As businesses are becoming increasingly aware of their ever changing market environments; constraints and opportunities arise which result in organisations evolving and re-structuring accordingly. Therefore, their organisational spaces are evolving to follow suit. A theoretical shift has occurred in OT, from considerations of space as an 'organisation' to 'organising' viewing space as processual which involves an understanding of space as something which is continually produced and re-produced through social relations (Dale & Burrell, 2008). While in the past organisational space often referred to the interior space of an organisation, consideration of recent literature demonstrates that organisational space is not limited to the internal, but also includes the external space of an organisational building. The key points of the literature review are centred on the users in the space, as well as the materialisation of power through spatial design and space as an experience. A mixed-method approach of observation, interviews and a questionnaire are used to understand the Forum user; defined here as a form of multi-locational worker. The case study approach on the Forum Building at the University of Exeter is used to position a typology of University open workspaces in the wider context of open, public and communal [OPC] workspaces, with the intention of generating research directions that extend current theory. Key results of this study are the 'unspoken reciprocity' among Forum users and the importance of 'visuality'; the act of seeing while being seen, in motivating individuals. Furthermore, the spatial elements of 'flexible accessibility', 'flexible workspaces' and active atmosphere are major contributors to making the Forum space an attractive workspace in the current University trend of 'interdisciplinary spaces' (Coulson et al., 2014; Temple, 2014). This thesis makes both a theoretical and methodological contribution to the organisational studies literature through the holistic case study approach to viewing organisational spaces. Through a socio-spatial perspective of multi-locational users' perceptions of their changing everyday working environment, the research provides significant insight into the conceptualisation, design, operations and management of such spaces.

O principal objetivo dessa pesquisa foi realizar uma análise socioespacial da rede escolar de educação básica de Porto Alegre e suas condições de acessibilidade com relação à população em faixa etária estudantil do Município, identificando-se as áreas com melhor potencial para a implantação de novas escolas. A elaboração da metodologia da presente pesquisa baseou-se nas metas e estratégias estabelecidas pelo Plano Nacional de Educação (2014 – 2024), sendo utilizadas as seguintes informações na análise socioespacial: dados do Censo do IBGE de 2010 (população em faixa etária estudantil e renda); dados do Censo Escolar de 2010 e 2015 (matrículas); malha digital dos setores censitários; shape atualizado da mancha urbana de Porto Alegre; localização dos equipamentos de ensino. Os dados foram integrados em ambiente SIG, através do software Arcgis, para a geração de mapas temáticos, e organizados no Excel, para a geração de tabelas. Esses dados foram organizados em duas escalas de análise, a fim de se investigar as condições de atendimento da rede escolar de Porto Alegre. Na primeira escala de análise considerou-se o Município e as suas 17 Regiões do Orçamento Participativo (ROPs), sendo selecionadas duas regiões prioritárias para a instalação de novos equipamentos de ensino Na segunda etapa da análise foi considerada apenas uma região prioritária para a instalação de creches e outra região para a instalação de pré-escolas. O ensino fundamental não foi considerado nesta segunda etapa, tendo em vista que se encontra universalizado em Porto Alegre. Sendo assim, essas duas regiões foram mapeadas em um maior nível de detalhamento através do método dasimétrico. Nesse mapeamento foram considerados os pontos com as localizações dos equipamentos de ensino e os seus raios de recrutamento, a fim de se identificar as áreas mais distantes desses equipamentos nas regiões. Dessa forma, nas duas regiões em conjunto foram identificadas um total de quatro áreas prioritárias para a instalação de equipamentos de educação infantil. Em síntese, conclui-se que a carência de investimentos no ensino público está ocasionando o aumento das desigualdades sociais em um nível intraurbano em Porto Alegre. Essas desigualdades estão se ampliando tanto entre as diferentes regiões do Município, como no interior delas. Nesse sentido, deve haver um avanço na discussão de políticas públicas educacionais com vistas a regular o avanço do ensino privado e a fomentar a ampliação do acesso ao ensino público nas periferias do Município, a fim de minimizar as desigualdades socioespaciais em Porto Alegre. / The main objective of this research was to perform a socio-spatial analysis of the school system of basic education network in Porto Alegre and its accessibility conditions in relation to the population in student age range of the Municipality, identifying the areas with the best potential for the implantation of new schools. The elaboration of the methodology of the present research was based on the goals and strategies established by the National Education Plan (2014-2024), using the following information in the socio-spatial analysis: data from demografic Census 2010 (population in student age range and income ); data from School Census 2010 and 2015 (enrollment); digital mesh of the census tracts; shape of urbanization of Porto Alegre; location of teaching equipments. The data were integrated in GIS environment, through the software Arcgis, for the generation of thematic maps, and organized in Excel, for the generation of tables. These data were organized in two scales of analysis, in order to investigate the conditions of service of the school network of Porto Alegre. The first scale of analysis was considered the Municipality and its 17 Participatory Budget Regions, with only two priority regions being selected for the installation of new teaching equipment. In the second stage of the analysis, only one priority region was considered for the installation of day care centers and another region for the installation of pre-schools Elementary education was not considered in this second stage, considering that it is universalized in Porto Alegre. Thus, these two regions were mapped in a higher level of detail through the dasimetric method. The points with the locations of teaching equipment and their radius of recruitment were also considered in order to map the most distant areas of such equipment in the regions. Therefore, in the two regions together a total of four priority areas for the installation of infantile education equipment were mapped. In summary, it is concluded that the lack of public investments in education is leading to an increase in social inequalities at an intra-urban level in Porto Alegre. These inequalities are widening both between the different regions of the Municipality and within them. Accordingly, there must be a progress in the discussion of public educational policies aimed at regulating the advance of private education and fostering the expansion of access to public education in the peripheries of the Municipality, in order to minimize socio-spatial inequalities in Porto Alegre.

