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This paper aims to explain the student-led environmental management system (EMS) based on ISO14001 which Chiba University has continued for 15 years. It describes its structure “Chiba University Method”, the students’ activities and their collaboration with companies. It also analyzes the advantages and the issues. Readers can reconsider these mechanisms and results to examine whether they could introduce the student-led EMS in their own university.

Four critical points are explained concerning the “Chiba University Method”. The advantages are analyzed by the data and the questionnaire survey.

It has been found that student-led EMS has an effect of practical education on the students and an improvement of social evaluation on the university, as well as a reduction of environmental burdens. For students, in addition to the direct merit of obtaining credits, they receive a sense of accomplishment through gaining practical experience, thereby realizing improvements in business skills and making friends through activities. These are good incentives to participating in various activities. However, there are also problems that occur due to student-led EMS, and it is necessary for faculties to be aware and correspond with them.

This paper is based on the experience of one Japanese University.

As this case falls under the practical case of active learning, it is expected that other universities could also introduce this system.

It is rare that the students manage the EMS based on ISO14001 with educational effects included in the results. At Chiba University, moreover, students are making environmental contributions to local communities through collaboration with companies.

This paper aims to explore a single-institution case study of partnership working between students, the University and Students’ Union, through four student-led sustainability projects. The paper analyses the role and value of these partnerships and provides advice for other institutions on effective partnership working between these stakeholders.

A single case study of partnership working with multiple embedded units of analysis (four projects) is presented based on reflections of practitioners involved in the projects who have different roles within the University and Students’ Union.

The longevity and effectiveness of student-led projects, and disciplinary-breadth of students engaged, can be enhanced by greater collaboration with, and integration into, University and Students’ Union systems. Partnership working between different stakeholders is key to overcoming challenges and the success of student-led projects, helped by key staff “enablers”. These projects provide myriad learning opportunities for developing change agency skills, even where projects are relatively short-lived and could be seen as failures in terms of longevity.

This analysis is based solely on practitioner reflections, with limited direct quantification or qualitative data on the projects’ impacts on the students themselves.

This paper draws together the experiences and reflections of four practitioners with different roles within the University and Students’ Union across four different projects and provides advice to generate student-led sustainability projects which have longevity and impact for wider student populations and future generations of cohorts.

The purpose of this paper is to provide a comprehensive list of student‐led, campus‐based climate change initiatives, and offers details on many specific cases. The paper also documents the roles students have played and considers the larger youth engagement implications. Many of these initiatives can be replicated elsewhere, thereby providing a starting point for students wanting to begin an initiative or providing ideas for other campus stakeholders wanting to engage students in initiatives.

Campus reports were collected by the Sierra Youth Coalition from 65 Canadian Universities and Colleges. This qualitative information was coded for student‐led climate‐related initiatives, and for the roles students played in those initiatives. The patterns were identified and clustered, and are presented in this paper.

Students were found to be successfully leading eight different types of campus climate change‐related initiatives, both with the support of other campus stakeholders and without this support. Students were also found to be able to successfully take on a variety of types of leadership roles in these initiatives. Youth engagement ranged from socialization to influence to power, depending on the type of initiative.

A limitation of this research is that only 65 of the approximately 227 colleges and universities in Canada participated. Also, it is possible that some schools may not have reported all student‐led initiatives, or all the student roles. In addition, the data were limited to the 2007/2008 academic year, so is limited to the initiatives which occurred in that year.

This paper presents different types of student‐led climate change initiatives, the roles students have played in these initiatives, and the implications for youth engagement in creating climate change solutions. It contributes to the climate change, the campus sustainability, and the social movements literatures.

This chapter describes a unique model used by one teacher educator to provide an authentic process for assessing student learning and observing how students represent themselves as teachers to their families. The student-led parent conference is a means of making learning more viable and more intrinsically motivating because it incorporates elements of choice and a real audience for evaluation. A powerful by-product is the credibility it can give to at least one recommendation university professors often make about what classroom teachers should do.

Over the past few decades, universities have been recognized as ideal leaders for the development of policies and innovative solutions required to support the transition to sustainable societies. As a major stakeholder group, students play a significant role in moving this agenda forward; however, their actions remain understudied in the sustainability in higher education (SHE) literature.

In response, this systematic literature review was conducted to determine what research has been done on student-led action for SHE.

Findings demonstrate that while students are an understudied stakeholder group, there is a growing focus in the SHE literature on their contributions. The results suggest that students are working to increase the uptake of SHE through multi-stakeholder collaborations, collective action and interdisciplinarity. This review identifies a lack of engagement with intersectionality (interrelated environmental and social issues) and highlights the need to redirect future SHE research, calling for increased comparative research studies and research syntheses to provide greater depth to our understanding of student-led initiatives.

This literature review is limited by the smaller sample size of articles; however, conclusions can nonetheless be drawn from these results to guide future scholarship. Implications exist for theoretical contributions to social movement theories and theories of organizational change for SHE.

