Creative Place for Creative People: Focusing on Student's Workplace

THESIS VIII

CREATIVE SPACE FOR CREATIVE PEOPLE Focusing on Student’s Workplace FARWIZAH YUSOF

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CREATIVE SPACE FOR CREATIVE PEOPLE Focusing on Student’s Workplace

By: Siti Farwizah Md Yusof Ar. Noraslinda Abdul Rahman Azari Mat Yasir Assoc. Prof. Dr. Syed Ahmad Iskandar Syed Arifin

Published in Malaysia in 2020 by Universiti Teknologi Malaysia, 81310 Johor Bahru, Johor, Malaysia. http://www.utm.my/ This book has been submitted to the center of studies for Architecture, Faculty of Built Environment, Universiti Teknologi Malaysia, to fulfill the requirement of MBES2176 Design Thesis Dissertation course.

All rights reserved, apart from any fair dealing for the purpose of private study, research, criticism or review as permitted under the copyright act, no part of this book may be used or reproduced in any manner whatsoever without written permission of the publisher and writer, except in the case of brief quotations embodied in critical articles or reviews.

This book is a work of non-fiction, names, characters, businesses, organizations, places, events and incidents either are the product of the author’s imagination or are used may be fictitiously but any resemblance to actual persons, living or dead, events or locales in intentional.

For information contact: SITI FARWIZAH BINTI MD YUSOF sfarwizahyusof@gmail.com The book formatting template design by Siti Farwizah binti Md Yusof Book cover design and image by Siti Farwizah binti Md Yusof

I declare that this thesis entitled “Creative Space for Creative People: Focusing on Student’s Workplace” is the result of my own research except as cited in the references. The thesis has not been accepted for any degree and is not concurrently submitted in candidature of any other degree.

Signature: Name: Date:

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To my parents Aisyah and Yusof, I hope that this achievement will complete the dream that you had for me all those many years ago when you chose to give me the best education you could.

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ACKNOWLEDGEMENT Alhamdulillah, with His decree and blessings I have managed to make it through to complete this research thesis for Master in Architecture program.

My utmost gratitude is directed to especially to my supervisor, Ar. Noraslinda Abdul Rahman, for her endless advice and support given to me throughout my progressive design thesis this semester. I would also like to express million thanks to Assoc. Prof. Dr. Syed Ahmad Iskandar for his direction, guidance and not to forget his kind words which steered me towards the accomplishment of this dissertation. To all the lecturer that have accompanied my journey since my first semester, Dr Roshida Abdul Majid, Mr. Azari Mat Yasir and Dr. Sharifah Salwa Syed Mahdzar; know that no amount of gratitude can ever repay you for the immense amount of dedication being put into shaping us into better version of ourselves.

Secondly, the completion of this dissertation would not have been possible without the contribution of my loved ones, primarily my family, providing me their never-ending prayers for my success, and to support me with courage and motivation. Not to forget the gratitude goes to all my friends who have been there through thick and thin.

Thank you very much.

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ABSTRACT There are no specific place for a person to get creative but how a design student can ensure this process to take place at their workplace through the physical work environment no matter if their workplaces are in the studio, hostel or their own house? This thesis studied what Architecture students thought on what is necessary for them to enhance and increase their creativity at their own respective workplaces.

The thesis explored the topic by using mix method of qualitative and quantitative research that were believed to affect the creativity in student by cross-checking codes that were developed from the narrative process.

There are 3 stages involved in extracting the data for the result. In the first stage, a number of design students were asked to come out with sketches of their workplaces and provide a narrative on how their workplaces help in promoting their creativity. The data extracted from the first stage are later on used in stage two which was the pilot survey. After several corrections and revisions, a final survey was produced and sent to a focus group of participants.

This research will hopefully contribute a deeper understanding of the functional relationship between spaces and creativity.

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ABSTRAK Tidak ada tempat khusus bagi seseorang untuk menjadi kreatif tetapi bagaimana pelajar reka bentuk dapat memastikan proses ini berlaku di stesen kerja mereka melalui persekitaran kerja fizikal tidak kira sama ada stesen kerja mereka berada di studio, asrama atau rumah mereka sendiri? Tesis ini mengkaji apa yang difikirkan oleh pelajar Senibina mengenai apa yang perlu bagi mereka untuk meningkatkan dan meningkatkan kreativiti mereka di stesen kerja masing-masing.

Tesis ini mengupas topik tersebut dengan menggunakan kaedah campuran penyelidikan kualitatif dan kuantitatif yang dipercayai mempengaruhi kreativiti dalam diri pelajar dengan memeriksa kod silang yang dikembangkan dari proses naratif.

