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This chapter draws on data from two studies, one in Canada and another in the United States, focused on the experiences of pedagogical partnership as described by students traditionally underrepresented and underserved in higher education. These students argue that such collaborations with faculty hold promise for creating more inclusive and responsive practices. Using the concept of epistemic justice, the authors explore how partnerships can facilitate epistemological forms of equity and inclusion by (1) creating more equitable conceptions of knowing and knowledge that open possibilities for (2) fostering students’ confidence in their knowledge and willingness to share it with others. The authors argue that partnerships – in their epistemic, relational, and affective impacts – are one powerful way to recognize underrepresented and underserved students as “holders and creators of knowledge” (Delgado-Bernal, 2002, p. 106) and bring about greater epistemic justice in higher education.

Colleges and universities increasingly have the mandate and motivation to integrate sustainability into their curricula. The purpose of this paper is to share the strategy used at the University of Pennsylvania (Penn) and provide an evaluation of its success and guidance to others creating similar programs.

This article summarizes Penn’s Integrating Sustainability Across the Curriculum (ISAC) program. ISAC pairs Penn undergraduate research assistants with instructors in a collaborative effort to incorporate sustainability into courses.

In concert with other Penn initiatives (a course inventory, faculty discussion groups and a research network), ISAC increases Penn’s sustainability-related courses and creates dialogue regarding how various disciplines contribute to sustainability.

The program described in this article is replicable at other institutions. The authors demonstrate that the logistics of recruiting students and establishing the program are straightforward. Undergraduate students are on campus; their pay requirements are modest; and they are desirous of such research experiences.

The ISAC program inculcates a cultural and behavioral shift as students and faculty approach sustainability issues collaboratively, and it facilitates the development of a shared language of environmental sustainability. Such social implications are difficult to quantify, but are nonetheless valuable outcomes.

The faculty–student partnership used to facilitate the integration of sustainability into courses at Penn is original. The ISAC program provides a framework for engaging students and faculty in curriculum development around sustainability in a manner that benefits the student research assistants, the participating faculty and future students.

Two of the most important trends in higher education have been the emergence of online learning and efforts to internationalise the curriculum and student body. While most universities embraced both these trends, insufficient attention has been paid to how the two approaches might be mutually supportive. Online education offers the opportunity to bring together students living in different countries in common courses and programmes, but cross-border enrolments remain low and new models and approaches are needed to build educational offerings that bring students and faculty from different countries together in sustained educational engagement online. This paper highlights a case study of an innovative blended double degree business masters’ program between Royal Roads University (RRU) in Canada and the Management Center Innsbruck (MCI) in Austria that allows mid-career, blended learning students to build international competencies and networks while continuing to work full-time. Through this double degree program, students can complete a Master of Global Management (MGM) at RRU and an MBA at MCI in approximately 24 months. Mid-career students have traditionally had limited opportunities to participate in an international education due to work and family constraints, but the pairing of two blended programmes creates an opportunity for these students to engage in a rich cross-cultural learning community. The paper highlights the challenges of integrating online learning into internationalisation strategies and explains how double degree programmes such as the RRU-MCI collaboration provide advantages that help overcome the challenges associated with online programmes that enrol students from different countries.

This paper aims to describe the implementation and analyze the outcomes of the Diversity Book Display initiative at the University of the Pacific's Library. Through this program, curated displays were used to promote multicultural learning and inclusivity, as well as to build intra‐institutional relationships with curricular and co‐curricular units engaged in diversity work on campus.

The paper places the University of the Pacific's program within the context of academic library outreach through displays and exhibits, as well as situating it in relation to recent trends regarding library outreach to and collaboration with student services. An overview of the development and implementation is provided along with the results of a multi‐year assessment of the initiative.

The mindful leveraging of collections not only provides opportunities for student learning regarding diversity and inclusion, but also can be a platform to build collaborative campus relationships and elevate library visibility. The Diversity Book Display initiative has been a positive way to engage patrons with library collections as well as with social and cultural issues pertaining to multiculturalism and inclusivity.

This paper describes a unique approach to cultivating partnerships with students, faculty and staff, through co‐promotions of campus diversity and inclusion efforts and the library's collections.

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.

