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This article introduces the “YouWalk-YouReclaim” mobile application as a transformative tool aimed at co-assessing and enhancing campus environments in a post-pandemic context. It seeks to address the need for inclusive, dynamic and technology-driven spaces within university settings.

The study employs a comprehensive assessment framework through a case study at Northumbria University, Newcastle. It involves over 100 students from diverse fields who utilised the application to evaluate significant areas on campus, such as Student Central, Northumberland Road and the Northumbria Library. The methodology places emphasis on direct user engagement and the use of the application’s inbuilt-image library and visual documentation features.

The application effectively evaluated the functionality, spatial dynamics and user experiences across various campus spaces. Key findings include the importance of adaptability, personalised spaces and enhanced wayfinding to meet the evolving needs of the university community. The study also noted the potential of the app to facilitate multidimensional assessments and support user-centric improvements.

The findings suggest that institutions can leverage technology like the “YouWalk-YouReclaim” app to better understand and optimise their campus spaces, fostering more responsive, user-focused and sustainable environments. The study advocates continuous technological enhancements and user-centred assessments to cultivate efficient and enriching campus experiences.

This study is novel in its integration of digital technology with user-centred approaches to assess and enhance campus environments. By enabling real-time feedback and inclusive participation, “YouWalk-YouReclaim” exemplifies an innovative approach to campus space management.

Student engagement is a multifaceted concept that encompasses various dimensions that significantly influence students and their learning journey. This study aims to explore the extent of engagement among management students outside the confines of the classroom, specifically focusing on their engagement with the campus and community and assessing the outcomes resulting from this engagement.

The literature review provided the basis for developing a student engagement framework, focusing on campus and community engagement and their outcomes. Established scales measured these variables through surveys administered to 386 UG and PG management students. In-depth analysis using PLS-SEM technique revealed the interplay of variables, beyond demographic and descriptive examinations.

The study found that campus and community engagement fosters a sense of responsibility. Campus engagement also cultivates long-term loyalty to the institution, while community engagement enhances social consciousness. Additionally, no significant differences in engagement levels were observed based on gender or educational level among management students.

The study faces limitations that need addressing for balanced understanding and future research guidance. Firstly, varying definitions across studies lead to inconsistent outcomes and comparability challenges. Secondly, accurate measurement is difficult due to reliance on self-reporting tools, which are prone to biases. Cultural and contextual differences also limit generalizability, and quantitative data alone may not capture the full picture. In India, identifying specific skills and competencies as engagement outcomes in outcome-based education is challenging, requiring precise variable identification.

The study would contribute to improving the efficacy of efforts beyond the classroom engagement activities as it tests, validates, and projects them as outcome-driven by showcasing learning both as generic competencies in a broad sense and higher-order competencies in particular.

The literature indicates higher education institutes' activities beyond classroom teaching enhance students' campus and community relationships. This study measures these engagements' outcomes and suggests new research dimensions in student engagement.

This paper aims to present insights on the governance of sustainability transitions in higher education in Africa. The authors interrogate the research literatures on the governance of socio-technical transitions in water, electricity, transport and waste management, and identify barriers and enabling factors that enhance transformative practices in universities.

The analytical framework proposed in this paper combines the elements of governance network theory (GNT) and transition topology. The framework of this study is grounded in an actor-centric approach using GNT to understand networks conducive to sustainability transitions. Events and governance networks were mapped on a transition topology to visualise organisational and institutional changes over time. The study engaged students, management, academic and administrative staff in building a community of practice towards sustainability. This research is based on qualitative content analysis grounded in interview data, focus group discussions, workshops, webinars and secondary data analysis.

The findings show that the university has consolidated a sustainability vision and targets, but several factors prevent the community from achieving these targets, including hierarchical decision-making processes, a multitude of disjointed committees and fragmentation in the campus community.

This research adds to an emerging body of literature in the field of sustainability in higher education with two contributions. Firstly, the study presents a novel perspective(s) on the governance of sustainability transitions by combining the literatures on governance and sustainability transitions using a new methodological approach of transition topology to show organisational and institutional changes. Secondly, the study presents new empirical evidence for improving the governance of sustainability transitions in a diverse and highly unequal African university community in the process of (de)colonisation of knowledge and governance.

This paper aims to explore the current stage of biodiversity preservation in higher education institutions (HEIs), using samples from German universities and investigating three different dimensions, namely, existing approaches, challenges and future developments.

Semistructured expert interviews were conducted with employees from 14 German Universities. To analyze the data, both deductive and inductive methods of content analysis were conducted to systematically code the results.

This research shows that efforts for biodiversity preservation are frequently made in the areas of student and staff initiatives, green space management, as well as in research and teaching. However, German HEIs face numerous hurdles such as interest conflict, lack of prioritization and financial restrictions, some of which are difficult to overcome. In the future, HEIs should seek a deeper integration of biodiversity into curricula to further raise biodiversity awareness.

