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Student engagement is a multifaceted concept that encompasses various dimensions that significantly influence students and their learning journey. This study aims to explore the extent of engagement among management students outside the confines of the classroom, specifically focusing on their engagement with the campus and community and assessing the outcomes resulting from this engagement.

The literature review provided the basis for developing a student engagement framework, focusing on campus and community engagement and their outcomes. Established scales measured these variables through surveys administered to 386 UG and PG management students. In-depth analysis using PLS-SEM technique revealed the interplay of variables, beyond demographic and descriptive examinations.

The study found that campus and community engagement fosters a sense of responsibility. Campus engagement also cultivates long-term loyalty to the institution, while community engagement enhances social consciousness. Additionally, no significant differences in engagement levels were observed based on gender or educational level among management students.

The study faces limitations that need addressing for balanced understanding and future research guidance. Firstly, varying definitions across studies lead to inconsistent outcomes and comparability challenges. Secondly, accurate measurement is difficult due to reliance on self-reporting tools, which are prone to biases. Cultural and contextual differences also limit generalizability, and quantitative data alone may not capture the full picture. In India, identifying specific skills and competencies as engagement outcomes in outcome-based education is challenging, requiring precise variable identification.

The study would contribute to improving the efficacy of efforts beyond the classroom engagement activities as it tests, validates, and projects them as outcome-driven by showcasing learning both as generic competencies in a broad sense and higher-order competencies in particular.

The literature indicates higher education institutes' activities beyond classroom teaching enhance students' campus and community relationships. This study measures these engagements' outcomes and suggests new research dimensions in student engagement.

This article explores the implications of virtual social spaces for conceptualizing community engagement in the practice of architecture and design by critically analyzing multidisciplinary approaches to conceptualizing community namely space, place, and context to envision social spaces of virtual community engagement by architects and designers.

This conceptual article utilized narrative literature review as the primary method for conducting a transdisciplinary theoretical integration. First, the authors defined the metaverse as all manner of human-technological interaction. Second, the authors discussed theories of place from architecture, social geography, and human ecology and employed neoecological theory to describe the interactional processes inherent in research and practice with virtual communities. Finally, the authors documented specific types of virtual engagement strategies in architectural research and practice.

Virtual environments provide varied opportunities for effective collaborations among architects, designers, and community members. The primary strategies identified by the literature review of virtual community engagement were collaborative, augmented reality, and situated digital experiences. In addition, researchers have found that the most effective community engagement bridges interactions in the physical space and digitally mediated interactions.

The authors advocate for increased research towards understanding how the expanded availability of more complex technological tools, such as future versions of artificial intelligence (AI) software, may further layer the landscape of community engagement in ways that may be unpredictable and currently less understood. Additional research is also needed to address participants' perspectives in virtual community engagement and explore how the building of communities in the meta-context is felt, lived, and understood by those who act in them.

The availability of new technological tools and digital platforms challenges diverse professionals to expand their community-engaged practice into the metaverse. Although not every community has broadband Internet or software access, many physical locations whether community centers, libraries, schools, or one’s own home may serve as safe spaces for novel virtual engagement experiences by individuals and groups. Digital engagement can increase opportunities for involvement from persons who are home-bound, lack transportation or child-care to attend in-person community events, or may desire the anonymity afforded by virtual engagement.

Virtual environments can provide varied opportunities for effective collaboration among architects, designers, and community members by overcoming physical or nonphysical barriers to in-person engagement. For example, recent case studies of civic and community organizations have successfully integrated physical and virtual community engagement during the global COVID-19 pandemic by overcoming physical or nonphysical barriers to in-person engagement. Community development theorists have referred to such contexts as a “post-place community” in which individuals find solidarity through digital global networks.

This article theorizes virtual community engagement in the metaverse from a transdisciplinary perspective and coins the innovative concept of meta-contexts to describe a global “post-place” community. Integrating theories of place from architecture, social geography, and human ecology guides an original review of effective strategies for meta-contextual digital community engagement by architects and designers.

Taking instances from extant findings from the literature, the study aims to examine the community perception toward renewable energy (RE) off-grid (mini-grid/microgrid) intervention, the underlying rationales for engagement of communities in RE off-grid projects, the different alternatives/models to engage communities in various phases of RE off-grid project deployment.

The study has followed the structured literature review to explore the identified research question of the study.

Based on findings from the review, the framework for effective community engagement in RE mini-grid projects is suggested. Furthermore, the study also draws suggestions and implications for future research and practice.

