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In the early 2010s, the University of Wisconsin-Madison (UW-Madison) became increasingly concerned about incidents of academic workplace “bullying” on the campus, and in 2014–2016 created policies designed to address such behavior at the University. The new policies and accompanying initiatives were implemented in 2017, defining a new term to describe these behaviors as “hostile and intimidating behavior” (HIB). We use data from three sources to explore the outcomes of the new HIB policies and initiatives to date. Evaluation data from training sessions show the importance of educating the campus community about HIB, providing evidence that the training sessions increase HIB knowledge. Data from two campus-wide surveys measure incidence of HIB for different groups on campus (e.g., analysis by gender, race/ethnicity, sexual orientation, disability status, rank, job duty, and/or the intersection of these characteristics), as well as changes in the knowledge about HIB as reported by faculty and staff. These data show that UW-Madison faculty and staff are increasing their knowledge of HIB as a problem and also increasing their knowledge about what to do about it. Underrepresented groups who more commonly experience HIB agree that this culture is improving. At the same time, we are seeing slow and uneven progress in reduction of actual incidence of HIB at UW-Madison. We close with some “lessons learned” about instituting such a sweeping, campus-wide effort to reduce HIB, in the hopes that other campuses can learn from our experience.

This study examines the perspectives of adjunct (short-term contract) faculty teaching at offshore branch campuses in Dubai, United Arab Emirates. The rise of the global adjunct labor class and the expansion of universities to overseas markets in the form of branch campuses are just two examples of the extension of neoliberal and consumerist ideology to higher education. While the problems of implementing corporate-style practice and policy in higher education is much critiqued in the literature, this research centers on the intersection of the two issues just mentioned. The primary motivations for undertaking this study were to explore a) branch campus adjuncts’ perceptions of being connected to their university community, and b) the possible impact of their labor conditions on pedagogical conditions. Five adjuncts from four separate branch campuses were interviewed, and the semi-structured interviews analyzed using a critical discourse analysis approach. The findings revealed that the adjuncts often felt isolated from their branch campus and considered themselves to be carrying out the educational mission of the home campus despite having no contractual relationship with the home campus. I argue that the working conditions of the adjuncts have a negative impact on teaching experience and, to a degree, on pedagogy. A more formalized employment relationship between branch campus adjuncts and the home campus is recommended, as well as the provision of professional development and research engagement opportunities for adjuncts.