Terdapat 3 peringkat yang terlibat dalam mengekstrak data untuk hasilnya. Pada peringkat pertama, sebilangan pelajar reka bentuk diminta untuk membuat sketsa tempat kerja mereka dan memberikan narasi mengenai bagaimana tempat kerja mereka membantu mempromosikan kreativiti mereka. Data yang diekstrak dari tahap pertama kemudian digunakan pada tahap dua yang merupakan tinjauan rintis.

Setelah beberapa pembetulan dan penyemakan, tinjauan akhir dibuat dan dihantar ke kumpulan fokus peserta.

Penyelidikan ini diharapkan dapat memberikan pemahaman yang lebih mendalam mengenai hubungan fungsional antara ruang dan kreativiti

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CONTENTS Dedication Acknowledgement Abstract Contents List of Figures List of Tables

01 02 03

Introduction Background Study Problem Statement Research Aim Research Objectives Significance of Study Theoretical Framework Scope of Study Research Methodology Summary

14 15 16 17 17 18 19 20 20 20

Literature Review Creative Spaces Typology Positivity in Creativity Health and Wellness Association with The Space Physical Studio Environment Summary

21 22 24 24 25 26 27

Research Methodology Research Paradigm Research Procedure Participant Selection Three Stages Summary

28 29 29 30 30 33

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04 05

Findings + Analysis First Stage

34 35

Second Stage

39

Third Stage

39

Summary

52

Conclusion Research Synthesis Limitations Conclusion

53 54 55 55

Reference Appendix

56 59

Short Narrative and Sketches Analysis

Analysis of The Result Analysis of The Result

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LIST OF FIGURES Figure 1.1: Theoretical framework Figure 2.1 : Typology of creative spaces Figure 2.2 : Framework of a workplace environment that relates to creativity Figure 3.1: Author’s Workplace Figure 3.2: Author’s Workplace Figure 3.3: Author’s Workplace Figure 4.1: Sketches of plan and perspective of Architecture Student 1’s workplace Figure 4.2: Sketches of plan and perspective of Architecture Student 2’s workplace Figure 4.3: Sketches of plan and perspective of Architecture Student 3’s workplace Figure 4.4: Gender Figure 4.5: Age group Figure 4.6: Current semester Figure 4.7: Description of current workplace Figure 4.8: Description of the form of workplace Figure 4.9: How many people can they see from their workplace Figure 4.10:How the design of your current workplace was determined?

Figure 4.11: Ergonomic chair Figure 4.12: Multiple computer screens Figure 4.13: Adequate amount of work surfaces to multitask Figure 4.14:Adequate amount of work surfaces to eat and drink

19 23 25 31 31 31 36 37 38 39 39 40 40 41 41 42 42 43 43 44

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Figure 4.15: Fresh, clean air at the workplace Figure 4.16: Music over the general speaker system Figure 4.17: Music from your personal earphones Figure 4.18:Able to see others from your workplace Figure 4.19: Others are able to see you at your workplace Figure 4.20:Plants at your workplace Figure 4.21: Photos of family or friends at your workplace Figure 4.22:Window with a view Figure 4.23:Colours, materials and textures at the workplace Figure 4.24:Immediate adjacency to a photocopy area Figure 4.25:Access to outdoor seating with natural setting Figure 4.26:Daylight through a window Figure 4.27:Rating on amount of privacy you have while sitting at your current workplace, during typical day, in terms of encouraging your creativity Figure 4.28:Rating on overall design, size and location of your current workplace, for giving you a feeling of well being Figure 4.29:Rating on overall design, size and location of your current workplace, for encouraging your creativity

44 45 45 46 46 47 47 48 48 49 49

50 50

51 51

INTRODUCTION

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BACKGROUND STUDY Creativity and the components that influencing it have been debated by people for so many years, especially in classroom. Having been said, there are no limitation of space and place for people to get creative. It does not matter if they are at their own workplace in the studio, hostel or their own house. Creativity has also been described as one of the core skills of 21st century that are deemed essential for individual growth and economic success (P21,2017). “Partnership for 21st Century Learning” has proposed a framework that includes the “4Cs”.

They are critical thinking, creativity, collaboration and communication, which they believe should be nurtured early in education systems.

Some people did assume that there are people who are born gifted with creativity and some may not.

Briefly, the assumptions may seem true, but if we dive into research we will realize that creativity can be stimulated in the right

learning environment. Not only that, creativity is also a quality that employers seek from their employees. Surprisingly, creativity has been described as the most valuable character compared to other skills such as honesty and intelligent (Nussbaum, 2013, p. 16).

Therefore, creativity is a quality that a person should have to ensure success as an individual or in organization. There are plenty of research related to creativity has been done but are not restricted to, its influences on society (Amabile, 1983,1990), personalities (Feist, 1999), inspirations (Goldschmidt, 2015) and so on. Even so, the influence of the physical environment in encouraging creativity has not been studied in detail.