Based on such understanding the present study offers the framework which suggests the steps for the engagement of the communities in the off-grid projects. The key steps are managing the perception of the community (including generation of awareness among the community), planning for the benefits of the community, linkage the sustainable development goals (SDG), planning for the inclusion of the community and measuring performance (in the line of social and economic criteria and SDG).

This study finds the gap in the literature on the nexus of community, off-grid energy projects and SDG. Following the findings from the scholars in this field, a few gaps in the policy and practice have been highlighted which could be useful for practitioners and policymakers in this area.

While supporting entrepreneurship through government intervention has become a global phenomenon, the OECD (2021) has identified that several communities (including women, youth, seniors, unemployed and immigrants) remain under-represented in terms of entrepreneurial activity. Inclusive entrepreneurship policies seek to enhance economic and social inclusion and emphasise the significant contribution that people from within these communities could make to local and regional development if appropriate support was offered. The purpose of this study is to examine how higher education institutions (HEIs) can co-create inclusive entrepreneurial training initiatives with local communities that support economic and social inclusion.

This in-depth qualitative study draws on the experiences of multiple stakeholders to highlight how an HEI can enhance entrepreneurial activity within under-represented and disadvantaged communities through its community engagement initiatives. The research was conducted through a revelatory case study of an Irish HEI that is newly constituted and is developing an inner-city campus with a focus on community benefit. Rich qualitative data were collected through semi-structured interviews and participant observation of an HEI community engagement initiative with disadvantaged communities. Thematic analysis methods were used in the processes of generating codes, categories and themes leading to the findings of this study.

The study identified that broadening the interpretation of entrepreneurial activity to value creation and developing enterprising behaviour has significant relevance for disadvantaged communities. These communities may not have the capacity to start a business yet might benefit from the personal development aspects of entrepreneurial education. Moreover, findings indicate how HEIs are uniquely positioned to develop inclusive entrepreneurial education initiatives to redress social inequalities in their regions.

As an original contribution to knowledge, this paper extends traditional education frameworks to identify individual, collective and system-level considerations in the design and development of inclusive entrepreneurial education initiatives. This study contributes an evidence-based framework to guide HEIs and their regional partners in the future development of inclusive, tailored support through entrepreneurial education.

Knowledge sharing in online health communities (OHCs) disrupts consumers' health information-seeking behavior patterns such as seeking health information and consulting. Based on social exchange theory, this study explores how the two dimensions of experts' free knowledge sharing (general and specific) affect customer transactional and nontransactional engagement behavior and how the quality of experts' free knowledge sharing moderates the above relationships.

We adopted negative binomial regression models using homepage data of 2,982 experts crawled from Haodf.com using Python.

The results show that experts' free general knowledge sharing and free specific knowledge sharing positively facilitate both transactional and nontransactional engagement of consumers. The results also demonstrate that experts' efforts in knowledge-sharing quality weaken the positive effect of their knowledge-sharing quantity on customer engagement.

This study provides new insights into the importance of experts' free knowledge sharing in OHCs. This study also revealed a “trade-off” between experts' knowledge-sharing quality and quantity. These findings could help OHCs managers optimize knowledge-sharing recommendation mechanisms to encourage experts to share more health knowledge voluntarily and improve the efficiency of healthcare information dissemination to promote customer engagement.

This study examines the public participation in the implementation of the Historic Urban Landscape (HUL), a United Nations Educational, Scientific and Cultural Organization (UNESCO) approach for urban development. HUL has six Critical Steps and four Tools Categories relating to community engagement, knowledge and planning, regulatory system and financial instruments. The HUL public participation component has materialized variably across the adopting cities, challenged by the local implementation capacity. In response, we have singled out two research questions revolving around the participants’ characteristics and participation methods.

This study instrumentalizes case studies as a research methodology and thematic literature as a theoretical context. The HUL projects for Ballarat, Australia and Cuenca, Ecuador have been selected as sources of published information because they exhibit comparative differences in completing community engagement. We have compared the community engagement accounts of the two cities.

The Ballarat and Cuenca HUL project accounts point out to commonalities and variances in responding to the HUL public participation mandate. The findings for the participants’ characteristics involve project setting, participants categories and participants empowerment; the findings for the participation methods involve initial preparation, domestic and international expertise and public conversation.

The results of the study help define public participation practices in HUL project implementations. The results present an opportunity for city officials, HUL project planners and field administrators for making informed decisions particularly in relation to the two public participation domains, the participants’ characteristics and the engagement methods.