ﺗﺑﺣ ث ھذه اﻟ د ر ا ﺳ ﺔ ﻓ ﻲ وﺟ ﮭﺎ ت ﻧ ظ ر اﻟ ﻣد ر ﺳ ﯾ ن اﻟ ﻣﻠ ﺣ ﻘﯾ ن ﻓ ﻲ ﻓ ر وع اﻟ ﺟ ﺎ ﻣﻌﺎ ت ﻓ ﻲ دﺑﻲ ، اﻹﻣﺎ را ت اﻟ ﻌرﺑﯾﺔ اﻟ ﻣﺗ ﺣدة. إ ن ﺻ ﻌود اﻟ طﺑﻘﺔ اﻟﻌﺎ ﻣﻠ ﺔ اﻟﻌﺎﻟ ﻣﯾ ﺔ اﻟﻣﻠ ﺣ ﻘﺔ و ﺗ و ﺳ ﻊ اﻟﺟ ﺎ ﻣﻌﺎ ت إﻟﻰ ا ﻷ ﺳ و ا ق اﻟﺧ ﺎ ر ﺟ ﯾ ﺔ ﻓ ﻲ ﺷ ﻛ ل ﻓ ر و ع ﺟ ﺎ ﻣﻌﯾ ﺔ ﻟﯾ ﺳ ت ﺳ و ى ﻣﺛﺎﻟﯾ ن ﻋ ﻠ ﻰ ا ﻣﺗدا د ا ﻹ ﯾدﯾ و ﻟ و ﺟ ﯾ ﺔ اﻟ ﻧﯾ و ﻟﯾﺑ ر اﻟﯾ ﺔ و ا ﻻ ﺳ ﺗ ﮭ ﻼ ﻛﯾ ﺔ إﻟ ﻰ اﻟﺗ ﻌﻠﯾم اﻟ ﻌﺎﻟ ﻲ. ﻋﻠ ﻰ اﻟ رﻏم ﻣ ن أ ن ﻣ ﺷﻛﻠ ﺔ ﺗ طﺑﯾ ق ﻣﻣﺎ رﺳﺎ ت وﺳﯾﺎ ﺳﺎ ت اﻟﻧ ﻣ ط اﻟﺗ ﺟﺎ ر ي ﻓ ﻲ اﻟﺗ ﻌﻠﯾم اﻟ ﻌﺎﻟ ﻲ ﻗد ﺗ ﻌر ﺿ ت ﻟﻧﻘد ﻛﺑﯾ ر ﻓ ﻲ اﻷدﺑﯾﺎ ت، ﻓﺈن ھذا اﻟﺑ ﺣ ث ﯾ رﻛز ﻋ ﻠ ﻰ ﺗﻘﺎط ﻊ اﻟ ﻣﺛﺎﻟﯾ ن اﻟ ﻣو ﺻ وﻓﯾ ن . ﻛﺎﻧ ت اﻟ دواﻓ ﻊ اﻟ رﺋﯾ ﺳ ﯾ ﺔ ﻹ ﺟ را ء ھذه اﻟد ر ا ﺳ ﺔ ھ ﻲ ا ﺳ ﺗ ﻛ ﺷ ﺎ ف 1 ( ﻣﻔﺎ ھﯾم ﻣﻠ ﺣﻘ ﻲ ﻓ روع اﻟﺟ ﺎ ﻣﻌﺎ ت ﻟ ﻛوﻧﮭم ﻣرﺗ ﺑ طﯾ ن ﺑ ﻣ ﺟﺗ ﻣﻊ اﻟﺟ ﺎ ﻣﻌﺔ؛ 2 ( ﻣﺎ ﺗﺄﺛﯾ ر ظرو ف ﻋﻣﻠ ﮭم ﻋﻠ ﻰ اﻟظ ر و ف اﻟ ﺗ ر ﺑ و ﯾ ﺔ. ﻟ ﺟ ﻣﻊ اﻟ ﺑﯾﺎﻧﺎ ت ، أﺟرﯾ ت ﻣﻘﺎﺑ ﻼت ﻣﻊ ﺧﻣ ﺳﺔ ﻣدرﺳﯾ ن ﻣﻠ ﺣﻘﯾ ن ﻣ ن أ رﺑ ﻌﺔ ﻓ روع ﺟﺎ ﻣﻌﯾ ﺔ ﻣﻧﻔ ﺻ ﻠ ﺔ. ﺗم ﺗ ﺣﻠﯾ ل اﻟ ﻣﻘﺎﺑ ﻼ ت ﺷﺑ ﮫ اﻟ ﻣﻧ ظﻣﺔ ﺑﺎﺳﺗ ﺧدام ﻣﻧﮭ ﺞ ﺗ ﺣﻠﯾ ل اﻟ ﺧطﺎ ب اﻟﻧﻘد ي. وﻛ ﺷﻔ ت اﻟﻧﺗﺎﺋ ﺞ أ ن اﻟ ﻣﻠ ﺣﻘﯾ ن ﻏﺎ ﻟ ﺑًﺎ ﻣ ﺎ ﺷ ﻌ ر و ا ﺑ ﺎ ﻟ ﻌ ز ﻟ ﺔ ﻋ ن ﺣ ر ﻣ ﮭ م ا ﻟ ﺟ ﺎ ﻣ ﻌ ﻲ وا ﻋﺗﺑ روا أﻧﻔ ﺳﮭم ﯾﻧﻔذون اﻟ ﻣﮭﻣﺔ اﻟﺗ ﻌﻠﯾ ﻣﯾ ﺔ ﻟﻠ ﺣرم اﻟ ﺟﺎ ﻣﻌ ﻲ اﻟ ﻣ ﺣﻠ ﻲ رﻏم ﻋدم وﺟود ﻋﻼﻗﺔ ﺗ ﻌﺎﻗدﯾ ﺔ ﻟ ﮭم دا ﺧل اﻟ ﺣرم اﻟ ﺟﺎ ﻣﻌ ﻲ. أﻧﺎ أ زﻋم أن ظرو ف ﻋﻣ ل اﻟ ﻣﻠ ﺣﻘﯾ ن ﻟ ﮭﺎ ﺗﺄﺛﯾ ر ﺳﻠﺑ ﻲ ﻋﻠ ﻰ ﻣﻣﺎ رﺳﺔ اﻟﺗد رﯾ س . ﺗ و ﺻ ﻲ اﻟ د را ﺳﺔ ﺑ ﺧﻠ ق ﻋﻼﻗﺔ ﺗ و ظﯾ ف أ ﻛﺛ ر رﺳﻣﯾﺔ ﺑﯾ ن اﻟ ﻣﻠ ﺣﻘﯾ ن ﻓ ﻲ اﻟﺣ ر م اﻟﺟ ﺎ ﻣﻌ ﻲ اﻟﻔ ر ﻋ ﻲ و اﻟﺣ ر م اﻟ ﺟ ﺎ ﻣﻌ ﻲ اﻟدا ﺧ ﻠ ﻲ ، ﺑﺎﻹ ﺿ ﺎﻓﺔ إﻟ ﻰ ﺗ وﻓﯾ ر ﻓ ر ص اﻟﺗ ط وﯾ ر اﻟ ﻣﮭﻧ ﻲ واﻟﺑ ﺣ ث ﻟﻠ ﻣ ﺷ ﺎ ر ﻛﺔ ﻟﻠ ﻣد ر ﺳ ﯾ ن اﻟ ﻣﻠ ﺣ ﻘﯾ ن .