The purpose of this thesis was to explore the potential of physical workplace in encouraging creativity that the users valued.

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PROBLEM STATEMENT Creativity plays an important part in order for us to perform our task well. It drives us to work and provides valuable fulfillment. There are many living proof that we can see in people when they maximized their ability in creativity such as artists, fashion designers and musicians.

Creativity is a value that not only useful for student in producing a great work, but it also what many employers are looking for in their employees.

The perception of some people are born gifted with creativity does not somehow take into account the fact that the factor of physical surrounding is very much fostering the creativity in a daily lives. Unless we keep on believing that creativity cannot be developed, we will keep on struggling with a loss of creativity in the workplace and in our community.

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RESEARCH AIM The thesis will be focusing on the factors of physical environment that influences the creativity enhancement of students at their workplaces.

RESEARCH

RESEARCH

QUESTIONS 1 2

OBJECTIVES

What are characteristics of creative spaces in design context?

1

What is the relationship of workspaces with the user in order for them to enhance their creativity?

2

To understand the element of creative spaces.

To investigate the importance of workspaces and surrounding element that the user look forward to enhance their creativity.

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SIGNIFICANCE OF STUDY Workspace design can have a significant effect on many levels of an organization especially design school. It plays an important part in determining the well-being of the user, as well as their morale and motivation. At the same time, it will affect the overall image of the school, either among other courses, faculties, or other schools. Creativity was highlighted as an important factor for organizational competitiveness and adaptability in this ever-changing business environment today. A better assessment of the effects of these decisions is therefore key to the success of an organization. An exploratory mixed method study on workspaces within studio environment was implemented in this thesis.

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THEORETICAL FRAMEWORK ISSUE

Influence of physical environment in creativity enhancement

RESEARCH AIM The thesis will be focusing on the factors of physical environment that influences the creativity enhancement of students at their workplaces.

RESEARCH OBJECTIVES To understand the typology of creative spaces.

RESEARCH METHODOLOGY DATA COLLECTION Literature Review

To investigate the importance of workspaces and surrounding element that the user look forward to enhance their creativity.

DATA INTERPRETATION CONCLUSION + RECOMMENDATIONS

Questionnaires Close-ended

DATA ANALYSIS Quantitative Analysis Statistical

Comparative

Figure 1.1 Theoretical framework

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SCOPE OF STUDY The study focused on the workspace design and environment, how user interact and perceive with the spaces, their emotions towards the spaces, impact on users’ health and wellness, and physical studio environment.

Research methodology The methodological approach of this thesis is embraced of mixed method studies, before we can compress the findings into a comprehensive knowledge on the influence of workspaces and physical environment has on user’s ability in creativity. Apart from collecting the data from research articles, papers and books, there are 3 stages of study has been done in order to determine the essence of how creative people perceive their creative spaces. In these 3 stages, there are data collected from narrative process and close-ended surveys which were given to the focused group of participants. The data collected are then summarized to achieve the aim and objectives of the research.

SUMMARY This chapter discusses the background study and issues related to potential of physical workplace in encouraging creativity that the users valued. The aim and objectives of this research require literature reviews regarding the study. More topics will be discussed on the next chapter through literature reviews

LITERATURE REVIEW

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LITERATURE REVIEW This chapter will discuss deeper on understanding the typology and the element of creative spaces. Later on, the data extracted from the literature review will be used as guidelines to construct questions in the survey.

Creative Spaces Typology Creative space is a type of space that is dedicated for a particular activity at a given particular time for example, model-making and discussion. Thoring, K. (2019) has distinguished five types of creative spaces that are different from each other: personal space, collaboration space, presentation space, making space and intermission space (Figure 3.1, left side). In relation to the space type, Thoring, K has also classified another category: the “spatial quality” (Figure 2.1, right side). It is the ability of a space to

facilitate a particular purpose, independent of the category of space: “a knowledge processor, it can be an indicator of organizational culture, it can act as a process enabler by providing an appropriate infrastructure, it can have a social dimension, and it can be a source of stimulation.” Depending on the respective process step, the degree and type of quality, or individual expectations, the quality may have a positive and negative impact on the work production process. Figure 2.1 shows the type of spaces and qualities of the spaces.

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SPACE TYPE

SPATIAL QUALITY

PERSONAL SPACE allows for concentrated ‘heads down’ work (thinking, reading, writing), deep work, and reflection; requires reduced stimulation to avoid distraction.

COLLABORATION SPACE is used for group work, workshops, face-to-face discussions, client meetings, or student– teacher consultations.

KNOWLEDGE PROCESSOR space can store, display, and foster the transfer of information and knowledge (tacit, explicit, and embedded knowledge).

