知識創造空間における空間•環境要素に関する研究: 大学生が知識創造(思考，発想)を行う際に 選択する空間と構成されている空間•環境要素に関する分析

摘要

In modern times, economic and social systems have shifted from industrial- to knowledge-based, and economic competition is driven by the productivity of knowledge workers. The conventional workplaces of white-collar workers are outfitted with physical indoor environments, IT devices, and furniture, and efficient tasking is demanded. In contrast, knowledge workers are expected to make innovative contributions and create new value. Therefore, improving the productivity of knowledge workers is an important aspect of future spatial planning. Recent architectural studies have embraced the concept of productivity. These studies have primarily focused on "information processing" and "knowledge processing" such as work and learning efficiencies. However, the hierarchy of "knowledge creation" is very difficult to evaluate, and has been largely neglected. Therefore, this study aims to clarify the spatial/environmental elements required for a knowledge creation space, focusing on university researchers. The office hours and workplaces of university researchers are much less restricted than those of company workers, and suitable study spaces are easily found. To investigate this characteristic, we acquired the spatial/environmental elements of study space selection by 198 university students who responded to a questionnaire. The following findings were obtained: 1) Questioned on four types of study behavior, most respondents consistently preferred "their own seat in the laboratory." However, when engaged in "Thinking and Creating" (knowledge creation), respondents' space preference was more variable then for the other behaviors. 2) Approximately 60% of the respondents altered their space to suit a particular study behavior. Many respondents altered their space only when engaged in "Thinking and Creating." 3) Principal component and cluster analysis revealed that the spatial/environmental elements required for "Information-gathering" were similar to those of "Organizing Study." Particularly, the physical environmental elements gained prominence. When performing "Simple Tasks," respondents rated relaxation elements and physical environmental elements as most important. During "Thinking and Creating," while relaxation elements were important, physical environments were rated less highly. 4) Among the respondent attributes, grades were associated with the spatial/environmental elements of knowledge creation. Senior students (B4) demanded surroundings that facilitated consultation with fellow students and professors. First-grade Masters' students showed a high-dimensional demand for physical environments. 5) Students selected short refreshment spaces according to the floor number of their laboratories. Respondents occupying laboratories above the fourth floor tended to remain within their laboratory precincts. Longer refreshment times and established study zones were linked to commute time to university. Respondents who lived far from the University spent much of their leisure and study time at home.%工業社会から知識社会へと移行し、ナレッジ•ワーカーの知的生産性が経済競争力を左右する時代になった。ナレッジ•ワーカーは、新しい価値を創造したり、イノベーションを創発することが重要な任務であり、そのため、ナレッジ•ワーカーの知的生産性を高める空間の整備が新たに必要とされている。