Co-working Space: Project Based Transversal Competencies
Heppy Jundan Hendrawan, Sucipto, Ahmad Munjin Nasih
Universitas Negeri Malang, Malang, Indonesia
Keywords: Co-working Space, Business Model Canvas, Transversal Competencies.
Abstract: The existence of co-working space in the industrial revolution 4.0 era demands a fundamental breakthrough.
Issues no longer stop at the matter of facilities, types of services, organizational management and atmosphere
that must be prepared. But how to build a transversal competencies skill. Especially the main skills that should
be owned by the host, as the impact of demands from the user at the same time. This condition is then
important to be studied further, to know how far positioning co-working space can support student
productivity optimally. The next interesting thing is how ideal conditions are expected if co-working space is
then built within the campus location. Because of course there are several strategic factors that must be
formulated more comprehensively related to business potential, blue print and strategic plan of the university
itself. By using the business model canvas analysis it is expected to be the beginning of how to formulate the
ideal model of co-working space designed to meet the needs of developing a model of project based
transversal competencies.
1 INTRODUCTION
A conducive atmosphere for prospective
creativepreneur is ideally created with a variety of
innovative approaches, so as to be able to trigger the
productivity of its workers. Large corporate
headquarters in the field of digital industries such as
Google which carries the concept of open space and
whatsapp with the concept of urban street, is designed
in such a way as to ensure the productivity of creative
work in it is well implemented. Of course, to create
these ideal conditions requires a lot of financial
support. Because it is related to the development of
infrastructure, architecture and the blue print of the
environment.
Seeing the character of students as generation Y
who are all multitasking, of course the working
environment must adjust to their needs. As reminded
by President Jokowi at the 2017 Bank Indonesia
Meeting, the President reminded it was time for the
world of Higher Education to focus specifically on
the digital economy sector. "... whose name is
generation Y, students today. Five to ten years to
come, the hold is only this (device). Want to find
news just click ". So that the typology of generation
Y characters that tend to get bored easily, do not like
being in a hierarchical structure, like new adventures,
critical, creative and rich in fresh ideas must be
considered carefully. As reminded by (Tepper, 2002):
"People with ideas-people who own idea-shave
becomes more powerful than people who work
machines and, in many cases, more powerful than
people who own machines ". Therefore students
always need alternative space to develop and explore
their ideas and ideas productively.
Co-working Space should be able to become a
model as well as an alternative in the form of creative
space offered to be used as a solution amid
infrastructure problems as supporting work
productivity, as well as answers to the characteristics
and needs of millennial-era students. Therefore it is
important to then conduct a study to answer the
problem of how to build an ideal co-working space
within the campus as a development of project-based
student transversal competencies.
2 LITERATURE REVIEW
Co-working space is actually an evolution of
individual freedom at work. Freelancers who used to
work at home or coffee shops have shifted to co-
working space. (Spinuzzi, 2012) found that even
though workers have to pay rent per month, workers
get more benefits than working individually at a
coffee shop or home. Some benefits such as
Hendrawan, H., Sucipto, . and Nasih, A.
Co-working Space: Project Based Transversal Competencies.
DOI: 10.5220/0008411803310339
In Proceedings of the 2nd International Conference on Learning Innovation (ICLI 2018), pages 331-339
ISBN: 978-989-758-391-9
Copyright
c
 2019 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
331

(Spinuzzi, 2012): collaboration, community work,
sustainability, openness and accessibility.
2.1 Co-working Space
Another advantage of co-working space is a clear
separation between work time and personal time
(Kwiatkowski and Buczynski, 2011). This is often an
obstacle for creative industry workers, where they
seem unable to separate work time and personal time;
work when you should rest, and rest when you should
work. In addition, co-working space provides the
most basic function for humans, namely socialization.
This is what will not be obtained from workers who
work individually at home.
There are two types of co-working space
orientation (Spinuzzi, 2012). The first is the outward-
facing front stage type which shown in Figure 1. In
this type, in one location the co-working space
consists of business people who have different
backgrounds and expertise. For example, there are
those who are engaged in interior design, web
development and real estate. Each has a client.
However, because they are in the same co-working
space, they are able to collaborate in serving clients.
Figure 1: Outward-facing front stage (Spinuzzi, 2012).
Figure 2: Inward-facing front stage (Spinuzzi, 2012).
Second, inward-facing backstage type which shown
in Figure 2. In this type, there are several types of
workers who are in the same field, for example in the
field of web development. They all collaborate to
serve the same clients.
2.2 Transversal Competencies
Transversal competencies are competencies that
cover a broad field of knowledge or expertise. In
the world of education, this competence can cover
various fields of science. (Rychen and Salganik,
2000) stated that the increase in transversal
competency is not solely carried out in schools or
colleges but also includes processes in the world of
politics, social networking, and interpersonal
relationships (such as family), and the development
of personal maturity. Transversal competency is
useful in increasing the role of universities in the
advancement of a country.