PRESENTATION SPACE is used to share, present, and consume knowledge, ideas, and work results in a one-directional way (presentations or exhibitions.

MAKING SPACE is used for model making and building; allows experimentation, play, noise, and dirt.

PROCESS ENABLER space can provide specific spatial structures or technical infrastructure that might guide or hinder the work process.

INTERMISSION SPACE connects other space types; is used for breaks, recreation, and transfers; includes hallways, stairs, cafeterias, and outdoor areas.

SOURCE OF STIMULATION space can provide certain stimuli (views, sounds, smells, textures, materials, etc.).

INDICATOR OF CULTURE space suggests a specific behavior, either through common sense, written or unwritten rules, rituals, labels, and signs.

SOCIAL DIMENSION space influences social interactions and facilitates meetings and personal exchanges

Figure 2.1 Typology of creative spaces

(Source: Thoring, K.)

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Positivity in Creativity The happier and positive the person is, the greater his or her ability in being creative (Frederickson, 1998).

This concept supported the broadenand-build theory that was formulated by her. Results from a study of this theory which Frederickson (1998) completed suggested an “initial empirical footing for the hypothesis that distinct types of positive emotions serve to broaden people’s momentary thought-actions repertoires” (Frederickson, 2001, p.221). This theory has also been supported by Rego, Machado, Leal & Cunha (2009, p.228) “that happiness predicts creativity, and that the composite hope measure also predicts creativity via the mediating role of happiness”. Consequently, if the student is happy and positive in their working environment, then they could maximize their potential in creativity. A study completed by Amabile, et al. (2005) used mixed research methods that involved 222 individuals that are working in organizational projects related to creativity by collecting their data through daily questionnaires for a few months.

They investigated what influenced the individual creativity in working environment. In the end, the study proved that greater levels of creativity is very much produced when the person in in positive mood.

Health and Wellness The role of positive workspace is to boost the accomplishment of the user. In order to do so, it is crucial to have a positive surrounding to give benefit to the well-being of the user.

This statement has been proven with study in the healthcare that patients suffering from chronic illness that was exposed to the natural light and have access to the window with best views have the highest rate of recovery (Ulrich,1991).

These discovery is believed can be applied to enhance the process of creativity in people. In fact, Green Building Index (GBI) Malaysia has done a tremendous amount of work in ensuring that working environment to have a sufficient natural daylight.

User that have access to the best views of nature will naturally be creative. According to Kellert (1997), we as human are pleased to encounter and immerse ourselves in the wild- especially when it

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produces seemingly timeless feelings and rhythms. This is because living and nature diversity act as an unparallel context in which to engage the human spirit for exploration, creativity and experimentation, and so these views are favorable.

Association with The Space Literature reveals that the social of work environment have a high impact on the creativity production within an organization body. This organization body can be anything and in this study, it focuses on student design institute.

Vithayathawornwong, et.al (2003) illustrated a framework (Figure 2.2) of how creativity takes place in the workplace context.

Through Vithayathawornwong’s, et.al (2003) quantitative and qualitative data that was collected using survey questions, the study recommended that dynamism, the level of energy and activity within an organization, is the most prominent socialpsychological situation for creative behavior sustained by the physical workplace environment. This survey was based on Vithayathawornwong’s et.al study on two key objectives by

investigating the relationship between social psychological and the physical working environment which function as contextual catalyst for creativity in that setting.

However, Stokols, et.al (2002) mentioned that “levels of distraction undermined perceived support for creativity at work”. Through the observation of the investigator of this study, it can be seen that students are more productive and creative when they are alone in their own workplaces.

Total Environment Dynamism

Physical Work Environment

Freedom

Social Work Environment

Collective Perception

Creativity Figure 2.2 Framework of a workplace environment that relates to creativity.

(Source: Vithayathawornwong, et.al)

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According to Kornberger and Clegg’s (2004) empirical study, creative interactions generally occurred in individual spaces and not in discussion areas and cafes as what planners designed.

The result was students preferred to have natural views from the windows and even though the view is obscured, it actually helps to contribute to creativity than having no view at all.

Physical Studio Environment

In the second study, they debated whether the environments considered high in influencing the users’ creative conducts were actually optimal to creative activities. 20 students from pre college were exposed to two environments, one in a positive creative environment, and another one is in environment that was not following the parameters of the first study.

This study proved environment of the workplace did plays a huge role in influencing the creativity production of the user.

Mcoy & Evans (2002) have explored the possible role of elements of interior design in promoting creativity. There are in fact distinct components perceived to influence creativity production in the physical environment. In the first study, 60 students from undergraduate psychology class were recruited to participate. The study have identified several physical elements of interior design and elements that the student found to promote their creativity for example, colour, lighting, spatial form and interior objects.

