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In response to a globalised education context that places increasing pressure on higher education institutions for pedagogical innovation and reform, universities are attempting to carve out more meaningful identities through reimagining campus design. As universities introduce more decentralised spaces, from strictly learning environments to a more collaborative organisation, the boundaries between these and other spaces become more fluid, redefining universities as learning environments. The concept of the Sticky Campus has been gaining currency recently. Emulating trends in 'third places' and popular urban co-working spaces, a Sticky Campus blurs the boundaries between study and living by incorporating areas for relaxation, social interaction, group learning, eating or study. Moreover, Sticky Campuses offer opportunities for shared meaning-making amongst faculty, students and the broader community. This paper introduces the contemporary concept of the Sticky Campus and explores its viability in Japanese institutional settings. Given the Sticky Campus concept has emerged from a predominantly Western lens, this paper provides a commentary on whether the concept is transferable into non-Western cultural settings such as Japan. Such a discussion is crucial for Japanese university transformations in the twenty-first century, as the higher education sector considers its options in transitioning to post-COVID conditions. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Administrative Sciences / Yonetim Bilimleri Dergisi is the property of Canakkale Onsekiz Mart Universitesi, Terzioglu Kampusu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Drawing on higher education regionalism, this paper explores international branch campus (IBC) initiatives undertaken by one of the largest Russian IBC-exporting institutions, the Lomonosov Moscow State University (LMSU). To date, very little is known about higher education (HE) export-import between the post-Soviet countries. This qualitative inquiry critically examines the Soviet legacy of LMSU IBCs to understand their origins, purposes, and utility as a form of HE export. This paper sheds light on (1) the similarities and differences between six LMSU IBCs and (2) discourses used to rationalise the establishment of LMSU branch campuses. The findings from this paper suggest that LMSU IBCs are established (a) to promote the Russian HE model, (b) to strengthen political and cultural ties with neighbouring countries, and (c) to bolster LMSU's image and brand appeal in the region. [ABSTRACT FROM AUTHOR]

According to the World Bank, South Africa is the most unequal society in the world. It follows that teaching philosophy takes on a unique character in this country. During the initial COVID-19 outbreak, all universities were compelled to move online, entailing that the teaching of philosophy also moved online. However, because of their socio-economic realities, students faced many barriers, and this served to further marginalise already marginalised students. The university campus provides structural support to many of these students that they do not have at home-computer labs, internet access, and residences. With campuses shutting down and learning to move online, many (if not most) of our students faced significant challenges. This paper explores the challenges encountered during this time through empirical research. Five interviews were conducted with philosophy lecturers, and the data was analysed using Atlas.ti. This article therefore provides empirical insight into the challenges faced by philosophy lecturers as they taught philosophy during a pandemic in the "most unequal society in the world". [ABSTRACT FROM AUTHOR]

While bystander intervention education has demonstrated promise as a strategy to reduce dating and sexual violence (DSV) on campus, little is known about whether survivors on whose behalf the interventions take place find these helpful. This paper uses qualitative, in-depth interviews with 33 DSV survivors to explore their perspectives on bystander intervention. Results indicate that while some interventions were identified as helpful, especially those that provided support to the survivor, many were not helpful enough or even harmful. Further work is needed to understand the consequences of bystander action. [ABSTRACT FROM AUTHOR]

