this pre- and post-occupancy study intended to
contribute evidence regarding the impact of higher educa-
tion facilities on students. Based on the findings, Knoll pres-
ents four recommendations that any academic institution
can apply when planning future learning environments:
1. Provide a mix of individual, informal learning and
group study spaces balanced with open congregate spaces.
2. Prioritize flexibility in furniture to allow occupants to
determine how it will be used.
3. Develop outdoor spaces that encourage engagement.
4. Utilize elements of the physical setting to communicate
the institution’s brand and support marketing and recruit-
ment efforts.
With a lifecycle of higher education facilities expected to
span several decades, definitive evidence that informs facil-
ity design is critical to capitalize on the initial investment;
and for the prospective student in search of study, socializ-
ing or something in between, a well-defined campus brings
clarity to their decision-making.
Through research, we explore the connection between
workspace design and human behavior, health and per-
formance, and the quality of the user experience. We share
and apply what we learn to inform product development
Moving Forward
A large community space features a range of furniture for
casual encounters. Tables and chairs line the perimeter, al-
lowing students to work alone or in small groups and sup-
port informal dining from adjacent food service area.
Featured: Florence Knoll Tables, Ricchio Side Chairs, Krefeld
Lounge Chairs
Lightweight chairs and movable tables provide flexibility
for alternative configurations within a single class
Featured: Generation by Knoll
