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The Chief Diversity Officer (CDO) position has a unique responsibility to drive diversity, equity, and inclusion efforts across college campuses, however, it does not award individuals serving in these roles an exemption from racial ostracism. In this study, the author investigates how anti-blackness prevents African-American CDOs from fulfilling the most crucial function of the position – coalition building – which is the principal driver of social movement and change in higher education. Findings revealed anti-blackness to produce racial constraints that force African-American CDOs to deprioritize strategic imperatives and instead redistribute time, effort, and focus toward addressing the racialization of their identities. Racial constraints were found to be race-based limitations that inhibit effectiveness of the CDO role and situate African-American CDOs to suffer through the exact same experiences they are hired to fix. [ABSTRACT FROM AUTHOR]

The article explores the implementation of mindfulness practices on college campuses amidst increasing student stress and anxiety, exacerbated by challenges such as resource scarcity and academic pressures. It also discusses the adoption of mindfulness in corporate settings as a model for enhancing mental health and well-being, highlighting concerns and approaches to effectively integrating these practices into higher education.

Before the Fall 2020 semester, college presidents and the NCAA made decisions about playing college football. The current study aims to examine the association between college football games and COVID-19 infections at universities. More than 1,800 college campuses nationwide from The New York Times database on COVID-19 cases on college campuses. Random effects negative binomial regression is used to analyze the association between college football games, membership to college football organizations, and COVID-19 cases at the universities studied. The number of football games played was significantly associated with higher COVID-19 cases at the universities studied. Membership to certain college football organizations was also significantly associated with higher COVID-19 cases, particularly FBS and Power Five conferences. These findings provide a baseline for subsequent analyses across other sports and advocates for continued assessment of protocols that ensure the safety and well-being of student-athletes, fans, and university communities. [ABSTRACT FROM AUTHOR]

This study examines factors that weigh on a victim advisor’s mental calculus when approving whether a victim report a crime to the police. A factorial design was embedded in a survey of college students (n = 1221) and vignettes randomized the relationships between the victim, advisor, and perpetrator and the age of the victim and perpetrator. Results indicate that relationships between parties significantly weigh on an advisors’ mental calculus of approving a crime be reported. Moreover, advisors disapprove reporting if the perpetrator is a juvenile and they approve reporting if the victim is a juvenile. Advisors’ personal biases also mattered. [ABSTRACT FROM AUTHOR]

AbstractIn 2019, (Michigan State University) conducted a campus-wide climate survey on relationship violence and sexual misconduct (RVSM; the ‘Know More’ Survey), which revealed that many students, faculty, and staff did not know where to go for help or how to support survivors. Objective: The authors collaborated on the design and launch of the ‘Support More’ Campaign in 2021-2022, a trauma-informed social norms campaign created to educate the campus community on how to respond to disclosures of RVSM and how to access campus-based services. Methods: Undergraduate students, graduate/professional students, faculty, and staff (n = 10,993) completed another ‘Know More’ Survey in spring 2022. Results: Nearly one-half of respondents reported being very or somewhat aware of the ‘Support More’ campaign. Respondents who had utilized campaign materials found them helpful. Conclusions: Social norm campaigns can help campus communities become aware of RVSM services and how to support survivors. [ABSTRACT FROM AUTHOR]

Characterize college student COVID-19 behaviors and attitudes during the early pandemic. Participants: Students on two university campuses in Wisconsin. Surveys administered in September and November 2020. Few students (3–19%) participated in most in-person activities during the semester, with eating at restaurants as the exception (72–80%) and attending work (35%) and parties (33%) also reported more frequently. The majority wore masks in public (94–99%), but comparatively fewer (42%) did so at parties. Mask-wearing at parties decreased from September to November (p < 0.05). Students attending parties, or consuming more alcohol, were less concerned and more likely to take COVID-19-associated risks. Students were motivated to adhere to COVID-19 prevention measures but gathered socially. Though there was frequent public masking, mask-wearing at parties declined in November and may represent pandemic fatigue. High-yield strategies for decreasing viral spread may include changing masking social norms and engaging with students about creative risk-reduction strategies. [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]

