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This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to establish the extent to which Porter’s five competitive forces (PFCF) framework, among other factors drive the choice of response strategies adopted by public universities in Kenya.

The study design was descriptive and utilized a cross-sectional survey of all the public universities in Kenya by administering a structured questionnaire to the top management team. Additional primary data were collected through observations and interviews. Secondary data were also collected in order to corroborate the data collected from the primary sources.

PFCF framework influenced the choice of response strategies adopted by the public universities “to a great extent”, the most influence being the threat from new entrants. The influence of the choice of response strategies by PFCF framework was independent of the age and category of the universities. Pressure from stakeholders, changes in government policies and regulations, reforms in higher education, unethical response strategies by some universities and university location also influenced the choice of response strategies.

The study collected data from the top management team only; however, other stakeholders could have given additional information not reported here. Further, the research only considered public universities and not all higher education institutions (HEIs) in Kenya, and was cross-sectional, hence generalization and application of the results over a long time, respectively, may be limited.

The value of this study lies in HEIs achieving a competitive advantage and shaping strategic policy direction in the face of changing environment and global commodification of higher education.

Current public universities in Kenya have adopted a business-like approach in their operations in view of changing environment and have adopted coping strategies. Therefore, understanding the factors that influence the choice of response strategies is important for improvement of quality, efficiency and effectiveness as well as in policy formulation and serve as a guide to strategic management.

This paper aims to identify user-centred facilities performance attributes of higher education buildings and how they can be used to evaluate individual learning spaces. These attributes are then consolidated for developing a post-occupancy evaluation (POE) framework in this context.

A systematic review of the literature on the POE of higher education buildings is conducted.

This study identifies 36 facility performance attributes in higher education buildings, which can be categorised into four dimensions: ambient; spatial; technology; and building support and services requirements. These facility performance attributes need to meet user requirements to achieve satisfactory feedback. It is also important to note that user requirements differ from one learning space to another; thus, it is essential to consider the characteristics of individual learning spaces.

The proposed evaluation framework is context-based and may not be suitable to evaluate other types of buildings. It may be further extended and enhanced to meet other facility management evaluation needs.

The POE framework developed in this research can be used to generate facilities management analytic to inform future design and improve existing higher education facilities.

This research has developed a holistic POE framework tool to meet user requirements in higher education buildings.

Larger numbers of students are entering higher education with more diverse learning needs. While laws are in place to create equal access to education for all, government-mandated learning supports for students with documented disabilities vary significantly from K-12 education to higher education. Universal Design for Learning (UDL) is a course design framework based on Universal Design in architecture, neuroscience research, and the latest technology, to design learning environments and curriculums that are accessible to all students in every learning environment. This chapter reviews literature on the history of Universal Design concepts, starting with Universal Design in architecture and moving into UDL. A review of the learning preferences of Millennial students, along with the neuroscience of learning and its connection to the principles of UDL, is also included in the literature review. This chapter also includes a section on Dr. Buckland Parker's study which documents four faculty members who chose to work with a small team of faculty development specialists to redesign their large enrollment courses using the principles of Universal Design for Learning.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Describes the perceptions of administrators of post‐secondary institutions in Alberta with respect to various aspects of the resource‐environment of their institutions. While administrators of post‐secondary institutions in Alberta are divided on the issue of government funding ideology, the vast majority of them agreed that the attitude of the government to funding was changing. Other problems of concern to these administrators include the lack of public awareness of the true situation in their institutions, the growing competition among post‐secondary institutions, and the unpredictable funding direction from the government. Recommends a clear funding direction with multi‐year budget plan and internal restructuring to prepare for an increasingly competitive environment.

This chapter explores a set of principles that underpin ensuring that the learning needs of all students are addressed in next generation learning spaces. With increasingly diverse higher education environments and populations, higher education needs to move from seeing student diversity as problematic and deficit-based, to welcoming, celebrating and recognising diversity for the contributions it makes to enhancing the experience and learning outcomes for all students. The principles of Universal Design for Learning (CAST, 2011) provide a framework for high-quality university teaching and learning, as well as guidance on the multiple methods and means by which all students can be engaged and learn in ways that best suit their individual styles and needs. An inclusive approach is important pedagogically and applies to both the physical and virtual environments and spaces inhabited by students. When the design of physical environments does not incorporate universal design principles, the result is that some students can be locked out of participating in campus or university life or, for some, the energy required to participate can be substantial. With the digital education frontier expanding at an exponential rate, there is also a need to ensure that online and virtual environments are accessible for all. This chapter draws on the relevant research and the combined experience of the authors to explore an approach to inclusive practices in higher education next generation learning spaces and beyond.

Global participation in higher education has expanded greatly since the late twentieth century. The implications for the cultural, social, and economic fabric of societies have been substantial. To explain transitions from elite to mass higher education systems, theoretical insights from Technical-functionalism, Neo-institutionalism, World Academic System, and Credentialism perspectives have been put forward. It is the contention of this paper that there are emerging and complementary factors driving steadily growing participation in “high-income” universal higher education systems. The paper aims to discuss these issues.

With reference to Ulrich Beck’s concept of the “risk society”, it is discussed how higher education participation is increasingly a response by young people (and their families) seeking to mitigate heightened instability in work and employment under a “risk regime”. Publicly available data from national and supra-national organisations are used to evidence trends and support the arguments put forward by this paper.

Participation is perceived as quasi-compulsory to “survive” amid concern that those without higher education attainment are being “left behind” in modern labour markets. This environment has contributed to more students from more diverse backgrounds viewing higher education as the only viable option to secure a livelihood regardless of rising private costs of participation and rising uncertainty over graduate employment outcomes. The expansion of higher education has therefore potentially developed a self-perpetuating dynamic as the perceived cost of non-participation escalates.

It is shown that to better understand higher education participation in “high-income” countries with universal higher education systems, one needs to consider the conceptual idea of “survivalism”, that underlines risk and the vulnerabilities of modern societies.

The purpose of this paper is to present a model for the analysis of the competitiveness of the higher education system based on the application of M. E. Porter’s diamond model for researching the competitiveness of the national higher education system.

For the research that is presented in the paper, several methods of theoretical research were used: induction, deduction and comparison.

Application of the selected model provided factors for assessment of the performance of higher education institutions and their performance, as well as the ability of higher education institutions to monitor the environment and, depending on the changes in the environment, to introduce internal changes.

The paper proposes a model for examining of the factors of competitiveness in the higher education system.

Suggests that institutions of higher education in the USA encounter problems that are unique to the market environment. These problems include competition for resources, escalating costs, and resource constraints. In response to these problems, higher education systems within this kind of environment tend to borrow strategies from organizations operating under the most competitive environment ‐ the business sector. Discusses specific strategies adopted by institutions of higher education in North America. Examines how these strategies have affected the culture of higher education. Discusses the shift occurring between the consumerism‐ professorialism continuum. Calls for the need to understand the dual nature of higher education so that strategies can be selectively adapted.