This study aims to delve into the evolution, trends and implications of scientific production related to service learning (SL) and community engagement for sustainability in higher education institutions (HEIs). Because HEIs play a crucial role in achieving the sustainable development goals (SDGs), experiential learning approaches are needed to actively involve students in sustainable development.

In total, 869 publications from Web of Science and Scopus databases were analysed using a bibliometric approach that included performance analysis and science mapping. Subsequently, a systematic literature review was conducted on 118 publications, focusing on their contribution to SDGs and alignment with United Nations Educational Scientific and Cultural Organisation’s fields of expertise.

The findings reveal two significant trends: a substantial shift from curriculum development (2000–2010) to education for sustainable development (2011–2022), and the effectiveness of experiential learning teaching approaches, such as the integration of SL with community engagement and the use of innovative research methods in promoting the acquisition of sustainable development competencies. Additionally, community-based research, participatory action research and capacity development emerged as the primary topics.

While this research is based on publications from two prominent databases, it may not include significant studies published in other databases.

These findings suggest that stakeholders should incorporate experiential learning activities and innovative research approaches to enhance education in, for and from sustainability.

This study offers a fresh perspective on the intellectual framework of experiential learning teaching approaches concerning sustainability in HEIs.

Online brand communities (OBCs) and their role in determining consumer behavior is gathering interest of theorists and practitioners. This study examines the role of OBCs in influencing the level of involvement leading to perceived sport team brand equity (STBE) of sports fans from a social exchange theory perspective. The role of self-congruity as a moderator is examined to determine the differences in the level of involvement and attachment of fans in OBCs.

Based on quantitative research and convenience sampling, data for the study were collected from 394 football fans who were existing members of OBCs. The research model is tested using partial least square structural equation modeling.

The results show a direct and significant impact of brand involvement on brand attachment. Consumer brand engagement (CBE) mediates the relationship between brand attachment and STBE. While self-congruence does moderate the effects between brand involvement and brand attachment.

The study reveals the role of community related factors on sports fans’ perceived STBE. The study also provided a novel approach to examine sport fan behavior in social media through the lens of social exchange theory. Finally, it is providing a novel approach in examining role of OBCs in influencing behavior of sports team fans towards the team and brand.

This study aims to perform the bibliometric analysis of the customer engagement (CE) literature, highlights the major research themes and classifies the subdomains. The study also identifies antecedents and consequences, as well as dimension evolution, and suggests future research directions.

This study used a comprehensive bibliometric approach using Scopus data from 2002 to January 2024. Advanced analytical techniques, including bibliometric and cocitation analysis using R and bibexcel, were used. In addition, machine learning (ML)-based Latent Dirichlet Allocation (LDA) was used to extract latent themes.

This study reveals the domain’s past trend and present research scenario. The thematic analysis of CE is classified into three phases. Document cocitation analysis provided four broad clusters: conceptualization and operationalization, value creation through engagement, building relationships with brands and engagement-social media interface. The antecedents and consequences are categorized and presented along with the evolution of the multidimensional nature of CE.

This study adds to the literature in two key ways. First, the entire scholarly production has been compiled into one frame. Second, multiple methods were used to unravel citation, cocitation and textual data. Furthermore, ML-based LDA was used to extract latent themes from clusters and future research directions were proposed.

Flood preparedness and response from the perspective of community engagement mechanisms have been studied in scholarly articles. However, the differences in flood mitigation may expose social and behavioural challenges to learn from. This study aimed to demonstrate how text mining can be applied in prioritising existing contexts in community-based and government flood mitigation and management strategies.

This investigation mined the semantics researchers ascribed to flood disasters and community responses from 2001 to 2022 peer-reviewed publications. Text mining was used to derive frequently used terms from over 15 publications in the Scopus database and Google Scholar search engine after an initial output of 268 peer-reviewed publications. The text-mining process applied the topic modelling analyses on the 15 publications using the R studio application.

Topic modelling applied through text mining clustered four (4) themes. The themes that emerged from the topic modelling process were building adaptation to flooding, climate change and resilient communities, urban infrastructure and community preparedness and research output for flood risk and community response. The themes were supported with geographical flood risk and community mitigation contexts from the USA, India and Nigeria to provide a broader perspective.

This study exposed the deficiency of “communication, teamwork, responsibility and lessons” as focal themes of flood disaster management and response research. The divergence in flood mitigation in developing nations as compared with developed nations can be bridged through improved government policies, technologies and community engagement.