The Organization for Economic Cooperation and
Development (2005) states that there are three key
competencies that must be mastered by every
workforce in the present shown in Figure 3. First,
mastery of specific tools, such as equipment or
foreign languages. Second, the ability to interact in
heterogeneous groups. Third, the ability to work
autonomously without supervision. These three skills
must be able to be mastered together, there cannot be
one area that stands out.
Figure 3: Three key competencies (Organisation for
Economic Cooperation and Development (OECD), 2005).
The United Nations Educational, Scientific and
Cultural Organization (2015) describes transversal
competency as a competency that must continue to
develop in several domains: (1) critical and
innovative thinking; (2) interpersonal ability; (3)
Intra-personal ability; (4) Global citizenship.
Examples for each domain can be seen in Table 1.
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Table 1: Definition of transversal competencies (Care and
Luo, 2016).
Domains
Examples of Key Characteristics
Critical and
innovative
thinking
Creativity, entrepreneurship,
resourcefulness, application skills,
reflective thinking, reasoned
decision-making
Inter-personal
skills
Presentation and communication
skills, leadership, organizational
skills, teamwork, collaboration,
initiative, sociability, collegiality
Intra-personal
skills
Self-discipline, enthusiasm,
perseverance, self-motivation,
compassion, integrity, commitment
Global
citizenship
Awareness, tolerance, openness,
respect for diversity, intercultural,
understanding, ability to resolve
conflicts, civic/political participation,
conflict resolution, respect for the
environment
Optional
domain:
(Example)
Physical and
psychological
health
Healthy lifestyle, healthy feeding,
physical fitness, empathy, self-respect
3 METHOD
This research is oriented to the birth of the
formulation of the Development of Transversal
Competency-Based Co-working Space Models for
Digital Age Students, through a trans-discipline
approach based on the 21st century skills. By
focusing on the Project Based Learning factor, it is
expected that it can be useful for strategic policy
makers such as the formulator of the trans-discipline
curriculum. Using descriptive qualitative methods
about the development of creative economic space
co-working models based on transversal
competency for digital age students will be analysed
using the Business Model Canvas approach adapted
from the model developed in Business Model
Generation (Osterwalder and Pigneur, 2010). The
business model canvas analysis model approach will
focus on nine core components (the nine essential
components) which will be applied to 5 co-working
spaces places in Java and Bali. The 5 co-working
spaces can be seen in Table 2.
Table 2: Co-working space and concept.
No
Co-working space
Address
Concepts
1
Kedasi
Jl. Cempaka Atas no. 24, Kelurahan Jati
Pulo, Tomang, Jakarta Barat
Telepon: 021-29401112
Email: [e-mail]
Make use of its proximity to
office and business environments
2
HackerspaceBDG
Jl. Dipati ukur no. 5 (Sukaluyu), Bandung,
Jabar
Telepon: 022-2534426
Email: [e-mail]
Carrying out the concept of
donation in its management.
3
JDV (Jogja
Digital
Jl. Kartini no. 7 Terban, Kec. Gondokusuman,
Yogyakarta, Jateng
Telepon: 0274-556565
Email: [e-mail]
Carry the free concept with
Telkom as its endorser.
4
Ngalup.co
Jl. Sudimoro, Mojolangu, D’Wiga Regency.
Kec. Lowokwaru, Kota Malang.
@ngalup.co
Carrying out the concept of the
event as a basis for its activities
5
Hubud
Jl. Monkey Forest no. 88X Ubud, Kec
Gianyar, Bali
Telepon: 0361-978073
Bit.ly/20X9dqV
Carrying out the concept of nature
and open space as a basis for its
activities.
The hope is that the results of the analysis using
the business model canvas can map the potential as
well as the opportunity to develop co-working space
on campus. Figure 4 shows the analysis of the
business model from the co-working space.
Co-working Space: Project Based Transversal Competencies
333

Figure 4: Analysis of business model canvas co-working space schemes.
4 RESULT AND DISCUSSION
The business model canvas analysis results are used
to map potential that can be used to see opportunities
for co-working space if developed within the campus.
In general, it is found the fact that the average co-
working space model has indeed made the
community a key partner (A.1). These conditions are
shown in Figure 5.
Figure 5: Community based co-working space.
From this scheme it can be seen that the
relationship between co-working space and the
community is very close. It also shows that
community is still a key factor for co-working space.
This means that positioning of the community
occupies a strategic position for several reasons,
namely:
 The community has relatively routine
activities, namely events. Although not all
events are large-scale and strategic. So it is
natural that co-working space has not placed
events (B.5) as key activities.
 The nature of community activities that are
more collective in nature so that placing the
community as part of the customer relationship
(E.3) that is built by the co-working space even
though it is not yet a major priority.
