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This paper summarises the outcomes of the exploratory project of the Department of Educational Technologies at the University of Basel published in Lernumgebungen an der Hochschule. Auf dem Weg zum Campus von morgen [Learning environments at university. On the way to the campus of tomorrow.] (Škerlak et al., 2014) in a review paper and supplement these in a particular consideration of the role of university libraries. This project examined what “the campus of tomorrow” might look like and which steps will take us there.

Together with users of university premises and designers of learning environments, this project looked at “the campus of today” and drafted collective propositions “for the campus of tomorrow” within the scope of five workshops and subsequent studies, interviews and dicsussion.

In the process, it became clear in which fields of tension between different needs and requirements the university is moving with respect to designing its space and services. Knowing the poles of these fields of tension, making deliberate decisions and finding a campus-wide balance together with future users, appears to be fundamental to new building, service and campus concepts. During this development of spaces and concepts, it is particularly worthwhile to consider individual institutions, such as the library, more within the context of the campus as a whole and to intensify the cooperation of different stakeholders of the university for this purpose.

During this development of spaces and concepts, it is particularly worthwhile to consider individual institutions, such as the library, more within the context of the campus as a whole and to intensify the cooperation of different stakeholders of the university for this purpose. This holistic approach and the suggestion of specific fields of tension within which the university has to develop its learning spaces offers new perspectives on campus and library development.

The purpose of this paper is to extend current discussion on the drivers of innovative work behavior (IWB) by exploring how individual perceived diversities (visible dissimilarity and cognitive group diversity) and climates (team/clan and innovative/entrepreneurial) impact IWB.

Data had been collected from a cross-national study of working professionals (n = 584) from five different cultural contexts.

Findings of this study indicated that cognitive group diversity mediated the negative relationship between visible dissimilarity and IWB. Further, both innovative/entrepreneurial and team/clan climates moderated the relationship between visible dissimilarity and cognitive group diversity. Such a moderation effect reduced the negative effect that visible dissimilarity had on IWB.

A cross-sectional single-source data set.

From a managerial perspective, climates (team/clan and innovative/entrepreneurial) are central for IWB in the diverse (visible and cognitive) working environment. Thus, organizations should pay attention to create a climate (team/clan or/and innovative/entrepreneurial) that reduces the negative impact of perceived diversity in the working environment while supporting IWB.

This study is the first of its kind that is based on social categorization theory, empirically examining how different types of diversity (visible dissimilarity and cognitive group diversity) simultaneously reduce individuals’ IWB. Furthermore, this paper provides insights that climates (team/clan and innovative/entrepreneurial) are crucial for IWB in the diverse working environment.

WHEN THE GOVERNMENT set up the National Libraries Committee in 1967, they were not asking for advice on how to organise a national library service, but on whether, in the interests of efficiency and economy, the facilities provided by certain named libraries should be brought into a unified framework. Therefore, the new White Paper announces a plan for national libraries, not a national plan for libraries.