This study investigated the prevalence and severity of depression, anxiety, and stress and determined the association between various factors, social support, and depression and anxiety among university healthcare workers in Malaysia after the government lifted the movement control order (MCO) put in place to curb the coronavirus disease 2019 (COVID-19) pandemic. This online, cross-sectional survey recruited 399 participants from two university hospitals, and they were administered a self-reported questionnaire on demographic, personal, and clinical characteristics; COVID-19-related stressors; and coping. In addition, they completed the Multidimensional Scale of Perceived Social Support (MSPSS) to measure perceived social support, as well as the 21-item Depression, Anxiety, and Stress Scale (DASS-21) to assess depression, anxiety, and stress. We found that the prevalence of depression, anxiety, and stress were 21.8%, 31.6%, and 29.1%, respectively. Participants with moderate to extremely severe depression, anxiety, and stress made up 13.3%, 25.8%, and 8.1% of the sample, respectively. Being single or divorced, fear of frequent exposure to COVID-19 patients, those who agreed that their area of living had a high prevalence of COVID-19 cases, and uncertainty regarding the prevalence of COVID-19 cases in the area of living were associated with higher odds of depression and anxiety. Conversely, having more than three children and greater perceived friend support were associated with lower odds of depression and anxiety. The prevalence of depression, anxiety, and stress remained elevated even after the MCO was lifted.

In this paper, we propose a simple tool to help the energy management of a large buildings stock defining clusters of buildings with the same function, setting alert thresholds for each cluster, and easily recognizing outliers. The objective is to enable a building management system to be used for detection of abnormal energy use. First, we framed the issue of energy performance indicators, and how they feed into data visualization (Data Viz) tools for a large building stock, especially for university campuses. Both for Data Viz and clustering algorithm processes, we discussed two possible approaches to choose the right number of clusters and the identification of alert thresholds and outliers, after a brief presentation of the University of Turin's building stock case study. Different Data Viz tools have been studied to apply a specific clustering algorithm, the k-means one. An explorative analysis based on the general Multidimensional detective approach by Inselberg has been performed. Two multidimensional analysis tools, the Scatter Plot Matrix and the Parallel coordinates method have been used. Secondly, the k-means clustering algorithm has been applied on the same dataset in order to test the hypothesis made during the explorative analysis. Data Viz techniques developed in this study revealed to be very useful to explore quickly and simply a large buildings' stock, identifying the worst efficient buildings and clustering them according to their distinct functions.

As universities increasingly compete to improve students’ experience through investment in their campuses, well-designed Campus Open Spaces (COSs) become a major feature as well as a marketing tool. Well-designed and managed COSs are increasingly attractive to students and increase the number of public visits to university campuses (footfall). Current literature does not provide planners with evidence of what makes a COS add value to the student experiences. As such, this paper aims to find the nexus between the value/cost of COS and the attractiveness to - and enhanced experience of - students. This aim is approached via a three-phase integrative framework and results in a validated assessment model with a ‘COS Exp score’ that quantifies the most used/vital, best used/engaging, and most valued/beneficial COS. The data was gathered from in-depth analysis of 21 universities in the UK & USA. The conclusion offers valuable insights into improving experience-based outdoor space developments.

This paper presents an alternative conceptualization and definition of technology in the context of university technology transfer. The ambiguity regarding the conceptualization of technology is apparent in the technology transfer literature. An expanded conceptualization of technology potentially opens new approaches to researching the topic of technology transfer. It may also cause policymakers to think more comprehensively about what it means to successfully transfer technologies derived from federally funded research to the private sector for use that benefits the public interest. This paper integrates constructs and ideas in the related literature to provide a new perspective of technology that can support future scholarly research and public policy formulation about technology transfer in general, and university technology transfer specifically. Although the paper focuses on university technology transfer to the private sector in the United States, the insights it presents are relevant to technology transfer more broadly and applicable in other geopolitical contexts.

The new need to move to an online mode of administration has necessitated the adoption of Software-as-a-Service (SaaS) and Platform-as-a-Service (PaaS). The conventional paper-based administrative memorandum is relatively costly, requires manpower, insecure and non-confidential, prone to unauthorized access and has a relatively slow cycle time; among others. An electronic memo (e-memo) can save cost, offer high speed of processing, reliability and security. The aim of this work was to conceptualize, design and develop a novel semantic web-based memo platform that allows for handling memos within an organization. The tools used include HTML, CSS, PHP, JavaScript, jQuery and AJAX, MySQL. The developed system was tested in three stages. Testing was done in the Department of Computer Science of the institution of case study, then in the Faculty of Science and finally in the entire Lagos State University. Agile development method was used in the development process. The designed system was hosted on a cloud-server and a total of 43 test cases were considered and an average of four minutes was recorded for a complete memo cycle. eMemo allows users to generate, sign, treat and memo electronically. It is such a useful tool that will enhance information processing in a faster, standardized and more secure manner.

