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This study aimed to find possible answers to whether U.S. universities are merely looking good or doing good regarding their third mission using elements of the triple bottom line (people, planet, prosperity) and the 2030 Agenda.

Qualitative exploratory empirical study based on an in-depth analysis of publicly available documents (i.e. mission statements and strategic planning) and information from the Impact Rankings 2020 edition (webpages). The study uses a multilevel analysis to capture the parameters “looking good” and “doing good.” The sample consists of 15 U.S. universities.

The findings demonstrate that universities are looking good in terms of their effort to support their third mission. Data show that all universities covered themes related to people and prosperity in their mission statements and strategic planning. However, when the authors dived into the managerial metrics, KPIs, benchmarks and other evidence to characterize them as doing good, the authors encountered some challenges in identifying evidence. The data suggest that universities most likely participated in the Impact Ranking act as “cherry pickers” and might participate in unproblematic goals for their organization.

The 3Ps and the 17 Sustainable Development Goals used in this study to examine the university public mission never used in other studies. The goal in this study was not to evaluate those universities in terms of looking good and doing good but rather to contribute to the gap in the literature and provide suggestions to university C-suite.

The purpose of this study was to conduct a preliminary analysis of the role of higher education institutions (HEIs) in state climate science assessment (CSA) and state climate adaptation plan (CAP) development in the USA.

This study uses a content review of US state government and land grant (LG) university websites, including 36 CSAs and CAPs. These data informed the development of a tiered conceptual model of HEI engagement in state climate action planning. The conceptual model is evaluated through the lens of coproduction within knowledge networks.

HEI contributions to state-level climate action planning in the USA are highly variable, ranging from minimal engagement to defined roles in the development and implementation of robust state CAPs. Novel approaches to optimize effective exchange between scientists and decision-makers that also increase the engagement of academia are needed.

This study advocates for and provides a replicable example of HEI engagement in the development of mechanisms that increase the connectivity of in-state climate networks. Such mechanisms optimize information sharing and engagement, consequently building sustained capacity for in-state collaboration at the science–policy interface.

HEIs, particularly LG universities, are a stable source of state-specific climate science and expert assistance that persist beyond national and state political cycles. To the best of the authors’ knowledge, this research is the first to examine their unique contributions to climate science policy development and implementation. It investigates specifically the relationships and interactions between HEIs and state governments in the USA and offers a detailed case study from the state of Maine.

The purpose of this study is to explore the genocidal impacts of uranium mining for Native Americans in the Northwest and Northern Plains, as well as their resistance to historical and contemporary acts of colonialism.

Using a case study approach, this study gathered qualitative data from various government, tribal and news sources to investigate the extent of ecological violence experienced by Native Americans specific to uranium mining processes on Spokane Indian Reservation, Pine Ridge Reservation and Wind River Reservation.

Native Americans in the Northwest and Northern Plains are victimized by the capitalism-genocide involved in uranium production. The consequences of the uranium industry boom in the 1950s–1980s has left Native Americans with degraded lands, polluted water sources and a legacy of adverse health effects, including some of the highest rates of cancer.

The work discussed in this paper offers possibilities for collaborating with Native Americans to develop more sustainable energy options for the USA to make the necessary shift away from fossil fuels and nuclear energy.

Prior research has addressed the genocidal impacts of uranium mining for Native Americans in the Southwest USA and claimed these actions were direct consequences of toxic colonialism, capitalistic agendas and the treadmill of production (Fegadel, 2023). Most uranium was recovered from ore deposits within the Colorado Plateau, and most abandoned uranium mines (AUMs) are located within the same region. Tribes residing in the Northwest and Northern Plains have, however, experienced similar plights as those in the Southwest, but these issues have not been widely examined.

This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).

We asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.

Our findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.

This paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.

Affordable housing provision is one of the visions of the Kingdom of Saudi Arabia (KSA), as highlighted in Vision 2030. For about 21 months now, the coronavirus disease 2019 (COVID-19) pandemic has ravaged the world and has increased the level of economic crisis and financial uncertainty to achieve planned projects. Studies investigating the reality of how the COVID-19 pandemic may streamline the chances of achieving affordable housing for all in 2030 are scarce. Thus, this study examined the relevance of affordable housing, the perceived impact of COVID-19 on affordable housing and proffered measures to promote affordable housing finance in Vision 2030.