This study provides practical implications by providing good practices, which can serve as a guide for implementing measures for biodiversity preservation. By understanding the struggles and future expectations, stakeholders and policymakers could promote targeted measures and relevant policies to advance biodiversity initiatives at and beyond universities. Moreover, the research shows the importance of involving students and staff actively in the planning and executing stage for biodiversity preservation through initiatives to achieve green campuses.

The paper presents an essential research field which is still in its earlier stage. To the best of the authors’ knowledge, it is the first study that focuses on German Universities in this context. This study adds value in providing in-depth insights into this topic to raise awareness of biodiversity preservation in both practice and research.

Online education enables location-independent learning, potentially providing university students with more flexible study programs and reducing traffic-related CO₂ emissions. This paper aims to examine whether online education can contribute to university-related sustainable everyday mobility, with particular consideration given to aspects of social sustainability and potential rebound effects. Specifically, it explores sustainability dilemmas that arise from conflicting social and ecological effects.

Drawing on qualitative data from mobility diaries and extensive semistructured interviews (n = 26) collected at Osnabrück University of Applied Sciences in Germany, this study deploys thematic analysis and a typification approach to analyze and classify students’ daily practices related to studying, mobility and dwelling, which may be impacted by online education.

The study identifies six distinct student types with diverse practices in studying, mobility and dwelling. Comparisons between student types reveal stark differences regarding professional and social goals that students associate with their studies, influencing university-related mobility and residential choices. This leads to varying assessments of online education, with some students expecting benefits and others anticipating severe drawbacks.

The typology developed in this paper can assist Higher Education Institutions (HEIs) in comparable contexts in understanding the distinct needs and motivations of students, thereby proactively identifying sustainability dilemmas associated with online education. By leveraging these findings, HEIs can effectively balance diverse interests and contribute meaningfully to sustainability.

To the best of the authors’ knowledge, this study is among the first to systematically investigate conflicts and rebound effects of online education in the context of sustainable mobility within HEIs.

This research paper aims to evaluate the sustainability knowledge and background of students, staff and faculty regarding current university sustainability practices and individual behaviors at Central Michigan University (CMU); to compare sustainability background and knowledge based on academic discipline of enrollment or employment; and to assess sustainability awareness and interest of the campus community to guide future sustainability initiatives and resources at CMU.

An electronic cross-sectional survey was used to collect anonymous responses through Qualtrics, and then results were analyzed through SPSS. Analyses were performed based on the academic structures at CMU.

This research has found that students in STEM fields are more inclined to have pro-sustainability attitudes, knowledge and behaviors, compared to those studying the arts and business. Additionally, results indicate that there is a significant difference in knowledge between the students, and the staff and faculty respondents regarding sustainability knowledge and application, with the staff and faculty consistently demonstrating more pro-sustainability knowledge and behavior.

While research has previously been conducted on sustainability attitudes and behaviors, this research is unique because it ties sustainability knowledge to academic discipline. Additionally, it serves to gauge which sustainability programs and topics members of the campus community are most interested in, and which areas they are most willing to support.

This paper aims to analyze the influences of context and methodological differences in how universities confront, report and manage carbon neutrality in selected Andean universities, contrasted with a university in the USA.

A sequential, mixed-methods design, using quantitative and qualitative approaches was applied. The data analysis is based on a systematic literature review with bibliometric analysis to identify how carbon neutrality in universities is understood and applied. Informed by the quantitative analysis, the qualitative phase compared the assessment methodologies, opportunities and obstacles in three Andean universities – EAFIT in Colombia, EPN in Ecuador and the UC in Chile – contrasted with MIT (USA) for comparative purposes beyond the region.

The bibliometric analysis points to the evolution of carbon management and carbon neutrality in universities and indicates how universities have applied methodologies and defined opportunities and obstacles. In this comparative experience, the contextual issues are brought to the fore. The conclusions highlight the importance of context in carbon neutrality assessment and argue against crude comparative metrics. While carbon assessment protocols provide data on which actions may be taken, the phase of carbon management development and the specifics of context – based on local institutional, geographical, climatic, cultural, socioeconomic and national policy conditions – are far more relevant for identifying actions.

This study only considered four universities, and the findings are not generalizable. The argument highlights the point that contextual factors generate important differences that may complicate simple comparisons based on the university's type or size. It also highlights the differences in the carbon calculation methodologies used by the institutions.

Results build on the recent publications that document the Latin American context. The article contributes to knowledge about Andean university commitments and actions relating to climate change and carbon neutrality. This knowledge can contribute to how universities in the region seek to apply different methodologies, set targets and the timing of actions and consider their contextual opportunities and obstacles.

