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The purpose of this study was to examine the experiences of multiple campus teams as they engaged in the assessment of their science, technology, engineering and mathematics (STEM) mentoring ecosystems within a peer assessment dialogue exercise.

This project utilized a qualitative multicase study method involving six campus teams, drawing upon completed inventory and visual mapping artefacts, session observations and debriefing interviews. The campuses included research universities, small colleges and minority-serving institutions (MSIs) across the United States of America. The authors analysed which features of the peer assessment dialogue exercise scaffolded participants' learning about ecosystem synergies and threats.

The results illustrated the benefit of instructor modelling, intra-team process time and multiple rounds of peer assessment. Participants gained new insights into their own campuses and an increased sense of possibility by dialoguing with peer campuses.

This project involved teams from a small set of institutions, relying on observational and self-reported debriefing data. Future research could centre perspectives of institutional leaders.

The authors recommend dedicating time to the institutional assessment of mentoring ecosystems. Investing in a campus-wide mentoring infrastructure could align with campus equity goals.

In contrast to studies that have focussed solely on programmatic outcomes of mentoring, this study explored strategies to strengthen institutional mentoring ecosystems in higher education, with a focus on peer assessment, dialogue and learning exercises.

This study aims to examine factors that impact participation of diverse university students in an academic sustainability certificate and Office of Sustainability internships at the University of Georgia, recognizing the need for diverse voices and perspectives in addressing sustainability challenges and the current lack of diverse representation in the field.

A convenience sample of 77 student organizations and 35 departments, schools and colleges associated with the university was identified. The questionnaire was created using the Qualtrics online survey platform and distributed via email to potential participants. A total of 234 completed responses were collected. Descriptive statistics were calculated to determine the demographic composition of the sample. One-way ANOVAs were performed to examine the relationship between respondent demographics and perceptions of sustainability and participation in campus sustainability programs. Post hoc tests were conducted using Fisher’s least significant difference procedure.

Significant relationships were observed between perceptions of sustainability and race and current gender. A significant relationship was observed between race and participation in campus sustainability programs. Overall, students from diverse backgrounds believe that sustainability efforts contribute to racial justice and equity. Additionally, students from diverse backgrounds do want to participate in campus sustainability programs; however, there may be barriers preventing their participation.

This study examines how students from diverse backgrounds perceive sustainability efforts, as well as their interest in participating in campus sustainability programs. The results of this study can be used to inform recruitment and program development strategies for sustainability programs at higher education institutions. At the time of publication, no study could be located that examines the current study outcomes.

This paper explores the issue of developing and enhancing intra-ASEAN international student mobility given the context of ASEAN integration, regionalization of ASEAN higher education and the various intra‐ASEAN student mobility schemes currently implemented.

It explores higher education policies, available higher education and international student mobility data, as well as the various intra‐ASEAN (and relevant) student mobility schemes to present the current status of intra‐ASEAN student mobility, challenges and opportunities to further enhance student mobility within the ASEAN region.

Aside from showing that intra‐ASEAN student mobility is significantly low compared to outbound student mobility from ASEAN countries, the paper also highlights the relationship between a country’s income status with choice of intra‐ASEAN or extraASEAN student mobility. Finally, it recommends developing a comprehensive intra‐ASEAN mobility scheme taking the merits of the various intra‐ASEAN mobility schemes currently implemented and guided by developments in the European ERASMUS mobility programs.

This is probably the first (in fact, it is an exploratory) paper that address the issue of intra‐ASEAN international student mobility, which aims to explore relevant issues to address the development of a comprehensive ASEAN mobility scheme.

This paper aims to investigate the role of multidisciplinary course requirements in shaping student attitudes toward sustainability and education for sustainable development. Previous research indicates that students conceptualize sustainability based on their academic discipline; thus, this research investigates whether there is a difference in student attitudes toward sustainability at Grenfell Campus, Memorial University of Newfoundland, where students are encouraged to cross the borders of their academic disciplines.

