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This review aims to identify the intellectual structure or key theoretical themes that comprise the emerging field of sustainability leadership in higher education.

The Scopus index was used to identify 180 documents published sustainable leadership in higher education published between 1998 and 2021. Author co-citation analysis in VOSviewer software was used to address the research question driving this inquiry.

This review found that the intellectual structure of scholarship on sustainability leadership in higher education is composed of four dominant “schools of thought”. These included sustainability leadership, managing campus greening, managing change and system integration, and education for sustainable development.

The findings suggest a need for more theorizing and empirical studies that explore the nature and effects of sustainability leadership in higher education. Particular attention should be given to how features of universities as organizations shape the requirements for and constraints on leadership. From a practical perspective, the findings highlight key domains of policy and practice that higher education leaders can target in efforts to enhance sustainability in their universities and societies.

The bibliometric review offers empirically-based insights into the evolution and current status of the literature on sustainability leadership in higher education. The findings can be used as a benchmark against which future developments in this knowledge base can be assessed.

This paper aims to discuss with an introductory narrative on the models and its role in the context of librarianship.

This paper explores the relationship between researcher development and library research support. The authors observed the interconnectedness of the two concepts and how this should be studied more with respect to librarianship. Five major higher education and researcher development–related models are examined to assess which would be more suited for library’s research support activities. Accordingly, Prof Linda Evans’ conceptual researcher development model, the Vitae Researcher Development Framework (RDF), the Research Skill Development Framework, Society of College, National and University Libraries Seven Pillars of Information Literacy model and Association of College and Research Libraries’ Standards for Libraries in Higher Education were reviewed. Review and examination of the frameworks, along with relevant literature on the topic, were examined.

The authors found that the Vitae RDF seemed most ideal, as it was comprehensive and detailed in presentation and could be used not just by the academic staff but also by librarians and researchers to their benefit.

Further studies and thorough review of recent educational and library-related frameworks and models are required from the lens of library research support.

Application of frameworks needs to be actively adopted by librarians.

There are few studies that have examined researcher development and research support in librarianship in conjunction. The present study has aimed to bridge this gap.

Correctional library staff are essential to fulfilling the rehabilitative mission of prisons, but their work is too often misunderstood and neglected. The Colorado Department of Corrections (CDOC) Libraries have a 272% turnover rate and struggle with many long-term vacancies. Despite being the lowest-paid staff in CDOC, library staff are asked to fulfill two distinct sets of responsibilities: that of running a library, and facility safety and security tasks.

Based upon original research, the Colorado State Library (CSL) has created a standard for minimum staffing levels for CDOC Libraries and a formula that can be applied no matter what service model a correctional library uses. CSL has found that to improve recruitment and retention of its library staff, CDOC needs to (1) improve pay and the librarian promotional path by changing staff to a class series which more appropriately reflects the job duties and level of decision-making and (2) create more library staff positions statewide in order to meet the minimum staffing levels.

The purpose of this paper is to propose a knowledge management framework for university libraries (named GC@BU). The framework consists of three modules: knowledge management coordination; knowledge resources; and learning commons, and uses as theoretical assumptions the design of an university library (developed for the context of the framework), the standards for libraries in higher education of the Association of College and Research Libraries (ACRL) and the characterization of the university library as a complex adaptive system (CAS).

This framework was structured by a literature review and based on models, methodologies and existing frameworks, being afterwards evaluated through focus groups composed of managers of university libraries, resulting in an enhanced version.

After evaluation, the GC@BU framework showed to be easy to apply in the context for which it was created (university libraries). It is noteworthy that in addition to the knowledge management application, the GC@BU reinforces the importance of concerning for the quality and the services, since it uses as a parameter the standards of the ACRL. In addition, the perspective used to characterizing university libraries (as CASs) was well accepted by the tool evaluators.

The proposed framework is focussed on university libraries, but its use in other contexts should not be dismissed as long as the manager makes the necessary adjustments for this purpose.