Since the second half of twentieth century, the economic value of scientific work produced in academic settings has been increased, the terms of &lsquo / Science Park&rsquo / , &lsquo / Technopark&rsquo / , &lsquo / Technopole&rsquo / and &lsquo / Technoburb&rsquo / are appeared. And these settlements attempt to stimulate and promote further use of the knowledge on a certain part of studies that can be put in commercial use. Consequently, the need for concerning the relations in between these technopark settings -within the university settings- and the social network they constitute occurred. This need brought new aspects in &lsquo / architecture of knowledge&rsquo / into consideration and found its reflection in the physical setting such as / the architectural spaces for innovation, and the social quality of spaces for the spatial performance issues. This spatial point of view is the issue that the study considers through the methodology of spatial data analysis based over social sciences. The study consigns the initial proposition of the analysis on the relationship between the spatial organization of the Technopark and its communal networks in spatial, communal and virtual mediums. The second proposition is the relationships whether in the consequence this relationship form spatial typologies or not. The focus of the study is a socio-spatial analysis of the interior public spaces of communal interaction within the technology producing factories, named as &ldquo / Technoparks&rdquo / . The study is basically circumscribed within the borders of the case / METU Technopolis&rsquo / s public or common spaces.

O principal objetivo dessa pesquisa foi realizar uma análise socioespacial da rede escolar de educação básica de Porto Alegre e suas condições de acessibilidade com relação à população em faixa etária estudantil do Município, identificando-se as áreas com melhor potencial para a implantação de novas escolas. A elaboração da metodologia da presente pesquisa baseou-se nas metas e estratégias estabelecidas pelo Plano Nacional de Educação (2014 – 2024), sendo utilizadas as seguintes informações na análise socioespacial: dados do Censo do IBGE de 2010 (população em faixa etária estudantil e renda); dados do Censo Escolar de 2010 e 2015 (matrículas); malha digital dos setores censitários; shape atualizado da mancha urbana de Porto Alegre; localização dos equipamentos de ensino. Os dados foram integrados em ambiente SIG, através do software Arcgis, para a geração de mapas temáticos, e organizados no Excel, para a geração de tabelas. Esses dados foram organizados em duas escalas de análise, a fim de se investigar as condições de atendimento da rede escolar de Porto Alegre. Na primeira escala de análise considerou-se o Município e as suas 17 Regiões do Orçamento Participativo (ROPs), sendo selecionadas duas regiões prioritárias para a instalação de novos equipamentos de ensino Na segunda etapa da análise foi considerada apenas uma região prioritária para a instalação de creches e outra região para a instalação de pré-escolas. O ensino fundamental não foi considerado nesta segunda etapa, tendo em vista que se encontra universalizado em Porto Alegre. Sendo assim, essas duas regiões foram mapeadas em um maior nível de detalhamento através do método dasimétrico. Nesse mapeamento foram considerados os pontos com as localizações dos equipamentos de ensino e os seus raios de recrutamento, a fim de se identificar as áreas mais distantes desses equipamentos nas regiões. Dessa forma, nas duas regiões em conjunto foram identificadas um total de quatro áreas prioritárias para a instalação de equipamentos de educação infantil. Em síntese, conclui-se que a carência de investimentos no ensino público está ocasionando o aumento das desigualdades sociais em um nível intraurbano em Porto Alegre. Essas desigualdades estão se ampliando tanto entre as diferentes regiões do Município, como no interior delas. Nesse sentido, deve haver um avanço na discussão de políticas públicas educacionais com vistas a regular o avanço do ensino privado e a fomentar a ampliação do acesso ao ensino público nas periferias do Município, a fim de minimizar as desigualdades socioespaciais em Porto Alegre. / The main objective of this research was to perform a socio-spatial analysis of the school system of basic education network in Porto Alegre and its accessibility conditions in relation to the population in student age range of the Municipality, identifying the areas with the best potential for the implantation of new schools. The elaboration of the methodology of the present research was based on the goals and strategies established by the National Education Plan (2014-2024), using the following information in the socio-spatial analysis: data from demografic Census 2010 (population in student age range and income ); data from School Census 2010 and 2015 (enrollment); digital mesh of the census tracts; shape of urbanization of Porto Alegre; location of teaching equipments. The data were integrated in GIS environment, through the software Arcgis, for the generation of thematic maps, and organized in Excel, for the generation of tables. These data were organized in two scales of analysis, in order to investigate the conditions of service of the school network of Porto Alegre. The first scale of analysis was considered the Municipality and its 17 Participatory Budget Regions, with only two priority regions being selected for the installation of new teaching equipment. In the second stage of the analysis, only one priority region was considered for the installation of day care centers and another region for the installation of pre-schools Elementary education was not considered in this second stage, considering that it is universalized in Porto Alegre. Thus, these two regions were mapped in a higher level of detail through the dasimetric method. The points with the locations of teaching equipment and their radius of recruitment were also considered in order to map the most distant areas of such equipment in the regions. Therefore, in the two regions together a total of four priority areas for the installation of infantile education equipment were mapped. In summary, it is concluded that the lack of public investments in education is leading to an increase in social inequalities at an intra-urban level in Porto Alegre. These inequalities are widening both between the different regions of the Municipality and within them. Accordingly, there must be a progress in the discussion of public educational policies aimed at regulating the advance of private education and fostering the expansion of access to public education in the peripheries of the Municipality, in order to minimize socio-spatial inequalities in Porto Alegre.

