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This paper aims to outline campus management process dynamics that are affected by glocalization, changing funding structures and digitalization, and answer: How do glocalization, changing funding structures and digitalization challenge university campus management? and What implications do the challenges have on campus management processes?

Literature overview discusses how glocalization, changing funding structures and digitalization affect campus management. Empirical part explores how these forces affect management processes through 36 interviews on multiple embedded cases in the main campuses of Aalto University in Finland and the University of Melbourne in Australia.

Major challenges include future foresight, institutional sharing, economical paucity and functional flexibility. Heterogeneous user behaviors challenge absolute spatial measures as bases for designing learning and working environments. Finding a balance between long-haul portfolio maintenance for the university and future users and short-haul flexible pilots for the current user communities is crucial.

The results derive from interviews of 36 campus management professionals from two campus management organizations limiting the validity and the reliability of the study. Further studies should be conducted by replicating the study in another context, by interviewing end users and clients and by investigating case investments and impacts over time.

Campus managers can answer the challenges through practical applications such as big data collection and sharing in physical environments, integrated service provision to thematic communities, cross-pollination of user communities and open access to information and infrastructure services.

This paper provides insights and tools to strategic alignment by comparing campus management of two fundamentally different systems in the context of higher education and on-going digitalization.

This paper aims to study a change process on a university campus from a pedagogical perspective. The aim of the process, as expressed by facilities management and faculty leadership, was to create campus learning landscapes that promote social encounters and learning between students and researchers, as well as other embedded groups. The paper addresses how pedagogical needs are or should be integrated in the design process.

The data of this case study regarding change on campus consist of semi-structured interviews of information-rich key stakeholders identified using snowball sampling method. The interviews were analysed to find common themes and reference to pedagogical needs and expectations.

Campus usability and reliability are improved when pedagogy informs the design, and needs such as sense of belonging (human) and connectivity (digital) are fulfilled. User-centred design should be followed through during the whole campus change process, and there should be sufficient communications between user groups.

The discussion is based on one case. However, the recommendations are solid and also reflected in other related research literature regarding campus change initiatives.

The paper states recommendations for including pedagogical needs in campus learning landscape change and underlines the role of real user-centred processes in reaching this goal.

The study introduces the concept of campus reliability and highlights a missing link from many campus change cases – pedagogy – which is suggested to be essential in informing campus designs that produce usable and reliable future-ready outcomes.

This paper aims to underpin the importance of the availability (or absence) of campus management information (CMI) in supporting universities’ goals.

Four perspectives of campus management were used to develop a structured survey enquiring campus managers about universities’ goals, finances, users and spaces. Its descriptive analysis distinguishes two domains: campus strategy and CMI.

A total of 14 participant universities in nine countries provided substantial data, increasing the available CMI in each of the four perspectives compared with previous research. Three goal-related patterns driving the strategies of universities and their campuses were identified across competitive, social, economic and environmental performance aspects. Accordingly, particular CMI is discussed.

The paper’s overarching approach in four perspectives challenged the collection of data, which needed to be retrieved from different departments in the organisation, with different domains (human resources, finance, facilities and organisational strategy), lingo and accountability cultures.

These findings improve the current understanding of university campuses as strategic resources enabling a variety of university goals and missions in today’s knowledge-based economy, society and cities. Moreover, the authors discuss that a more structural approach to collecting CMI may benefit universities to identify critical aspects of campus management supporting their strategies from which performance indicators can be derived and shared among campus managers with similar strategies to make better future decisions.

The purpose of the study is to evaluate and discuss the extent of the satisfaction as perceived by the students and staff towards university facilities and services in two campuses in Finland. The aim is to analyse which facility-related factors have the greatest impacts on students’ and staff’s overall satisfaction.

The extensive survey was conducted to investigate how the university students and staff assess the university campus and facility services. A framework was developed to prioritise the satisfaction factors towards the facilities in two campuses in the both groups. The study was executed with the statistical assessment method, which combines each question’s mean value and how it affects overall satisfaction.

The findings show that there are differences in the main features of the satisfaction as assessed by the groups and between the two campuses. Student satisfaction consist of factors related to comfortable learning environment, where public spaces and campus accessibility play vital roles. Staff satisfaction can be characterised as a comprehensive campus experience and where laboratory and teaching facilities create value to the staff. In general, results show that the factors related to the research and teaching spaces have the greatest impacts on the overall satisfaction in the both groups. The improvement of the quality of these spaces will then directly assist staff and students in achieving their objectives.

The measurement method developed in the study helps campus facilities’ management to prioritise satisfaction factors and identify the areas of the quality improvements. This information can be used widely, for instance, in the campus development, facilities management and improvement of the university services.

The framework analyses which factors of the facilities have the greatest impacts on the overall satisfaction as perceived by the students and staff. The outcome of the study will improve the knowledge of which aspects of the facilities created value to the universities’ core functions.

The purpose of this study is to generate knowledge about the use of smart campus tools to improve the effective and efficient use of campuses. Many universities are facing a challenge in attuning their accommodation to organisational demand. How can universities invest their resources as effectively as possible and not in space that will be poorly utilized? The hypothesis of this paper is that by using smart campus tools, this problem can be solved.

