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The purpose of this study was threefold: to identify which attributes of the host university city are important to students; to assess students' satisfaction with the key attributes of their host university city; and to determine the drivers of students' overall satisfaction with their host university city.

A two stage, mixed methods research design was selected for this study. Focus groups comprised the first stage and a survey of 159 full time university students attending the university of Otago in Dunedin, New Zealand, comprised the second stage.

The survey findings indicate that students at the university of Otago perceive accommodation, socialising and sense of community, safety and cultural scene as the most important attributes of their host university city. Alternatively, the results of the regression analysis which assessed the relative strength of city attributes in explaining their overall satisfaction with Dunedin, demonstrated that shopping and dining, appeal and vibrancy, socialising and sense of community and public transport were the key drivers of their overall satisfaction with the city.

Students' overall satisfaction with the city is relatively positive and they are most satisfied with socialising and sense of community, community assets, and the city's natural environment. Overall, students' expectations of the city's attributes were reached and exceeded. However, their satisfaction with accommodation, the attribute that they ranked as the most important, was unmet. This shortfall in expectations has the potential to negatively impact the university's image and encourage students to transfer somewhere else for further study if their most important need is not addressed.

As an important city stakeholder for university cities, students' perceptions and satisfaction with their host city need to be given priority. University administrators in collaboration with city place managers should put effort into maintaining the city attributes which are important to students and which drive their satisfaction with the city experience, since they represent a large proportion of residents in university host cities. The consequences of their inattention to students' needs could be harmful in the long-term.

Tertiary student perceptions and satisfaction with their host cities have been largely ignored. This study addresses this gap by identifying which attributes of cities are important to students, gauging students' perception of their host city according to these attributes, and identifying the city attributes driving their satisfaction with their host city.

Kazakhstan has taken considerable steps to improve the incoming mobility of international students; however, despite these measures, the number of international students studying in Kazakhstan is still very low. Research indicates that in order to attract and retain international students it is necessary to build a thorough understanding of their experiences in the host country. The purpose of this paper is to gain a better understanding of international students’ experiences in Kazakhstan by exploring how they exercise their human agency while adapting to the academic and socio-cultural life in Kazakhstan.

The author used a purposeful criterion sampling to select six international students from Afghanistan, Great Britain, Russia, South Korea, Ukraine and the USA studying at Kazakhstani universities to participate in this research. The primary data collection was semi-structured in-depth interviews. Supportive methods included a demographic questionnaire and a researcher journal.

The study revealed that the international students actively employed their human agency to negotiate their studying and to adapt to their life in Kazakhstan. They did not simply adjust to the host environment, but also learned from it and attempted to transform it according to their circumstances and goals.

The implication is that Kazakhstani universities and any other higher education institutions that seek to increase the number of their international students should consider not only how to attract these students, but also how to adapt their institution’s practices and regulations to create an inclusive learning environment for their diverse student population. It is also very important for higher education institutions to provide international students with the necessary conditions to exercise their human agency because as it was revealed by this study, international students’ human agency is a very powerful mechanism helping them live and learn comfortably in their host country.

Taking into consideration the reviewed previous research, this was the first attempt to use Albert Bandura’s social cognitive theory for the purpose of building an understanding about how international students exercise their agency while adapting to the academic and socio-cultural life in the host country. The social cognitive theory allows investigating international students as active and self-sufficient agents of their own adaptation process who can and do change themselves, and have the potential to navigate and alter their host environment to achieve their own goals. This study encourages researchers and practitioners to think about international students outside the dimension of internationalization as a means of improving country’s economic capital.

The creation and distribution of human capital, often termed talent, has been recognised in economic geography as an important factor in the locational decisions of firms (Florida, 2002), and at a more general level as a key driver of economic growth (Romer, 1990). The purpose of this paper is to consider how talent is created and distributed across the cities of the UK and the key factors which are driving this spatial distribution. They also consider what the economic outcomes of these disparities are for cities.

The multivariate models can estimate the dynamic inter-relationships between human capital (talent), innovative capacity, and economic value added. These can be estimated, using talent as an example, in the form: human capital measure_i =α_0i+α_1i innovative capacity +α_2i quality of life + α_3i labour market indicators + α_4i economic indicators + α_5i HEI indicators + β_6i population demographics + β_7i population + υ_i.

The first finding is that talent is unequally distributed across cities, with some having three times more highly educated workers than others. Talent concentration at the city level is associated with entrepreneurial activity, culture, the presence of a university, and to a lesser degree the housing market. This feeds into more knowledge-based industry, which is associated with higher gross value added.

The research is limited in a practical sense by the fact that UK data at this level have only become available quite recently. Thus, it is only possible to capture talent flows and city growth in a relatively small window. But the prospects going forward will allow more detailed analysis at the city level of the relationship between talent flows and local economic growth. And additional insights could be considered relating to the on-going changes in the UK university system.

The question of whether universities are simply producers of talent or play a much broader and deeper role in the socio-economic landscape and outcomes of cities is an open one. This research has identified what the key drivers of city level economic growth and knowledge creation are, and sought to explain why some cities are capable of attracting and harnessing three times more talent than other cities. This has significant implications for the future development of UK cities and for those seeking to address these imbalances.

Universities are a major economic agent in their own right, but they are increasingly being asked to play a wider role in local economic development. The authors’ evidence suggests that universities do play a wider role in the growth and development of cities, but that there are large discrepancies in the subsequent spatial distribution of the talent they create. And this has significant implications for those seeking to address these imbalances and promote a broader and less unequal economic landscape.

