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The study aims to identify the evoked “sense of place” that the campus community attributes to a watershed area in a Malaysian higher institution, aiming to enhance their participation in watershed conservation. Central to this objective is the incorporation of the concept of a watershed as a place, serving as the conceptual framework for analysis.

This case study explores an urban lake at Universiti Malaya, Malaysia’s oldest higher institution. It uses diverse qualitative data, including document analysis, semi-structured interviews, vox-pop interviews and a co-production workshop, to generate place-based narratives reflecting the meanings and values that staff and students associate with the watershed. Thematic analysis is then applied for further examination.

The data patterns reveal shared sense of place responses on: campus as a historic place, student, staff and campus identity, in-place learning experiences and interweaving of community well-being and watershed health. Recommendations advocate translating these narratives into campus sustainability communication through empirical findings and continuous co-production of knowledge and strategies with the campus community.

The research findings play a critical role in influencing sustainable campus planning and community inclusion by integrating place-based frameworks into sustainable development and watershed management. The study recommends the process of identifying place-based narratives with implications for the development of sustainability communication in a campus environment.

This paper contributes both conceptually and empirically to the sustainable management of a campus watershed area through place-based thinking. It outlines a process for enhancing campus sustainability communication strategies.

Most research has investigated the fear of missing out (FOMO) in the context of online activities, often associated with negative personal outcomes such as fatigue and stress. However, given the increased desire to be informed and included associated with FOMO, organizations that can effectively meet these needs may develop or strengthen social and structural bonds, thereby turning short-term customers with FOMO into lifelong patrons. This study aims to examine the relationship between FOMO and favorable organizational outcomes as mediated by several constructs associated with the desire for information and inclusion.

This research was conducted within the higher education sector of the service industry. FOMO served as the IV. The mediators represented context-specific aspects of campus involvement and inclusion. Organizational outcomes related to the long-term services relationship served as the DVs. The sample consisted of 435 students recruited from research pools at two southern universities in the USA. Exploratory factor analysis, OLS regression and the Hayes–Macro were used to examine the data.

The results demonstrate that FOMO is positively associated with students’ desires for information and inclusion (informal peer interaction, campus involvement, informal faculty interaction, campus information media use and a preference for in-person course scheduling), which are associated with the desirable university outcomes of satisfaction, connection and alumni donation/activity intentions.

If a university fosters unstructured time spent with faculty and peers, and promotes campus information media involvement, students with higher levels of FOMO are more likely to be satisfied, feel connected to the university and report intentions to donate time and money as alumni.

Prior research on FOMO is generally focused on internet and social media use; this study takes a broader perspective and identifies the effect of FOMO on a desire for information and inclusion within a novel context (a service environment). It also associates FOMO with favorable long-term service relationship outcomes that fortify social and structural bonds.

Provides insight into one university library's experience in delivering library instruction to off‐campus students in the School of Business and the School of Education while also exploring such issues as library instruction for graduate students, face‐to‐face instruction at off‐campus centers, uses of technology, faculty interaction, student needs, and librarian logistics. Examines the literature on this topic, to: review the current services offered to off‐campus students, review how the off‐campus library instruction takes place, discuss developments for the future, and present recommendations for improving the service. Finds that, at the University of Redlands, off‐campus library services are experiencing a time of growth. A goal of the library and the University to provide personalized library instruction to graduate students is gradually being realized. The off‐campus students are beginning to receive services equal to library services received by on‐campus students. Proposes that this study could be used to assist other colleges and universities in developing a program for library instruction for off‐campus students.

At present there is little comparative information available regarding campus and municipal police agencies and their personnel. Therefore, the purpose of the present study is to examine the similarities and differences between municipal and campus police agencies with respect to various human resource characteristics and policies. The following research question guided the analysis: how do municipal and campus police agencies compare regarding the following human resource characteristics and policies: the proportion of sworn personnel, gender and race of sworn officers, salaries and benefits, educational requirements, levels of training required, drug testing policies and the extent of collective bargaining/unionization. The database is nationwide in scope. The findings of this study support the general notion that city and campus police departments are similar at least with respect to the human resource characteristics identified. Many campus departments have advanced well beyond the watchman era of campus policing. In a number of human resource areas such as use of civilians, education and training requirements, the campus police have progressed very well based on the comparisons made.

The Campus Connections Program can help provide other universities with a better method to reach out to students so they can learn what resources are available to them on their university campus. This paper aims to examine how it does this.

An investigation was performed to find out what services were on the University of Central Florida's campus. Determining that many of the necessary resources were not being promoted to the students, the Campus Connections Program was developed. A review of relevant literature highlighted the point that partnerships/working relationships are important to perform successful outreach to those you wish to contact.

Through a survey instrument, it was concluded that a better way of reaching out to students was necessary. There are other outlets used to promote an organization's services, the difference shows that the Campus Connections Program provided a better forum for the exchange of information.

A survey of nine questions was administered to representatives who participated in the Campus Connections Program. The survey sought to determine if the established method of reaching out to students was useful.

Student orientations are the normal route groups take to meet students and discuss their services. Providing the time and location within the library for those same groups to meet the students individually, is what makes the Campus Connections Program unique.

This paper aims to investigate the relationship between hybrid classes (where a per cent of the class meetings are online) and transportation-related CO₂ emissions at a commuter campus similar to San José State University (SJSU).

A computer model was developed to calculate the number of trips to campus for a student body similar to SJSU. Different scenarios considered the theoretical effectiveness of implementing a hybrid course system to reduce CO₂ emissions.