This research reports on the findings from a mixed-methods study to assess the impact of program requirements on student attitudes toward sustainability and education for sustainable development at Grenfell Campus, Memorial University of Newfoundland. In phase one, an anonymous survey was administered to students regarding their perceptions and attitudes toward sustainability and education for sustainable development. The survey yielded 100 usable responses. Phase 2 consisted of a series of 10 semi-structured expert interviews with key faculty and staff at Grenfell Campus and a representative from the City of Corner Brook, which gave further insights regarding sustainability programming and campus culture.

Contrary to previous research, the results of this research indicate that the School of Study does not have a statistically significant impact on student attitudes toward sustainability. This may be attributed to Grenfell Campus’s Breadth of Knowledge requirement within the School of Arts and Social Science and the School of Science and the Environment, which requires that students take elective courses from a broad range of subject matter to develop their holistic awareness of social, cultural, scientific and political issues.

The results of this research indicate that students who are exposed to broad multidisciplinary requirements may be more likely to have positive attitudes toward sustainability than students who focus on a single discipline.

A limited number of studies investigate the impact of core program requirements on student attitudes toward sustainability. This paper promotes an effective way of raising sustainability-literate young people/citizens in a Canadian higher education context.

This paper presents a case study for the pilot of a peer-led service model that is centered on fostering student leadership, collaboration and advocacy. The authors, who serve as advisors to the program, discuss the Library's transition to this peer-led model for reference support, outreach, programming and campus engagement.

This case study examines the development and implementation of a new peer-led service at a mid-size public university aimed at centering student success, belonging and empowerment. Authors share practices, strategies and goals for training, onboarding and professional development with emphasis on student advocacy, leadership and retention in the program.

The authors found that developing the structures and opportunities to foster student-led initiatives and efforts for student success, belonging and engagement has helped the library better connect and engage with diverse student communities on campus.

Findings of this study may be limited at the time this case study is written due to it being a new and developing library student program for reference, outreach and programming.

The peer-led service model for reference and student engagement presented in this article serves as a case study that may be applicable for those who wish to imagine and develop a student-centered library program at their institution.

This case study may provide an alternative approach useful to those who wish to reimagine and innovate library student programs at their institutions.

Although there are many peer-led initiatives in academic libraries for outreach and programming, this program explores the approach of fostering student leadership and advocacy within library student roles to lead and facilitate library efforts for campus engagement with structured guidance and support from librarian advisors.

There is a growing awareness of the dangers of climate change and global warming due to increasing energy consumption and associated greenhouse gas emissions. Campus universities are critical for implementing low-carbon development efficiently, given the large population and socio-economic activities concentrated on campus. This paper aims to explore the existing campus management initiatives and recommends holistic driving elements towards successful low-carbon campus development.

This study’s triangulation of information was supplemented by contributions from 116 respondents on the UiTM Shah Alam campus and eight professional interviews with stakeholders involved in low-carbon campus projects.

The study reported that low-carbon strategies had been implemented on the UiTM Shah Alam campus, with most existing programmes and activities focusing on low-hanging fruit initiatives. Moreover, the findings indicate that financial, cultural, behavioural, organisational and physical constraints are critical challenges to effectively implementing low-carbon approaches. The proposed techniques suggest that generating green funding, defining clear targets, developing standard procedures for carbon assessment and monitoring, also boosting education and outreach programmes lead to the improvement of low-carbon campus efforts.

The outcomes of this paper offer perspective to campus administration and community into an evaluation of current approaches and strategies for merging low-carbon systems. The effectiveness of low-carbon implementation was ensured by addressing issues concerning low-carbon uptake and fostering low-carbon improvement.

Besides providing a better understanding of techniques to implementing low-carbon development in Malaysia, the critical hurdles and driving factors, the output from this study adds to the existing knowledge available concerning the campus community’s existing comprehension.

Football is the world's most popular sport and the role of football on campus is of interest to university public relations (PR) and management professionals tasked with operations, promotions and reputation management. The purpose of the study is to explore similarities and differences in the structure and promotion of football on campus in the USA and the UK.

The authors completed this case study research by focusing on two related cases using cross-case pattern identification. Consistent with case study research, data collection methods were combined. Depth interviews with PR and management professionals at USA and UK universities were supported by archived documents, published media and social media accounts.

