Search results

This study aims to analyze factors that may influence the value-in-use perceived by undergraduate students from the built environment, teaching care and hedonic value.

The authors conducted a survey with 900 students from a university in southern Brazil. The main results evidenced that the built environment positively and significantly influences teaching care, hedonic value and value-in-use.

The hedonic value, teaching care and built environment explain 67.8% of value-in-use; the built environment and teaching care explain 45.1% of hedonic value; and the built environment explains 45.1% of the teaching care. Based on the results, it was possible to identify the value that the built environment and the teaching care represent for university students. Therefore, universities should invest in these dimensions, considering the time and cost students spend on this service to increase their satisfaction and retention.

This study analyzes antecedents of value-in-use perceived by undergraduate students from the built environment, teaching care and hedonic value.

The aim of this study is to examine the influence of locus of control, the university environment and the social environment on the entrepreneurial attitude of female Latin American university students.

The study applies a quan–qual design. The quan section analyzes the data of 10,781 female university students from 11 Latin American countries included in the Global University Entrepreneurial Spirit Students Survey 2018. A hierarchical multiple regression analysis was applied. The qual section applies in-depth interviews for sequential methodological triangulation analysis.

The evidence indicates that locus of control, the university environment and the social environment positively impact the entrepreneurial attitude of female Latin American university students. The most influential factor was locus of control.

This empirical study focuses on female university students and their propensity for business venturing and determines the main influences on their entrepreneurial attitudes.

Este estudio tiene como objetivo examinar la influencia del locus de control, el entorno universitario y el entorno social en la actitud emprendedora de las estudiantes universitarias latinoamericanas.

El estudio aplica un diseño quan–qual. La sección quan analiza los datos de 10.781 estudiantes universitarias latinoamericanas de once países, incluidas en la Encuesta Global University Entrepreneurial Spirit Students Survey 2018. Se aplicó un análisis de regresión jerárquica múltiple. La sección cualitativa aplica entrevistas en profundidad para un análisis de triangulación metodológica secuencial.

La evidencia indica que el locus de control, el entorno universitario y el entorno social impactan positivamente en la actitud emprendedora de las estudiantes universitarias latinoamericanas. El factor más influyente fue el locus de control.

Este estudio empírico se centra en las estudiantes universitarias y su propensión a emprender y determina las principales influencias de su actitud emprendedora.

Este estudo tem como objetivo examinar a influência do locus de controle, ambiente universitário e ambiente social na atitude empreendedora de estudantes universitárias latino-americanas.

O estudo aplica um desenho Quan-qual. A seção Quan analisa os dados de 10.781 universitárias latino-americanas de onze países, incluídas na Pesquisa GUESSS, 2018. Foi aplicada uma análise de regressão múltipla hierárquica. A seção qual aplica entrevistas em profundidade para uma análise de triangulação metodológica sequencial.

As evidências indicam que o locus de controle, o ambiente universitário e o ambiente social impactam positivamente a atitude empreendedora das universitárias latino-americanas. O fator mais influente foi um locus de controle.

Este estudo empírico centra-se nas estudantes universitárias e na sua propensão para um empreendimento empresarial e determina as principais influências da sua atitude empreendedora.

The purpose of this paper is to explore student perceptions of the internationalised learning environment across a particular university's home and offshore campuses. It addresses three research questions namely: what constitutes the internationalised learning environment for students? Can a university offer an internationalised learning environment that is equitable for students across its home and offshore campuses? And what differences exist in the internationalised learning environment for students in a university's home and offshore campuses?

In total, 484 completed responses were collected from the university's six campuses in Australia, Singapore, Hong Kong and Malaysia.

Findings suggested significant differences in the way students perceived of teaching reputation, context-specific curriculum, resources, student-support staff interaction and their attitude towards their university.

These insights could help a university's teaching staff and administrators to focus on specific attributes in marketing the internationalised learning environments of each of its campuses. This could give the university better opportunity for improving the learning process and its outcomes for students.

This paper sets out to define the parameters of the internationalised learning environment and conducts an audit of this environment from the student perspective. Findings suggested significant differences in the way students perceived of teaching reputation, context-specific curriculum, resources, student-support staff interaction and their attitude towards their university. In the market of fierce competition for international students, it is crucial that these positive attributes be part of the marketing messages in any promotion campaigns for universities.

This study aims to determine the design factors that may affect the design of disabled students. Additionally, this study assesses and compares the reality between the public Jordanian universities’ built environment and international universities based on the Americans with Disabilities Act checklist – version 2.1 – to provide an accessible built environment for physically disabled people. Furthermore, this study examines the satisfaction degree of physically disabled people with the built environment in selected universities. Besides, this study examines the relationships/interrelationships between the students’ demographic factors, design factors and the degree of the disabled students’ satisfaction.

This research used different data collection methods to answer the research questions: literature review, observation and questionnaire. Additionally, this study used different analytical and statistical methods, such as comparative analysis between the local cases and the selected international case study based on the Americans with Disabilities Act checklist, version 2.1, descriptive analysis and Pearson r correlational statistics.

