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Through using a realist approach, this study aims to identify the key moderators of multi-campus effectiveness through a systematic literature review, with a focus on faculty staff and student satisfaction.

Following preferred reporting items for systematic reviews and meta-analyses guidelines, information from peer-reviewed journal papers relating to multi-campus universities was located. The systematic search spanned a 10 year period (2009 to 2019) and returned 538 results. After duplicates were removed, and titles, abstracts and full-texts were screened, 14 papers matched the eligibility criteria.

Four key moderators were identified through the thematic analysis: inconsistent technology, hesitation to innovate, geographical separation of staff and geographical separation of students.

By exploring the moderators, the study provides policy and practice professionals in higher education with a complex understanding of the key contexts that can hinder the success of staff and student satisfaction at multi-campus universities. To enhance the tangibility of the current review, the study concludes with practical steps forward for enhancing staff and student satisfaction at multi-campus universities.

The purpose of this paper is to look at the role of the student experience questionnaire in collecting students' perceptions of their experiences in studying at an offshore campus of an Australian University, compared with the experiences of the University's students in Australia. In particular, it seeks to highlight the difference in perceptions of students resulting, for example, from the size of the campus versus the size of other campuses and the whole institution.

The case study is based on a student learning experience questionnaire utilised by a large research‐intensive Australian tertiary institution (with two overseas campuses). The results of the questionnaire are compared between one overseas campus and the whole institution. The case study looks at the experiences of the overseas campus compared with the Australian experience. Although the case study is situated within one institution, there are aspects and lessons that are applicable to other institutions internationally, in particular when considering collecting student feedback in relation to multi‐campus or multi‐venue programmes.

Higher satisfaction rates for different aspects of student learning experience were identified at the overseas campus in comparison with the whole institution. This was attributed to the smaller size of the overseas campus and thus better engagement of and personal attention to students at this campus. This finding may be particularly relevant to other international institutions in relation to the role of an institution's size and collection of student feedback.

The case study outlines a number of strategies adopted to enhance student engagement and subsequently to improve the aspects which they have indicated as being less satisfactory. The institution was chosen as an example of how particular strategies may be adopted in other institutions.

Enhancement of student experience is pre‐conditioned by good survey response rates among students for an institution to base its actions on opinions of a sufficiently high number of students. This paper describes a successful strategy of engaging students adopted by a large research‐intensive Australian university, and thus increasing survey response rates.

The purpose of this paper is to build possible future scenarios for indoor connectivity in a venue such as a university campus and build alternative value network configurations (VNCs) defining different local network deployment options, focused on the Finnish telecom market.

In this paper, Schoemaker’s scenario planning method (Schoemaker, 1995) is used to construct future scenarios and the VNC method of Casey et al. (2010) is used to build alternative VNCs. The paper studies the Aalto University campus network for current end-user data usage demand and the existing technology used in meeting the end-user needs and forecasts the demand for the next five years to understand the need for 5G.

This research concludes that with the provision of local spectrum licenses, there is an opportunity for venue owners to take the role of 5G local operator on the venue premises. Furthermore, it enables venue owners to collaborate with the incumbent mobile network operators (MNOs) in a neutral host model and provide venue-specific connectivity services.

A detailed economic assessment for the network deployment in the campus is considered for future study.

Considering the provision for local spectrum licenses, this paper has taken a unique attempt in identifying the future scenarios for local 5G network operations. It provides a strategic direction for the venue owners in adopting 5G technology and whether to make 5G or buy 5G from MNOs.

This article focuses on regional-level cooperation in higher education by examining the functional, organizational and political approaches (FOPA) framework for higher education regionalization and using supra-national regional universities as established and successful examples of regional-level higher education cooperation among countries.

A conceptual framework is used to provide the structure for analyzing the key approaches to higher education regionalization, followed by an analysis of supra-national regional universities to demonstrate the application of the model.

The FOPA framework for higher education regionalization includes three approaches. The first is the functional approach, which includes both collaborative academic and research activities among higher education institutions as well strategies and policies to help align systems across a region. The second is the organizational approach, which focuses on networks, organizations, institutions and programs, which facilitate partnerships. The third is the political approach, which includes regional-level agreements, declarations and strategic plans to promote higher education collaboration. Key higher education activities for each approach are discussed in generic terms, with examples provided from major regions of the world.

The research was based on desk research only. No interviews were conducted.

A conceptual analysis and a model were provided for the concept of regionalization of higher education and for regional universities, which can help readers locate their interests and research in the regionalization of higher education. Examples of three different types of regional universities were provided to give concrete illustrations of a regional university.

One of the rationales driving regional universities is to address and increase a sense of regional identify and to meet the social, economic and educational needs of the specified region.

Regional universities, such as the University of West Indies, Arab Open University and the Pan-Africa University, are an understudied phenomenon. Using them as innovative and sustainable examples of higher education regional cooperation and the FOPA model, this study illustrates how single-campus, multiple-campus and virtual regional universities are functioning to meet the diversified needs and priorities across a region through cooperation among countries.

The purpose of this paper is to show the activities that have been implemented in Monterrey Campus of Tecnológico de Monterrey to infuse sustainable development (SD) into the academic components, as well as to document similar SD activities that are being implemented in other campuses within the Tecnológico de Monterrey system. Another relevant issue is to share the experiences regarding SD incorporation in the academic area.

Capacity building courses to “educate‐the‐educators,” is the selected approach, to educate faculty regarding SD. Additionally, diverse methods are utilized to assess progress in incorporation of SD into courses and curricula. The capacity building is done through specific courses that are taught by faculty members with recognised knowledge in their fields but who also had the interdisciplinary skills to help the educators to understand and apply the concepts of the “triple bottom line”, to their academic programme. The educational programme is focused upon educators who expressed personal and professional interest in expanding their skills to teach SD to their students.

