“ASSESSMENT AND MANAGEMENT OF LEARNING SPACE PERFORMANCES BASED ON 4.0 TECHNOLOGIES"

The research proposes technology-enhanced learning spaces as valuable strategies to support continuous innovation development in organisations centred around knowledge and learning dynamics. Learning spaces enable and catalyse knowledge and learning dynamics, supported by a tangible and intangible infrastructure that fosters open, honest, and receptive interactions among stakeholders that integrate the space into their daily lives (Delgado et al., 2020). The need for investigating and identifying possible solutions to foster continuous innovation is receiving growing interest, both by scholars and practitioners, because, in the dynamic and interconnected contemporary business landscape, various macro trends exert influence on the organisations, necessitating adaptive thinking and actions. The advent of Industry 4.0 and Industry 5.0, propelled by digital transformation, has resulted in disruptive innovations, reshaping industries and work tasks. Nowadays, in fact, advanced technologies have permeated various sectors, altering workflows, automating processes, and creating new business models. However, the rapid evolution of digital technologies presents challenges for organisations, requiring them to adapt swiftly to harness opportunities effectively. The competitiveness and attractiveness of organisations and their capacity for survival and growth depend on their ability to face challenges and adapt to the current VUCA (Volatility, Uncertainty, Complexity, Ambiguity) context. Therefore, businesses must create agile and dynamic strategies to adapt quickly and face the challenges. From such a perspective, innovation becomes a crucial driver for survival, competitiveness, long-term growth, and success (Ensslin et al., 2020; Hamidi et al., 2019; Bennett & Lemoine, 2014; O'Connor, 2013; Solomon, 2007). Although the need to embrace the innovation journey is crucial, it takes a lot of work to manage and exploit. At the basis of the organisations' growth and development, learning and knowledge dynamics act as critical drivers that fuel continuous innovation (Yieldiz et al., 2021; Abukhait & Pillai, 2017). Knowledge creation and practice are in fact the foundations for a company's development, survival and growth (Nonaka & Takeuchi, 2019). The research problem then focuses on developing effective spaces that, relying on knowledge and learning dynamics and implementing advanced technologies, help companies to fuel and support continuous innovation paths in the Digital Age. In this vein, the development of innovative spaces based on learning and knowledge dynamics and supporting the use of new advanced technologies may constitute a key concept for all the organisational contexts in which the creation and management of knowledge and learning dynamics are boosting factors that support innovation and growth dynamics. To ensure and evaluate their effectiveness in fostering innovation, the emphasis is placed on management phases and performance dimensions to consider. Although several studies have discussed the features of learning spaces, especially in educational contexts, there still the need to investigate more regarding a comprehensive and holistic definition of learning spaces, identifying its distinguishing dimensions and characteristics, management phases and performance dimensions. This is particularly true in the management literature (Menninen et al., 2007; Basye, D. et al., 2015; Cheng, 2015; Ryan, 2016; Csizmadia et al., 2022; Kim et al., 2014; Mueller & Strohmeier, 2010). In this vein, the research begins by establishing a transdisciplinary understanding of the concept of learning spaces, drawing from educational and management fields. The theoretical section presents a systematic literature review of Learning Space to provide a comprehensive understanding of the concept and its evolution according to two main dimensions of analysis: design and functioning. Consequently, five key dimensions have been identified and included in a conceptual framework applicable in multiple contexts. These dimensions also explore how advanced technologies intersect with learning spaces, influencing their evolution and impacting knowledge and learning dynamics. As an output of the literature review, an umbrella definition of "technology-enhanced learning space" has also been provided. Furthermore, the thesis employs a multiple-case study approach to better enrich the literature's insights and propose a technology-enhanced learning space management model. The model describes key phases and relevant issues for effectively managing technology enhanced learning spaces for innovation. Then, the proposed framework has been applied, through an Action Research (AR) project, involving a technology-enhanced LS of an organisation that currently employs advanced technologies for social innovation purposes. The Action Research (AR) project sought to validate the management model by implementing it practically. The primary objective is to ensure the learning space's effectiveness, and then to identify performance dimensions to assess and consider. To summarise, the research results synthesize data and knowledge gathered from the systematic literature review and the empirical investigations and offer implications and insights both for theory and practice. Concerning the theoretical implications, the study systematically explores the concept of "learning space" in management literature, focusing on its recent development, the influence of advanced technologies on its design and functioning, its dimensions, and its role in catalysing knowledge and learning dynamics. The integration of advanced technologies within learning spaces is also analysed. Then, the study addresses a literature gap by developing comprehensive models for managing and assessing learning spaces, contributing to innovation and knowledge management literature. Some practical implications for managers, leaders, and knowledge providers have been derived. In fact, the findings provide a technology-enhanced learning space management model that suggest specific phases to consider to manage the LS effectively. Therefore, model supports strategic decision-making in creating, developing, managing, and assessing effective learning spaces for innovation. It offers practical insights for organisations aiming to foster innovation in the digital age, guiding the maximization of the potential of advanced technologies implemented within the space. The study also tests the validity of the model, ensuring a real-world implementation, deriving some insights about the effectiveness and usefulness of these kinds of spaces in rural areas. The research acknowledges certain limitations that could be explored in future research. Additional empirical and quantitative inquiries might expand the sample size, enabling a thorough validation of the Technology-enhanced learning space management model. This future research could also emphasize the development of robust Key Performance Indicators (KPIs).