Credible journalism is a vital component of a successful democracy, but enrollment in journalism programs has been declining for years. We surveyed 288 students in 24 different majors from 14 California State University campuses to predict the likelihood of them pursuing a career in journalism. Using regression analysis, for journalism students, social justice concerns were the best predictor, for other majors, perceptions regarding fairness and accuracy of the media were the best predictors. Educators focusing on the contribution journalism makes to social justice and mitigating skepticism about the media are recommended to increase recruitment and retention of journalism majors. [ABSTRACT FROM AUTHOR]

The article focuses on the relationship between the Georgetown University campus and the history of slavery in the United States. The author discusses the founding of Georgetown University as part of the Corporation of Roman Catholic Clergymen to protect Jesuit property, explores how Catholicism and slavery were intertwined in Jesuit missions, and examines the relationship between Georgetown and Jesuit slavery.

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]

In the process of higher education choice, the prospective students compare and organise universities into a preference order, which indicates status hierarchies among institutions. In this study, the aim is to investigate how (and based on what) recent business graduates construct institutional hierarchies in the national higher education landscape in Finland. Moreover, we ask how the geographical location of universities contributes to such hierarchies. Based on 43 interviews with Master's degree graduates from four universities and their satellite campuses, we argue that the long distances between universities in a geographically large country eventually contest the relevance of status comparisons between universities, when it actually comes to making a choice. This does not indicate, however, that institutional hierarchies would not exist nor be of relevance. Our findings reveal that hierarchy is produced through the perceived selectivity of admissions, future exchange value of education, and competitiveness/inclusiveness of student culture. [ABSTRACT FROM AUTHOR]

The internationalisation of higher education presents an increasingly urgent need to explore how universities can become more welcoming places for all students. Top-down implementation of widening participation and the inclusion of a more diverse and less prepared student population in higher education have led to social and academic exclusion, with systems failing to accommodate this change to support the less prepared intakes. Academic and social/cultural drivers are the key areas for bottom-up implementation of internationalisation strategies to support this influx and change in student profile. However, institutionalised separation of home and international students for academic support and language development provision, and separation of this support from subject disciplines, have increased the obstacles that block inclusive practice. An internationalised campus involves both top-down institutionalised intervention and bottom-up intervention of the academic self, enabling the potential for intercultural construction within and between communities, and promoting agency of the self in connection with others to enact change. Viewing university campuses as intercultural spaces that all students and staff need to navigate and inhabit has implications that this article explores through the lens of social justice and from the bottom-up perspective of language development provision, within the field of English for Academic Purposes, in an arts-based university. [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]

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]

The article discusses the oversight of international students' experiences with race and racism in U.S. higher education, advocating for institutional support to develop their racial consciousness and agency. It explores empowering international students with language and tools to navigate racial systems, their role in shaping racial dynamics on college campuses, and the need for a paradigm shift in discourse surrounding internationalization.

Bina Insani University's business development on the Cikarang campus will require good operations to run according to plan. Therefore, operational plan analysis is needed in the Bina Insani University business development project on the Cikarang campus. The aim of this research is to analyze the operational plan in the Bina Insani University business development project on the Cikarang campus. This study used qualitative research methods. Data collection techniques in this research used literature study and observation. The data that has been collected is then analyzed thematically. The research results show that the operational plan for the Bina Insani University business development project on the Cikarang campus has been well prepared. This operational planning is carried out through several stages including the physical construction of Bina Insani University campus buildings, Cikarang Campus, implementation of learning operations, service design and operational delivery. [ABSTRACT FROM AUTHOR]