Medina, Riyadh and Al Qassim were the participants' cities engaged via panel interviews and supported by existing relevant Vision 2030 documents. The Delphi method was adopted to explore the government officials, financial operators (bankers), academicians and employees' opinions, and the analysed data presented in themes.

Findings show that SA Vision 2030 blueprint expresses an exemplary country in all ramifications, including affordable housing finance for the citizens. Findings reveal that the COVID-19 pandemic threatens SA affordable housing finance Vision 2030. The increased housing shortage, high construction housing cost, increased foreclosures, increased eviction, possible homelessness, financial instability and vulnerability emerged as the perceived impact of COVID-19 on affordable housing finance in Vision 2030. Refinancing housing loans to boost Vision 2030, forbearance to promote Vision 2030, improve payment relief, among others, emerged as measures to promote affordable housing in the post-COVID-19 era.

The research only identified the possible negative impacts of the COVID-19 pandemic on affordable housing finance in Vision 2030 and proffered policy solutions from the engaged participants' perspective. Also, the study covered three cities (Medina, Riyadh and Al Qassim). The suggestions that will emerge from this research may be adopted to address other sectors captured in Vision 2030 that are critical and hit by the ravaging pandemic.

Measures such as refinancing mortgages and strengthening government housing agencies will promote affordable housing for Vision 2030 if the relevant policymakers and mortgage institutions are well implemented.

This research identified the perceived early threats from the COVID-19 pandemic that could affect affordable housing transformation in Vision 2030 from the participants' perspective. Studies regarding COVID-19 and affordable housing in Vision 2030 are very few.

The Agents of Change program is a two-year, project-based learning program to develop Extension Professionals’ capacity to engage in Adaptive and Transformative Leadership. Its primary goal is to develop the capacity of Extension Professionals to engage in leadership to create more diverse, equitable, inclusive and just Extension programs and community change initiatives. This manuscript describes the program and an initial evaluation and results.

Results of an evaluation of the first year of the program indicate that regular training sessions and support are appropriate for leadership development and that Extension Professionals are using the learning, awareness and tools from this program to address challenges with Adaptive and Transformative Leadership elements. Also, Extension professionals demonstrated commitment to personal growth, community engagement and understanding of their multifaceted roles as change agents.

Participants are sharing resources from the program with colleagues, leading meetings differently, questioning the status quo and pushing others to try new ways forward.

The aim of this paper is to examine the strategic approach of culturally responsive and communicative teaching (CRCT) through a critical assessment of interracial teachers in their daily school interactions.

The empirical data were obtained through interviews among ten interracial teachers. The analysis was made through a thematic approach to obtain substantial data from interviews.

The findings reveal that attempts to gain sufficient comprehension of CRCT are actualized through routine interaction in the multicultural school environment hence resulting in embedding self-awareness of cultural competence in a multicultural classroom, constructing emotional and social development on cultural awareness and internalizing responsive awareness on social engagement in global learning.

The contribution of this research provides an insightful value on expanding key consideration to support the multicultural classroom environment with an active engagement and enhancement of CRCT as fundamental basis of the multicultural classroom.

Given declining tuition funds and government grants, Kenyan universities need to develop strategies, including increased research grants and collaborations, to diversify their income sources. Well-managed doctoral students can boost a university’s teaching and research outputs. However, numbers of students enrolled in doctoral programmes at Kenyan universities are low, and graduation rates and time-to-graduate statistics are disturbing. Research undertaken elsewhere underline the important role played by supervisors and peers in facilitating students’ sense of belonging and their success. Therefore, this study aims to investigate the influence of supervisory and peer support on PhD students’ sense of belonging and their success at Kenyan universities.

In this cross-sectional study, data were gathered through an online questionnaire from 614 students admitted to doctoral programmes at Kenyan universities between 2010 and 2018. We used multi-item scales to collect data on PhD students’ self-efficacy, supervisory and peer support and a sense of belonging.

Structural equation modelling results revealed that PhD students’ modes of study and self-efficacy were significantly associated with the quality of supervision, peer support and a sense of belonging. However, only age, a sense of belonging and the quality of supervision were directly linked to their success.

This study contributes to the literature on doctoral-level education, responding to the need for research on the influence of relationships with supervisors and peers on PhD students’ sense of belonging and their success, especially in developing countries.