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The purpose of this study is to examine the perceptions and attitudes of arts and design faculty on teaching sustainability in higher education institutions in the USA.

Arts and design faculty from nine universities in the USA were approached for the study, using both closed and open-ended questions in a survey instrument. Descriptive statistics and content analysis were used to analyze the collected data.

Results related to arts and design faculty’s perception of sustainability showed high confidence in teaching sustainability but lower confidence in inspiring students to take action on sustainability issues. Faculty also perceived time, resources, knowledge and support as barriers to the integration of the topic into the curriculum. This study revealed that the faculty’s attitude toward sustainability demonstrated their recognition that sustainability should be at the core of their discipline and that they support its integration into courses.

This study is limited to arts and design faculty in higher education institutions in the USA. The results may not be generalizable to other fields or locations. In addition, the use of self-reported data may be subject to bias.

The findings of this study can inform the development of curriculum and pedagogy in arts and design sustainability education. It can also guide institutions in addressing the challenges and barriers related to incorporating sustainability into their curriculum.

Prioritizing sustainability education is crucial in addressing global climate change and related issues. Art and design educators’ perspectives on teaching sustainability can contribute to constructing a sustainable future for everyone.

This study provides insight into the perception and attitude of sustainability among arts and design faculty in higher education in the USA and highlights areas for improvement such as training and resources to better integrate sustainability into the curriculum.

The purpose of this research is to understand the differences in information tasks as well as the pattern and use characteristics of information sources by postgraduate students in arts and engineering faculties in Nigeria's premier university, the University of Ibadan.

Data were collected from samples of 153 and 162 postgraduate students from engineering and arts/humanities respectively using a questionnaire. Data were collected on the tasks – popular, occupational and scholarly tasks – for which the students used identified sources.

Altogether popular tasks or everyday common activities dominate the information needs of the students, although more arts students required such information than engineering students. Arts and engineering students consulted interpersonal sources but arts students consulted the library in addition more than engineering students.

The research focused only on one institution, thus limiting the applications of the results to other institutions.

Discussion forums and similar opportunities for interpersonal interaction are useful for both faculties, but arts students should have forums in the learning environment to enable them to interact with their colleagues and experts.

There is no study in Nigeria focusing on the benefits of discriminating information services to students according to their disciplines.

The purpose of this study is to examine the diffusion of ebooks among postgraduate students in arts and technology faculties of the University of Ibadan, Nigeria. Electronic books have become increasingly popular in recent years, but factors influencing their adoption and use are not understood in many institutions.

Guided by a sample survey design, data were collected from 1,518 postgraduate students, 438 from the arts and 1,080 from technology, using a questionnaire and an interview schedule.

Students from both faculties used ebooks, identified through serendipitous browsing of the internet, and mainly Google searching. Many of the ebooks they find are not recommended by their lecturers, while those that are recommended are not available free of charge. Students therefore use ebooks mainly to cross-validate and gain extra insights about what they have been taught. There are significant differences between arts and technology students ' use of ebooks with respect to cost, ease of use and other aspects, with technology students having the advantage. There is no programme in the university aimed at harvesting and organising ebook resources for students to access.

The study focused on only one institution.

Institutionalising ebooks could be a useful strategy to address the dearth of current and relevant texts in universities, although ebooks may pose challenges to existing library management processes.

An ebook revolution will cause great changes in information services in libraries – how would university libraries partner to benchmark this evolving practice with respect to questions about standards, technologies, licensing and pricing, particularly in the developing world?

There is no empirical study on this subject matter either in the University used in the study or in any other.

The purpose of this paper is to report on a review of interlibrary loan and document delivery activity by academics and postgraduate students in the Faculty of Arts, Humanities & Social Sciences at the University of Western Australia.

The paper analysed statistical data and requests made over a one‐year period.

The analysis identified who used the service and for what purpose. Although there was a decline in the use of the service overall, there was an increase in activity in the Faculty of Arts. Many of the items requested via interlibrary loan fitted within the scope of the Library collection.

The paper provides evidence that monographs remain integral to scholars in the arts and that this type of analysis can contribute to effective collection development.

The purpose of this paper is to outline the structures of collegial governance in Australian universities between 1945 and the “Dawkins reforms” of the late 1980s. It describes the historical contours of collegial governance in practice, the changes it underwent, and the structural limits within which it was able to operate.