The aim of this article is to investigate the pastoral work carried out by Course Leaders of College-Based Higher Education (CBHE), asking the question of how does the pastoral work of Course Leaders for CBHE happen? Taking the standpoint of Course Leaders for CBHE and using the work of Dorothy E. Smith, I adopted an institutional ethnographic approach to investigate the pastoral work. Informants were purposively sampled, and data was collected from interviews with Course Leaders and managers, observations of Course Leaders, field notes and texts relating to the work of Course Leaders. I found that the pastoral work of Course Leaders for CBHE was taking place. It was taking place in the talk of the Course Leaders and visible through the observations I carried out. Yet this work was unseen in terms of the documentation relation to the work of the Course Leaders and the absence of facilities in which to carry out this work. However, pastoral work is something that is required for Course Leaders to deliver with the requirements of their role due to the audit culture inherent in The College Group, driven by the need for accountability and financial stability. [ABSTRACT FROM AUTHOR]

The article offers information on the institutionalization of the scholarship of teaching and learning (SoTL) on college campuses. Topics include Boyer's Scholarship Reconsidered as the foundation of SoTL, the expansion of SoTL in conception and practice, and challenges faced by SoTL in terms of institutional practice and recognition.

The changing campus demographics following World War II and the U.S. Black Student Movement of the 1960s unified and influenced the values of academic advising and student support services. This article argues that this context of U.S. college civil rights protest resulted in the call for more inclusive student support services that combined social work, counselling, social justice, and academic knowledge. Academic histories like Martha Biondi's comprehensive Black Revolution on Campus and Ibram Rogers's The Black Campus Movement document well the call for Black counsellors, trained social workers, and academic coaches at campuses on the east and west coasts during the Era of Protest. This study adds to these representations by looking at this history through the lens of a midwestern U.S. flagship, urban campus. Academic and student affairs administrators are taking note of the new generation of undergraduate students and their penchant for protest, especially regarding the Black Lives Matter movement spurred by the tragic deaths of college-aged and college-bound young Black men like Trayvon Martin and Michael Brown that has strengthened during the pandemic after the murder of George Floyd.. [ABSTRACT FROM AUTHOR]

Scholars have long debated an idealised conceptualisation of academic advising practice, while higher education administrators have shaped their own vision for its practice on college campuses, resulting in widespread ambiguity regarding its purpose and function. This study investigated how 181 chief academic officers at two year and four year public and private institutions in the U.S. viewed academic advising roles. The findings indicate consistent agreement amongst those surveyed regarding their views about the role of the academic advisor. However, this consistency of agreement on role possibly represents an oversimplified understanding of the purpose and function of academic advising, contributing to the continuation of role misunderstanding. [ABSTRACT FROM AUTHOR]

Studies of time and higher education emphasize how macro-level changes influence everyday university practices and how time is experienced and perceived in various ways. This paper adds to these studies by looking at time as infrastructure. We explore how students relate to time and unpack the challenges caused by the temporal structure of higher education. The analysis presents material from ethnographic fieldwork carried out with students following three Bachelor's programmes. Treating time as infrastructure directs attention to the ways in which temporal structures serve to both enable and constrain practices. We found that the students related to several temporal horizons and that these required different paces, so that the horizons sometimes clashed. However, students also adopted strategies disrupting the pace and direction of the scheduled time, using cracks and openings in the temporal infrastructure to create time for immersion and reflection. [ABSTRACT FROM AUTHOR]

As a place of knowledge inheritance and a symbol of human social civilization progress, university campuses play an essential role in human civilization's development and urban society's spread. The continuous expansion of universities brings a rapid urban space transformation, social phenomenon changes, and economical promotion to society. Modern campus construction and updating should strive to build an integrated system between schools & cities and explore new models for their joint growth. At the same time, researchers should adopt multi-disciplinary cross-research methods, disrupt narrow disciplinary boundaries, and draw on theories and research references from various related disciplines comprehensively. [ABSTRACT FROM AUTHOR]