Since knowledge management is an intangible element, its application and benefits are not easy to conceive. This tool provides the implementation of knowledge management in university libraries, and knowledge is considered from different approaches (from the user, the collaborator, the library collection). Besides, the tool is arranged so (in modules and verification criteria) as to allow the manager to administer the library as a whole, from the point of view of knowledge management.

This study is considered innovative and applicable on the global stage of university libraries, because despite being evaluated by Brazilian managers it uses international standards and has a strong ability to adapt to different contexts.

This paper aims to suggest performance evaluation of university libraries in India using qualitative and quantitative parameters provided by librarians to be collected, analysed and disseminated by a national agency apart from LibQual user surveys.

The status about the university libraries in India provided by the Association of Indian Universities publication Universities Handbook would help to assess the quantity and quality of collection and services offered by these libraries. The framework for performance evaluation of university libraries is presented in three heads: parameters, players and procedures. Parameters cover the various qualitative and quantitative data to be collected for the purpose of evaluation. Players include a vast network of institutions involved in this exercise. Among these, the first and foremost is the individual libraries. There should be a national agency to be identified for collecting, analysing and disseminating the consolidated evaluation reports on a national scale. There may also be international agencies or services involved to support and guide user survey such as LibQual. Procedures involve the processes, actions and activities undertaken by the various players to achieve the basic objective of performance evaluation of these university libraries.

The performance framework suggested when implemented every year by university libraries present the qualitative and quantitative outcome of their functioning and reveal their worth in the university landscape. This may also aid in planned and organised development of university libraries in the country. The results provided by this exercise should influence judicious collection development decisions and pragmatic information service planning.

India, perhaps, has the largest number of higher education institutions in the developing world. The national directory Universities Handbook only presents information about library of a university without any attempt to analyse the statistics collected to arrive at national trends or patterns. This may be the first attempt to provide a holistic picture to assess the performance of a varied spectrum of libraries as far as infrastructure, resources and services are concerned.

In the digital age, constant changes in libraries inform contemporary building design. An innovative library building design is a complicated process and can be viewed as a continuous process of the use of tacit and explicit knowledge and innovative tools and approaches. Knowledge management (KM) can bring about the much needed innovation, and transform tacit knowledge to explicit knowledge. For the design of a library to be successful, it is necessary to apply KM to library building design. The purpose of this paper is to look at key change impacts, to explore how to manage knowledge in building design and to identify key design principles.

This paper looks at key change impacts, explores how to manage knowledge in library building design and pinpoints design principles.

This paper finds that KM can be vital to library building design, and it can be used in all stages: to examine the internal and external environments, transform tacit knowledge to explicit knowledge by using portals, and analyze existing and future issues and trends. When effectively used, KM will result in innovative design strategies and also will reduce the time and costs of the building design and plan processes. The main principles of library building design are flexibility, accessibility, safety and security, applicability, adaptability, efficiency, and sustainability.

This paper provides a useful overview of how to manage knowledge in library building design and design principles.

The views, discussions, and suggestions will be of value to improve the effectiveness of library building design.

The purpose of this paper is to review the current state of library space assessment, and to investigate how new professionals, represented by a cohort of graduate students taking a course on academic libraries, approached the task of designing and conducting a one-shot space evaluation project.

A review of literature on academic library space was used to introduce the project to student participants and to put the results of their work in context. Seven student groups were required to define their evaluation criteria, conduct quality assessments at individual sites and perform a cross-case analysis to inform recommendations for improvements.

The literature confirmed growing interest in learning space assessment, with a trend toward the use of mixed (quantitative and qualitative) methods, particularly ethnographic techniques using multimedia, and the development of comprehensive toolkits and frameworks. The students used a range of approaches: three groups developed their own evaluation criteria or categories (informed by their reading), and four groups used existing tools (with modifications). All used observations to collect data. Variations across the cohort pointed to different priorities in professional and/or personal values.

The research was based on a small sample of 20 students in one cohort. Replication of the study with future cohorts tasked with the same assignment would strengthen the validity of the findings.

The study offers a novel perspective on the desirable qualities of learning spaces by exploring how graduate librarianship students as both student library users and next-generation professionals specify evaluation criteria and conduct space assessments.