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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.

In recent decades, the student population in dormitories has increased notably, primarily attributed to the growing number of international students. Dormitories serve as pivotal environments for student development. The coordination and compatibility among students can significantly influence their overall success. This study aims to introduce an innovative method for roommate selection and room allocation within dormitory settings.

In this study, initially, using multi-attribute decision-making methods including the Bayesian best-worst method and weighted aggregated sum product assessment, the incompatibility rate among pairs of students is calculated. Subsequently, using a linear mathematical model, roommates are selected and allocated to dormitory rooms pursuing the twin objectives of minimizing the total incompatibility rate and costs. Finally, the grasshopper optimization algorithm is applied to solve large-sized instances.

The results demonstrate the effectiveness of the proposed method in comparison to two common alternatives, i.e. random allocation and preference-based allocation. Moreover, the proposed method’s applicability extends beyond its current context, making it suitable for addressing various matching problems, including crew pairing and classmate pairing.

This novel method for roommate selection and room allocation enhances decision-making for optimal dormitory arrangements. Inspired by a real-world problem faced by the authors, this study strives to offer a robust solution to this problem.

This study aims to examine the mediating role of students’ knowledge of sustainable development (SD) in the relationship between green campus initiatives by higher education institutions (HEIs) and student proactivity.

The research, with a quantitative approach, was carried out with students linked to HEIs belonging to the Sustainable Campus Network – Portugal (RCS-PT).

It was concluded that communications of HEI SD initiatives, green campus operations and approach to SD in the classroom have a positive and significant effect on students’ proactivity toward SD. It was also concluded that SD-oriented student knowledge is a mediator in these relationships.

An underlying argument is that students with SD-oriented knowledge engage in proactive behaviors, taking the best HEI initiatives as a precedent among students of the HEIs belonging to the RCS-PT.

HEI initiatives can be drivers for proactive student behaviors regarding SD. Thus, this study brings guidance to university leaders and other stakeholders. The findings can also be useful for those involved in planning SD-oriented actions in HEIs.

Strengthen the role of higher education as co-creators of change by promoting the principles of SD in future professionals. Education is a strong instrument for behavioral change, so HEIs play a fundamental role here having a direct impact on society.

This research sought to expand the dialogue about SD in HEIs, especially in achieving sustainable development goals, intertwined with the idea of participation and engagement of students.

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.

Cloud computing originated in central data centers that are connected to the backbone of the Internet. The network transport to and from a distant data center incurs long latencies that hinder modern low-latency applications. In order to flexibly support the computing demands of users, cloud computing is evolving toward a continuum of cloud computing resources that are distributed between the end users and a distant data center. The purpose of this review paper is to concisely summarize the state-of-the-art in the evolving cloud computing field and to outline research imperatives.

The authors identify two main dimensions (or axes) of development of cloud computing: the trend toward flexibility of scaling computing resources, which the authors denote as Flex-Cloud, and the trend toward ubiquitous cloud computing, which the authors denote as Ubi-Cloud. Along these two axes of Flex-Cloud and Ubi-Cloud, the authors review the existing research and development and identify pressing open problems.

The authors find that extensive research and development efforts have addressed some Ubi-Cloud and Flex-Cloud challenges resulting in exciting advances to date. However, a wide array of research challenges remains open, thus providing a fertile field for future research and development.

This review paper is the first to define the concept of the Ubi-Flex-Cloud as the two-dimensional research and design space for cloud computing research and development. The Ubi-Flex-Cloud concept can serve as a foundation and reference framework for planning and positioning future cloud computing research and development efforts.

The purpose of this study is to identify the most prevalent initiatives undertaken by leading universities in sustainability and offer a roadmap for other institutions seeking to undertake similar actions and contribute to more effective implementation of sustainability practices.

By using a quantitative assessment approach, the study sheds light on successful initiatives implemented by universities worldwide, spanning six categories: transportation, waste management, curriculum, food and dining, water and energy. Each category is clearly related to one or more of the 17 sustainable development goals. A cluster analysis was also applied to identify regional trends in preferred initiatives.

