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The study aims to identify the evoked “sense of place” that the campus community attributes to a watershed area in a Malaysian higher institution, aiming to enhance their participation in watershed conservation. Central to this objective is the incorporation of the concept of a watershed as a place, serving as the conceptual framework for analysis.

This case study explores an urban lake at Universiti Malaya, Malaysia’s oldest higher institution. It uses diverse qualitative data, including document analysis, semi-structured interviews, vox-pop interviews and a co-production workshop, to generate place-based narratives reflecting the meanings and values that staff and students associate with the watershed. Thematic analysis is then applied for further examination.

The data patterns reveal shared sense of place responses on: campus as a historic place, student, staff and campus identity, in-place learning experiences and interweaving of community well-being and watershed health. Recommendations advocate translating these narratives into campus sustainability communication through empirical findings and continuous co-production of knowledge and strategies with the campus community.

The research findings play a critical role in influencing sustainable campus planning and community inclusion by integrating place-based frameworks into sustainable development and watershed management. The study recommends the process of identifying place-based narratives with implications for the development of sustainability communication in a campus environment.

This paper contributes both conceptually and empirically to the sustainable management of a campus watershed area through place-based thinking. It outlines a process for enhancing campus sustainability communication strategies.

Most research has investigated the fear of missing out (FOMO) in the context of online activities, often associated with negative personal outcomes such as fatigue and stress. However, given the increased desire to be informed and included associated with FOMO, organizations that can effectively meet these needs may develop or strengthen social and structural bonds, thereby turning short-term customers with FOMO into lifelong patrons. This study aims to examine the relationship between FOMO and favorable organizational outcomes as mediated by several constructs associated with the desire for information and inclusion.

This research was conducted within the higher education sector of the service industry. FOMO served as the IV. The mediators represented context-specific aspects of campus involvement and inclusion. Organizational outcomes related to the long-term services relationship served as the DVs. The sample consisted of 435 students recruited from research pools at two southern universities in the USA. Exploratory factor analysis, OLS regression and the Hayes–Macro were used to examine the data.

The results demonstrate that FOMO is positively associated with students’ desires for information and inclusion (informal peer interaction, campus involvement, informal faculty interaction, campus information media use and a preference for in-person course scheduling), which are associated with the desirable university outcomes of satisfaction, connection and alumni donation/activity intentions.

If a university fosters unstructured time spent with faculty and peers, and promotes campus information media involvement, students with higher levels of FOMO are more likely to be satisfied, feel connected to the university and report intentions to donate time and money as alumni.

Prior research on FOMO is generally focused on internet and social media use; this study takes a broader perspective and identifies the effect of FOMO on a desire for information and inclusion within a novel context (a service environment). It also associates FOMO with favorable long-term service relationship outcomes that fortify social and structural bonds.

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.

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.

This paper aims to investigate the role of multidisciplinary course requirements in shaping student attitudes toward sustainability and education for sustainable development. Previous research indicates that students conceptualize sustainability based on their academic discipline; thus, this research investigates whether there is a difference in student attitudes toward sustainability at Grenfell Campus, Memorial University of Newfoundland, where students are encouraged to cross the borders of their academic disciplines.

This research reports on the findings from a mixed-methods study to assess the impact of program requirements on student attitudes toward sustainability and education for sustainable development at Grenfell Campus, Memorial University of Newfoundland. In phase one, an anonymous survey was administered to students regarding their perceptions and attitudes toward sustainability and education for sustainable development. The survey yielded 100 usable responses. Phase 2 consisted of a series of 10 semi-structured expert interviews with key faculty and staff at Grenfell Campus and a representative from the City of Corner Brook, which gave further insights regarding sustainability programming and campus culture.

Contrary to previous research, the results of this research indicate that the School of Study does not have a statistically significant impact on student attitudes toward sustainability. This may be attributed to Grenfell Campus’s Breadth of Knowledge requirement within the School of Arts and Social Science and the School of Science and the Environment, which requires that students take elective courses from a broad range of subject matter to develop their holistic awareness of social, cultural, scientific and political issues.