The analysis is based upon the writings of academics and university administrators from the period, with more fine-grained exemplification provided by archival and other evidence from Faculties of Arts and their equivalents in newer universities.

Elements of hierarchy and lateral organisation coexisted in the pre-Dawkins university in ways not generally made explicit in the existing literature. This mixture was sustained by ideals about academic freedom.

By historicising “collegiality” the research problematises polemical uses of the term, either for or against. It also seeks to clarify the distinctiveness of contemporary structures—especially for those with no first-hand experience of the pre-Dawkins university—by demonstrating historical difference without resort to nostalgia.

“Collegiality” is a common concept in education and organisation studies, as well as in critiques of the contemporary corporate university. However, the concept has received little sustained historical investigation. A clearer history of collegial governance is valuable both in its own right and as a conceptually clarifying resource for contemporary analyses of collegiality and managerialism.

The purpose of this paper is to elucidate the current state of arts entrepreneurship education at higher educational institutions (HEIs) by reviewing the relevant literature and surveying lecturers in Fine Art.

The analysis of fine art students’ educational situation at HEIs in the UK and Germany is conducted in two steps: first, a literature review provides an overview of the current state of arts entrepreneurship education, followed by the second step of a cross-sectional survey by questionnaires among fine art lecturers to capture their perspectives of fine art students’ professional preparation.

The study confirms the assumed poor state of arts entrepreneurship education at HEIs by showing evidence that an entrepreneurial education of fine art students is definitely not implemented at HEIs, neither in the UK nor in Germany.

The findings stimulate the discussion of HEIs’ task and responsibility to professionally prepare fine art graduates for their entrepreneurial and professional career.

The study contributes to knowledge by presenting relevant findings related to fine art curriculum and current state of fine art graduates’ vocational preparation.

This paper reports on an evaluation project conducted at the University of Melbourne during 2002. The objective of the project was to evaluate selected information literacy programs that were provided to students in the Arts Faculty. The three programs that were evaluated used different modes of delivery. The paper discusses the rationale of the project, the methodology and the results of the evaluation.

This paper aims to use the origin story of Dalhousie’s Faculty of Management as a foil for unpacking the tensions between deep disciplinary specialization and liberal education in business schools in Canada and the USA. Ultimately, the paper reveals that those tensions are not irreconcilable, and that through the fortunes of historical contingencies and deliberate decision-taking, a faculty can embrace the benefits of both breadth and depth.

The paper proposes a critical organizational history of management education through a case study. By drawing on secondary literature and archival sources, the authors focus on moments in business education, such as the founding of the Wharton School of Business, the release of the Carnegie and Ford Reports and the trend towards increased specialization to situate a case study of Dalhousie University’s Faculty of Management.

The authors find that the evolution of business education in North America from its broad, liberal origins towards narrow, specialization has come at a cost to some of the benefits of business and management education. An alternative approach, one reflected in the design of Dalhousie’s Faculty of Management, its programme offerings and its interconnection with other disciplines, enables the advantages of deep disciplinarity to co-exist (and cross-inform) with the advantages of liberal approach to knowledges.

The Dalhousie model offers business schools an example of a faculty that balances the rich insights of liberal interdisciplinarity with the need for sophisticated approaches to more granular, often disciplinary, topics. In addition, the paper offers the story of a multidisciplinary management faculty, some explanation for how that faculty was maintained despite pressures towards specialization; and in doing so, contributes to the limited historical research of management education, particularly in Canada, post-2000.

This article considers the issue of programme specification in the context of a faculty‐based multidisciplinary programme. It argues for the creation and articulation of a multidisciplinary programme specification for the BA Arts and Social Sciences Pass Degree (Levels 1‐3) and subject‐based programme specification for each subject within the degree programme covering all four Levels in the Scottish Credit and Qualifications Framework. It describes the structure of a multidisciplinary programme specification and considers the issues it will raise.

Data showing BIDS ISI usage by members of the University of Birmingham are analysed for the period October 1991 to September 1997. It is shown that there has been a relatively consistent rise in the total usage of the service at Birmingham, correlating with national trends. The pattern of usage reflects the shape of the academic year. Usage of ISI is considerably higher than other BIDS services. Various factors are identified which help to explain the comparative “success” of ISI.