China is out of extreme poverty in 2020 on schedule and one decade in advance to fulfill the UN 2030 Agenda for Sustainable Development Goals (SDGs), and became the first developing country to alleviate poverty in half century. Therefore, a large numbers of effective approaches are emerging, and the intellectual’s technology-led poverty reduction, which locally known as the “Straw Hat University”initiated by “Farmer's professor”mode, is the most tried and tested approach motivated by the intellectual’s “Serve the people” tradition and supported by the all nation. This research conduct case analysis with three most remarkable organic intellectuals as Agronomist Yuan longping, Mycologist Lin Zhanxi and Plant pathologist Zhu Youyong with their bridging gaps in food security, regional imbalance and ethnic disparity respectively to sort out the sustainable modules and universal experiences. The conclusion indicates that“Farmer's Professor” Initiated “Straw Hat University” is an effective approach to solve human beings’ development problems and benefit the livelihoods, especially in the under development regions; and the authentic down to earth experiments into productivity as well as the Intellectual property transformation is the perfect path to deploy offline and online resources building the effective production and supply chain to integrate industries by intellectual’s critical innovation.

Community-engaged research is understood as existing on a continuum from less to more community engagement, defined by participation and decision-making authority. It has been widely assumed that more is better than less engagement. However, we argue that what makes for good community engagement is not simply the extent but the fit or alignment between the intended approach and the various contexts shaping the research projects. This article draws on case studies from three Community Engagement Cores (CECs) of NIEHS-funded Environmental Health Science Core Centers (Harvard University, UC Davis and University of Arizona,) to illustrate the ways in which community engagement approaches have been fit to different contexts and the successes and challenges experienced in each case. We analyze the processes through which the CECs work with researchers and community leaders to develop place-based community engagement approaches and find that different strategies are called for to fit distinct contexts. We find that alignment of the scale and scope of the environmental health issue and related research project, the capacities and resources of the researchers and community leaders, and the influences of the socio-political environment are critical for understanding and designing effective and equitable engagement approaches. These cases demonstrate that the types and degrees of alignment in community-engaged research projects are dynamic and evolve over time. Based on this analysis, we recommend that CBPR scholars and practitioners select a range of project planning and management techniques for designing and implementing their collaborative research approaches and both expect and allow for the dynamic and changing nature of alignment.

University course scheduling (UCS) is one of the most important and time-consuming issues that all educational institutions face yearly. Most of the existing techniques to model and solve UCS problems have applied approximate methods, which are different in terms of efficiency, performance, and optimization speed. Accordingly, this research aims to apply an exact optimization method to provide an optimal solution to the course scheduling problem. In other words, in this research, an integer programming model is presented to solve the USC problem. In this model, hard and soft constraints include the facilities of classrooms, courses of different levels and compression of students' curriculum, courses outside the faculty and planning for them, and the limited time allocated to the professors. The objective is to maximize the weighted sum of allocating available times to professors based on their preferences in all periods. To evaluate the presented model's feasibility, it is implemented using the GAMS software. Finally, the presented model is solved in a larger dimension using a real data set from a college in China and compared with the current program in the same college. The obtained results show that considering the mathematical model's constraints and objective function, the faculty courses' timetable is reduced from 4 days a week to 3 working days. Moreover, master courses are planned in two days, and the courses in the educational groups do not interfere with each other. Furthermore, by implementing the proposed model for the real case study, the maximum teaching hours of the professors are significantly reduced. The results demonstrate the efficiency of the proposed model and solution method in terms of optimization speed and solution accuracy.

Education is the bedrock of any nation. It is essential for individual and societal growth and development. This triggers the demand for quality education which simultaneously increases with a growing demand for quality assurance. This study investigated the role of quality assurance in achieving the expected outcome of education in Bosnia and Herzegovina’s higher education system. Comparative development is looked at by examining other National Qualification Frameworks. The study was based on textual reviews and descriptive analysis on student enrollment and programs of studies. Unlike the global trend, it can be seen that student enrollment is on the decline in Bosnia and Herzegovina. It was found that quality assurance is an indispensable tool for strengthening the higher education system and for achieving the desired change and outcomes, that education offers. It was also found that study programs and curricula are pivotal for teaching and learning processes, and that a unified qualification framework is essential for achieving set objectives of education at all levels. The study recommended, among other things, that sound quality assurance systems as well as appropriate structure for monitoring and accreditation be put in place and be judiciously followed in order to achieve the desired outcomes in conjunction with the set objectives of higher education. Moreover, vital thoroughly analyzed pressures (i.e., democratic, economic, and systemic) barriers show signs of epistemological, political, and institutional barriers in the country.