To answer the research question, previous survey at 13 Dutch universities was updated and compared with a survey of various universities and other organizations. The survey consisted of interviews with structured and semi-structured questions, which resulted in a unified output for 27 cases.

Based on the output of the cases, the development of smart campus tools at Dutch universities was compared to that of international universities and other organizations. Furthermore, the data collection led to insights regarding the reasons for initiating smart campus tools, user and management information, costs and benefits and foreseen developments.

Although the use of smart tools in practice has gained significant momentum in the past few years, research on the subject is still very technology-oriented and not well-connected to facility management and real estate management. This paper provides an overview of the ways in which universities and organizations are currently supporting their users, improving the use of their buildings and reducing their energy footprint through the use of smart tools.

Increasing flexibility and student mobility are among the most important objectives of today’s universities. The purpose of this paper is to discuss the effects of student exchange process (SEP) on a campus management system (CMS), compare different models and recommend an improvement handling transfer process.

A comprehensive literature review of how credit transfer is handled in today’s CMS was conducted to understand the information management methods used in the student transfer process. On this basis, a flexible task-based system design is recommended to facilitate the transfer of educational gains between universities. For evaluating the effectiveness of different system designs in the SEP, the duration of information processing process steps was measured quantitatively via on-site observations and user interview in a university’s horizontal, vertical and the Erasmus student exchange (SE) data.

Building a flexible system design based on a loosely coupled mapping between curriculum and educational activities, and increasing the self-management capabilities of a student will facilitate managing SE data in an integrated environment and reduce the university staff’s workload considerably.

To the author’s knowledge, this is the first study making quantitatively measurement and comparison of different credit transfer methods of CMSs. Based on this result, the authors have recommended a new flexible method that supports increasing a student’s self-administration capabilities, reducing the workload of university staff, and contributes academic mobility.

The purpose of this paper is to review the academic literature on relationship marketing (RM), conduct a content analysis of the same for the purpose of classification and provides a comprehensive bibliography.

A range of online databases were searched to review the literature on RM. Only, 209 papers had RM as the primary research topic. The full text of each paper was taken as the unit of analysis. The classification of all the units into mutually exclusive categories was done by two independent researchers.

The content analysis led to classification of literature into five mutually exclusive categories viz. objectives, defining constructs, instruments, industrial applications and issues. The contribution of research papers has been on the rise across the time frame and there has been a sharp rise in RM research publication in the recent years. The study revealed many other useful findings.

The findings can be generalized only to the population of selected online databases for the given time period but not to the larger universe of RM literature. The study identifies various untapped areas for further research in terms of industry, country of study, research methods, type of study, etc.

The paper provides a roster of field projects accompanied by a comprehensive bibliography that will be useful to both academics and practitioners for studying existing research as well as for contemplating future research.

This is the only paper that provides a literature review and bibliography of RM literature for the period 1994‐2006.

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.

This study aims to analyze the alignment between sustainable performance and sustainability planning in higher education, proposing a strategic map that integrates planning with the implementation of performance actions and sustainable performance on campuses.

The literature review development addresses sustainability in higher education institutions (HEIs). Data collection took place in two ways, documentary, through the analysis of documents and through an open interview, guided by a script with 13 questions. For data interpretation, the content analysis technique was applied.

To achieve the objective of this work, this study proposed a sustainable performance strategic map for better management of the university’s green strategies, based on three dimensions: internal processes, educational and sustainable performance.

This study’s main contribution was to propose a sustainable performance strategic map as a strategic management system aimed at HEIs to accelerate the promotion of sustainability in these organizations.

The purpose of this paper is to characterize development processes of eight novel learning environment projects in one university campus in Finland.

This study builds propositions on case study data in an attempt to characterize the distinguished cases. In total, 22 semi-structured interviews were conducted as the primary data collection method. Supporting data includes archives, seminars and workshops. The data were analyzed in ATLAS.ti.

The cases are unique in their processes constituting socio-technical change. They represent two main process types: agile, iterative bottom-up processes and slow, linear, top-down processes. The essence of each project is in balancing in five dimensions of approach, motivation, budget, type of outcome and added value (AMB to AV) process management model: approach scaling from strategic to operational, motivation scaling from space to activity, budget scaling from fixed to seed money, type of outcome scaling from slow and standardized to quick and dirty and added value scaling from research to societal impact.

The cases are highly context-dependent and only provide a narrow understanding of a previously little studied area. The main contribution is in highlighting the complexity of the studied phenomenon. Future research could further the subject by, i.e. testing the created model in another context.

Transformation from institutionalized learning environments toward campuses facilitating learning flows requires multiple supporting processes. The roles of the campus managers are expanded from measuring, controlling and maintaining the campuses toward identifying, empowering, supporting and enabling user communities to affect their working and learning environments.

Managing campuses top-down based on large amounts of data can be supported by bottom-up approaches. This study outlines a systemic framework for supporting both types of processes.