This paper aims to study a change process on a university campus from a pedagogical perspective. The aim of the process, as expressed by facilities management and faculty leadership, was to create campus learning landscapes that promote social encounters and learning between students and researchers, as well as other embedded groups. The paper addresses how pedagogical needs are or should be integrated in the design process.

The data of this case study regarding change on campus consist of semi-structured interviews of information-rich key stakeholders identified using snowball sampling method. The interviews were analysed to find common themes and reference to pedagogical needs and expectations.

Campus usability and reliability are improved when pedagogy informs the design, and needs such as sense of belonging (human) and connectivity (digital) are fulfilled. User-centred design should be followed through during the whole campus change process, and there should be sufficient communications between user groups.

The discussion is based on one case. However, the recommendations are solid and also reflected in other related research literature regarding campus change initiatives.

The paper states recommendations for including pedagogical needs in campus learning landscape change and underlines the role of real user-centred processes in reaching this goal.

The study introduces the concept of campus reliability and highlights a missing link from many campus change cases – pedagogy – which is suggested to be essential in informing campus designs that produce usable and reliable future-ready outcomes.

This paper aims to describe the effects of 3R (reduce, reuse and recycle) waste management initiatives on a campus community. It ascertains the environmental attitudes and opinions of the residents and investigates their behavioral responses to waste management initiatives. Practical implications for enhancing sustainable waste management are discussed in this paper.

Demonstration projects on waste segregation and recycling, as well as waste a reduction campaign, were set up on the campus to ascertain people’s attitudes and investigate their behavioral responses toward 3R practices. Data were collected through a questionnaire survey, observations, interviews and the project’s document review. A waste audit and waste composition analysis was carried out to assess waste flows and actual waste management behaviors and measure the change in the recycling rate.

3R waste management initiatives had positive effects on people’s attitudes about resources, waste management and consciousness of the need to avoid waste, but these initiatives did not affect recycling and waste management behavior. A voluntary approach-only cannot bring about behavioral change. Incentive measures showed a greater positive effect on waste reduction to landfills. Nevertheless, the demonstration projects helped to increase the overall campus recycling from 10 to 12 per cent.

This paper addresses a literature gap about the 3R attitudes and resulting behavior as part of campus sustainability of higher education institutions in a developing country. The authors’ results revealed hurdles to be overcome and presents results that can be compared to behavioral responses of people from other developed countries. These findings can be used as a guide for higher education institution’s policy-makers, as they indicate that voluntary instruments alone will not yield effective results, and other mechanisms that have an impact on people's behavior are required.

This paper aims to measure and rigorously compare the perceptions of South Korean university social engagement between faculty and students, two definitive stakeholders identified by stakeholder theory – but considerably heterogeneous, to understand how South Korean campus embraces social engagement in practice. To that end, this study delves into the conceptual framework of university social engagement and selects a highly internationalized, research-oriented, four-year comprehensive South Korean university campus that has long sought to become engaged in communities as the research site.