Copyright of Economics & Environment / Ekonomia i Środowisko is the property of Fundacja Ekonomistow Srodowiska i Zasobow Naturalnych and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It has been hypothesized that key lifestyle behaviors of physical activity and sleep worsened in response to the Coronavirus disease (COVID-19) pandemic. However, there have been inconsistencies in findings of changes in these key lifestyle behaviors across populations likely due to the wide variety of assessment methods. The purpose of the study was to compare physical activity and sleep before and after the COVID-19 pandemic using accelerometers and self-reported behaviors. A longitudinal follow-up was conducted on students, faculty, and staff at a university campus in the United States. In the periods before March 2020 (covering the academic years of 2018-2019 or 2019-2020) and again in April-June 2021, participants completed surveys to evaluate their physical activity and sleep behaviors and wore an accelerometer. A total of 44 participants completed the survey at both timepoints and 32 completed accelerometer assessment at both timepoints. Fifty-seven percent of participants reported a perceived decline in physical activity, while 30% reported a worsening in sleep. From self-reported data, overall physical activity did not change, but there was a decrease in active transport (p < 0.001) and increase in domestic physical activity (p = 0.012). Sleep quality decreased as evidenced by an increase in Pittsburgh Sleep Quality Index scores (p = 0.045). There were no changes in accelerometer measured physical activity or sleep. There were no changes in physical or mental health. While perceptions of physical activity declined from prior to the COVID-19 pandemic, there were no changes in device-measured physical activity, and changes in self-reported physical activity differed by domain. [ABSTRACT FROM AUTHOR]

The overarching focus of this study is to gain a comprehensive understanding of how the admission of international students into institutions of higher education in the US, creates advantages to their college campuses and communities, apart from its concomitant liabilities. The US has been the most preferred study abroad destination for international students (IIE, Open Doors, 2023). In the 2022/2023 academic year, 1,057,188 international students enrolled in colleges and universities in the US representing about 25% of total international students enrollment worldwide (Bound et al., 2020). This study will be an exploratory attempt to understand the advantages that international students bring to higher education institutions in the US and their contributions to the country's economy overall. It is intended to provide a rich description of international students contributions over the years, in addition to the costs and benefits associated with admission of international students. [ABSTRACT FROM AUTHOR]

Previous research on faculty publication venue choice at R1 institutions reveals tension between the benefits of open access and institutional pressure for faculty to publish in specific journals for review purposes. How does this tension percolate through regional campuses with different institutional priorities, and what can these contexts reveal about publishing practices and priorities for different kinds of faculty? In this study, the authors used content analysis on transcripts of interviews of sixteen faculty from regional campuses of an R1 institution to better understand the perception of open access publications as a venue choice. [ABSTRACT FROM AUTHOR]

The objectives of this research are, (1) To determine the connectivity index of the transportation network in the Undana campus environment, and (2) To determine and increase the level of efficiency of traffic movements in supporting the accessibility needs of transportation users in the Undana campus environment. campus environment. The method used is a quantitative descriptive method which is used to analyze data by describing or illustrating the data that has been collected as it is. The results of the analysis in this research are, with the beta index value (B) of 1.05 indicates that road network connectivity is not arranged linearly or simply. Meanwhile, the gamma index (y) value of 0.38 indicates that the condition of transportation network connectivity is still low. Therefore, infrastructure planning is proposed as a solution to increase the mobility and connectivity index values. Several traffic engineering management scenarios are proposed based on the results of the analysis, namely widening roads, limiting public transportation, scheduling traffic movement activities, improving the safety of traffic signs, encouraging the use of public transportation by providing temporary stops, and monitoring traffic. engineering management. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Engineering & Architectural Faculty of Eskisehir Osmangazi University / Eskişehir Osmangazi Üniversitesi Mühendislik ve Mimarlık Fakültesi Dergisi is the property of Eskisehir Osmangazi University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Our choice of clothing has a great impact on how we are perceived by others. The official dress code of the university has changed a lot. From a more formal and exquisite dress code to a range of informal styles, such as business casual and smart casual. This change raises the question of whether dress has an impact on how students develop first impressions and opinions in our campus community. This study, which took place in November and December 2022, involved 414 individuals from a heterogeneous sample who responded to an online questionnaire provided on campus. The basis of this study is the sample, which was carefully selected to represent the age and gender distribution of the university. The main objective of this study is to investigate how students' perceptions and opinions are influenced by lecturers' dress. The results show a complex relationship between what people wear and the perceptions they create. Specifically, a preference for athletic or informal clothing is associated with qualities such as flexibility and directness, while a preference for more elegant and formal clothing conveys qualities such as care and attention to detail. These findings highlight the complexity associated with our assessment and interpretation of teachers' classroom dress codes and shed light on the different facets of first impressions in a university setting. [ABSTRACT FROM AUTHOR]