Getting Potential Private Users Engaged in Academic Makerspaces: Exploring the Do-It-Yourself Process through a Jobs-to-Be-Done Lens
Saved in:
| Title: | Getting Potential Private Users Engaged in Academic Makerspaces: Exploring the Do-It-Yourself Process through a Jobs-to-Be-Done Lens |
|---|---|
| Language: | English |
| Authors: | Rita Zehetner, Stefan Weinfurter, Siegrun Klug |
| Source: | Information and Learning Sciences. 2026 127(5-6):287-314. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Shared Resources and Services, Educational Innovation, Student Projects, Independent Study, Learning Laboratories, Constructivism (Learning), Learning Activities |
| DOI: | 10.1108/ILS-02-2025-0021 |
| ISSN: | 2398-5348 2398-5356 |
| Abstract: | Purpose: While makerspace users are a central research topic in makerspace studies, less attention has been paid to do-it-yourselfers who could be considered prospective makerspace users but have not yet found their way into a makerspace. This paper aims to explore how academic makerspaces can effectively engage potential private users well beyond their typical user groups. Design/methodology/approach: Applying job-to-be-done theory -- a theoretical concept that originates from innovation management practice but is increasingly finding its way into academic discourse -- the job of creating a workpiece is analyzed to identify innovation opportunities and to derive implications for academic makerspaces. Through an examination of the activities of 13 do-it-yourselfers, this study identifies key challenges within the DIY process, emphasizing the conceptual, research and learning aspects do-it-yourselfers have to master before actually working on a project. Findings: Results show that it does not suffice for an academic makerspace to provide machines and offer training. Private individuals need situation- and context-specific knowledge as well as support in the early stages of the do-it-yourself process. Originality/value: To the best of the authors' knowledge, the do-it-yourself process has not yet been investigated in such depth keeping implications for makerspaces in mind from a jobs-to-be done perspective. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507389 |
| Database: | ERIC |
| Abstract: | Purpose: While makerspace users are a central research topic in makerspace studies, less attention has been paid to do-it-yourselfers who could be considered prospective makerspace users but have not yet found their way into a makerspace. This paper aims to explore how academic makerspaces can effectively engage potential private users well beyond their typical user groups. Design/methodology/approach: Applying job-to-be-done theory -- a theoretical concept that originates from innovation management practice but is increasingly finding its way into academic discourse -- the job of creating a workpiece is analyzed to identify innovation opportunities and to derive implications for academic makerspaces. Through an examination of the activities of 13 do-it-yourselfers, this study identifies key challenges within the DIY process, emphasizing the conceptual, research and learning aspects do-it-yourselfers have to master before actually working on a project. Findings: Results show that it does not suffice for an academic makerspace to provide machines and offer training. Private individuals need situation- and context-specific knowledge as well as support in the early stages of the do-it-yourself process. Originality/value: To the best of the authors' knowledge, the do-it-yourself process has not yet been investigated in such depth keeping implications for makerspaces in mind from a jobs-to-be done perspective. |
|---|---|
| ISSN: | 2398-5348 2398-5356 |
| DOI: | 10.1108/ILS-02-2025-0021 |
