Hypermobility: Empowering the Next Generation of Learners and Workers

Organizations across industries and higher education are reimagining space as flexible platforms to support evolving work, teaming, and learning needs. The challenge is to create environments that are both adaptable and effective without sacrificing clarity or productivity. While hyper-flexible spaces—like mobile classrooms and modular workspaces—promise adaptability, they can also introduce complexity and risk becoming chaotic. The paradox: Features that enable flexibility can also hinder it.

Sleeping Giant Capital (SGC), a private equity firm and teaching site for Western Michigan University, faced these challenges. Rapid growth had outpaced their existing space, which was no longer supporting their instructional goals. SGC needed an environment that could seamlessly integrate work and learning for students, faculty, staff, and the community. To address this, SGC partnered with Haworth—not just as an office furniture provider, but as a research collaborator—to create a hypermobile space that supports various modes of work and learning while enhancing cognitive and emotional performance.

The Haworth Approach: Designing for Hypermobility

Haworth began by understanding SGC’s specific needs and constraints through interviews and activity mapping. The 2,900‑square‑foot space needed to support a wide range of activities, making traditional walls or fully open layouts impractical. The central question: How do you design hypermobile spaces that offer meaningful flexibility without sacrificing structure and effectiveness?

The solution was a “kit of parts”—modular furniture pieces that could be easily reconfigured as needs change. Inspired by the theatrical concept of scene changes, these spatial configurations were optimized for the most important activities identified by SGC. The kit included tables (from individual desks to large group tables, all on casters), a variety of seating options, and screens for privacy and zoning. This allows for diverse "scenes," supporting everything from focused individual work to collaborative brainstorming.

To help users understand and utilize these configurations, Haworth developed a Scene Playbook with visual prompts and setup instructions for each scene.

Measuring Success

Throughout the spring semester, Haworth conducted weekly instructor diary studies, student surveys, in‑class observations, focus groups, and interviews. The research examined whether the furniture and scene designs supported desired activities and met users’ physical, cognitive, and emotional needs. Haworth’s Affordances Framework was used to measure 3 learning goals:

1. Capturing the moment: How well do the variety of tools support gathering and sharing information critical to learning and project success?
   The flexible layout supported brainstorming and rapid information exchange, enabling adaptability for different project requirements. Group work thrived, but individual focused work needed more support.
2. Immersive experiences: How well does the space foster belonging, connection, and engagement among students, faculty, and staff?
   Students felt connected and energized, experiencing authenticity and a positive departure from traditional classrooms. However, some exciting qualities also presented challenges, highlighting the need for further enhancements to support well‑being and affinity.
3. Mode switching: Do the flexible space and preplanned scenes empower users to adjust to various modes of learning and work?
   The flexibility of the space allowed quick adaptation to different needs. Preplanned scenes were crucial for successful transitions, with students making small changes during class and larger ones between classes.

What Makes Hypermobility Work

Based on the SGC study, Haworth identified 7 steps for successful hypermobile design.

1. Scene Discovery: Identify specific work and learning behaviors and desired outcomes.
2. Scene Design & Construction: Translate behavioral intent into spatial logic, collaborating closely with users and design professionals.
3. Scene Furniture Selection: Choose modular, legible, and role‑clarifying furniture.
4. Scene Communication: Clearly communicate the purpose and usage of each scene through tools like a Scene Playbook.
5. Scene Implementation: Establish clear roles and processes for setup.
6. Scene Management: Maintain scene clarity and performance over time.
7. Scene Innovation & Reflection: Continuously iterate and improve scenes based on user feedback.

The Power of Codified Cognition

A key factor in the success of SGC’s hypermobile design was codified cognition. By providing predefined scenes, the design offered a framework that helped users understand and utilize the space effectively. This structure, combined with flexible furniture, allowed users to focus on their work without constantly adapting the space themselves.

A Path Forward for Flexible Learning Environments

Creating a successful hypermobile space is not just about flexible furniture—it’s about empowering users to adapt and thrive in dynamic environments. By understanding the activities that need to take place, providing a clear framework for flexibility, and enabling users to take ownership, organizations can foster innovation, collaboration, and belonging. The SGC study demonstrates the power of this approach, showing how thoughtfully designed spaces can enhance both workplace and learning experiences. Haworth’s commitment to research and user understanding continues to drive innovative solutions for the future.