In an increasingly globalised society, the internationalisation of higher education has become a prime goal for many universities, which seek to promote the development of intercultural competencies and insert their actors in dynamics of academic cooperation, knowledge construction and negotiation of meanings in an environment of respect. What is sometimes overlooked, however, is the fact that university campuses are already intercultural spaces by nature, even in the absence of internationalisation initiatives; in other words, university campuses are places where diversity abounds, making it possible to experience intercultural encounters, leading to the development of intercultural competencies. This article presents the narratives of four students and their home-making experiences at a Colombian university. Through their stories, these students give us a glimpse of the intercultural challenges they face when they try to create a sense of belonging while developing, constraining or reaffirming their identities on campus. The article analyses the student narratives through the lenses of new materialism, social semiotics, intersectionality and intercultural communication to understand the complexity of building a home with others amid diversity and, sometimes, adversity. [ABSTRACT FROM AUTHOR]

Academic performance is usually viewed in terms of numerical figures as manifested in the individual activities of students in the class-room. As mentioned by Husaini, Y & Shukor, N (2022), students' Academic Performance is vital for assessing a student's standing within a university. It makes it possible for academic staff, educational administrators, and decision-makers to precisely evaluate students taking various courses throughout a semester. Additionally, it served as a cautionary tale for the students to assess their performance level and make subsequent improvements Supported by the results from the study of Husaini, Y & Shukor, N (2023), students' academic performance is vital for assessing a student's standing within a university. It makes it possible for academic staff, educational administrators, and decision-makers to precisely evaluate students taking various courses throughout a semester. The study investigated the relationship between student’s academic performance and their participation on Co-curricular and Extra-curricular Activities. It further investigated if Age, Sex and Academic Program would cause significant differences in their Academic Performance, Co-curricular Activities and Extra-curricular Activities. A total of 75 students from the Business Administration program participates in the study. The students were from the four (4) academic majors namely; Marketing Management, Financial Management, Operation Management and Human Resource Management. Results revealed that Co-curricular Activities and Extracurricular Activities of the students are both significantly related to their academic performance with P-value < 0.05. Likewise, the Age, Sex and Academic Program of the students did not cause any differences on their assessments towards Academic Performance, Co-curricular Activities and Extra-curricular Activities with P-value of >0.05. [ABSTRACT FROM AUTHOR]

The main objective of this study is to determine the level of commitment of external campus faculty members to the implementation of extension services. In particular, this study sought answers to the following questions: (1) What is the demographic profile of the respondents in terms of gender, employment status, years in service, years in doing extension, and number of extension involvement? (2) What is the level of engagement of faculty members in external campuses in conducting extension services? (3)What is the level of commitment of faculty members in external campuses in conducting extension services? (4) What action plan may be developed to improve the involvement of faculty members in external campuses in conducting extension services? This study used a descriptive study using a questionnaire to collect relevant data. The results show that (1) More female faculty members provide extensions compared to male faculty members. Full-time faculty must provide extension services as one of their primary responsibilities; irregular may collaborate with permanent faculty. Because tenured faculty are aware of their core responsibilities, they must commit hours of extension activities even when they are available for teaching responsibilities. Regular faculty continue to be committed to extension services. (2) Faculty members show great appreciation in providing extension services and considering the efforts of the partner community because they believe that they are their potential partners in community development. (3) Faculty members provide extension services not only for accreditation purposes, but also to promote sustainable development, especially in marginalized areas. [ABSTRACT FROM AUTHOR]

