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Given their young age, students are at a heightened risk of violent victimisation. Yet few studies have considered students’ perceptions of safety and the impact of these, on a British university campus. The purpose of this research was to close this gap.

From late 2019–2020, using an online university wide survey, data was gathered over a three-month period from 550 students studying at a university in the north of England on “city” campuses about their perceptions of safety and security on-campus.

Students, particularly women students, felt unsafe on the university campuses because of poor lighting, limited CCTV, security patrols and the presences of others. They felt unsafe in and around teaching buildings, moving around the campuses and in transport locations.

The response rate of the survey was 6%. Consequently, the findings are not representative of the wider student population on the campuses.

Campus Security should consider enhancing surveillance on the campuses.

Students, particularly women, limited the time they spent on-campus studying because they felt unsafe. Their choices about when and how to engage in their university education were therefore restricted.

This study addresses the gap in research on students’ perceptions of safety and the impact of these, on a British university campus. In doing so, it forefronts the responsibility of higher education institutions to enhance students’ safety, including their perceptions of safety, on-campus.

This paper aims to present an in‐depth case study with student perceptions of service quality, discussing the relevance of these perceptions for the important issue of quality improvement in higher education.

The paper presents institutional research carried out in a multi‐campus system in Spain made up of institutions coming from different quality cultures. The research adopts the model of the deficiencies in service quality approach, adapting it to the construction of a questionnaire, which was answered by final year students in all the university campuses.

Comparative results between campuses and evolution in time of some meaningful variables are presented to illustrate the method's potentialities. A characterization of the main traits of the students' perceptions of service quality obtained from the data resulted in a profile of the single campuses and for the whole system. This profile is interesting in terms of ascertaining meaningful dimensions of the university brand.

Examples of practical implications for the campuses where the process was implemented are presented to illustrate the importance of some findings for quality improvement policies. This approach can be easily applied in other institutions.

Discussion of some meaningful findings illustrates the value of this methodology for other higher educational systems interested in service quality and continuous quality improvement. The study provides a questionnaire, an implicit methodology and rationale.

The purpose of this paper is to measure student perceptions of accessibility at a public university based on campus, new building, and old building accessibility and perceived impacts this may have on the student's quality of education.

A survey was administered to students registered with the office of Resources for Disabled Students at a large university. ANOVA and regression were used to evaluate the survey results.

The campus was found to be Americans with Disabilities Act (ADA) compliant, with several areas identified for improvements based on disabled students' reported perceptions. Many of the improvements were between groups with cognitive and mobility impairments. All groups reported a positive relationship between improved accessibility and improved educational experience.

The study focused on one institution but the results and existing literature may be useful to other facility management departments.

The results of this work may help facility managers and resource for disabled student groups target limited resources to improve the quality of education at public universities.

The ability to fine‐tune institutional facilities to improve the experiences of disabled persons improves the outcomes and stated goals of the ADA.

This work supports many previous studies while expanding the population studied to include looking at building users on a college campus with both physical and mental impairments. This helps facility managers increase their understanding of the accessibility issues that may still remain on college campuses that are technically ADA compliant.

This study examines the performance of first year accounting students in a recently amalgamated tertiary institution which conducts a common accounting course across three campuses. Despite the uniformity in curriculum content there are distinct campus differences including tertiary entry cut off scores, teaching styles and contact hours. A multiple regression model has been employed to examine the impact on performance of student background (including tertiary entrance score, prior accounting knowledge, sex and motivation), perceptions of teaching and campus, in a first unit of accounting. The quantitative model is supplemented by qualitative data analysis of student perceptions of the course and the teaching. The findings of this study are that background variables including prior accounting knowledge, tertiary entrance score and motivation to study accounting are significant in explaining performance. Of the variables tested on student perceptions of teaching only one, memory, was significant in explaining performance of students. Differences were identified in student performance across campuses after controlling for student background and in the perceptions of teaching. Campus differences were attributed to the differences in contact hours on the three campuses. These findings have implications for accounting educators teaching first year accounting both in a single campus setting and those endeavouring to develop a common curriculum across campuses in the recently formed Unified National System.

The purpose of this paper is to evaluate technological strategies (i.e. online training and university safety system) used at one southeastern four-year university to enhance campus safety. This paper investigates if an online training influenced rape myth acceptance (RMA) and if participation in the university safety system was associated with perceptions of campus safety.

Data from college students were collected via a survey that was distributed through the school’s e-mail system. The survey asked respondents about their perceptions of safety, experiences on campus, attitudes, and utilization of campus resources. In total, 1,583 students participated in the survey. Analyses were limited to 889 respondents not missing data.

RMA did not differ between those who completed the online training and those who did not complete the training. Regarding perceptions of campus safety, respondents who opted to receive emergency notifications were not significantly different from those who did not receive the notifications. Respondents who had the safety application felt safer on campus compared to those who did not have the application. Respondents who participated in the training, received notifications, and had the application felt safer on campus.