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SUMMARY This chapter discusses research studies and journals that have been referred to in order to understand the relationship and connections of what physical environment of workplaces can contribute in order to enhance the users’ production of creativity. Comprehensively, the study of element and typology of creative spaces in workplace provided deeper conception on the importance of surrounding environment towards creative process. Therefore it is crucial for organization to ensure that the spaces they provided for the user are at top notch in order to intensify the value of creativity.

RESEARCH METHODOLOGY

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RESEARCH METHODOLOGY This chapter discusses the research method that will be applied in producing this thesis. According to Rajasekar et.al (2013), research methodology is a structured issue-solving and process of study that offers a good guidance on how research should be undertaken. It is also identified as a study methodology for the acquisition of knowledge and the development of a research work plan. Therefore, the research carried out will come up with a list of the components and substances of the workplace and its immediate vicinity that the user have interpreted to inspire their creativity.

Research Paradigm

Research Procedure

The research has been conducted using exploratory mixed methods of qualitative and quantitative research. The study elaborates the qualitative data obtained through the narrative process at stage one and later at stage three. This experimental research design was used to first obtain qualitative data to investigate the occurrence of creativity, and then to obtain quantitative data as tools to aid in the analysis of narrative themes.

Approaching the participants A focus group consisted of 3 post graduate architecture students were reached out and selected for the first and second stage. The invitation were sent out to all the participants using Whatsapp. The author was unable to send the invitation via email due to internet constraint at that time. All the 3 participants agreed to participate in both stages.

The instructions for the research were also sent out to the participants once they accepted to participate.

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Second stage involved a pilot survey with the focus group of 2 students from stage one and another 3 new post graduate architecture students.

The survey was constructed using the collected information from the focus group in the first stage. It was necessary to have new participants to be involved in the pilot survey, because they have no prior information about the research to test the survey. It was also important for the former focus group who have knowledge of the research to join the pilot survey.

For the third stage, the final stage in this research, 62 participants were involved in completing the survey.

Participant Selection The study was about creativity in workplace among students, so it was only relevant if the targeted participants are among architecture student due to their nature of education that is very much requires creativity every time. The author also believed that architecture students in particular will find things and incorporate themselves in the environment that will enhance their creativity work process.

First Stage

Qualitative Research Method In this stage, participants consisted of 3 architecture students were required to produce sketches of their workplaces and to provide a narrative on how their space can promote their creativity positively.

The step-by-step instruction for the study of this stage were also sent out to all of the participants. The participants were required to send back the drawings and the narrative to the author once they were completed.

Sketches and Narrative All the participants were given instruction on how they were expected to complete the exercise.

They were required to sketch their workplace and their immediate surroundings in perspective and plans. The author also forwarded examples on what they should do (Figure 3.1, Figure 3.2 and Figure 3.3). The participants were also required to provide a short narrative of analysis of their surrounding setting.

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Data on how the participants appraised their workplace associated to creativity was collected from this narrative process.

Figure 3.3 Author’s Workplace This sketches display the workplace perspective together with immediate elements in surrounding

Figure 3.1 Author’s Workplace This photo was sent out to the participants as part of the Stage One in research study

After completion, participants were required to take a photo of their sketches and compile their narrative and send back to the author. The author then extracted codes from the narrative to create themes on the physical environment that the users found affected their creativity accompanied by their workplace sketches.

Second Stage

Qualitative and Research Methods

Figure 3.2 Author’s Workplace This sketches display the workplace in plan view together with immediate surroundings

Quantitative

A pilot survey was created by using the data collected and extracted from the first stage. This survey was tested by 5 people. 2 from them were from focus group of the first stage and another 3 were from a new focus group which were also post graduate architecture students.

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It was necessary to have participants from the first stage to test the pilot survey to have a controlled variable. Bringing new participants who does not have knowledge of the research study were also important because they brought a new perspective in the pilot survey. The survey was distributed using Whatsapp to all participants for them to review. All participants were notified that the survey would take around 10-15 minutes and to give feedback to the author regarding the pilot survey.

Third Stage

Qualitative and Research Methods

Quantitative

The online survey that have been revised was distributed to architecture students including the participants that have been involved in the first and second stage. The survey consisted of the purpose of the research study, significance of the study and definitions for workplace and creative space. The survey were divided into 5 parts (refer Appendix A) First Part, 5 questions were asked to

the participant regarding demographic information.

their

Second Part, 5 questions were used to gather details on the workspaces that the participants are currently occupying. These data could be used later to cross-reference responses to the survey.

Third Part, 37 questions were derived form the data collected in first stage and second stage and designed using likert scale format ranging from very positive to very negative. It was crucial to for the participants to be asked how many workplaces they had engaged before over the course of their education.