Motherhood is often positioned as incompatible with further education, and various cohort studies have revealed the many ways in which mothers are discouraged from and disadvantaged in higher education. Guided by role theory, we investigated the experiences of more than 1300 'PhD mums' from across the world as they simultaneously navigate the roles of doctoral researcher and mother (or mother-like role). Using a mixed-methods survey design, qualitative and quantitative results were analysed to reveal the contradictions and complexities of the PhD mum experience, with motherhood both straining and enhancing the doctoral journey. Motherhood may place considerable strains on doctoral researchers, including on their ability to conduct and write-up their research. These strains are exacerbated by inequitable and gendered role expectations, finite resources, and limited support, often at the expense of doctoral researchers' physical and mental well-being. However, it is not all negative, and PhD mums can bring a range of skills and attributes that are valuable to individual doctoral studies as well as doctoral programmes and institutions more broadly. The benefits also extend to the PhD mums themselves, their families, and their communities. This paper challenges unfounded assumptions about the commitment and ability of mothers to succeed in doctoral education, but also raises serious concerns about the role of institutions in perpetuating social inequalities while espousing commitment to diversity, equity, access, and inclusion. [ABSTRACT FROM AUTHOR]

Much research on the employability development of university students and the employability experience of graduates treats learners as experientially homogenous and ignores the potential impact of pre-entry work experience on either students' confidence or their employability-related behaviours. This study explored the confidence of commencing students aged 17 to 21. The objective was to understand whether and how study and career confidence differs among commencing students according to whether they have never worked, are working whilst studying, or have worked previously and have stopped work. The impact of work experience including that gained prior to university entry is often overlooked when discussing students' perceived employability. This largely quantitative study explores the perceived employability of commencing university students who began their studies soon after finishing high school and compares these self-perceptions relative to work experience. The study employed a self-measure of study and career confidence (Bennett, 2021) grounded in social cognitive career theory with 2,374 full-time students. Differences across the categories were explored using t-tests and multivariate analysis. The analysis concluded that 1,272 students (53.6%) were working at the time of the study, 1,025 students (46.4%) had previously worked but were not working at the time of the study and 77 students (3.2%) had never worked. The findings, illustrated by students' text-based descriptions of their employability development activities, suggest a hierarchical relationship between pre-entry work-experience and more confident self-perceptions of employability. Implications for higher education employability development are discussed. [ABSTRACT FROM AUTHOR]

This article explores the rationale behind the ineffectiveness of on-campus Work-Integrated Learning (WIL) activities in three Vietnamese universities. An exploratory sequential mixed-methods approach that included six in-depth interviews with lecturers and 461 responses to a student survey was employed to investigate challenges facing lecturers in implementing on-campus WIL activities and student perspectives on on-campus WIL practices. Findings revealed six obstacles associated with university stakeholders facing lecturers when organising and implementing on-campus WIL activities. Survey responses underscored student preferences in experiential and project-based learning and highlighted the importance of industry engagement to on-campus WIL effectiveness. This article calls for more awareness among university department leaders, lecturers and students about the values of on-campus WIL and suggests that further work in the areas of relevant policy and practice is required for university initiatives relating to on-campus WIL to happen. [ABSTRACT FROM AUTHOR]

This study investigates the motivating factors influencing university students' participation in the Green-Smart Campus initiative. The model examines variables from the student's perspective, with a green-smart campus as the exogenous variable, encompassing energy efficiency sustainable buildings, sustainable transportation, waste management, and water management. Data was collected via an online questionnaire from 1,000 participants, undergraduate and graduate students at the University of Jordan, using random sampling. After excluding 56 incomplete responses, regression analysis was conducted on 745 valid responses to explore the relationships between variables. The research reveals a significant positive impact of the Green-Smart Campus initiative on student engagement and the university's corporate image. Institutions promoting green practices, like recycling programs and eco-friendly transportation options, experienced higher student engagement levels. Engaged students felt connected to the institution and actively participated in sustainability-related activities, enhancing the university's corporate image. Student engagement was found to mediate the relationship between the Green-Smart Campus initiative and the university's corporate image. Engaged students played a crucial role in translating sustainability initiatives into an enhanced institutional reputation by sharing positive experiences and advocating for the institution. Plain Language Summary: This study investigates the motivating factors influencing university students' participation in the Green-Smart Campus initiative. The model examines variables from the student's perspective, with a green-smart campus as the exogenous variable, encompassing energy efficiency sustainable buildings, sustainable transportation, waste management, and water management. Data was collected via an online questionnaire from 1,000 participants, undergraduate and graduate students at the University of Jordan, using random sampling. After excluding 56 incomplete responses, regression analysis was conducted on 745 valid responses to explore the relationships between variables. The research reveals a significant positive impact of the Green-Smart Campus initiative on student engagement and the university's corporate image. Institutions promoting green practices, like recycling programs and eco-friendly transportation options, experienced higher student engagement levels. Engaged students felt connected to the institution and actively participated in sustainability-related activities, enhancing the university's corporate image. Student engagement was found to mediate the relationship between the Green-Smart Campus initiative and the university's corporate image. Engaged students played a crucial role in translating sustainability initiatives into an enhanced institutional reputation by sharing positive experiences and advocating for the institution. [ABSTRACT FROM AUTHOR]