This research provides insight into student-led action for SHE and how their efforts might better be supported to encourage the increased integration of SHE.

The purpose of this paper is to highlight the significance of student‐led initiatives in PhD development.

A case study is presented utilizing Kolb's model of learning from experience to identify with student‐led research training within the PhD process.

The experiential role of the student in the development of their personal doctoral training and the resultant social interactions thereof, remain as important as the more structured supervisor‐student relationship and other forms of doctoral training within the PhD research process.

This paper contributes new insights into the process of how PhD students can become more empowered by the process of “doing” a PhD, rather than being confined to their own specific discipline, whilst offering future recommendations for students embarking upon PhD research.

Purpose – This chapter examines the use of high-impact student engagement practices in library and information science (LIS) education programs.

Approach – This chapter opens with an overview of systematic planning, an outcomes-based process used to support the continuous development and improvement of higher education programs. It then details the essential contributions that students can make in systematic planning through high-impact student engagement practices, and summarizes the core competencies that students develop through these practices. A synthesis of the extant research on high-impact student engagement practices in LIS education and the results of a content analysis of select accreditation self-study reports were used to identify how these practices are utilized in LIS programs.

Findings – Five high-impact student engagement practices were used by LIS education programs: student advisory boards, student-organized meetings, student-run surveys, student-led course evaluations, and student-led curriculum development programs. These practices may be used as pedagogical tools to support mutually beneficial outcomes for LIS students and their educational programs.

Originality/Value – Student leadership in systematic program planning promotes positive student and programmatic outcomes. Broader adoption of these practices across LIS education programs will help promote student learning, prepare students for professional practice, and improve the quality and relevance of LIS education programs.

The purpose of this paper is to address the management of undergraduate final year research dissertations. It intends to explain and clarify the experience of two models of delivery (student-led/academic-led) with reference to interest development theory (Hidi and Renninger, 2006).

The authors focus on the advantages and drawbacks of each model within the context of the research literature, and describe a case study of the experiences of lecturers and students in one division of a metropolitan UK university, running a leading programme in speech and language therapy (pathology). Recommendations are made which are intended to be of use to colleagues across disciplines and organisations.

The authors argue that a delivery where students can choose their research topic from a limited set suggested by supervisors (academic-led model) is best placed to meet motivational challenges in Hidi and Renninger’s framework, and also increase feasibility for staff. The authors discuss how such a model might best be implemented.

Describing case study experiences within a conceptual framework is important for the development of improved supervision methods. It is hoped that this case study paper will inform other institutions by providing clear theoretical underpinnings and practical recommendations; and that it will lead to further empirical research into models of organising final year dissertations.

Many higher education institutions are committed to developing students as skilled professionals and responsible citizens for a more sustainable future. In addition to the formal curriculum for sustainability education, there is an increasing interest in informal learning within universities. This paper aims to extend the current understanding of the diversity and significance of informal learning experiences in supporting students’ learning for sustainability.

Six focus groups were formed with 30 undergraduate and postgraduate students from an Australian higher education institution committed to supporting graduate competencies for sustainability. An inductive and qualitative inquiry was designed to enable participants to reflect on the ways in which their university experiences support meaningful and significant learning for sustainability.

The paper presents a typology of the diverse communities of informal learning that students create and engage with. These range from ongoing to transient groups, from environmentally to more socially oriented groups and from incidental to intended learning, from local to national in scale, with varying types and degrees of connection to the formal curriculum and the university campus. The paper demonstrates that these student-led experiences support three domains of learning: cognitive, practical and affective.

Deepening the understanding of the forms and significance of student-led learning within their university experience contributes to the identification of the roles that informal learning may play alongside formal education in developing graduates as agents of change for a more sustainable future.

The purpose of this paper is to investigate and compare the effects of group-to-whole student-led oral discussion and small-group collaborative drafting as pre-writing tasks on Iranian intermediate English as a foreign language (EFL) learners’ writing performance. Additionally, the difference between the writing components was examined.

To achieve these objectives, a group of 120 intermediate EFL learners participated in a pretest–posttest study in which they were randomly assigned into two experimental groups and one control group. The students in all three groups were tasked with writing a textbook evaluation report for the pretest and posttest. The pre-writing process in the first experimental group consisted of a group-to-whole student-led oral discussion, while the second experimental group engaged in small-group collaborative drafting.

The results indicate that both pre-tasks were effective in improving the participants’ writing skill, while collaborative drafting was even more efficient. Furthermore, it was observed that more writing components improved through collaborative drafting. It is concluded, therefore, that the social atmosphere created through oral discussion and the scaffolding resulting from collaborative drafting can help in writing improvement.

The findings herein can have implications for first language (L1) composition instruction and second language (L2) writing teaching and, thus, underscoring the utility of the social constructivist approach to writing instruction.

As there has been no study conducted to explore the effects of group-to-whole student-led oral discussion on EFL learners’ writing skill and to compare its impacts to those of small-group collaborative drafting, the results of this study fill this gap in the literature.