This is because, they can only answer the question to the environment that they familiar. For example, does having several computer screens can promote their level of creativity was being asked, they have to at least been in the situation where they have experienced having several computer screens before.

Fourth Part analyzed the participant’s overall studio arrangement and properties while they are at their workplace.

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Again, the questions in this part were designed using likert scale format as in third part.

Fifth Part, required the participants to rate their experiences regarding to their current workplace. This time again, the 4 questions were designed using likert scale.

SUMMARY The research method provides guidance that the author turns to in order to organize the study appropriately. The information and data collected will be further evaluated to help generate results and become useful information and will act as validation analysis for this research.

FINDINGS + ANALYSIS

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FINDINGS + ANALYSIS This chapter will discuss the data that has been collected from the mixed method of qualitative and quantitative research study. The narratives that were produced by the participants of the focus group from first stage will be used to extract the elements to create themes. The author was expected to include her own perspective in the analysis of the findings because the author can never be entirely eliminated from personal viewpoint and experience.

First Stage Short Narrative Analysis

and

Sketches

In this stage, 3 post graduate architecture students, 2 women and 1 man submitted sketches and narrative on how they perceived their workplace through their physical setting in order to enhance their creativity. They were required to submit 2 sketches of their workplace and their immediate surrounding through plan and perspective. All of these sketches are displayed in Figure 4.1 to 4.3.

The author immediately made analysis of the data gathered in this stage to proceed to the next one; the pilot survey. The author began to extract the elements that have been found in the sketches and narrative to create themes. These themes included reaction to overall environment, physical elements of the workplace, personal space, views and people in the space.

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Figure 4.1 Sketches of plan and perspective of Architecture Student 1’s workplace (2020)

Architecture Student 1’s (AS1) sketches show his/her cookie-cutter workplace that can be customized only by adding loose furniture or decoration since the existing partitions were stud to the floor. Since AS1 chose to sit with his/her close friends in the cubicle, so he/she does not mind if there are people sit behind him/her. The workplace also received sufficient daylight from the nearby windows. The windows also provided direct views towards nature so he/she took pleasure enjoying the views when in need of finding ideas. AS1 found it comfortable to have additional partition in front of his workplace. AS1 stated that the additional partition were not fully enclosed, so he/she can still interact with friends and at the same time have his/her own privacy when needed to work alone. AS1 also placed additional partition to place his/her own drawings and notes.

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Figure 4.2 Sketches of plan and perspective of Architecture Student 2’s workplace (2020)

Architecture Student 2’s (AS2) sketches show his/her cookie-cutter workplace that can be customized only by adding loose furniture or decoration. The layout of the partitions cannot be removed since it against the faculty’s rule. Same as AS1, AS2 together with his/her cubicle mates added loose furniture and decorations into their space to make the space more lively. AS2 added carpet and allocated a pantry in their workplace to place all their foods and drinks together with the mugs and utensils. By having pantry in the workplace, the space feel more personal and can help in enhancing their creativity. Moreover, the workplace was located nearby the window. The windows allow him/her to look people passing by at he corridor and still provide the view towards nature. The only thing that AS2 found difficult were that he/she have to listen to music using earphone or headphone to respect privacy of other students in the cubicle and there was limited space for him/her to place their drawing, be it on the partition or on the table. AS2 also ensured that the workplace were organized well because it can influence his/her creativity.

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Figure 4.3 Sketches of plan and perspective of Architecture Student 3’s workplace (2020)

Architecture Student 3’s (AS3) sketches show bedroom in the house that he/she used as his/her workplace. AS3 finds that having his/her own personal space really help in promoting the creative process. He/she can use the space in any way that he/she likes for example listening to the music using speaker instead of earphone or headphone. AS3 placed a shelf on the wall to place items that can increase his/her creativity. Ample storage area also help for AS3 to organized things properly so that the workplace will be tidy. Having bed nearby the workplace also a bonus for AS3, because he/she can rest when needed to take a break from study. Moreover, with well lit bedroom, it increases the mood to do productive works.

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Second Stage

Analysis of The Result The pilot survey was constructed from the data gathered from the first stage. It was then tested by 5 people. 2 from them were from focus group of the first stage and another 3 were from a new focus group which were also post graduate architecture students. 2 of the participants who have participated from the first stage thought that all information were well integrated into the survey proposed by the author.

Third Stage

Analysis of The Result

First Part: Demographics

01

Figure 4.4 Gender (Source: Author)

As mentioned before, 62 students participated in completing the survey of which 40 of them were female (64.5%), and 22 (35.5%)were male.

