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This paper aims to explore the development narrative and usage of environmental sustainability tours available at universities and takes an in-depth look into the Western Kentucky University (WKU) Green Tour.

Questionnaires and interviews were conducted with sustainability leaders involved in tours at their university to discover how they were developed and used. An assessment of the WKU Green Tour used surveys and pre- and post-tests to determine the reach of the tour to the campus population, student learning and faculty use.

There is a lack of data on sustainability tours, making it difficult to design new tours and validate their status as an essential tool. In the case of WKU, the need for data was confirmed, as current practices that were assumed to be effective proved ineffective. Multiple suggestions for improved tours are provided.

The case study used in this paper is not representative of all university sustainability tours as they can vary widely. Given the lack of research on the subject, especially quantitative research, it is a valuable study.

Though sustainability tours are touted as a valuable tool for all campuses, more data are needed to validate this claim. Data suggest the tours are effective tools for increasing knowledge, but there is need for further assessment of tours and how they can be used to create a sustainably literate campus.

This study is the first to assess sustainability tours using mixed-methods.

The purpose of this paper is to share St John Fisher College Library's marketing approach to recruiting and retention of parents within the higher education community.

The objectives of this paper are achieved by connecting local experiences with other parent initiatives on university campuses throughout the country. The paper takes the approach of addressing marketing strategies for recruitment and retention of parents, while also including opportunities for these strategies to be applied.

The findings display the library's ability to contribute to their campus recruitment and retention goals while assisting parents in connecting to the library in an informational and emotional capacity.

This paper presents the academic library's perspective on a higher education initiative focused on targeting parents during the recruitment and retention processes. Academic librarians will find the most value in this paper by finding step‐by‐step guidelines for implementing the experiences shared by St John Fisher College's library.

Purpose: This chapter describes the design and implementation, at the computer hardware and software level, of the Greggg robot. Greggg is a scalable high performance, low cost hospitality robot constructed from off-the-shelf parts. Greggg has a robust architecture and acts as a tour guide on-campus, both indoors or outdoors. This research allows one to build a customized robot at a low cost, under U.S. $2,000, for accomplishing the desired hospitality tasks, and scale, and expand the capability of the robot as required.

Practical Implications: The practical implication of the research is the capability to build and program a robot for hospitality tasks. Greggg is a customizable robot capable of giving on-campus tours both indoors and outdoors. In its current architecture, Greggg can be trained to be a museum docent and give directions to visitors on-campus or at an airport and scaled up for other hospitality tasks using off-the-shelf components. Enhancing the robot by scaling it up and expanding it, in addition to testing it with a range of increasingly more difficult tasks using machine learning algorithms, is highly beneficial to advancing research on the use of robots in the hospitality sector. Greggg can also be used for Robot-as-a-service (Rass) applications.

Societal Implications: The economic implication of Greggg is the ease and low cost with which one, with minimal technology know-how, can construct an autonomous hospitality industry robot. This chapter details the hardware and software needed to build a low cost scalable and customizable autonomous robot for the hospitality industry without having to pay an exorbitant price.

Research/Limitations/Implications: This research allows one to build their own customized hospitality robot under U.S. $2,000. Given the cost of building the robot, it has limitations on the hospitality tasks it can perform. It can navigate on flat surfaces, has limited vision and speech processing capabilities and has a battery life not exceeding an hour. Furthermore, it does not have any robotic manipulators or tactile processing capabilities.

This instructional tool provides management accounting instructors with an efficient and practical way to teach the Balanced Scorecard using experiential learning. This exercise requires students to visit their college or university bookstore, meet with store managers, and develop a Balanced Scorecard for the business. Students address contemporary performance measurement issues in a simulated consulting engagement as they research industry trends, analyze store operations, interview employees, and prepare a written report for store management.

The requirements of this active learning assignment address many of the analytical, communication, and experiential competencies recommended in widely discussed calls for accounting education change. Instructors appreciate the convenience, practicality, and rigor offered by this exercise. Students value the opportunity to engage in a realistic exercise that allows them to draw upon their own consumer experiences. The authors used these materials in both undergraduate and graduate accounting courses, and received positive feedback from students and bookstore managers alike.

This study investigated the usefulness of various communication means for providing university study information with prospective students before and during the pandemic for three consecutive academic years.

Students who had recently taken undergraduate program admission indicated how useful communication channels were in providing the information about university studying. Seven communication channels were examined: open/information day, admission talk, campus visit, education fair, admission website, social media and summer activities. The students were asked to complete an online survey at the beginning of an academic year. In the survey, they were asked to indicate the usefulness of each of the communication channels using a five-point Likert scale with the descriptors: 1 = not useful, 2 = slightly useful, 3 = somewhat useful, 4 = useful, 5 = very useful. If students did not have any usage experience with a communication channel, they were asked to choose “no experience.” There were 1798, 1735 and 1961 students at a university in Hong Kong participating in the study in academic years 2019/20, 2020/21 and 2021/22, respectively.

The pandemic has transformed the landscape of the university's ways of marketing channels to communicate with prospective students. The top useful channel of information for students during the pandemic was admission website, followed by social media and then open/information day. Before the pandemic, open/information day was the most useful channel of information for students and then admission website; the least useful one was social media channel. Significant differences were revealed in the usefulness rating on open/information day and social media channel among the three academic years.

The findings facilitate educational managers to determine the appropriate marketing and recruitment strategies for connecting with prospective students under dynamic context in the era of new normal. They helped identify where to focus the marketing efforts to achieve the most impact in particular under budget constraints.

