Getting potential private users engaged in academic makerspaces: exploring the do-it-yourself process through a jobs-to-be-done lens

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.