Comparing university carbon footprints and carbon neutrality plans is an emerging topic, presenting methodological and institutional difficulties. This paper reveals some of these difficulties by comparing parameters, actions and implementation processes against contextual factors. While there is a drive for international and national comparisons and systematization of data on university carbon performance, significant methodological gaps still need to be resolved to account for these contextual factors.

This study aims to systematically examine 69 secondary studies to understand trends and implications in sustainability in higher education (SHE), addressing gaps in secondary studies, which often lack comprehensive thematic overviews that hinder future directions.

This tertiary study uses meticulous thematic coding to unveil overarching themes and future research directions across seven SHE areas: institutional frameworks, campus operations, education, research, outreach and collaborations, campus experiences and assessment and reporting.

The analysis reveals challenges higher education institutions (HEIs) face in integrating sustainability, highlighting the need for a holistic approach. Barriers such as awareness deficits and resistance to change emphasize the importance of interdisciplinary research. Emphasizing holistic integration and innovation is vital for seamlessly embedding sustainability within HEIs.

Key future research themes include holistic approaches to sustainability integration, leadership for sustainable change and innovative pedagogical approaches. Additionally, it is important to explore transdisciplinary approaches in sustainability research and the role of research centers and funding in addressing sustainability challenges.

This study provides a comprehensive overview of SHE, offering insights for researchers and practitioners, and serves as a resource for advancing sustainable educational practices.

In response to observed changes in the evolving needs of our community, and a call for proactive, strategic planning from campus administration, library and key learning commons partners gathered for a retreat in June 2023 to focus on rightsizing to answer six key questions: What is the right mix of collections to support the teaching, research and learning goals of the Seattle University community? What is the right variety of spaces to support the teaching, research and learning goals of the Seattle University community? What are the right mix of on ground and virtual services to support the teaching, research and learning goals of the Seattle University community? What technologies are needed to support the teaching, research and learning goals of the Seattle University community? What is the right staffing (model, levels+) to support the teaching, research and learning goals of the Seattle University community? What type of library and learning commons do we want to be in five years?

The article discusses and provides review of literature on concepts like rightsizing and appreciative inquiry/ strengths, opportunities, aspirations and results (SOAR) analysis. It will describe how note-taking, and qualitative analysis of feedback gathered during an in-person exercise can be used to identify actionable goals and activities as a follow-up to an in-person retreat.

To focus this conversation, an appreciative inquiry approach using a SOAR analysis was used, instead of a traditional strengths, weaknesses, opportunities and threats (SWOT) analysis, to utilize a constructivist approach to future thinking. This case study will explore rightsizing as it pertains to academic libraries, and the use of SOAR as a framework for capturing feedback and discussion.

As the article is a case study, it represents feedback collected specifically from one university library and learning commons. However, the questions asked, and the consolidated feedback are broad enough to be applicable to similar library systems.

The authors aim to demonstrate how appreciative inquiry and strength-based discussions using SOAR can lead to meaningful future-thinking conversations that might otherwise feel threatening. As rightsizing is often connected to downsizing, or conversations about reductions, using techniques like SWOT analysis which focus on weaknesses and threats can lead to anxiety and fear for participants. It can limit conversation, when members of a focus group or retreat feel unwilling to participate. By using constructivist approaches, it invites introspection and participation in a positive way, and focuses on forward thinking – and not just thinking of the present.

Rightsizing discussions are not particularly new or unique to libraries but are most seen in articles discussing collections. The scope of this project was to assess not only collections, but services, technology, staffing and spaces – in addition to our collections. Similarly, SOAR analyses are not the most common form of strategic analysis, and an appreciative inquiry approach to a rightsizing conversation in academic libraries is a relatively timely and new topic.

The purpose of this paper is to highlight the role an intentional and cohesive research group for doctoral researchers and supervisors can play in surfacing and de-mystifying many of the implicit doctoral literacy practices involved in doctoral study.

This participatory, collaborative project, involving 11 doctoral researchers and three supervisors, was conducted in two stages. In the first stage, doctoral researchers and supervisors engaged in a discussion which resulted in a shared concept map. The concept map was then used as a prompt for stimulated recall interviews in which the participants reflected on the connections and peer learning afforded by the research group.

Drawing on ideas from Communities of Practice theory, the data revealed that the research group, including both supervisors and doctoral students, developed knowledge, relational connections and an awareness of a range of doctoral literacies.

This paper makes suggestions for how those in doctoral education can develop and embed research groups into institutional practices.

This study demonstrates the significant role a research group which is structured, intentional and guided plays in supervisors’ and doctoral students’ development of doctoral literacies and the fundamental intellectual and relational connections afforded by participating in such communities.