The authors explore how cities create economic value via a process whereby talent is attracted and then this stimulates knowledge-based industry activity. The originality relates to several key aspects of the work. First, the authors look at the stock of talent, and then the authors explore how “new” talent from universities is attracted by looking at graduate flows around the cities of the UK, differentiating between top-level graduates and less talented graduates. The authors then allow a wide variety of economic, cultural, and population factors to influence the locational decision of talented people. The results highlight the complexity of this decision.

This study aims to present theory, practice and original research findings to support the proposition that broad enquiry and problem-based learning (EPBL) approaches provide an appropriate pedagogical lens for sustainability educators to develop the knowledge and skills needed to work effectively within mission-oriented innovation policy (MIP) environments.

The research study comprised four elements, each of which used different research methods. The first element involved a literature review mapping the synergies between MIP and EPBL; the second element piloted the use of EPBL for undergraduate modules related to sustainability challenges; the third element involved external stakeholders in the co-creation of a postgraduate programme that brought together innovation and sustainability, with EPBL fundamental to the design and development; the fourth element curated and comparatively analysed international cases of EPBL in the context of MIP, and sustainability challenges in particular, highlighting the versatility of EPBL and the importance of creativity in EPBL design and implementation.

The systematic literature review reveals synergies between the key features of EPBL and defining characteristics of MIP, indicating the relevance of applying EPBL to support MIP. Two in situ pilots generated 13 recommendations on the benefits and operational challenges of applying EPBL. These recommendations informed the design and development of a postgraduate programme, involving a transdisciplinary consultation process with key industrial and societal stakeholders. Comparative analysis of four international case studies describing EPBL applied in practice in different international settings show there is no “one size fits all”. Instead, the application of EPBL to different sustainability challenges and for different learner groups demonstrates the versatility of the pedagogical approach and the creativity of the sustainability educators.

A discourse around the appropriate pedagogical methods and teaching/learning practice to equip the current and future workforce with the knowledge and skills to respond to MIP and global sustainability challenges is nascent but emerging. This paper makes a scientific and practical contribution to the discourse. The authors show how EPBL can underpin the design of programmes to provide learners with the knowledge and skills to support organisations working effectively within an MIP context, especially addressing sustainability challenges. The authors provide recommendations for educators seeking to embed EPBL within their curriculum and call for external stakeholders to proactively engage with educators to co-create programmes with context-specific outcomes.

The purpose of this paper is to consider the benefits of service users contributing to university teaching and having opportunities to present at a conference, both for student learning and clinical development objectives as well as for the service users themselves.

With reference to current policies and good practice guidelines, the article reflects on the experiences of both the students and the service users in relation to the literature and the events that led to the People in Control Conference.

Students valued the experience in terms of developing knowledge and insight into different techniques to facilitate both receptive and expressive communication. Students also had opportunities to think about their own perceptions of disability. Service users have gained in communication confidence and competence as well as getting opportunities to have their voices heard.

Increased opportunities for service users have cultural and clinical benefits for all involved.

The purpose of this paper is to explore the impacts of university facilities on student satisfaction at regional state universities in Sri Lanka.

In order to accomplish the proposed object quantitative research design was used. All undergraduates at four selected regional state universities, namely, Universities of Ruhuna, Rajarata, Wayamba, and Sabaragamuwa, were the population of the study, in which 650 undergraduates were selected as the sample using the stratified sampling technique. The researcher administrated close-ended questionnaire, which consisted of two parts and 31 items, was used for data collection. The collected data were analyzed using SPSS statistical software, and a confirmatory factor analysis was applied to ensure the discriminant and convergent validities of the model. Correlation and regression analyses were used to test the hypotheses.

The factors identified as the ones that most strongly influence student overall satisfaction were the lecture room facilities, library facilities, accommodation facilities, employment facilities and entertainment facilities at regional state universities. However, computer facilities did not significantly influence student satisfaction in Sri Lankan context.

This is the first study which comprehensively investigates the impact of university facilities on student satisfaction at regional level state universities in Sri Lanka.

The purpose of this study is to explain critical factors affecting student satisfaction levels in selected state universities in Sri Lanka.

The study has applied an quantitative survey design guided by six hypotheses. A conceptual framework has been developed to address the research questions on the basis of a literature review. The study is based on an undergraduate sample from four state universities, and it presents results of factor analytics and correlational and regression analyses.

Evidence to support construct validity and reliability of all survey-based scales measuring the key variables has been found. The quality of the academic staff, university facilities, degree program, administrative staff, university location and university image have been correlated significantly with student satisfaction levels measured at 0.45, 0.47, 0.51, 0.31, 0.39 and 0.66, respectively. The statistically significant predictors are: the quality of university facilities, the quality of the degree program and the university image, with the image being the strongest predictor.

The study offers a conceptual framework to guide future research and validated scales for measuring student satisfaction levels in a national higher education system in a developing region that is aspiring toward a knowledge-based economy where tertiary education is free. Five recommendations are provided for policymakers.

Research shows high variabilities in the models used and the findings of studies on factors affecting student satisfaction levels in universities. The study is among the first large-scale studies of student satisfaction levels in the Sri Lankan state university system, where little data exist on why students are dissatisfied and fail to complete their degrees.