This current study relies on in-depth interviews with 16 Black men to explore their experiences attending a Hispanic-Serving Institution in the Southwest region of the U.S. In discussing their experiences, the students identified antiblackness as a reality that accosted them personally and confronted them in their college years. In particular, they articulate what can be understood as gendered-antiblackness given that much of what they experienced hinged on their racialized-gendered identities. The findings detail the men's sensemaking of how Black men are (re)positioned on campus, including the ways their identities matter in how they experience campus life, navigate the campus, and think about themselves and their educational efforts. These findings contribute to understanding how institutional environment impacts collegiate Black men's experiences, sense of self, and educational pursuits. [ABSTRACT FROM AUTHOR]

Universities have been put in an impossible situation. They are liable under nondiscrimination laws if they allow hostile speech to interfere with someone's education, but they are increasingly said to be liable under the Free Speech Clause if they do anything to stop speech before that point. Put simply, universities are liable for acting until the moment when they are liable for not having acted. This conundrum--what this Article calls the Double Liability Dilemma-- is the result of remarkably successful litigation brought in courts across the country by a new, conservative free-speech organization called Speech First. Three courts of appeals, with a fourth perhaps soon to come, have recently enjoined universities from enforcing their harassment policies. These schools now find themselves unable to act to counteract hostile speech based on race or sex before it is too late. To see the Double Liability Dilemma is to see that these cases simply cannot be rightly decided--and to wonder how courts or commentators might ever think otherwise. Providing the first close look at litigation that is reshaping speech and harassment regulation throughout American higher education, this Article highlights the procedural mechanisms Speech First has used to push courts into taking what critical race theorists have long referred to as the "perpetrator perspective." By contrast, this Article shows how a broader perspective, taking both sides of the dilemma into account, forces us to rethink the meaning and reach of the First Amendment on college and university campuses. [ABSTRACT FROM AUTHOR]

This article delineates my place attachment and sense of home in my Epsom campus, University of Auckland, in Aotearoa New Zealand, where I studied for my PhD in two periods of time: during the first year of my PhD programme, when my sense of home was established; and when I returned to Vietnam for my six-month research trip and was stranded due to the Covid-19 pandemic, leading to my sense of home in my campus being weakened and disrupted. Using poetic autoethnography as the methodology, I recount my personal experiences of how I grew attached to my university campus as a physical place, and social spaces of cultural diversity, friendship, and academic and PhD student identity development. The article offers an analysis of my unique emotional experience of being on and off campus involuntarily, which is hardly found in extant literature on international student mobility and students’ lived experiences. [ABSTRACT FROM AUTHOR]