 Because of the above, it is only natural that
most co-working spaces still place the needs of
the community as part of key resources by
relying on meeting rooms although not the
main thing (C.3)
To formulate the extent of the ideal conditions that
can later be recommended as a fundamental platform
in designing a co-working space, the survey results
are first presented to show some of the influential
variables in building co-working space. Some of the
factors that become variables are: segmentation,
activities, consideration, environment, design
concept and average age. With the following data:
4.1 Segmentation
The results of the survey conducted from 5 selected
co-working spaces. It shows that for segmentation
variables, it appears that the co-working space user is
still dominated by freelancers (37%). While the
independent professional group (25%) is in the next
position. The remote workers group (17%) and a
growing group (13%) are in the next position. These
conditions indicate that in fact the growing group has
the potential to grow and accelerate optimally.
Especially because the position illustrates that the
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beginner segment includes students in it who might
also be included in the others group (8%), becoming
dynamic, open and growing segments. The co-
working space based on segmentation can be seen in
Figure 6.
Figure 6: Co-working space based on segmentation.
4.2 Activities
The survey results that have been carried out show
that for variable activities, it appears that users of co-
working space are still dominated by meeting
activities (37%). Next, the project development group
ranges (25%). The group with business deal activities
and groups hang out in the same zone (16%). This
means that there are still opportunities to optimize the
group's productivity by hanging out activities,
especially if added with the others group (8%).
Assuming that the hangout group and the others are
dominated by students.
4.3 Consideration
The results of the survey that have been conducted,
show that for the consideration variable of the user, it
appears that the user of co-working space is still
influenced by location factors (37%). Next, new
factors are affected by facilities and price (24%). The
group affected by ambience is in the next position
(16%). This means that if contextualized on the
opportunity to build co-working space on campus,
there are opportunities. Due to location
considerations where co-working space stands still
affected by location. The co-working space based on
consideration can be seen in Figure 7.
Figure 7: Co-working space based on consideration.
4.4 Environment
The survey results that have been carried out, show
that for the user environment variable shows at Figure
8, it appears that co-working space users are still
influenced by cafe atmosphere (32%). The next user
is influenced by music factors (27%) as the
atmosphere. The group affected by garden (18%) and
multimedia (14%) are in the next position. This
means that if contextualized on the opportunity to
build co-working space on campus, there is still an
opportunity because the others (9%) might develop.
Figure 8: Co-working space based on environment.
4.5 Concept Design
The survey results that have been conducted show
that to design the concept as a variable from its users
shows at Figure 9, it appears that the average user of
co-working space is still influenced by the industrial
Co-working Space: Project Based Transversal Competencies
335

concept design (27%) and urban design (25%).
Whereas in the next position the co-workers group
was affected by eclectic factors (22%) as the design
concept. Only then a small part of co-workers still
choose an eclectic concept design (16%) as a concept
that is considered appropriate for co-working space.
Figure 9: Co-working space based on design concept.
4.6 Average Age
The survey results that have been conducted show
that for the age variables of its users, shows at Figure
10 it appears that the user of co-working space is still
dominated by those aged 30-39 years (33%). Next,
followed by the age group 40-49 years (28%). While
users in the age group of 20-29 years (17%) and 50 -
59 years (13%) are in the next position. This means
that the opportunity to optimize in the age group of
20-29 years is dominated by students, especially if
added with the group of the others (9%).
Figure 10: Co-working space based on average age.
To sharpen the results of Business Model Canvas
analysis from the co-working space. In general, it
produces 6 classifications according to the user's
interests as follows:
 Co-working space based on its segmentation, is
dominated by those from: freelancers,
professionals, remote workers, a growing
group and new segments.
 Co-working space based on its activities,
dominated by activities ranging from:
meetings, project development, business deals,
hangouts and other activities.
 Co-working space based on choice
considerations (considerations) is dominated
by factors: location, price, facilities, ambience,
and new other considerations.
 Co-working space based on the preferred
environment, dominated by nuanced factors:
cafe, music, garden / interior, multimedia and
other factors.
 Co-working space based on the design concept,
is dominated by the choice of concepts:
industrial, urban design, eclectic, ethnic, and
new followed by other concepts.
 The co-working space is based on the age range
of its users, dominated by age groups: 30 - 39
years, 40 - 49 years, 20 - 29 years, 50 - 59 years
and only other ages.
4.7 Implications for Future Work
If (Spinuzzi, 2012) in the Journal of Business and
Technical Communication at least managed to find a
classification of two types of co-working space
orientation, namely: a) Outward-facing front stage,
which is a type of co-working space which consists of
business actors who have background and expertise
different. Then because they are in the same zone of
co-working space then collaborate in serving clients.
b) Inward-facing backstage space, namely several
types of workers who are in a relatively similar field,
then they all collaborate to serve the same client. The
results of the analysis of this study found at least 3
classifications of co-working space based on
projected arable fields that could be developed
productively can be seen in Figure 11.
