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The Greenery system on buildings is an interesting approach to address the urban, and environmental issues yet provide economic and social benefits. The educational campus in Higher Learning Institution (HLI) has been regarded as a small city that can implement the greenery system area. Green roofs have rapidly become a key in sustainable building development and design features for urban cities and have started being applied in a campus building. However, the built environment in the campus is mostly covered with the existing buildings. Several studies also conducted green roof aspects but with a vast focus on the new building design. Thus, there is an urgent need to identify retrofitting criteria on green roof implementation for existing buildings to achieve optimal solutions. This chapter aims to identify the influential criteria for implementing green roof initiatives in the educational building of HLI. A list of 12 green roof criteria has been identified based on design and economics. A questionnaire has been designed and distributed to architects as important stakeholders in green roof development. The results obtained were analysed with factor analysis based on principal component analysis with Varimax Rotation and Factor Score to categorise and rank according to the importance of criteria. The outcomes of this study showed that design criteria should concern waterproofing, drainage, and access; economic criteria are construction costs, return on investment, and maintenance cost. This study enables decision-makers to consider the criteria established during the decision of retrofitting an existing building with a green roof.

Organizational theorists and strategy scholars are both interested in how organizations deal with ambiguity, especially in relation to implementation. This chapter examines one source of ambiguity that organizations face, which is based on their efforts to implement moral mandates. These mandates, which are related to areas such as environmental sustainability and diversity, are inherently ambiguous, as they lack a shared understanding regarding their scope and associated practices. They are also often broad and systemic and may be unclearly aligned with an organization's strategy. Due to these challenges, in this chapter, we theorize that collective action at the field level is necessary for organizations to advance and concretize moral mandates. We examine this theorizing through the case of the implementation of sustainability in higher education. We hypothesize and find support for the idea that when an organization's members engage in collective action at the field level, those organizations have an increased likelihood of achieving sustainability implementation. To gain insight into this field-to-organization relationship, we qualitatively examine 18 years of conversations from an online forum to develop a process model of moral mandate implementation. We theorize that collective action functions as a field-configuring space, in which actors from a variety of organizations come together to (1) refine the scope of the mandate and (2) create an implementation repertoire that actors can draw on when seeking to bring sustainability to their own organizations. Overall, our study provides a model of how ambiguous moral mandates can be implemented by highlighting the important role of collective action across organizations in concretizing those mandates and providing actors with the tools for their implementation.

The purpose of this chapter is to provide a framework to guide learning and teaching practice in next generation learning spaces. The framework is informed by both learning and teaching theory and the current context of the sector. The framework provides guidance to those who teach in next generation learning spaces and is illustrated with examples of effective pedagogic practices that use the affordances of spaces while avoiding their limitations. The chapter discusses the tension between next generation learning space design and use. Design is influenced by drivers ranging from a need to accommodate ever-larger student numbers and responding to digital technologies and other developments in educational media, to providing for new approaches to learning. Use is determined by understandings of the teaching task, which can range from presentation by a teacher through to students working individually or in groups to generate meaningful knowledge, useful skills and professional values. In this chapter we identify drivers underpinning the creation and design of next generation learning spaces in universities today and associated expectations of the ways in which the spaces will be used. We reflect on understandings of sound pedagogic practice and work through to implications for learning and teaching in NGLS. In some cases advocated pedagogic practice asks teaching staff to make the most of spaces designed to allow students to engage constructively in their learning. In other cases it involves teaching constructively in spite of the design of the space.

Sustainability issues have become crucial to mitigate urban heat islands (UHIs) and reduce the global warming effect. The climate change news is frequently heard lately due to the extreme weather to the extent that the increasing earth’s temperature often causes disaster and loss of property and life. New adaptation needs to new climate context and limits the on-going effects. One of the ways is adopting green roofs on buildings. Implementing sustainable practices such as green roofs will help mitigate this adverse effect in urban areas. Green roofs provide many benefits such as enhancing the aesthetical quality of the built environment, reduce UHIs, reduce energy consumption, improve storm-water attenuation, roof longevity, and reduce noise pollution. However, only a few buildings in Malaysia have considering green roofs as a main green feature element. There is barely number of buildings that have green roof design even though it offers benefits to the community and environment. This chapter has emphasised the types of green roof systems that are potentially suitable in Malaysia climate and obstacles associated with the green roof system. The study found the barriers to implementing green roofs in Malaysia, especially during the stage of building operation in maintaining the green roof system. The survey has been done, which revealed nine factors that hinder the green roof application. This study also highlights the challenges to overcome the barriers of implementing green roofs in Malaysia.

