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The purpose of this study was to explore college students’ understanding of sustainability and, specifically, the extent to which students see social justice as being integral to sustainability.

Between fall 2015 and 2017, an online survey study was deployed to students at a Midwestern University in the USA to assess attitudes and concerns about environmental issues and awareness of the university’s activities related to these issues. This analysis included ten assessment items from a larger study, of which 1,929 participants were included in the final sample. A chi-square goodness-of-fit and variable cluster analysis were performed on the included items.

Items such as “recycling,” “economic viability” and “fair treatment of all” were identified as integral to the concept of sustainability, while items such as “growing organic vegetables” and “reducing meat consumption” had high levels of “not applicable” and “don’t know” responses, with differences arising across gender and class standing. Social justice-related items were seen as more distally connected to sustainability.

This study is limited by a non-random sample of students.

College students tend not to recognize the integral nature of social justice or the relevance of food to sustainability, providing an opportunity for universities to better prepare their students for a sustainable future.

Universities might adopt policies and curricula that address these areas of ignorance.

This study is among the first to identify specific areas of college students’ lack of understanding about sustainability.

The purpose of this study is to assess environmental concern at a Midwest university, analyze trends in concern over time and determine the effect of the development of a campus sustainability office.

A multi-question survey was administered through peer-to-peer recruitment from an undergraduate environmental science class each fall from 2010–2017. This exercise was originally developed as a pedagogical exercise on the scientific method.

Over eight years, incoming freshmen have expressed more concern that humans are harming the environment and students also express greater concern as they progress through college.

The first year of the survey (2010) and the year that the lead PI was on sabbatical (2014) saw reduced response rates (∼1%–3% of the student population) compared to 6%–9% of the student population in other years.

Responses to all of the questions in the survey provide guidance for university administrations and sustainability offices about the concerns of the campus community, awareness about campus efforts and support for sustainability activities on campus.

Few studies have been published on students’ perspectives on environmental concern and sustainability activities on university campuses. These data provide an overview of environmental concern, perceived government action and empowerment to action over an eight-year period. This approach is recommended as a technique to teach the scientific method in introductory classes and as a means to collect data about student perspectives on sustainability.

While a relationship between accountability and ethics has long been assumed and debated in Public Administration, the nature of that relationship has not been examined or clearly articulated. This article makes such an effort by positing four major forms of accountability (answerability, blameworthiness, liability and attributability) and focusing on the ethical strategies developed in response to each of these forms

In an economy of giant, divisionalized corporations, corporate social responsibility is almost impossible to achieve. Yet, the author contends, corporations must achieve it if our society and economy are to continue and to flourish.

Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.

On April 2, 1987, IBM unveiled a series of long‐awaited new hardware and software products. The new computer line, dubbed the Personal Systems 30, 50, 60, and 80, seems destined to replace the XT and AT models that are the mainstay of the firm's current personal computer offerings. The numerous changes in hardware and software, while representing improvements on previous IBM technology, will require users purchasing additional computers to make difficult choices as to which of the two IBM architectures to adopt.

This study examines service “complainers” and “non‐complainers” on the basis of four personality characteristics (perceived control, Machiavellianism, self‐efficacy, self‐monitoring) and attitude toward complaining.

This study employed a quantitative methodology. Data were gathered via self‐report survey to a sample of 200 university students.

The results indicate that attitude toward complaining, perceived control and self‐monitoring were significant discriminating variables between “complainers” and “non‐complainers”. Other variables tested such as self‐efficacy and Machiavellianism were not significant.

The use of a student sample limits the findings beyond this group, however, student samples do tend to be representative of the general buying public. Therefore, it is suggested that the variables studied here should be further examined using a more diverse consumer sample. In addition, the relationship between attitude toward complaining and complaint behavior warrants further investigation, as it appears that this relationship may deviate from the expected attitude‐behavior relationship, particularly where “non‐complainers” are concerned.

While the importance of encouraging customer complaints cannot be overstated, it appears, from the findings of this study, that personality traits and attitudes may, in some cases, prohibit customers from engaging in complaint behavior. Therefore, it is imperative that service firms analyse their service provision and complaint processes so that the likelihood of customers complaining in the event of service failure is maximized. Such strategies may well include feedback surveys or service provider/employee evaluation forms, toll free numbers and customer service calls.

This paper makes a significant contribution to our understanding of complaint behavior through the exploration of consumer characteristics that have not before been examined within this realm.

Education funding has been a significant concern of both providers and consumers of the educational system in the United States for many generations. This expenditure accounts for the single largest allocation in most state and local government budgets; and scholars, practitioners, and the general public often question whether or not American students are getting the most “bang for their buck”. While school board members are not responsible for the allocation of revenues from federal, state, and local governments, these individuals are directly responsible for the distribution of these funds for the operation of local schools within their districts. The purpose of this study is to determine if school board members in Tennessee understand the role they play in allocating educational finances which ultimately influence student achievement. The results of this analysis suggest that the perceptions of school board members in Tennessee are not always reflective of the actual outcomes when real data is examined regarding school district expenditures.

New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory pedagogical systems often have constructivist roots. Adopting a constructivist perspective, our paper considers three meta-practices that encourage student participation: designing activities, leading others, and assessing peers. We explored the consequences of these meta-practices for important student outcomes, including content knowledge, engagement, self-efficacy, sense of community, and self-awareness. We found that different meta-practices were associated with different combinations of outcomes. This discovery demonstrates the benefit of studying meta- practices so as to reveal the nuanced effects that may arise from pedagogical choices. In addition, an understanding of meta-practices can help leadership educators to be more discerning and intentional in their course designs.

This paper aims to explore the factors affecting the job satisfaction level of paraprofessional staff working in Higher Education Commission (HEC)-recognized public and private sector university libraries.

The study was quantitative in nature, and survey research method was used. The population of the study was paraprofessionals working in HEC-recognized public and private university central libraries of Lahore. Convenient sampling was used, and five respondents were selected from each university. Data were collected through a structured questionnaire using a pre-developed scale job satisfaction survey by Spector (1985).

The study reported that respondents were not dissatisfied with their jobs, and still they were standing between “Neutral” and “agree” with all statements of job satisfaction. The nature of job was identified as the most satisfied facet of job satisfaction. It was also observed that a significant difference of job satisfaction was found among respondents having different salary packages. The group with the highest salary was more satisfied than others. Job security proved the factor affecting job satisfaction, as there was significant difference of job satisfaction between permanent and contract-based employees. Permanent nature of job was a reason of satisfaction for the respondents. However, it is interesting that job satisfaction level of public and private sector paraprofessionals did not differ.

Findings of the study clarify that the universities are required to redesign their job recruitment policies and to revise pay scales of paraprofessionals. Most importantly, a gap in communication was also found within organizations which could affect the level of job satisfaction among paraprofessionals. Universities should pay attention to maintain the two-way communication flow from top level management to lower level.

This is probably first study reported from Pakistan on the subject. The findings of the study will help universities to redesign their job recruitment policies and to revise pay scales of paraprofessionals. Most importantly, the findings suggest that universities should pay attention to maintain the two-way communication flow from top level management to lower level.