O principal objetivo dessa pesquisa foi realizar uma análise socioespacial da rede escolar de educação básica de Porto Alegre e suas condições de acessibilidade com relação à população em faixa etária estudantil do Município, identificando-se as áreas com melhor potencial para a implantação de novas escolas. A elaboração da metodologia da presente pesquisa baseou-se nas metas e estratégias estabelecidas pelo Plano Nacional de Educação (2014 – 2024), sendo utilizadas as seguintes informações na análise socioespacial: dados do Censo do IBGE de 2010 (população em faixa etária estudantil e renda); dados do Censo Escolar de 2010 e 2015 (matrículas); malha digital dos setores censitários; shape atualizado da mancha urbana de Porto Alegre; localização dos equipamentos de ensino. Os dados foram integrados em ambiente SIG, através do software Arcgis, para a geração de mapas temáticos, e organizados no Excel, para a geração de tabelas. Esses dados foram organizados em duas escalas de análise, a fim de se investigar as condições de atendimento da rede escolar de Porto Alegre. Na primeira escala de análise considerou-se o Município e as suas 17 Regiões do Orçamento Participativo (ROPs), sendo selecionadas duas regiões prioritárias para a instalação de novos equipamentos de ensino Na segunda etapa da análise foi considerada apenas uma região prioritária para a instalação de creches e outra região para a instalação de pré-escolas. O ensino fundamental não foi considerado nesta segunda etapa, tendo em vista que se encontra universalizado em Porto Alegre. Sendo assim, essas duas regiões foram mapeadas em um maior nível de detalhamento através do método dasimétrico. Nesse mapeamento foram considerados os pontos com as localizações dos equipamentos de ensino e os seus raios de recrutamento, a fim de se identificar as áreas mais distantes desses equipamentos nas regiões. Dessa forma, nas duas regiões em conjunto foram identificadas um total de quatro áreas prioritárias para a instalação de equipamentos de educação infantil. Em síntese, conclui-se que a carência de investimentos no ensino público está ocasionando o aumento das desigualdades sociais em um nível intraurbano em Porto Alegre. Essas desigualdades estão se ampliando tanto entre as diferentes regiões do Município, como no interior delas. Nesse sentido, deve haver um avanço na discussão de políticas públicas educacionais com vistas a regular o avanço do ensino privado e a fomentar a ampliação do acesso ao ensino público nas periferias do Município, a fim de minimizar as desigualdades socioespaciais em Porto Alegre. / The main objective of this research was to perform a socio-spatial analysis of the school system of basic education network in Porto Alegre and its accessibility conditions in relation to the population in student age range of the Municipality, identifying the areas with the best potential for the implantation of new schools. The elaboration of the methodology of the present research was based on the goals and strategies established by the National Education Plan (2014-2024), using the following information in the socio-spatial analysis: data from demografic Census 2010 (population in student age range and income ); data from School Census 2010 and 2015 (enrollment); digital mesh of the census tracts; shape of urbanization of Porto Alegre; location of teaching equipments. The data were integrated in GIS environment, through the software Arcgis, for the generation of thematic maps, and organized in Excel, for the generation of tables. These data were organized in two scales of analysis, in order to investigate the conditions of service of the school network of Porto Alegre. The first scale of analysis was considered the Municipality and its 17 Participatory Budget Regions, with only two priority regions being selected for the installation of new teaching equipment. In the second stage of the analysis, only one priority region was considered for the installation of day care centers and another region for the installation of pre-schools Elementary education was not considered in this second stage, considering that it is universalized in Porto Alegre. Thus, these two regions were mapped in a higher level of detail through the dasimetric method. The points with the locations of teaching equipment and their radius of recruitment were also considered in order to map the most distant areas of such equipment in the regions. Therefore, in the two regions together a total of four priority areas for the installation of infantile education equipment were mapped. In summary, it is concluded that the lack of public investments in education is leading to an increase in social inequalities at an intra-urban level in Porto Alegre. These inequalities are widening both between the different regions of the Municipality and within them. Accordingly, there must be a progress in the discussion of public educational policies aimed at regulating the advance of private education and fostering the expansion of access to public education in the peripheries of the Municipality, in order to minimize socio-spatial inequalities in Porto Alegre.