This study explored the barriers and facilitators to the successful implementation and sustainment of food insecurity initiatives on college campuses. Respondents (n = 65) included faculty, staff, administrators, and student leaders at higher education institutions in 28 states. Through an online survey, respondents reported experiencing multiple barriers (mean 3.7, SD 1.7) when implementing food insecurity initiatives. The three most commonly reported barriers were funding (79.4%), marketing/student awareness (74.6%), and stigma (60.3%). Public institutions were found to more commonly face accessibility (p = 0.005), volunteer (p = 0.008), and stigma (p = 0.042) barriers compared to private institutions. Themes regarding Campus Culture, Resources and Operations, and Data Collection were considered facilitators to sustaining campus-based initiatives. Food insecurity is a barrier to academic performance, perseverance, and success yet initiatives to aid food insecure students are hindered by lack of institutional support and integration into campus culture. Higher education administrators should look to the barriers and facilitators identified in this study to ensure the initiatives on campus have the supports needed to succeed. Further study implications and a root cause analysis are discussed. [ABSTRACT FROM AUTHOR]

The considerable institutional distance between home and host countries of most international branch campuses (IBCs) necessitates that they address the managerial challenge of balancing global integration and local responsiveness. Previous studies have investigated IBCs' strategies for addressing this challenge as well as the macro- or micro-level factors impacting their strategies. This study extends previous research by constructing a multilevel framework for understanding both macro- and micro-level factors and adopting it to guide the empirical investigation of two Canadian cases. The results demonstrate that the two Canadian IBCs have maintained a high level of localisation in staffing but different levels of globalisation in curriculum. Like many other IBCs, these two IBCs, as institutions, are inactive in research, although they do provide occasional support for research activities. Such strategies are increasingly influenced by the institutional forces in their host countries than those in their home country at the macro level. At the micro level, the strategies are primarily impacted by their students' educational demands. These findings exemplify strategies for other IBCs and for Canadian postsecondary institutions that consider opening overseas campuses. [ABSTRACT FROM AUTHOR]

For 25 years, the National Science Foundation's Alliances for Graduate Education and the Professoriate (AGEP) program has been supporting efforts to broaden participation and meaningfully diversify the Science, Technology, Engineering, and Mathematics (STEM) postdoctoral and faculty ranks. To examine the structures and strategies carried out by NSF AGEP programs, a thematic taxonomy was developed based on awardees operating from 2013 -2021. The classification of 27 NSF AGEP programs, spanning across the U. S. and representing Institutions of Higher Education from coast to coast, identified the interventions and activities undertaken at the individual, cohort, and institutional levels. Findings from the thematic taxonomy are accompanied by a discussion of both the strengths of AGEP alliance models in higher education, and critical gaps that persist for minoritized STEM scholars. Clear commonalities across all alliances were found. For example, the impact of the COVID-19 pandemic affected all daily operations at colleges and universities. The shared aims of these separate alliances also revealed novel advances. Accordingly, a case study was conducted and the TxARM AGEP cohort members provided useful insights regarding their social learning dynamics and crises of belonging from the cohort members' level. [ABSTRACT FROM AUTHOR]

Sexual misconduct remains at crisis levels on American college campuses and is vastly underreported. Most research focuses on individual level risks of assault and perpetration, yet campuses vary significantly in sexual offenses and reporting rates. The current study responds to calls to consider institutional factors that shape campus climates for sexual misconduct and reporting. We consider the role of gender in leadership, analyzing the impact of women's appointment as college president on reporting rates over time. We consider individual and organizational mechanisms that may shape the impact of women's appointment on reporting rates. Our analyses rely on data from U.S. colleges and universities between 2005-2020. We find that the appointment of women presidents is associated with a significant increase in reporting of sexual misconduct. We observe a significant increase in reporting during the first year following the appointment and a continued increase in reporting rates over time. [ABSTRACT FROM AUTHOR]

The article focuses on the role of a Catholic university library in supporting LGBTQ students. Topics include challenges faced by LGBTQ students at Catholic institutions, strategies for increasing LGBTQ visibility and representation in the library, and recommendations for fostering a sense of belonging and acceptance for LGBTQ students on campus.