This research found that the Jordanian public universities did not apply all required design factors to achieve a high degree of the built environment of accessibility and provide all the requirements and needs of physically disabled students like international universities. Additionally, half of the physically disabled students respondents were satisfied with the availability and quality of pathways, ramps, doors and corridors, non-slippery materials, elevators, accessible entrances, entrances doors, methods of openings, adequate spaces for wheelchair students at the configuration of the entrance and the availability of railing. In contrast, they were unsatisfied with the availability of parking and bathrooms for each gender and signage systems. Moreover, this research found no significant differences between gender and educational level and all factors that may impact the students’ satisfaction with campus environmental design. Furthermore, this research found that there was a strong to very strong positive linear association and a significant correlation/intercorrelation between the availability and the design quality of parking, entrances, doors, lobbies and corridors, bathrooms, signage systems and information, ramps, elevators and stairs and the disabled students’ satisfaction degree.

This research tends to help disabled students participate entirely and independently in the built environment and all aspects of society, involve them within the community and facilitate their access to universities’ urban space. This research considers guidelines and checklists for architects and policymakers to apply through all design and retrofitting processes to meet disabled students’ requirements. This research provides a vital understanding of the needs of disabled students in educational spaces to create a barrier-free campus environment.

Inclusive design is a relatively new architectural concept. It provides means to ensure access and equal participation in the built environment, offers the opportunity to improve and design new equivalent solutions in architecture simultaneously and covers the way for a broad clarification of equality. Applying the concepts of inclusive design is a step toward eliminating the barriers imposed on the built environment in public universities and creating an accessible built environment. In addition, this research can guide future research in other institutions.

The purpose of this paper is to explore the perceptions of university undergraduate students who originate from disadvantaged South African schools. The perceptions probed are those that relate to their material circumstances, learning and teaching environment and academic progress.

The paper draws on a theoretical framework that underscores the primacy of the environment blended with transition theory to explain environmental influences on disadvantaged students’ academic progression at university. Data were gathered through detailed face-to-face interviews with eight participants and from the open-ended section of a questionnaire administered to 41 students from which the 8 students were drawn.

The findings demonstrate that disadvantaged students require both physical and socio-psychological support in order to succeed at university.

A university in South Africa and the students from low quintile schools provide the case study for the explication of the findings of this study. Ethical issues such as seeking the informed consent of the participants to access their academic records weighed against the potency or robustness of the results of this study, because few of the participants allowed this researcher to access their results. Thus, this study focussed on potentially sensitive areas such as the academic records of students and poverty. As such it was extremely difficult to persuade disadvantaged students to participate in this study.

The study is thus useful for the school system, families and higher education institutions in the quest to provide the much-needed socio-psychological or “empathetic infrastructure” that acts as the cytoplasm for disadvantaged students’ academic progress at university.

By invoking the primacy of the environment under the rubrics of epigenetics, this study also sought to contribute to the debate around the human genome – a grand ambitious global scientific project launched in the late 1980s to generate a catalogue of all the genes present in humans. However, this was a smokescreen because there are simply not enough genes to account for the complexity of the human life or human disease. By invoking the theory of transition, this study sought to fathom how to promote a favourable teaching and learning environment for poor students at university in a holistic manner.

This study utilised an empirically supported definition of disadvantage: that of students coming from no fee schools, as classified by the Department of Education based on Household Expenditure statistics of 2002 using the quintile system. The quintile system is based on average measures of income, unemployment rates and educational levels. To date, there is no published research utilising the school quintile system to define disadvantaged students in higher education in South Africa. This paper, which investigates such a sample from a university, is therefore ground-breaking and novel.

This study aims to understand the impact of student entrepreneurship and university support on faculty intrapreneurship. The authors also analyze the role of the university’s dynamic and ordinary capabilities and the environmental dynamism in which the university is embedded.

With a large survey data set involving 680 professors and 2,230 students from 70 Brazilian universities, the authors use a multimethod approach with partial least squares structural equation modeling (PLS-SEM) and fuzzy-set qualitative comparative analysis (fsQCA).

The PLS-SEM results demonstrate that student entrepreneurship indirectly influences faculty intrapreneurship through the interaction of students with faculty and entrepreneurs, in addition to proving the intense influence of university support on faculty intrapreneurship, especially in a slow-growth environment. Additionally, the authors confirmed the moderating effect of universities’ dynamic and ordinary capabilities on student interaction and university support, respectively, and some exciting differences considering the ecosystem dynamism. The fsQCA results deepened the differences between environments, presenting different configurations between the antecedents that lead to high levels of faculty intrapreneurship in fast and slow-growth environments.

The study makes a unique and significant contribution to the literature on faculty intrapreneurship by examining the cross-interactions between individual, organizational and environmental levels about the promotion of faculty intrapreneurship. From a practical point of view, it is possible to identify more effective, innovative and systematic ways to encourage faculty intrapreneurship in a developing country. The findings help open up the black box of faculty intrapreneurship.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.