Dans les sociétés contemporaines, la mobilité est érigée comme norme sociale nécessaire à l’intégration. A l’inverse, l’immobilité est souvent considérée comme son opposée. De ce fait, elle est associée à un risque important d’exclusion. Une approche en termes d’exclusion implique une orientation plutôt sociologique. Pourtant, ce travail de thèse s’inscrit dans une démarche géographique. Ainsi, un premier questionnement émerge de ce positionnement disciplinaire : l’immobilité est-elle un objet géographique ? Par ailleurs, il est possible d’envisager la mobilité et l’immobilité comme des pratiques complémentaires et non opposées. Cela implique que leurs répercussions ne sont pas nécessairement inverses. Cette posture engage un deuxième questionnement : la relation établie entre l’immobilité et l’exclusion est-elle légitime ? Pour répondre à ces deux interrogations, un ensemble d’outils standardisés peuvent être mobilisés : les Enquêtes Nationales Transport (ENT), les Enquêtes Ménages Déplacements (EMD), les panels continus ou les enquêtes sur plusieurs semaines. Tous ces dispositifs sont centrés sur la mobilité. L’immobilité est donc appréhendée par défaut. Ils sont cependant incontournables mais méritent d’être complétés. Pour cela, un questionnaire ad-hoc centré sur l’immobilité et les ressources de proximité a été mis en place dans les aires urbaines de Dijon et Besançon. L’exploitation de cet outil permet d’identifier les déterminants socio-spatiaux de l’immobilité. / In contemporary societies, mobility is considered as a social norm necessary for integration. Conversely, immobility is often seen as the opposite. Therefore, it is associated with a significant risk of exclusion. An approach in terms of exclusion involves a sociological orientation. Nevertheless, this thesis follows a geographical approach. Thus, a first question emerges from this disciplinary position: immobility is it a geographical object? Furthermore, it is possible to consider the mobility and immobility as equivalent and not opposed. This means that their impact may not be reversed. This position engages a second question: the relationship between immobility and exclusion is it legitimate? To answer these two questions, a set of standardized tools can be used: the National Transport Surveys (ENT), Household Travel Surveys (EMD), continuous panels or surveys over several weeks. All these devices are focused on mobility. That’s why immobility is apprehended by default. However, they are essentials but should be completed. For this, an ad-hoc questionnaire focusing on immobility and local resources was set up in urban areas of Dijon and Besancon. The data processing of this tool identifies the socio-spatial determinants of immobility.

The following work presents several trans-disciplinary resources for understanding cities beyond just their physical form and spatial processes. The conceptualization of cities from a top-down, modern and post- modern approach to the form-function duality lacks multiple dimensions, which need to be studied in order to gain a proper understanding of how contemporary urban societies perform nowadays. Instead, this work considers settlements as a set of an infinite number of individual perceptions and experiences, which construct overlapping layers of hidden and intangible information that shape cities as complex systems. Social relations that are moving progressively to the virtual realm are becoming major factors in decision-making and location choices by citizens. This definition of a city’s hidden image is developed through the study of data retrieved from online servers. To do so, this work focuses on spatial and temporal activity patterns, values of certain places and their quantitative weight within the urban fabric, the distribution and nature of places, the observation of people’s perception of certain places through the representation of activities captured by pictures posted online, or several other theoretical and methodological approaches under the umbrella of crowd-sourced data in the city.