The results of this research indicate that students who are exposed to broad multidisciplinary requirements may be more likely to have positive attitudes toward sustainability than students who focus on a single discipline.

A limited number of studies investigate the impact of core program requirements on student attitudes toward sustainability. This paper promotes an effective way of raising sustainability-literate young people/citizens in a Canadian higher education context.

The purpose of this study was to examine the experiences of multiple campus teams as they engaged in the assessment of their science, technology, engineering and mathematics (STEM) mentoring ecosystems within a peer assessment dialogue exercise.

This project utilized a qualitative multicase study method involving six campus teams, drawing upon completed inventory and visual mapping artefacts, session observations and debriefing interviews. The campuses included research universities, small colleges and minority-serving institutions (MSIs) across the United States of America. The authors analysed which features of the peer assessment dialogue exercise scaffolded participants' learning about ecosystem synergies and threats.

The results illustrated the benefit of instructor modelling, intra-team process time and multiple rounds of peer assessment. Participants gained new insights into their own campuses and an increased sense of possibility by dialoguing with peer campuses.

This project involved teams from a small set of institutions, relying on observational and self-reported debriefing data. Future research could centre perspectives of institutional leaders.

The authors recommend dedicating time to the institutional assessment of mentoring ecosystems. Investing in a campus-wide mentoring infrastructure could align with campus equity goals.

In contrast to studies that have focussed solely on programmatic outcomes of mentoring, this study explored strategies to strengthen institutional mentoring ecosystems in higher education, with a focus on peer assessment, dialogue and learning exercises.

This paper aims to present insights on the governance of sustainability transitions in higher education in Africa. The authors interrogate the research literatures on the governance of socio-technical transitions in water, electricity, transport and waste management, and identify barriers and enabling factors that enhance transformative practices in universities.

The analytical framework proposed in this paper combines the elements of governance network theory (GNT) and transition topology. The framework of this study is grounded in an actor-centric approach using GNT to understand networks conducive to sustainability transitions. Events and governance networks were mapped on a transition topology to visualise organisational and institutional changes over time. The study engaged students, management, academic and administrative staff in building a community of practice towards sustainability. This research is based on qualitative content analysis grounded in interview data, focus group discussions, workshops, webinars and secondary data analysis.

The findings show that the university has consolidated a sustainability vision and targets, but several factors prevent the community from achieving these targets, including hierarchical decision-making processes, a multitude of disjointed committees and fragmentation in the campus community.

This research adds to an emerging body of literature in the field of sustainability in higher education with two contributions. Firstly, the study presents a novel perspective(s) on the governance of sustainability transitions by combining the literatures on governance and sustainability transitions using a new methodological approach of transition topology to show organisational and institutional changes. Secondly, the study presents new empirical evidence for improving the governance of sustainability transitions in a diverse and highly unequal African university community in the process of (de)colonisation of knowledge and governance.

This paper aims to examine accessibility in the built environment and tries to determine the physical and attitudinal barriers affecting Persons with Visual Disabilities' (PWVDs) experience on the University of Jordan (UJ) campus.

This is a descriptive mixed-methods study, based on the following: data collection regarding PWVDs' services at UJ; semi-structured interviews with PWVDs and with some employees at UJ; observations, photographs and direct measurements during campus tours; accompanying one student with poor eyesight when navigating through UJ campus; then, analyzing data in light of the national code's accessibility checklist.

UJ campus suffers from many shortcomings regarding accessibility; these include an insufficient pedestrian environment, limited tactile paths, low illuminance levels in lecture halls and other inadequate services. Besides, there are many infringements on PWVDs' paths, due to either new expansions or unconscious behavior. Moreover, interpersonal barriers prevent PWVDs from using assistive equipment and accommodation. The study concludes that preserving pedestrians' rights, monitoring new expansions, renovating the UJ campus in accordance with national codes and international standards, improving PWVDs services and awareness-raising programs are needed to ensure accessibility for PWVDs.

