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The University Libraries at Virginia Tech have participated in each iteration of LibQUAL+™ beginning in 1999. This report focuses on the Virginia Tech experience, the results from the 2001 survey, and what was done with the findings. While most examinations of the survey data centered on determining results associated with feedback from three major constituent groups – undergraduates, graduate students, and faculty – an interesting gender difference across all types of users in the assignment of satisfaction scores was discernible.

As many of the next generation leaders are currently on college campuses, endorsing green buildings can foster environmental stewardship among the student body. However, marshalling in the social sphere of sustainability is also critical to cultivate more supportive and inclusive communities. With this in mind, a chief component of the social sphere within sustainability is equal opportunity. Relating equal opportunity to green campus buildings, the question presents itself: Do all campus users have accessibility to and within these green campus buildings from a social equity perspective?

To begin to answer this question, student team project deliverables were analyzed for building accessibility among a sample of Leadership in Energy and Environmental Design (LEED) buildings on the Blacksburg campus of Virginia Tech.

While findings suggest the vast majority of Americans with Disabilities Act (ADA) requirements are being met overall within the sample of LEED buildings at Virginia Tech and in some cases exceeded, recommendations are put forward to foster an even more inclusive campus environment.

While the literature shows that ecological sustainability and accessibility can be considered together, no studies were found focusing on accessibility of green certified campus buildings. This is an important area of study, as all members of the campus community deserve full access to campus buildings, especially LEED buildings that have been shown to have increased occupant benefits. This study begins to fill the gap by examining LEED certified buildings at the Virginia Tech campus in Blacksburg, VA through a student lens.

This paper aims to explore the dynamics of entrepreneurial ecosystems with both rural and urban features, as well as the varied system requirements of differing types of entrepreneurs within such an ecosystem.

Using a mixed-methods case study approach, the study examined the Roanoke–Blacksburg region in western Virginia. Researchers conducted quantitative analysis of entrepreneurial metrics and network relationships, as well as qualitative analysis of data collected through entrepreneur surveys and stakeholder interviews.

Findings suggest entrepreneurs of different types faced disparate challenges and uneven access to resources and networks. Innovation-driven “gazelle” enterprises (IDEs) had numerous growth-related resource needs, including angel, venture and scale-up funding; prototyping equipment and facilities; and translational research by local universities. Small- and medium-sized enterprises (SMEs) required more entrepreneurial education programming, subsidized main street office space and clearer pathways through the government regulatory system. A key finding was also concerned with the different ways by which IDEs and SMEs accessed key resources within the ecosystem, illustrated through social network analysis, and supported through qualitative feedback.

Study findings were limited by a relatively low survey response rate from some entrepreneur demographic segments, particularly minorities.

The study represents an in-depth, multi-methods approach that offers insight into two under-researched areas in the ecosystem literature: the dynamics of urban – rural ecosystems and the varied system requirements of different entrepreneur types. The paper includes three overarching recommendations for policy and practice: improved collection and sharing of regional metrics; differentiated approaches to entrepreneurial support based on entrepreneur type; and enhanced efforts to advance inclusive entrepreneurship.

Purpose – A decade after the heinous act of moral turpitude at Virginia Tech, this chapter examines considerations of deterrence and mitigation for campus violence, and discusses the arming of campus police.

Design/methodology/approach – This chapter incorporates campus violence from a phenomenological perspective.

Findings – This chapter highlights the notion that no universal panacea exists toward abating violence among higher education settings. However, various preventive and control strategies may be employed to support the long-term campus safety initiatives of higher education institutions.

Originality/value – This chapter provides a commentary regarding preventive strategies, control strategies, and policy considerations for higher education institutions. It emphasizes the notion that all higher educations are unique, and must craft their own individual policies that satisfy the requirements of their specific situations.

Today, VTLS is a comprehensive, integrated solution to the automation requirements of academic, public, and special libraries around the world. No two libraries are alike; no two regions are alike. VTLS recognizes these differences and offers libraries the flexibility of numerous options to configure the system that best meets their functional and financial needs.

