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This paper aims to share the success story of a residential college based in Australia through a case study approach.

The paper discusses the setup of the college in terms of its management structure, demographics of residents, sustainability initiatives and the resident life programs which run every semester. A survey was conducted to gather feedback from the residents and identify areas for future improvement.

Generally, residents are satisfied with the living conditions. Affordability, the collegiate experience and the convenience of living on campus are primary factors affecting the decision of residents to move into a residential college.

The paper provides an insight into the management of a residential college which has not been discussed in the literature.

The purpose of this paper is to present the efficiency of electricity use and potential of electricity reduction at 12 residential colleges located at University of Malaya Campus, Kuala Lumpur.

The work presented applies an energy audit when energy consumption data were collected and analysed for a five‐year period. The total savings of electricity used at residential colleges were identified through the difference between average total energy use in a year (kWh) and minimum electricity usage.

The study finds that residential colleges with special features of building layout and arrangement performed better with regard to electricity consumption due to the prior group's superior utilisation of day lighting and natural ventilation. The floor area of the rooms, volume, density, enclosure and facade design, including window design, window area, and window‐to‐wall ratio also influenced the total electricity usage of the residential college buildings. Also, through adaptation of the corridor area to include more natural ventilation and daylight, approximately 40 to 90 percent of average electricity usage could be conserved in a year.

The methodology is limited to energy audit for a five‐year period of metered data and walk‐through analysis.

The findings raised some issues related to thermal comfort of the residents.

The study can be used as baseline data for a tropical region particularly on current electricity usage and potential of energy conservation in residential building.

Entrepreneurship is a source of innovation, job creation, and vibrancy for local and regional economies. As a direct result, there is a profound interest in creating an infrastructure that effectively encourages entrepreneurship and incubates entrepreneurial endeavors. Western State University has responded to this call by developing the Harvey Entrepreneurship Program, which is integrated in the Enterprise Residential College.The Harvey program provides a socially embedded experiential learning approach to entrepreneurial education. Faculty, students, entrepreneurs, and technical experts are drawn together in an environment that provides space for business incubators and an entrepreneurially focused curriculum. In this article, we present a case study in which we use qualitative research methods to explore the benefits and challenges of creating such a program.The delivery model that Enterprise Residential College provides for entrepreneurial education is examined through the perspectives of program administrators, faculty, and students. The findings reveal evidence that a residential college can form a powerful nexus of formal instruction, experiential learning, socialization, and networking to influence entrepreneurship. We discuss relevant findings that may aid others considering similar endeavors.

Little is known about the characteristics of residential educational settings for young people with intellectual or developmental disabilities (IDD) in England. Previous research has focussed on the characteristics and experiences of the young people attending such settings rather than the setting itself; therefore, an overview of national provision is needed. The paper aims to discuss these issues.

As part of a larger project, data were collected for all residential schools and colleges in England. Data relate to settings offering residential provision for at least 4 nights per week for 30 weeks per year, either at the school/college itself, or in an associated residential home. Due to the remit of the main project, settings offering placements only to young people aged under 16 were excluded. Data were collected from a range of sources, including school/college websites, Ofsted and Department for Education resources, and liaison directly with the setting.

In total, 342 residential educational settings were identified with 57 of these offering post-16 provisions only. A range of data is presented about these settings, including location, placement numbers and types available, age range catered for, special educational needs categories registered for, governance arrangements (e.g. LA maintained, privately owned, and charitable organisation), and Ofsted educational ratings.

These data provide a national overview of residential educational settings for young people with IDD. This enables a clearer picture of the location and type of provision offered and allows comparisons both within and between areas.

The purpose of the paper is to explore the relation between locality and college students' binge drinking. The aim is to deepen understanding of the influence of three kinds of localities, such as: family home, residential halls and public venue on students' binge drinking.

The research method employed was four focus groups interview conducted with 25 college students in Poland and Canada where the incidence of binge drinking is high. Focus group data were transcribed, the Polish sample was translated into English, and all data were then analyzed.