Football maintains a high level of popularity among students on campus, but each country's approach reveals different models and competitive market forces. In the USA, varsity football faces competition from popular revenue-producing sports (e.g. American football and men's basketball), but growth in the overall game, which is assisted by international influences, indicates future advancement opportunities. In the UK, football is the dominant campus sport with unique ties to professional football and high growth potential for the women's game. The lack of a fan-based model indicates the possibility for structural change, but stiff competition exists with the historically popular and well-developed professional game.

A well-known limitation of case study research is the absence of generalizability, and each case has aspects that are unique to the research (Lucas et al., 2018). That applies in this instance as well. Variance is expected to exist between, and among universities and, based on this data, this is not possible to generalize to other universities. However, future survey research could use these results to help with the development of research questions using quantitative methods.

Sports PR research using the case model with professional teams has been conducted, but the authors found no published PR research comparing the structure and promotion of football at USA and UK universities. The outcomes can help with future research inquiries and theory development and are instructive for professionals working in the field.

The authors discuss the challenges and successes in implementing a peer reference service model in a community college library.

The authors present a case study about the development of a peer reference service at a community college library. The article includes a chronological overview of the program, a brief literature review, the authors’ own observations, interviews with student employees, comments from librarians working with the students and reference service data. They reviewed local reference service data, conducted a limited review of the literature, interviewed librarians at a university with a peer reference assistance program and incorporated their own observations to create the Pellissippi Ambassadors for Library Success program.

Findings suggest that peer reference services benefit student employees, student researchers and librarians.

The article does not include a comprehensive literature review.

The study discusses peer reference services in a community college library setting and can be of use to librarians implementing peer reference services.

The purpose of this study is to measure the impact of a novel anti-racist educational video-based intervention designed by the author, with advice from leading experts, on campus administrators’ prevailing beliefs, philosophies and practices about racial equity and justice. A single research question guided the project: what effect, if any, does an anti-racist educational intervention have on college administrators’ awareness, beliefs and knowledge about race (i.e. racial ideologies), equity-mindedness and justice, compared to peers in two control groups?

This paper is based on a study that employs a quasi-experimental approach, using a pre- and post-test design, to assess the impact of a brief video intervention on college administrators’ awareness, beliefs, and knowledge about anti-racism generally and racial ideologies, equity-mindedness and justice orientations specifically.

Multivariate analyses suggest the efficacy and effectiveness of the novel anti-racist educational video-based intervention in increasing campus administrators’ racial consciousness, empathy, understanding and equity-mindedness, although no effect was found for justice orientations.

As colleges and universities continue to work toward creating inclusive and equitable workspaces and learning environments, this study suggests that targeted interventions can be used to promote important values and beliefs among campus administrators. Specifically, video-based interventions may be useful tools for staff development programs, implicit bias trainings, diversity and inclusion initiatives, graduate education courses, leadership fellowships, upskilling and micro-credentials, to name a few.

This paper fills an identified need to study anti-racism among campus administrators, the efficacy of scalable interventions that can be easily adapted or integrated into existing campus/staff programming and ways to foster anti-racist awareness, knowledge and actions.

Environmental sustainability (ES) is a vital issue in recent times as higher education institutions (HEIs) are expected to have significant environmental impacts. This study aims to explore the ES attitudes in three different HEIs in Bangladesh based on student perception.

Primary data from 200 respondents of 3 HEIs through a questionnaire survey has been collected. The questionnaire was designed to collect data on six criteria: awareness, concern, attitude, willingness to participate and recommendations about campus ES. Pearson's chi-square (χ²), Fisher's exact test statistic, one-way analysis of variance and Spearman's correlation have been used to measure difference and correlation in SPSS.

Though students are aware of ES, only 21% are concerned about the issue. In total, 68% of respondents agreed that campus ES is not a responsibility of authority alone and that others have a role to play; 24% of students do not even know about recycling practices; and 73% of the respondents suggested that knowledge-sharing seminars/conferences could be the best way to improve the campus's ES.

A top-down planning approach excludes students from decision-making and direct engagement in Sustainable Campus building. Including student perceptions in planning assists policymakers and smooths the path to a more sustainable campus.

This study contributes to the existing literature by providing insight into students' perceptions of sustainability practices in the campus environment.