Increases in hybrid courses resulted in decreased student trips to campus and associated CO₂ emissions. The utility of such a relationship is demonstrated through a case study where the required increase in online class meetings needed to eliminate the need for an overflow parking lot is studied. Finally, preferential scheduling of online meetings can further reduce trips to campus.

A limitation of the model is that student schedules are random. Future research could use actual student schedules to better model how online course delivery will affect trips to campus.

As today’s universities struggle with financial pressure, online course delivery is being offered as a way to cope. This analysis provides an additional metric to evaluate online courses and includes other potential financial savings.

Transportation contributes to local air pollution and emissions of heat-trapping gases. As universities move toward more sustainable behaviors, reducing automobile trips to campus can be seen as a priority.

To the authors’ knowledge, this is the first attempt to model the relationship between hybrid courses and CO₂ emissions at an urban university. This information will be valuable to the SJSU community, as well as many other institutions.

Safety and security (S&S) are critical concerns in South Africa, especially in Cape Town, one of the country’s most crime-ridden cities. The University of Cape Town (UCT), situated on a large, open campus, has experienced increased malefaction. Facilities management (FM) services at universities bear the primary responsibility for providing S&S to their communities. To comprehensively understand and address the community’s demands regarding S&S, the current study was conducted to investigate the challenges specific to open universities. This study aims to determine whether implementing community-based FM (CbFM) principles and using technological innovations could offer a more effective and sustainable solution.

The study adopted interpretivist overarching case study methodology, which is ontologically based. A mixed-method approach was used to incorporate the strengths and limitations of the weaknesses of both methods. The data collection took the form of an online survey of the university community and semi-structured interviews with university executive management to obtain data from the single case study of UCT. Descriptive statistics were used to analyze the quantitative data, and thematic analysis was used to identify emergent themes from the qualitative data.

The study presents an overall view of the provision of S&S at UCT, the unique challenges faced by management and the main S&S issues affecting the community. Moreover, the study reveals that UCT has implemented community participation processes in the past with limited success. This is because the strategies implemented constitute a narrow perspective of community participation. Therefore, a much smarter and more inclusive perspective using technological innovation is required for successful community participation to occur and to be successfully used in providing S&S toward achieving future-proofing facilities.

This research has demonstrated the influence of CbFM and innovative technologies on the S&S of the open campus. Hence, future-proof facilities can be achieved when FM actively engages university communities in managing campuses through technological innovation.

Studies have shown that higher education institutions (HEIs) need to achieve deep organizational learning to develop and implement long-term strategies for responding to the climate crisis. This study aims to analyze the sustainability efforts of HEIs, in particular those who use the sustainability tracking, assessment and rating system (STARS), to ascertain what type of organizational learning is being achieved.

This paper does this by analyzing perceptions of learning amongst this group of HEIs. More specifically, it analyzes survey data regarding perceptions of types and system levels of organizational learning achieved by 116 HEIs in the USA that currently use or have used STARS in the past. The approach also aims to develop a macro view of the relationships between practicing campus sustainability, using sustainability reporting tools and learning as an organization.

An examination of the practice of campus sustainability and its relationship to organizational learning reveals that the use of sustainability reporting promotes broad learning, but deep learning at the level of the organization is seldom achieved.

Given the success of using sustainability reporting tools to diffuse knowledge and foster broad learning, this paper argues that such tools should incorporate more metrics relative to soft organizational characteristics of HEIs to shift organizational cultures and foster deeper organizational learning.

This work constitutes one of the few studies analyzing empirical data on campus sustainability, sustainability reporting and organizational learning for a large number of HEIs.

Higher education institutions have a critical role in creating and disseminating the knowledge required to address the complex global challenges faced by global society, as summarized in the Sustainable Development Goals (SDGs). This role of higher education is linked with the concept of internationalization, which has recently been called upon to help contribute to tackle the global challenges and meet the SDGs, particularly through more attention to “Internationalization at Home” (IaH). This paper aims to examine the role of higher education in addressing the SDGs, especially with respect to the links between IaH and the SDGs.

A case study of the International Campus of Zhejiang University (iZJU) is conducted to illustrate how iZJU, which is a pioneer of “Internationalization at Home” and an exemplar of sustainable campus in China, contributes to the value of the SDGs and makes an impact.

The authors examine the practice of IaH at iZJU in the dimensions of organization, curriculum, people and campus, and the authors find evidence from the iZJU model in addressing the value of the SDG4, 6, 7, 11, 13, 14, 15, 16 and 17.

First, the authors contribute to the literature on the role of higher education in addressing the SDGs, especially with respect to the links between IaH and the SDGs. Second, the authors contribute to the IaH literature by examining IaH from a Chinese perspective, as there has been little exploration of what IaH means beyond the European context. Third, the authors build on the analytical framework in the IaH literature in the dimensions of organization, curriculum and people and extend with a new dimension of campus. Fourth, the authors show that IaH is a comprehensive approach to include both curriculum internationalization and campus internationalization.

This study documents a new case of the further commercialization of the university, the rapid adoption of corporate partnership programs (CPPs) within centralized university career services departments. CPPs function as a type of headhunting agency. For an annual fee they facilitate a corporate hiring department’s direct access to student talent, allowing the company to outsource much of its hiring tasks to the university career center. CPPs are a feature found predominantly, though not exclusively, on campuses where there is a highly rationalized logic around the economic benefits of academic science. Further, CPPs represent a commercialization of practice that is in tension with the student-development mission of traditional career counselors. Using an inhabited institutionalist approach, we show how the models differ and how staff on each side attempt to negotiate their competing roles in the multiversity environment. We also discuss some of the potential impact on students, on the career services profession, and on college-to-work pathways.