Marketing has changed significantly since it first emerged as a distinct business and management phenomenon. We identify some of the major factors causing the observed change in marketing practice. We then describe a classification scheme that is based on transaction marketing and relationship marketing, each of which is characterised using five marketing exchange dimensions and four managerial dimensions. The two general marketing perspectives encompass five distinct types of marketing: transaction marketing, database marketing, e‐marketing, interaction marketing, and network marketing. We consider real‐life (mainly European) companies that have implemented these different marketing approaches. Finally, we deal with the pedagogical contributions including an examination of how it is possible for business schools to teach the subject of marketing from a relationship marketing perspective in such a way that the relevance and quality of teaching and research in relationship marketing is useful to students, faculty, and the business community.

The lessons of quality management apply to services as well as tangible goods. Awareness also has been increasing that services, like tangible goods, can be guaranteed as a means of implementing a total quality management (TQM) orientation in the organization. While higher education has been exploring some of the tenents of TQM, it has been slow to embrace the power of service guarantees. In this conceptual article we present a system of service guarantees designed to foster a TQM orientation in higher education. We propose that institutions consider a system of guarantees aimed at three primary constituent groups – students, faculty, and employers – over the short, medium and long term. The rationale and implications of the guarantee system are explored, and possible impediments are discussed.

This essay explores an instructional application of Wikipedia within the context of an undergraduate capstone course in historical studies, entitled “Revisiting the Weather Underground.” I wanted student research writing to find a wider audience than the classroom, so devised an assignment which called upon students in this senior seminar to research, write, and publish (via Wikipedia) biographies of individuals associated with this antiwar, anti-imperialist organization. Course membership included both traditional-aged college students and returning students. None had prior experience with social history, biography, publishing, or writing/editing on Wikipedia. Despite the fact that all participants (and I include myself here) had a steep learning curve when it came to the technology necessary to address a reading public through Wikipedia, the students rose to the challenge. The use of Wikipedia as venue shaped the manner in which students thought about their biographical subjects (some of whom could conceivably – and do, in fact – read and respond to the biographies), their subject matter (the Weather Underground), their audience (which included Wikipedia readers and editors internationally), their responsibilities as researchers to be accountable for their characterizations of others’ life stories, their accountability in sourcing information, and their sense of authorship (which all needed to learn to share with strangers encountered through Wikipedia). In reflecting on the assignment, students valued the experience as authentic scholarly communication and lasting historical learning. The featured assignment demanded close partnerships among students, faculty, librarians, educational technologists, and Wikipedia editors/administrators, and served also to dramatize the perils and possibilities of shared inquiry.

Collection assessment is an essential aspect of library collection development, especially for public institutions currently affected by financial budget cuts. Collection managers working with little to no budget have the task of establishing unconventional methods of selecting most relevant materials. This paper aims to demonstrate the correlation between a syllabi analysis, faculty survey and circulation statistics as a practical measure to enhance and expand the architecture library services at the City College of New York and in academia in general.

This study uses mixed use assessment strategies to evaluate a library collection. The scope of the study supports combining collection-based practices and use-based methods to gather two types of data: quantitative (including collection size and/or in-house use statistics) and qualitative (accomplished by user opinion surveys, focus groups and/or list checking).

Out of 74 architecture faculty members, 22 participated in a library survey to help uncover new opportunities for cross-collaboration. The findings simultaneously reinforce the importance of exploring syllabi and usage data as methods of assessment to reveal opportunities for cultivating library collections.

This paper will provide a better understanding of faculty perceptions to discover academic needs and achieve library integration into the design curriculum. The study demonstrates prospective directions for collection evaluation and faculty collaboration to open further opportunities for building a successful library.

This chapter introduces an alternative way of creating inclusive pedagogies by engaging diverse students across geographical borders in participatory research using Voice over Internet Protocol (specifically, Skype) technology. It begins with a discussion on diversity and inclusion within the wider global context and the UK higher education (HE) context, highlighting how institutions engage (or disengage) with multiple aspects of diversity encountered within the sector. It examines how the participatory approach to conducting co-inquiry resulted in opening up inclusive learning spaces, drawing on a funded research project in which the researcher and students acted as co-inquirers. It argues that the pseudo-physical presence created by synchronic communication enhanced student engagement in meaningful cross-border conversations. It examines how the journey of co-inquiry offered holistic, inclusive learning experiences that embed emotional, cognitive and social learning for all students involved by transforming students’ views about their own sociopolitical identities and perceptions about the other. The chapter concludes highlighting how technology-mediated co-inquiring can innovatively democratise student participation and develop their authentic voice. It also examines the challenges of improving inclusive learning through co-inquiry and sends key messages to practitioners, researchers and policy makers who involve in addressing issues of diversity in HE.