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Figure 11: Co-working space based on arable field
projections.
4.7.1 Space Based on Project
It is a type of co-working space that is used as a space
for gathering creative workers with the same motives
in working on projects that have been obtained
previously. In this type of co-working space, co-
workers will be in a situation where the project to be
developed has been agreed upon in advance. So that
the position of the co-working space is pure as space
to execute the project.
Figure 12: Space based on project.
The main character that develops significantly in
this type is co-workers working on existing paths as
their expertise background or their respective
knowledge. This means that co-workers’ passion for
a project is relatively the same, even though their
basic interests may be different. But co-workers who
join the space already have a track record in managing
the previous project. Like projects with types such as:
program events (32%), personal projects (29%), start-
up projects (26%) and others.
4.7.2 Space Based on Network
Is a type of co-working space that is used as space to
build or form a network at the same time. This type
of co-working space is usually the type where the
project that is focused comes from the relationships
that are built between co-workers who interact before
or when in the same space.
Figure 13: Space base on network.
The space with the project type is usually not final
because some may still need to be developed.
Therefore the opportunity to perfect the project
depends very much on the network that is built in
it and the relation between their expertise
background or their respective knowledge. Co-
workers involved are usually a combination of those
who have a track record with those who are still in the
early stages. Usually dominated by those who are
incorporated into the classification: community
(34%), partnership (31%), independent workers
(23%) and new groups of users.
4.7.3 Space Based on Initiatives
It is a type of co-working space that will be used as a
space to initiate a project. Co-workers who join in,
rely more on ideas or ideas that are brought from
outside or when they are in the same space then
explored. This means that co-working here acts as a
space to design possibilities that are still open.
Figure 14: Space based on initiative.
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337

The synergy in this space is very important,
because the vision drive becomes dominant to
determine the direction and type of project to be done.
In general, this type of space will usually be filled
with young co-workers, who come with diverse
passion and basic knowledge. Of course co-workers
who are involved are usually new to it for the first
time or have relatively never had experience, so they
have not succeeded in managing a previous project.
In this space model actually the potential of co-
working space is increasingly visible in its usefulness.
Because in this segment students are usually present
as productive users. What's interesting is that the type
of co-working space based on this initiative is
dominated by those involved in the industrial
sector: creative (37%), online (33%), digital (21%)
and new sectors.
This means that if you look at the potential of co-
working space based on the basis of the project,
network and industrial hub, it will be known the
tendency of the dominant factors that influence their
existence, namely:
 Co-working space based on the basis of the
project is dominated by projects that are of a
nature: event program, personal project, start-
up project and other new projects.
 Co-working space based on its network base, is
dominated by networks that are of a nature:
community, partnership, independent workers
and new networks.
 Co-working space is based on the industry
sector basis, dominated by the industrial sector:
creative, online, digital and other sectors.
5 CONCLUSION
Based on the results of the above analysis, it can be
concluded that there is a functional relationship that
is built from the co-working space by fulfilling the
needs of developing student competencies related to
transversal competencies. If we reread the key
competencies formulated by UNESCO, the
competency needs that students must have through
the development of the co-working space will be
answered. That is as follows; (1) to build critical
competencies and innovative thinking, the co-
working space will prepare or organize
entrepreneurial activities to form application skills.
So that it will shape the creative character of students,
able to think critically and quickly in making
decisions and then acting on arguments supported by
complete data, (2) to realize interpersonal skills
competencies, the co-working space will optimize the
function of meeting rooms to optimize space for
mutual collaboration, socialization and organization.
So that there will be wide open access to the
emergence of initiations and ideas from students
collectively or team work, (3) to realize the intra-
personal skills competencies, the co-working space
will elaborate its programs based on the development
of self-potential both from the side of the manager
and its users. So that the characteristics of students
who have a mentality that has discipline,
perseverance and high motivation will be built and
committed to their choices with integrity, (4) to
realize global citizenship competencies, the co-
working space will facilitate the formation of global
networks and give birth to understanding inter-
cultural differences. So that the character of students
will be formed who have the attitude and character of
being open, tolerant, responsive, appreciating
diversity, and sensitive to the environment and able to
reduce issues that have the potential to trigger
conflict.
This means that co-working space is appropriate
and relevant to be held on campus. With the presence
of co-working space on campus, it is possible to
accelerate the formation of transversal competency in
student characters. Especially if the implementation
of built co-working space is not only based on space
based on project schemes. But the campus as the
organizer as well as the user, must dare to optimize
the potential of co-working space with a space based
on network scheme and space based on initiatives at
the same time simultaneously.
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