This study highlights the potential utility of the safety application as well as the limited effect of the online education program on RMA.

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.

This study aims to investigate the entry-level student’s awareness of environmental sustainability focussing on the United Arab Emirates University (UAEU) campus and measure the effectiveness of the course materials. A comparison between the students who took the general education sustainability (GESU 121) course face to face and the ones who tool it online was applied.

This study was descriptive in nature, and the data is obtained using a cross-sectional survey of the students attending the UAEU in 2020. The data collection was done in two semesters, Spring 2020 [face-to-face class] and Fall 2020 [online class, after COVID-19 effect]. A total of 160 participants responded to the survey. The Pearson’s Chi-square test for independence was conducted and used to identify if any statistical differences exist between the studied variables.

This study revealed that the awareness of environmental sustainability was increased in both groups [face-to-face students and online students], after taking the course. In addition, around 80% of the students were interested to participate in sustainability initiatives on the UAEU campus. The students’ perception of the statements about the UAEU campus environmental sustainability varied from Spring 2020 (53.3% were not sure that the UAEU campus is environmentally sustainable) to Fall 2022 (63% of the online students believed that the campus is environmentally sustainable).

Students’ awareness and perception are very important to improve the environmental sustainability of the University campus. The novelty of this study is to examine the awareness of entry-level students among the environmental sustainability focussing on the UAEU campus and examine the effect of COVID-19 [online classes] on delivering the course knowledge. The findings of this study provide the information for the improvement of the course for the future semesters.

Stopping and questioning citizens is an important policing tactic. Prior research explores citizens’ perceptions of stop and question policing, or “SQP”, by municipal police, yet campus police also use this tactic. The purpose of this paper is to understand whether and why college students believe campus police should have the right to engage in SQP.

Data come from 73 in-depth interviews with students attending a university in metropolitan Atlanta, GA. The sample was obtained through convenience and purposive sampling methods. Data were analyzed using the ethnographic perspective.

Most participants said campus police should practice SQP for three reasons: it is their job; SQP is an effective crime fighting tactic; and SQP is useful given the features and functions of college campuses. Among participants who said campus police should not practice SQP, they were concerned that officers would use it in unwarranted situations.

Findings suggest that the police might be able to reduce resistance to SQP by clearly explaining to suspects why they are being stopped and also clarifying to the public the legal thresholds for stopping and questioning citizens.

This is the first study to consider perceptions of SQP by campus police. The findings also shed light on how campus and municipal police are (dis)similar in perceptions of their SQP practices.

The purpose of this paper is to present an exploratory analysis of campus community member (i.e. students, faculty, staff) definitions of sustainability, their perceptions of select elements of sustainability culture and the relationship between the two.

Researchers implemented a cross-sectional design where participants from two higher education institutions in the USA completed an online survey. The 352 respondents from James Madison University and 349 respondents from Wofford College included students, faculty and staff members. Descriptive statistics were used to examine patterns in the quantitative data, and an inductive theme approach was used to analyze the qualitative data.

This study provides evidence that sustainability is often viewed from an environmental lens, and personal definitions of sustainability may impact perceptions of campus sustainability culture elements. Generally, the highest rated elements of culture examined (i.e. university actions, signs and symbols and institutional commitments) were all aligned with the environment dimension of sustainability and consistent across sustainability definitions. However, respondents with a more integrative definition of sustainability expected to see elements of culture that aligned with the social dimension of sustainability at a considerably higher rate than the respondents who reported more narrow definitions of sustainability.

Lack of generalizability, low response rates and self-selection bias are some of the limitations of the study.

Personal definitions of sustainability may impact campus community member perceptions of sustainability culture and progress on their campuses. Practitioners may use this study to inform development of more effective strategies for creating and assessing the culture of sustainability that colleges and universities are pursuing.

The empirical analysis of campus community members on two very different campus communities responds to Owens and Legere (2015) who argue for further studies to understand the concept of sustainability at other higher education institutions that are at different stages of pursuing sustainability. This paper links research about sustainability definitions to the emergent research on campus sustainability culture, filling a gap between these two areas.

The purpose of this paper is to examine a campus community’s knowledge and acceptance of their campus police as “real” police.

Using the liminality theoretical framework, this study surveyed students, faculty, staff, and administrators (n=1,484). Students were surveyed in-person, while staff, faculty, and administrators participated through an e-mail link to an online survey.

Results indicate that campus police are stuck in a liminal state. While 80 percent of the sample thought campus police should be armed, almost two-thirds (64 percent) did not know or were unsure of campus police officer tasks and three-quarters (75 percent) did not know or were unsure of campus police training requirements.

The participants come from one university campus, so the generalizability of the sample is limited.

This study provides more evidence of the marginalization of campus police. Specifically, this study highlights that a majority of participants could not or were unable to identify campus police officers’ training and duties. Instead of using small qualitative samples, this study utilized over 1,400 participants on one campus, which provides more explanatory power about the perception problems of the campus police. This study also continues to advance and expand liminal theory.