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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.

In an era where complex technological advances increasingly govern service delivery, it is incumbent on service firms to pioneer innovative strategies to sustain customer engagement and cultivate loyalty. This conceptual paper examines the transformative potential of artificial intelligence (AI) in the realm of online customer communities, with a particular focus on its creation, management and enhancement facets. The authors explore how AI can revolutionize the dynamics of customer interaction, feedback mechanisms and overall engagement within the service industry.

This conceptual paper draws from marketing and management literature focusing on customer communities and AI in service and customer engagement contexts with a robust future research agenda.

A classification of online customer community engagement is provided along with a conceptual framework to guide our understanding of the integration of AI into online customer communities.

This exploration underscores the imperative for service firms to embrace AI-driven approaches to online customer community management, not only as a means to optimize their operations but as a vital strategy to stay competitive in the ever-evolving digital landscape. This paper examines the novel combination of AI with online customer communities and provides the framework in the form of an input-process-output (IPO) model for future research into this integration.

This study aims to examine the association between community engagement, community commitment and sustainability of public–private partnership (PPP) projects in Uganda.

This study adopted a cross-sectional and quantitative approach. Data were collected using a questionnaire from 42 PPP projects in Uganda.

The study found that community engagement and commitment are all positively and significantly associated with the sustainability of PPP projects in Uganda. Results also show that community commitment mediates community engagement and project sustainability.

The study results imply that for sustainability to be achieved, communities must be engaged in project activities such as planning, design and implementation to boost their commitment to project sustainability.

The sustainability of PPP projects is an emerging phenomenon. This paper contributes to scanty literature on ensuring the sustainability of PPP projects from a developing country’s perspective.

Against social cognitive and social exchange theories, this research paper aims to investigate the significance and interaction between perceived knowledge, involvement, trust and brand community engagement in brand communities (BC).

BC participants (n = 503) completed a cross-sectional survey for this research. Analysis was performed using PLS-SEM via SmartPLS (v. 4.1.0.2) and the novel Necessary Condition Analysis (NCA).

An integrative KITE model with positive and significant relationships of key BC constructs was established. The perceived BC knowledge influenced involvement and engagement. Furthermore, the constructs of involvement and trust were discovered to have a positive and significant impact on engagement, with trust having a substantial effect on BC engagement. The indirect effects of the trust construct via the BC knowledge and BC involvement constructs were also significant.

This research advances the existing conceptual approaches by introducing knowledge as the key BC constructs. The study illustrates that members’ knowledge about a BC facilitates their involvement in the BCs. The vital role of trust is revealed in the KITE model, as it is significantly related to BC knowledge, BC involvement and BC engagement with at least medium to large effect sizes. Notably, the role of trust is enhanced as it is the only necessary must-have (instead of “should-have”) condition to achieve high levels of BC engagement. Furthermore, the KITE model provides insights for marketers to develop a valuable BC.

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.

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 investigate the critical role of online brand community (OBC) engagement and brand evangelism: the role of age, gender and membership number.

To achieve the study’s objective, 303 active Facebook OBC users were surveyed. The AMOS structural equation modelling (SEM) is used to test the hypothesised model.

The results indicate that OBC engagement improves brand evangelism. Specifically, the results show that age, gender, and OBC membership number moderate the relationship between OBC engagement and brand evangelism. Interestingly, this study found that female, younger and low-OBC follower consumers more significantly contribute to nourishing brand evangelism than male, older and high-OBC follower counterparts.

OBC engagement is validated as a key brand evangelism driver, further substantiating its role as a crucial strategic metric. Moreover, age, gender and OBC membership number as moderating factors in the association between OBC engagement and brand evangelism (word of mouth referral, brand defence and future purchases) have been verified. Although the findings suggest that improved OBC engagement contributes to evangelism, this effect transpires more significantly among female, younger and low-OBC followers than male, older and high-OBC followers.

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.