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Hybrid work is changing modern conceptions of work as workers move between their office space and alternate spaces such as a home office. Social aspects of work are therefore also changing, and this study aims to explore the implications arising for workplace fun when workspaces become dispersed.

We undertook ethnographic research into two different companies to explore in depth the concept of fun at work and how it is being adapted for hybrid work. Data were collected through full immersion into both companies and gathered using mixed qualitative methods comprising semi-structured interviews, participant observations and evidence from organizational online platforms. A structured coding system was used in the analysis with an interpretive approach.

Our themes include (1) artefacts, (2) organizing fun and space and (3) loss of fun and these provide the underpinning for our theoretical contribution.

We had limited access to online channels and identified opportunities for future research to explore fun in online platforms including chat functions, meme, gifs and other places where workplace fun may be enacted.

Work has changed for workers and managers, and this impacts fun which needs to adapt to hybrid work models.

Hybrid work is changing workplace social interactions, particularly, for fun and play. We depict how workers navigate the changing context of work and the significance of emerging elements of workplace fun and the implications for fun cultures.

Our contribution is in a re-theorization of workplace fun arguing that sharing and supporting the creation and promotion of fun among workers at all levels offers new opportunities for organizations that value a fun culture. Our theorization of workplace fun shows its adaptation to new hybrid work contexts that deemphasize co-location and physical presence. We outline the significance of artefacts and depict the variability of workplace fun in hybrid work.

Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies.

This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context.

Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results.

The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.