Methodologically, exploratory and confirmatory factor analyses were used to identify the factor model that successfully fit the data of the study. Factorial invariance tests and latent mean analysis were then conducted to measure and strictly compare the between-group mean differences.

According to the findings, neither faculty nor students had positive perceptions of their institution’s social engagement in terms of leadership, participatory decision-making, curriculum and instruction, institutional supports and systemic mechanism. That is, two definitive stakeholders on campus similarly perceived that social engagement has not yet been institutionalized as a core value and therefore embraced in practice. Based on these findings, this study discussed several implications for university decision makers. Specifically, the institutionalization of and the need for authentic leadership in university social engagement were emphasized as a means to encourage and facilitate the delivery of practical, beneficial services to the public.

As with all studies, there are certain limitations that must be noted. The sample for this study represents the experiences and expectations of faculty and students at only one institution. Therefore, the experiences of individuals at this single university are not necessarily representative of all South Korean universities. In addition, given that the public service missions of South Korean universities emanated from Western thoughts (Duke, 2008; Ward, 2003), social engagement in the present study has been discussed and conceptualized according to the dominant Western scholarship.

As both faculty and students similarly perceived, participatory decision-making and systemic mechanism do not work properly, and therefore, social engagement as an institutional value cannot strongly take root on campus. Based on the scale used, this study identified communication and organizational supports as the likely issues that obstruct the institutionalization of social engagement. In relation to communication, Boyte and Hollander (1999) emphasize that it is important that stakeholders are well aware of the engaged effort of the institution. Then, the voices of stakeholders need to be acknowledged as valuable feedback so that university decision makers and stakeholders can discuss mutually important issues and concerns (Minnesota Higher Education Services Office, 2003). Furthermore, the relevant literature consistently contends that engaged effort can only be productive with continuous and systemic organizational supports (Boyte and Hollander, 1999; Holland, 1997; Minnesota Higher Education Services Office, 2003; Weerts and Sandmann, 2008). That is, the engaged work of teaching, research and service should be thoroughly assessed and reported to stakeholders on a regular basis. The implication in this study is that university decision makers should make greater effort to design and implement policies and regulations that enable organizational supports to continue.

For social engagement to be valued in practice, the relevant literature (Kellogg Commission, 1999; Garlick and Langworthy, 2008; Minnesota Higher Education Services Office, 2003; Peterson, 2009) advises that top institutional leaders need to encourage interdisciplinary scholarship that includes research, teaching and learning; develop incentives to encourage faculty involvement in engaged work; support engagement so that it is incorporated into the curriculum and instruction; and secure funding for engagement. The fundamental insight that these suggestions provide to university decision makers is crystal-clear: social engagement must be authentically prioritized in the decision-making process.

The quantitative and descriptive findings of the study seek to provide one further step toward the objective of establishing the groundwork for future research on university social engagement in Asian context. Further, replication studies with various Asian cases and research designs may results in tangible improvements to the theorization of Asian university social engagement.

The purpose of the study is to examine the relationship between the COVID-19 pandemic and international student mobility from an alternative perspective and to reveal descriptive findings.

This study follows qualitative research methodology. In accordance with the purpose of the study, the data were collected by the literature review and then it was analyzed by the descriptive analysis method. The effect of the COVID-19 pandemic on international student mobility and the relationships between these variables are explained by tables and classifications.

According to the findings obtained, the restrictions in physical student mobility and shutdown are observed as the biggest challenges that occurred in higher education during the COVID-19. On a global scope, international student mobility has experienced a major break. Physical campus life is still on standby. Online higher education does not give any campus life as before. Students cannot benefit form city's or country's facilities when studying online at home country. The collaboration between university and business has been declined and this is even more discouraging for international students. The hybrid education model produced an intermediate solution in this period. On the other hand, the rise of online education has created new techniques for higher education. University students who cannot go abroad attend different countries lectures and education programs. But also a new challenge has come as the access of online platforms in under developing countries university students. Online education system also discussed in terms of creating inequality in higher education.

This study focused on student mobility and not focused about academic mobility.