It is learned that working to catalyze the inclusion of SD concepts into courses and curricula requires a concerted effort among various stakeholders within the institution. It needs support from top administration, deans of academic divisions, the academic development department, as well as from faculty willing to participate in incorporating SD into their courses. Without this support, advances will be slow or non‐existent. A first course to incorporate SD in the educators' courses is offered, but one difficulty that the authors encountered, with this initial course, is it does not provided an integrated and interconnected outlook, which shows the learners not only the triple bottom line concepts but also other dimensions relevant to SD. So, a second course is designed and evaluation of the improvements in SD understanding by educators who take this improved course is done using conceptual maps. Although no definitive instruments are developed, work is done on the development and testing of criteria to assess the degree of incorporation of SD into the modified courses taught by the participating faculty.

It is shown that it is possible to support efforts to “weave SD as a golden thread” into the academic component of a HEI can be accomplished through the concerted action of various stakeholders. Good team teaching can facilitate faculty capacity building in SD. The evolutionary path of the “educate‐the‐educator's” program is one of the learnings by doing and continuous improvement. It is hoped that others will learn from the learning process.

The contemporary life of an Australian academic has changed in almost every way imaginable in response to the challenges and opportunities emerging from global and national policy agendas. In this context, the subject coordinator11A subject coordinator may also be referred to as a Unit Chair, Unit Coordinator or Course Coordinator at different universities. represents the frontline of a move towards increasingly distributed forms of leading and learning. The knowledge that managing teaching responsibilities does not provide a clear route to promotion (with active research status providing a more well established path) means that academics may proactively minimise the time they spend on the discretionary tasks of leading and managing teaching well. Tasks that include adopting a proactive longer term of curriculum development, team building and teaching innovation, in addition to the more immediate needs for compliance and measurable outcomes. Research from an Australian Learning and Teaching Council (ALTC) project provides evidence that despite lack of formal recognition for many of the discretionary responsibilities of subject coordination, coordinators believe they are executing their job well. This chapter discusses factors that impede discretionary academic leadership behaviours in Australian higher education and suggests strategies to empower leadership and thus improve engagement with discretionary teaching and learning responsibilities.

The purpose of this paper is twofold. First, as few universities have assessed their ecological footprint (EF), a benchmark for Colombian universities is presented. Second, a practical calculation tool for measuring the EF in educational institutions (EIs) is developed. The purpose of this tool is to facilitate the process of assessing the EF in EIs that are starting sustainability initiatives and to unify criteria with those already involved.

The development of the Ecological Footprint for Educational Institutions (EFEI) calculator is detailed showing the seven categories analyzed and the adaptation to the Colombian context.

Results are presented from a case study of EFEI implementation at Universidad Icesi. Furthermore, the relation between these results and the action taken to mitigate EF at the university is detailed.

Colombian EIs have recently joined the sustainable campus movement. The EF methodology and this tool serve to assess impacts and identify what EIs can do to ameliorate their environmental stewardship.

EIs are called on to lead by example in terms of sustainability, not only in teaching and researching cutting-edge technologies but also in being sustainable and transferring this knowledge to future generations.

First, an EF benchmark for Colombian universities is presented. In addition, a unified methodology for EIs is developed. The availability of a standard tool will encourage other EIs to move forward in the effort to achieve a sustainable campus.

The purpose of this paper is to present a virtual library plan created by library directors of the 23 California State University (CSU) system campuses. The information literacy portion of the project offers a repository of high quality interactive digital learning objects (DLOs) in the MERLOT repository. Therefore, DLOs created locally at the Dr Martin Luther King, Jr Library at San José State University (SJSU) focus on topics that supplement the “core” DLO collection.

This case study presents planning assumptions for developing local content that complements a California State University (CSU) system collection of high quality interactive information literacy DLOs. The authors also offer suggestions from the professional literature that guide their application of such Web 2.0 tools as wikis, podcasts, and tagging to create supplemental learning modules for their local information literacy instruction program.

Web 2.0 Digital Learning Objects are essential components of an efficient academic information literacy program comprised of face‐to‐face and “on demand” virtual approaches. The California State University (CSU) system has identified a core set of DLOs, which are easily available in the MERLOT open access repository. Local development efforts, then, focus on the design and creation of DLOs of local significance.

Librarians at the Dr Martin Luther King, Jr Library in San José, California, USA, are developing local content for Web 2.0‐enabled information literacy instruction. These developments occur within the context of a 23 campus initiative, originating at the Chancellor's Office, which has identified high quality information literacy digital learning objects (DLOs). This core open access collection intends to fulfill academic libraries'core instructional needs and is freely available to any library through the open access MERLOT repository by any library

This paper recommends an approach for local production of virtual information literacy content which benefits from harvesting the “best of the best” currently available on the internet.

This paper seeks to analyze the internationalization of quality practices in higher education. In light of insufficient theorization about quality in the global dimension, the paper presents a model for value construction in higher education.

The authors reviewed different models for quality in higher education vis-à-vis emerging international quality practices in higher education.

After reviewing quality models and international quality practices, the authors argue that, in order to evaluate and improve quality in higher education, a model of value in higher education that connects quality with relevance, access, and investment is necessary.

Thus far, quality in higher education has been explored in isolation from access, relevance, and investment. The integrative approach suggested here may prove generative for researchers and help address complex educational interrogations.

Higher education leaders are faced with decisions about quality; these leaders may benefit from connecting quality decisions with the demands on relevance, access, and investment that their local settings dictate.

The concept of value is largely absent from conceptual discussions about quality in higher education; additionally, many discussions about quality in higher education seem to be isolated from their context. This paper addresses both these issues.