This practice paper describes how leadership education faculty and students at Virginia Tech have facilitated change through the use of appreciative inquiry (Ai) at the departmental level, program level, and project level. Appreciative inquiry has been found to be a useful tool for leadership educators, as its foundation in social constructionist philosophy aligns with contemporary leadership and learning theories. This paper outlines (a) the philosophy of Ai as it applies to organizational development (b) illustrates Ai practices associated with a five-stage model, and (c) highlights three examples that can be used as models for leading change in a variety of organizational situations. The authors suggest that leadership educators are uniquely positioned to serve academic communities as facilitators of change by bridging theory and practice in pursuit of new ways of knowing and working together.

In 1992, Virginia Tech began its participation in the TULIP (The University Licensing Program) project. OCLC agreed to collaborate, providing a turnkey software solution as well as assistance with implementation and processing. An RS/6000 and optical disc jukebox were ordered during the spring to provide hardware support. Staff from the Computing Center and Library were identified to help with project administration and implementation.

This paper aims to report on a study promoting energy conservation on Virginia Tech's campus. It explores whether the behavior of students living in university residence halls would change when various electricity conservation strategies are introduced.

Intervention strategies, including educational media, information, and voluntary resource‐conservation activities, were applied at varying levels of intensity across five study groups over two semesters in 2009. Additional questions explore whether one particular strategy would produce higher consumption reductions, and whether combining strategies would produce more consumption reductions than individual techniques.

The findings revealed that on a campus where environmentally sustainability is foremost in the minds of students and administration, asking students to take action to reduce their consumption resulted in positive consumption reductions, even in the control group. Additive strategies did not produce higher reductions.

Reducing natural resource consumption in the USA is essential to promote worldwide sustainability. This study shows that, even when people see no financial incentive to reduce consumption, consumption reductions can be achieved.

Numerous studies have been completed since the 1970s in households across the world to promote environmentally relevant behavior (ERB). Sustainability action plans are being implemented on university campuses, but literature on promoting ERB in students residing on university campuses is sparse. This study provides information and a format for colleges/universities worldwide to promote ERB on their campuses.

At the marketing/entrepreneurship interface, most research concerns how entrepreneurs market their businesses, rather than how advertisers market to entrepreneurs. The purpose of this study is to address this gap.

The authors undertake a content analysis of 88 recent issues of the two largest print magazine titles targeted at American entrepreneurs, with particular attention to advertising content for known small business success factors.

This study finds no correlation between factors most important to small business success and advertising volume. However, this study finds a strong, inverse correlation between US small business performance for each success factors and the volume of advertising for that competitiveness factor. Finally, it is found that advertisement characteristics (placement, timing, repetition, contact channel, and competitor comparison) vary by competitiveness factor.

This study is limited to print advertising to US entrepreneurs. The findings imply that small business competitiveness factors may need to be amended, and that the nature of advertising to small businesses should be further investigated.

The ability to identify shortcomings in what small businesses need to succeed may spur advertisers to remedy the gap with product promotions that create awareness of need solutions.

This study is the first to use content analysis of B2B print advertising targeted at entrepreneurs to develop insights into the nature of the target market (US entrepreneurs); to explore the extent to which advertised goods and services match needs of the target market; and to examine whether advertisers communicate the various factors that address target market needs, in different manners.

This paper introduces a cognitive coaching and reflection tool to help school leaders build self-efficacy at a time when schools are facing a crisis in leadership. Key themes emerged from the data generated as part of a larger study of PK-12 administrators' leadership during the coronavirus pandemic.

This qualitative study is based on phenomenological research methods and uses naturalistic inquiry design.

The findings consider the building of school leaders' efficacy in crisis management during a pandemic. A total of seven data-driven reflection themes are identified: self-care, professional development (PD), communication, school climate, instruction, parent resources and advocacy.

Investigated using a purposeful, nonrepresentative sample were the perceptions and experiences of PK-12 administrators as they served in their leadership role during the pandemic. Therefore, the results are not generalizable beyond the scope and context for which the research was conducted. An implication of this study is that this tool can be used by coaches working with school leaders and by leaders themselves to increase self-efficacy.

The cognitive coaching and reflection tool could be beneficial in developing leaders' self-awareness and reflection skills, in turn building self-efficacy. Although there are other tools to support leaders' self-awareness and reflection, the effects of the pandemic represent a unique opportunity for examining leader practices to adjust to, prepare for and deal with the impacts of a crisis.