Purpose – This chapter discusses a study in which we examined campus architecture, spatial design, aesthetics, and cultural policy with regard to the manner in which attributes in these visual and textual entities shape the full range of diversity of the student body or the individuals and collective group who study within the university.

Methodology – This chapter presents the qualitative element of a larger multi-method inquiry. The data for this study were generated from a sample composed of eight universities in four states in the United States and of cultural policy documents from multiple universities in addition to the eight specific universities that were visited on-site.

Findings – Twelve themes emerged from data derived from campus visits to eight universities representing diverse geographies and institutional structures and from analysis of the cultural policies of 30 institutions of higher education. Taxonomic analysis (analysis of the organization of themes and their relationships to one another) revealed important directional associations among the themes yielding rich findings for future theory development and testing.

Implications – The findings yielded important understandings about the influence of cultural policy as reflected in the campus community, on inclusion, exclusion, and diversity. Of particular note were the unexpected thematic findings regarding the political, proprietary preferences of “disabled” groups related to space ownership and the future implications of occupying specialized designated architectures. We conclude with conceptual and methodological directions for expanding this research agenda internationally and for informing change in cultural policy and architectures on campus communities.

The current economic stage of the world is argued to be that of a knowledge economy. This refers to a shift from the dependence on natural resources to a new paradigm where the production and use of knowledge are paramount. Countries all over the world are striving to have full participation in the knowledge economy by providing opportunities for equitable access to higher education in order to provide advance knowledge to all citizens. Ghana is striving hard to achieve equitable higher education and use it as the agency for spearheading its full participation in the global knowledge economy, but so far, Ghana’s approach to equitable higher education, which is worth sharing, has not been synthesized and shared with the scholarly community. This chapter analyzes and synthesizes the various initiatives Ghana has undertaken to promote equitable higher education, draws attention to the gaps between rhetoric and realities, and makes recommendations for improvements in the initiatives.

The University of California at Berkeley now delivers more to the public of California than it ever has, and it does this on the basis of proportionally less funding by the State government than it has ever received. This claim may come as a surprise, since it is often said that Berkeley is in the process of privatizing, becoming less of a public university and more in the service of private interests. To the contrary, as the State’s commitment to higher education and social-welfare programs has declined, UC Berkeley has struggled to preserve and even expand its public role, while struggling simultaneously to retain its competitive excellence as a research university. This paper delineates how UC Berkeley has striven to retain its public character in the face of severe financial pressures. A summary of the indicators invoked can be found in the Table near the end of the text. This paper then addresses the sustainability and generalizability of the Berkeley strategy.

This chapter acknowledges the current dearth of direct evidence of student learning and discusses the limited value academic and co-curricular transcripts (CCTs) provided to students, educators, and employers.

This chapter studies the myriad outlets in which students acquire useful academic and non-academic skills outside of the grade point system. Disadvantages in the arbitration and secular nature of the common transcript are also addressed.

Exploring and responding to the concerns from a diverse chorus of higher education constituents and calls for increased accountability and improved student learning in higher education, this chapter proposes the development of an outcomes-based CCT, as an extension of the traditional CCT, to take advantage of the rich and numerous learning opportunities within the living laboratory of co-curricular experiences where students repeatedly demonstrate and hone their skills and competencies throughout their collegiate experience.

The chapter discusses a number of examples and models of what such a program might look like and provides insights and suggestions as to how it could be implemented thoughtfully and effectively. It also explores several of the benefits and challenges associated with implementing an outcomes-based CCT.

The use of high-density remote storage facilities helps alleviate competing space needs in academic medical libraries while they continue to support core services and supply service copies of resources.

Four academic medical libraries in the Texas A&M University System and the University of Texas System will highlight their participation in a regional collaborative storage facility using the Resource in Common (RIC) model.

Results will show how library services and facilities changed since moving some or all of print collections to JLF.

The RIC model has proven to be a success in recovering user space without losing access to resources.