Workplace belonging for academics in the context of flexible workspace policies: a thematic review of literature

Since the Covid-19 pandemic, flexible working practices have increased across a range of sectors. Organisations now prioritise multi-functional spaces to improve space utilisation. Universities are no exception, and, amidst broader higher education reforms, the use of flexible workspace is increasing, supported by policies such as activity-based working (ABW) where unassigned workspaces are selected based on task requirements. Workplace belonging—the feeling of being connected, accepted, and valued within a professional community—contributes to employee wellbeing and productivity. Yet its dimensions among academics remain under-explored in existing studies, particularly in the context of evolving flexible workspace policies. This thematic review addresses this gap by examining how ABW may influence academics' workplace belonging. Drawing on existing literature, it analyses how five thematic key working conditions of ABW—territoriality, privacy, autonomy, proximity, and visibility—shape four thematic dimensions of belonging: collaborative dynamics, spatial belonging, affective experiences, and temporal dimensions. By integrating these thematic dimensions, this review interrogates the challenges and opportunities presented by flexible workspace policies in academic environments. Aiming to inform the development of evidence-based strategies and design interventions that foster supportive, inclusive workplace experiences for academics who are navigating their evolving workspace, this article offers a framework for new theoretical perspectives to evaluate well-being and productivity in universities.