02

A total of 62 participant from the focus group of architecture students completed the survey. Participants from the focus group in the first stage also participated in answering the survey (refer Appendix)

Figure 4.5 Age group (Source: Author)

Based on Figure 4.5, the majority of the participants were from age group of 25-29. This is because

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majority of the participants were focus group of post graduate architecture students.

03

Figure 4.6 Current semester

(Source: Author)

Based on Figure 4.6, 52% of the participants are currently in their second semester. The rest with 48% are participants in their first semester.

Second Part: Description of Your Current Workplace

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I have designated workplace in the studio I have a non designated workplace that I prefer to use in the studio I have a workplace in my home which is my primary workplace Figure 4.7 Description of current workplace

(Source: Author)

Based on Figure 4.7, 70% have their own workplace in the studio. 15% of them have a non designated workplace that they prefer to use in the studio. Another 15% have their own workplace at their own home.

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05

06

My workplace is very open My workplace provided some visual privacy My workplace is totally private Figure 4.8 Description of the form of workplace

(Source: Author)

Based on Figure 4.8, 69% of the students have some visual privacy at their workplace. This is because they have partition at their workplace.

16% have open workplace because of the height of partition existed were quite low.

Another 15 % have private workplace because their workplaces are located at their home or hostel.

I cannot see anyone seated at another workplace while sitting at my workplace 1-2 people 3-6 people More than 7 people Figure 4.9 How many people can they see from their workplace

(Source: Author)

Based on Figure 4.9, 51% able to see 3-6 people from sitting at their workplace. 24% able to see more than 7 people from their workplace.

14% cannot see anyone seated at another workplace while they are sitting at their own workplace. The remaining participant can only see 1-2 people while they are sitting at their workplace. This maybe because some of the views were blocked by partition of the cubicle.

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Third Part: Physical Elements of Workplaces You Have Occupied

07

08

I was given a standard workplace that was adjusted to my needs I participated in the design of my workplace to ensure that it meets my needs I did not participate in the design of my workplace but it still meets my needs

Figure 4.10 How the design of your current workplace was determined?

(Source: Author)

Based on Figure 4.10, majority did not have a choice or participate in designing their workplace. However, it still meets their needs. 15% of them have the chance to participate in designing their own workplace to ensure that it meets their needs.

Only 12% of them finds that their given workplace adjusted to their needs.

Figure 4.11 Ergonomic chair

(Source: Author)

This part of survey was designed using likert scale with ranging from 1: very negative, 2: negative, 3: neutral, 4: positive, 5: very positive and not available if the participant did not have access or experience towards the feature.

Figure 4.11 shows that 22 students chose ‘not available’ to having ergonomic chair in their workplace.

Another 20 students also have a poor quality chair in their workspace. Uncomfortable chair in returned has affected their creativity.

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Figure 4.12 Multiple computer screens

(Source: Author)

Based on Figure 4.12, majority of the participants found that having multiple computer screen really help them in encouraging their creativity. The rest of the participants preferred to only have one screen.

Figure 4.13 Adequate amount of work surfaces to multitask

(Source: Author)

Based on Figure 4.13, 30 students found it very positive to have adequate amount of work surface for them to use when they wanted to multitask especially in architecture the size of printed drawings require a bigger work surface. Some students were affected of having limited space for them to multitask.

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Figure 4.14 Adequate amount of work surfaces to eat and drink

Figure 4.15 Fresh, clean air at the workplace

Based on Figure 4.14, 62 students were very satisfied of having adequate amount of work surfaces for them to eat and drink since the activity does not really require bigger surface.

Based on Figure 4.15, 39 students felt neutral with the air in their current workplace environment. This probably because of lack of cross air ventilation occurred in the space.

(Source: Author)

(Source: Author)

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Figure 4.16 Music over the general speaker system

Figure 4.17 Music from your personal earphones

Based on Figure 4.16, 33 students felt that having music over the general speaker affected them or concerned that it will disturbed other people in the space. The remaining participants felt neutral regarding this situation.

Based on Figure 4.17, majority of student felt very positive by using earphone when listening to music as this will not cause disturbance to other people in the space.

(Source: Author)

(Source: Author)

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Figure 4.18 Able to see others from your workplace

Figure 4.19 Others are able to see you at your workplace

Based on Figure 4.18, 48 students were comfortable and felt very positive if they are able to see other people from their space. 9 students were not able to see other from their workplace because their workplace was at their home or hostel.

Based on Figure 4.19, 34 students answered that people cannot see them when they are at their own workplace because they place divider or partition that will provide them privacy and security,

(Source: Author)

(Source: Author)

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Figure 4.20 Plants at your workplace

(Source: Author)

Based on Figure 4.20, 15 students have plants at their workplace and they were very positive by having plants, it can increase their creativity. 34 students however did not have plants their workplace.