New legislation has been recently passed regarding accessibility in Jordan, and – on the UJ campus – the first phase of tactile paving has been installed. This paper is believed to be the first of its kind to evaluate PWVDs' services following the new changes. The study's methodology might also be deemed useful to stakeholders when enabling the built environment.

Visual aesthetics are a vital aspect of environmental quality. The objective of this study is to demonstrate the implementation of visibility analysis and visual quality standards on a campus to enhance productivity and effectiveness.

This study has identified the most crucial and valuable metrics for evaluating the visual quality of open spaces through an analysis of theoretical foundations and relevant background information. To achieve research goal, a multi-method approach was employed, incorporating a survey, user satisfaction ratings and ISOVIST simulation techniques. Specifically, this study focused on assessing the quality of open spaces in three open areas located on the campus of the Iran University of Science and Technology.

Based on the study’s findings, the most significant factors that students considered when evaluating the visual quality of open spaces on the Iran University of Science and Technology campus were green areas, gathering spaces and architectural elements such as furniture, color and texture. Among the three open areas examined, “Open Space One” was identified as the most satisfactory location for students. According to the study, “sensory richness,” “complexity” and “mystery” were significant indicators of students' satisfaction in this area. This area also had the widest radius and field of view feasible, which gave it a feeling of openness and spaciousness.

This study explores the influence of students' experiences, behavioral patterns and visual analyses on their use of open spaces on university campuses, with a focus on the Iran University of Science and Technology. By assessing students' satisfaction levels with these spaces, this research provides valuable insights that can guide the initial analysis stage before the design process and facilitate design optimization during the development stages. The results highlight the importance of considering user experiences and visual analysis when planning and creating open spaces on university campuses.

Highlights

1. Conducting an initial analysis before developing a design plan can be very helpful in understanding how users think and behave.

2. The three criteria of visual quality that have the strongest correlation with students' satisfaction with “open space” are “mystery,” “sensory richness” and “complexity.”

3. Two factors, namely the “radius of vision” and the “area” index, significantly influence students' satisfaction with open spaces.

4. Outdoor designers should incorporate “green space” and “gathering spaces” into their designs since the presence of these is effective in attracting and satisfying students.

5. The number of people using an open space has little to do with how satisfied students are with it.

6. Half of the students use open areas between 11:00 and 14:00, so the provision of “canopy” and “shelter” in these spaces is essential.

Conducting an initial analysis before developing a design plan can be very helpful in understanding how users think and behave.

The three criteria of visual quality that have the strongest correlation with students' satisfaction with “open space” are “mystery,” “sensory richness” and “complexity.”

Two factors, namely the “radius of vision” and the “area” index, significantly influence students' satisfaction with open spaces.

Outdoor designers should incorporate “green space” and “gathering spaces” into their designs since the presence of these is effective in attracting and satisfying students.

The number of people using an open space has little to do with how satisfied students are with it.

Half of the students use open areas between 11:00 and 14:00, so the provision of “canopy” and “shelter” in these spaces is essential.

This study explores the importance of and vulnerabilities in deploying physical access control (PAC) devices in a typical university setting.

The study adopts face-to-face and telephone interviews. This study uses a semi-structured interview guide to solicit the views of 25 interviewees on the subject under consideration. Qualitative responses to the interview are thematically analyzed using NVivo 11 Pro analysis application software.

The findings reveal five importance and seven vulnerabilities in the deployment of PAC devices in the institution. Key among the importance of deploying the devices are “prevent unwanted premise access or intrusions,” “prevent disruptions to university/staff operations on campus” and “protect students and staff from outside intruders.” Key among the identified vulnerabilities are “tailgating”, “delay in emergent cases” and “power outage may affect its usage.”

This study offers insight into a rare area of study, especially in the Sub-Saharan Africa region. Furthermore, the study contributes to the state-of-the-art importance and vulnerabilities in deploying PAC devices in daily human activities. The study is valuable in that it has the potential to establish a foundation for future studies that may delve into investigating issues associated with the deployment of PAC devices.