This paper aims to present the results of an investigation on how a reciprocal relationship between the University of Mpumalanga (UMP) in South Africa and the surrounding communities can be used to accelerate the implementation of sustainable development goal 4 (SDG 4). The aim of this paper is to establish stakeholder perceptions on the role of higher education institutions (HEIs) in the development and implementation of sustainable community engagement (CE) projects geared towards the acceleration of SDG 4.

A qualitative methodology was adopted. This consisted of a presentation at UMP, an educational tour of the campus and discussion sessions with 3 education officials and 19 high schools representatives from Ehlanzeni District Municipality, Mpumalanga Province, South Africa. Content and narrative analysis were used to analyse the data obtained during the discussions.

The key findings indicate that a reciprocal relationship between HEIs and their surrounding communities can be used to accelerate the implementation of SDG 4 by positioning HEIs to take the lead with initiatives and implementation of CE projects.

For HEIs to be in a better position to take a leading role in CE, they must guide without imposing, else it may lead to stakeholders losing interest.

The importance of a mutual working relationship between HEIs and communities becomes paramount, as it may lead to the realisation and acceleration of SDG 4 through CE. It is suggested that HEIs prioritise CE and also involve communities from the conceptualisation of any project.

The paper raises awareness and demonstrates the importance and possibilities of using CE towards the acceleration of the implementation of SDG 4 by HEIs.

The transition from school to higher education is a complex process. Peer mentoring is often used by institutions to facilitate this process. The purpose of this research, which was conducted at a South African university, was to determine whether a peer mentoring programme, which involved a large number of students and a limited number of mentors, could successfully assist students to adapt to the academic and psychosocial demands of university life.

A sequential explanatory mixed method design was implemented. In the first phase, a questionnaire was used to collect data to establish participants' experience of the programme. The findings from the questionnaire were used to inform the qualitative phase, in which the participants' perceptions of the benefits of the mentor programme were further explored by means of group interviews. The qualitative data were analysed using inductive qualitative content analysis.

The results indicate that a structured peer mentoring programme, in which a mentor works with up to 70 mentees in a group setting, can be a useful tool to assist with students' transition to university. The research found that the peer mentoring programme contributed to the students' academic, social and personal integration into the higher education environment.

The perspectives of mentors and faculty were not included. No comparative study with students who did not participate in the programme was conducted.

This research illustrates that it is possible to mentor large groups of disadvantaged and vulnerable students notwithstanding limited resources.

In contrast to the existing literature on peer mentoring in higher education, which focuses on one-on-one or small-group mentoring, this research suggests that peer mentoring of larger groups can also play an important role in assisting students to transition to higher education. The description of the programme and the benefits students derived from it offer other institutions with limited resources some ideas about how a peer mentoring programme can be implemented.

This paper aims to describe a two-stage sustainability curriculum assessment, providing tools and strategies for other faculty to use in implementing their own sustainability assessments.

In the first stage of the five-year curriculum assessment, the authors used an anonymous survey of sustainability faculty and requested data that would verify the survey’s self-reporting: updated sustainability syllabi, and answers to the question, “where have you integrated the three aspects of sustainability – biological systems, social systems, economic systems – into this course?” Finding that the self-reporting results did not match the evidence on the syllabi, the authors interrogated their methods from the faculty workshop trainings for sustainability curriculum transformation.

The authors’ workshops had not provided clear definitions for “sustainability” and the learning outcomes expected in sustainability courses. They had also not addressed the role of transformative pedagogy in teaching a holistic approach to sustainability. The research identified and transcended five key barriers to implementing sustainability curriculum: an over-reliance on faculty volunteers, unclear and unenforced expectations about sustainability implementations, a failure to recognize and circumvent institutional and philosophical barriers to teaching sustainability’s interdisciplinary approach through disciplinary-based curriculum, conceiving of sustainability pedagogy as transmission rather than transformation, and overlooking the ecology of educational systems as nested within the larger sociopolitical environment.

This study confirms the limitations of faculty self-reporting unless augmented with verifiable data.

Sustainability educators can use this research to devise curriculum or program assessment on their campuses: the mixed-methods approach to data collection, the inquiry into sustainability workshop trainings, the elements required on sustainability syllabi for building a coherent sustainability studies program, the resources for practicing a transformative sustainability pedagogy, and the barriers to sustainability implementation along with strategies for surmounting these barriers will all be of use.

This paper explores and combats root causes for an all-too-common disconnection between positive faculty self-assessment and syllabi that do not fully integrate sustainability across the disciplines.

This chapter investigates two different uses of social networking sites (SNSs) within the same higher education institution. One was used as a means of communicating with students while they were still making their study choices, whereas the other aimed to create a medium for student interaction before they arrived at university. While both attempts had some degree of success in the setting up of the SNSs, dissemination, and control of content were not without their difficulties. Having outlined the theory behind SNSs, the chapter then highlights both the rationale behind the decision to use them and the experience of both users. It then describes how lessons learnt led to changes being made in the following year, before concluding by providing some recommendations for others looking to try similar techniques.

This chapter discusses two instructional designs that sought to leverage the multiuser virtual environment Second Life to support learning and instruction with both undergraduate and graduate students at two different universities. We examine each of these curricular developments in depth and provide findings from research conducted with each. Using data collected from students and faculty, we describe 11 research-based virtual world design principles that emerged from each experience that include such suggestions as Create opportunities for sustaining virtual community beyond a task and Expect your learners to go off-task. These principles may be used by readers to guide future designs that use virtual worlds to support learning.