Figure 4.21 Photos of family or friends at your workplace

(Source: Author)

Based on Figure 4.21, 100% of the participants have pictures of their family, friends and loved one at their workplace. By having so, it can increase and inspire the students to produce great and creative works.

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Fourth Part: Physical Properties of your overall Study Environment

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Figure 4.22 Window with a view

(Source: Author)

Based on Figure 4.22, majority of students have access to the window and they felt positive by having view facing the nature. Views can help them to find fresh ideas and be more creative.

Figure 4.23 Colours, materials and textures at the workplace

(Source: Author)

Based on Figure 4.23, students felt positive by having colours, materials and textures incorporated in their workplace as these can inspire them to be more creative.

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Figure 4.24 Immediate adjacency to a photocopy area

Figure 4.25 Access to outdoor seating with natural setting

Based on Figure 4.24, 29 students did not have access to the photocopy area. 33 of them were either they have their own printer or access to the nearest photocopy area.

Based on Figure 4.25, 100% of the participants have access to the outdoor with nature setting and they felt very positive by having this opportunity. This is because they can take a break and go outside to take a fresh air whenever they want.

(Source: Author)

(Source: Author)

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Fifth Part: Overall Ratings of Your Current Workplace

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Figure 4.26 Daylight through a window

(Source: Author)

Based on Figure 4.26, all participants have sufficient daylight through the nearby window and they felt very positive of having enough lighting in their workplace.

Figure 4.27 Rating on amount of privacy you have while sitting at your current workplace, during typical day, in terms of encouraging your creativity

(Source: Author)

Based on Figure 4.27, majority of 47 students rated very high in positivity of their current workplace in terms of encouraging their creativity level.

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Figure 4.28 Rating on overall design, size and location of your current workplace, for giving you a feeling of well being

Figure 4.29 Rating on overall design, size and location of your current workplace, for encouraging your creativity

Based on Figure 4.28, majority of the students are on the positive sides when they were asked on their overall experience with the overall design, size and location of their current workplace in terms of giving them feeling of well being.

Based on Figure 4.29, overall of 51 students felt that the overall design, size and location of their current workplace encouraged their creativity..

(Source: Author)

(Source: Author)

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SUMMARY All the qualitative and quantitative data recorded were thoroughly analyzed from the beginning of the first stage until the third stage. As the analysis was carried out, it was found that in order for people to be creative, they have to bond themselves with their workplace and their immediate surroundings.

The survey provided evidence that strengthen the hypothesis of the research using the elements that have been extracted from the sketch, narrative and survey.

CONCLUSION

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CONCLUSION This chapter includes the conclusion of the overall research based on the information and data collected through exploratory mixed method research study. The chapter will also discuss the significance of this research in accordance to the objectives listed down in Chapter 1.

Research Synthesis The thesis will be focusing on the factors of physical environment that influences the creativity enhancement of students at their workplaces. The following part of this chapter concludes the results of the dissertation in relation to its objectives which are as stated below: i. To understand the element of creative spaces. ii. To investigate the importance of workspaces and surrounding element that the user look forward to enhance their creativity.

Research Objective 1: To understand the element of creative spaces.

In order to understand the element of creative spaces, literature review using multiple book, research studies, journals and online reading have been referred to. This helped the author to identify certain type of creative spaces and the quality of that particular spaces in relation to its relationship to the user.

Comprehensively, the study of element and typology of creative spaces in workplace provided deeper conception on the importance of surrounding environment towards creative process.

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Research Objective 2: To investigate the importance of workspaces and surrounding element that the user look forward to enhance their creativity.

In order to prove that the physical environment plays an important part in encouraging user’s creativity, an exploratory mixed method research study has been done. This to help the author to investigate and clarify its importance to creative process.

The data collected from the survey proved that physical environment of the workplace in fact influenced user's creativity. User will somehow in their own unique ways, try to build an unexplainable bond with their workplace to create a sense of place which will later on enhance their creativity. User will always tried to ”bring soul” into the space.

The focus group of this study was architecture student which is a course that requires the students to be creative on daily basis. However there is no denial that other field of course also requires creativity but there may be some differences when comparing them together.

Therefore, this study may not be applicable to other courses that require specific element to enhance the creative process.

Limitations and Conclusion

There also might be some discrepancies occurred while the author extracted the elements from the narrative sketches. The aim of this research, which is to investigate the creativity enhancement in student’s workplace is achieved by exploring the potential in the survey conducted in this study.

Furthermore, the objectives of the study were also achieved as per explained earlier in this chapter.

This dissertation is conducted to find out the factors of physical environment that influences the creativity enhancement of students at their workplaces.

Nevertheless, despite the limitations stated, this research seeks to serve as an informative source of inspiration regarding the creativity in workplaces

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