It is seen that the traditional higher education system has been adapted into online distance higher education system since COVID-19 crises began globally. On the other side, it is observed that most of studies have focused the effect of COVID-19 on university students based on the transition to online education. When considering the effect of pandemic process on the mobility of international students and higher education, the authors can suggest policy makers to develop new higher education protocols and teaching models supporting key issues (economic, social, health, education and equalization) in the long-term. Higher education institutes have been able to produce creative and innovative solutions for both education and communication during the pandemic process.

University students who cannot go abroad attend different countries lectures and education programs. But also a new challenge has come as the access of online platforms in under developing countries university students. Online education system also discussed in terms of creating inequality in higher education.

This study provides a new perspective for international student mobility in the context of COVID-19 pandemic. This is an emerging issue for the literature. This study is original with its approach to the subject from a global perspective through reviewing the studies of different countries. This study points out key variables for determining the effect of COVID-19 on international student mobility for future studies. When employing quantitative research models, the current key variables can guide them.

The ever-changing educational landscape, exacerbated by recent events surrounding COVID, political and cultural unrest, necessitates educators who are antifragile, able to withstand pressures and thrive amidst uncertainty. To this end, the pilot study reported here aims to examine mathematics educators’ initial reflections on what it means to be a risk-taker in the classroom, what prevents them from engaging in instructional risks and what would support their instructional risk-taking.

The pilot study utilized interviews with participants, including four pre-service teachers who were enrolled at the university and seven in-service teachers who were employed on active PDS campuses within the school district.

Preliminary findings suggest teacher beliefs concerning risk-taking, the barriers to engaging in such behaviors and the support needed to be able to take instructional risks. Results highlight the role of school–university partnerships in cultivating a culture of risk-taking through active collaboration and dialogue.

These findings have important implications for universities and PDS partners engaged in preparing teachers for an educational field that is unpredictable and continually changing. Additional research should be completed in varying PDS settings.

Findings highlight the role of school–university partnerships in cultivating a culture of risk-taking through active collaboration and dialogue.

Educators are currently faced with an unprecedented instructional landscape. Antifragile, risk-taking teachers are needed who are adaptable and innovative, thus better equipped to enter the challenging and uncertain realities of education.

This chapter deals with the perception of (sensed) discrimination and the coping strategies of Russian-speaking female scholars in Germany and applies an intersectional approach between culture, migration, gender and social background. Based on telephone interviews, the study aims to contribute to the discussion on discrimination in research environments and individuals’ professional integration by exploring narratives of migration and work in 13 women who migrated from the former Soviet Union (FSU) to Germany from 1990s to 2010s. Based on the findings, the author derives implications for policy and practice, such as a recommendation to implement introductory conversations with newcomers to reduce culture clash in competitive work contexts.

Despite the potential for research institutes to advance interdisciplinary research on university campuses, There have been few studies on how interdisciplinary research centres integrate multiple disciplines in practice, how they influence the collaborative behaviours of scientists and how they establish collaborative communities. This study aims to provide a deeper understanding of how interdisciplinary research is being enabled at research institutes and offers signposts for how research institutes can further embed interdisciplinarity within their units.

Within this study, 30 interviews were conducted with leadership and faculty within 4 sustainability research institutes in the USA exploring how research institutes support interdisciplinary research within their units. A thematic analysis on the interview data revealed themes on how research institutes are enabling interdisciplinary research within their organisations and universities.

The study highlights eight themes on how research institutes are, and can further, enable interdisciplinary research within their organisations and universities. Some of the themes are fully implemented within the research institutes, whilst others are more aspirational and highlight where institutes can create additional capability and capacity for interdisciplinary research within their units and universities.

Whilst the study is limited to four major sustainability research institutes the findings will be applicable to all research centres and institutes attempting to create interdisciplinary research environments.

The study will be of particular interest to research institutes and university leadership who wish to cultivate a deeper culture of interdisciplinary research within their organisations.

The advancement of inter- and transdisciplinary research within universities are seen by many academic institutions, expert groups and funding bodies as essential for solving wicked problems and grand challenges facing society. The findings of this paper will help universities increase their capacity for interdisciplinary research.

There are few comparable publications in terms of methodology, approach and focus on research institutes.