The study underlines the importance of integrating sustainability principles into the curricula of higher education institutions (HEIs) as well as educating staff members on energy and water management. The most common and impactful initiatives in the studied six categories have been identified. Many of the initiatives mentioned in the study do not just result in reducing ecological footprint but also provide economic savings as well. Differences among regions and countries were observed in the implementation of initiatives. Cultural and habitual factors should not be disregarded during the selection process of initiatives.

The findings of this study may help universities to take their first steps toward implementing initiatives that can effectively promote sustainable development. Results will aid other HEIs in planning for next steps while outlining the more common initiatives.

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.

This study aims to unravel the tensions and convergences between market-oriented neoliberal education and state-serving transnational higher education (TNHE) practices through an infrastructural lens within the broad context of post-pandemic geopolitics.

The study utilizes a case study approach, with a diverse array of data collection methods, including observations, interviews and review of material/online documents issued by the TNHE-related institutions and the Chinese Ministry of Education.

The study identifies three findings: (1) Re-articulation of transnational infrastructures, valuing ‘glocal' education and casting immobility as advantageous yet quasi-mobile; (2) Infrastructural tensions arising from stakeholder contests over program control and (3) Infrastructural dialectics, illustrating how promised (im)mobility becomes a tightly regulated academic journey due to institutional constraints and conflicts.

The findings elucidate the dynamic interplay between international education and TNHE amidst neoliberal pedagogical trends and pandemic-driven geopolitical shifts in China. While the interplay showcased a notable effect on Chinese students' (im)mobility during the pandemic, more empirical research is needed to understand international student (im)mobility issues in the post-pandemic era.

This study explores the infrastructural intersections between international and transnational education during the unprecedented Covid-19. Findings may provide a reference for policymakers and practitioners to strategize the “glocal” approach to international/transnational education in China after the pandemic.

This study aims to analyze the university environment’s role in the intention–action gap (IAG)of highly successful startup founders in an emerging market.

Using multiple regression analysis, this study analyzed data collected from 314 founders representing 99 successful startups (289 valid observations), renowned for their high funding and value operating in an emerging market, Brazil.

The results demonstrate that extracurricular activities and exchange programs lead to a reduced IAG while living in a significant economic center extends it. Computer science and industrial engineering students show reduced IAGs. Studying together with future co-founders also leads to reduced gaps.

The study contributes to the microfoundations theory by presenting new interactions between students and the university environment that influence entrepreneurial action. Limitations are related to the sample, limited to Brazilian founders and selected only through venture capital firms’ filters.

This study also provides practical insights to the universities’ leaders on how they can create programs that improve the rate of startup creation, potentially leading to successful companies.

This study investigates the association between the university role and the entrepreneur’s IAG in emerging markets. The entrepreneur’s IAG is still a relatively new phenomenon explored in entrepreneurship. Even less understanding and limited empirical data exist on successful startups from emerging markets. This study drew on the microfoundations literature to answer how universities in emerging markets could address specific resources and entrepreneurship programs to reduce the IAG among students and alumni.

The paper introduces the autoethnography as a healing and everyday resistance strategy for marginalized voices. The focus is to deliver the author’s own reflections on some key moments and experiences to stimulate the discussion on autoethnography as a critical instrument channeling one’s reflexivity in the higher education context.

The paper draws on a case study of Chinese academic professionals to inspire the discussion on the research and practical values of autoethnography. It also provides conceptual reflections on the political meaning and functions of autoethnography.

The paper highlights two key aspects of autoethnography in the higher education context. Firstly, it emphasizes the importance of autoethnography in navigating the personal political front. Secondly, it promotes the integration of autoethnography into the ordinary lives of overseas Chinese academic professionals for daily healing and resistance.

The paper explores political sensitivity as an important dimension of workplace ethnography. Recognizing political sensitivity avows autoethnography a political act and a research framework, through which the (auto)ethnographer examines his or her own principles for negotiating justice and interpreting the ownership of personal identity against the influx of politically-charged opinions from the surrounding.