Various localities distinguished in this paper seem to have different influences on students' binge drinking. Notably, students living in college residential halls binged on more occasions than their counterparts.

The qualitative character of research presented in this paper means the results cannot be uncritically generalized. Exploration of the influence of locality on students' binge drinking requires further investigation.

The influence of locality on binge drinking had not previously been explored in isolation. Consideration of these factors in isolation using a qualitative lens identified that locations involving homogeneous inhabitants, e.g. college residential halls and socialist housing blocks with large numbers of young people who are co‐located can be associated with higher levels of binge drinking. Such homogenous locations are characterized by individuals who are all in a similar stage of life, with common interests and aspirations. Other locations such as the family home involve heterogeneous influences and these result in lower levels of binge drinking.

Hereward College was established with national support from the DES and Local Education Authorities, and opened to students from all parts of the country in September, 1971. The idea for setting up such a college was first proposed by a working party in 1960 to fill a gap in the provision for physically‐handicapped school leavers. The college provides residential accommodation for 100 students, and there has been a three‐year build‐up with the college fully operational from September, 1974.

During the past 18 years, the higher training of the British police has evolved rapidly as part of a training structure which has itself been built up from post‐war foundations. This structure provides substantial residential and refresher training for recruits in district police training centres, specialist training (e.g. in detective work, driving, crime prevention, public relations, forensic science, civil defence,fingerprinting, mounted branch, dog‐handling), and continuous in‐force training, which inter alia prepares officers for the two stiff professional examinations which they must pass to qualify for promotion to sergeant and inspector respectively. There are thus ample facilities within the structure for teaching the police officer the technique of his work.

While academia continuously probes and advocates for a definition of a comprehensive, inclusive ideal, diversity, multiculturalism, and equity are bridging ties elements that must be considered. Currently, liberal arts colleges have the unique opportunity to shape equitable environments for all their members and become role models for other higher educational institutions. If there is an institutional commitment, and people are willing to work for a common goal, small colleges can undoubtedly offer the appropriate academic conditions where all faculty, staff, and students can achieve their highest personal and professional potentials.

This chapter discusses the role of chief diversity officer (CDO) on liberal arts campuses and how the CDO should take the lead as equity advocator and conveyor and help set the desired dialogue conditions. Among the topics examined is the institutional inclusion process which includes innovative and supportive new ideas and programs for equity among all members of the academic community. Also the hiring of underrepresented faculty members is crucial and can support the growth of enrollment and retention of diverse groups of students. Diversity and inclusion create common goals, and liberal arts colleges should rapidly move to allow the best hiring practices during the recruitment of new faculty members. Equitable learning conditions for all are as crucial as the creation of faculty evaluation systems that promote equitable opportunities. Liberal arts colleges have a historic opportunity to lead the way and become exemplary role models in practicing diversity and inclusion on campus.

Drawing on a wider study about the effectiveness and costs of different models of multi‐agency transition services, this paper aims to present new evidence on the ways in which such services meet the priorities and concerns of young people identified in previous research.

The evidence is based on qualitative interviews with 130 managers and staff in five transition services across England, and a quantitative survey of parents and young people receiving these services (pre‐transition), or having received the services in the last‐two years (post‐transition). In total, 110 pre‐transition and 33 post‐transition parents, and 73 pre‐transition and 24 post‐transition young people, completed questionnaires. Statistical analysis included calculating frequencies and mean values for the responses that measured met and unmet need, and qualitative results were analysed thematically. The consequence of, and reasons for, the low response rate to the family survey are also discussed.

The research found examples of good practice and innovative services to meet young people's needs. However, provision of such services was patchy, and unmet need for transition support remained high in all the priority areas studied both during and after transition: ranging from 52 to 84 per cent in parent reports and 59 to 82 per cent in young people's reports.

With the onset of public service cutbacks, the paper concludes that improved multi‐agency commissioning of services, based on the priorities and concerns of disabled young people, and greater engagement of transition services with a broader range of agencies, will help to address these deficiencies.