This paper presents a brief account and rationale for implementation of competency-based learning in any form of management and leadership development programmes in South Africa. The fact that competency-based learning (CBL), also known as outcomes-based learning has been scrapped from the schooling system in South Africa is unfortunate as this method enhances critical thinking skills and practical problem-solving skills. This paper presents CBL as a model of meta-cognitive approach to learning that integrates both theory and practice into experiential learning through six dimensions, namely, active learning, constructive learning, cumulative learning, goal-oriented learning, learner-centred and curriculum design strategies. In the advent of the fast-paced global economy, managers and leaders need to seek those business schools that value real-time practical approach to curriculum for relevance and to maximize shareholder value through human resource development. This brief presentation ends by recommending an approach through CBL that fosters three critical pillars of leadership development, namely: intellectual, behavioural and emotional agenda.

Universities can do more to deliver against the Sustainable Development Goals (SDGs), working with faculty, staff and students as well as their wider stakeholder community and alumni body. They play a critical role in helping shape new ways for the world, educating global citizens and delivering knowledge and innovation into society – universities can be engines of societal transformation. Here, using a case study approach, different ways of strategizing sustainability in a university setting are explored with an example from the UK, Europe and USA. The first case is a public UK university that adopted enterprise and sustainability as its academic mission to secure differentiation in a disrupted and increasingly marketized global higher education sector which then became a source of inspiration for change in regional businesses and the local community. The second case study is a business sector-led sustainability-driven transformation working with a private university in Bulgaria to catalyze economic regeneration and social innovation. Finally, the case of Harvard’s Office for Sustainability engagement program is given to show how this approach connects faculty and students with institutional sustainability plans and external partners. Each case is a living lab, positioning sustainability as an intentional strategy. Leadership at all levels, and by students, was key to success in acting with purpose. Partnerships within and with universities can help accelerate delivery of the SDGs, with higher education making a fuller contribution to sustaining the economic, cultural and intellectual well-being of our global communities.

Universities have increasingly incorporated a third mission into their strategic planning. In addition to teaching and research, they have emphasised the training of entrepreneurs. However, there is still a lot of work to be done, as this process is facing resistance. The Entrepreneurial University covers all disciplines, including faculties of education. However, it has been shown that entrepreneurship tends to be more related to the faculties of economics and engineering, with a lesser presence in the faculties of education for various reasons: they consider entrepreneurship to be alien to their teaching role, there is a lack of entrepreneurial culture, and the objective of the Entrepreneurial University is unknown. The aim of this study is to analyse the level of entrepreneurship in Spanish faculties and schools of education. Forty deans and heads of education faculties in Spain took part in the survey. The results indicated a sufficient level of entrepreneurship; the dimensions related to active methodologies, and mission and strategy were the most developed, whereas entrepreneurship funding and entrepreneurship training for faculty employees were the least developed areas. Some deans noted that entrepreneurship was alien to their professional performance, although courses and good practices for the development of entrepreneurial initiative are gradually being implemented.

Human beings are positively or negatively affected by their environment. This effect has been a topic of interest for environmental psychologists, who have strived over years to understand the environmental attributes, which would be favourable to people in physical, mental, and psychological terms. The present study focusses on biophilic design, one of the popular theories in the architectural literature aimed to create high quality and liveable environments. The positive effects of biophilic design have been investigated from different perspectives and thus it has become a well-accepted approach in the relevant architectural literature. Accordingly, the present study aimed to investigate to what extent biophilic design principles were put into practice. In the context thereof, contemporary university structures were analysed within the framework of biophilic design principles. The results were suggestive of the fact that although biophilic elements were encountered in the design of these structures, they were not meant to be biophilic, nevertheless, there was an approach based on human-nature interaction. Accordingly, the principles of biophilic design were equivalent to the required parameters of a good design and that architects considered nature as an important design input.

Cloud platforms are widely employed in today's educational context to enhance collaborative learning and the overall quality of the teaching-learning process. In 2016, Nextcloud was im-plemented in the Faculty of Chemical Engineering at the Technological University of Havana "José Antonio Echeverría" (CUJAE), Cuba. Subsequently, an evaluative phase was conducted to ensure the continuous development of the platform. The objective was to assess the use and ac-ceptance of the Nextcloud platform from the perspective of students and professors in the Fac-ulty. An exploratory, non-experimental, and cross-sectional study was conducted. Data was col-lected through observation and a survey. Matomo Analytics tool was employed for observation, revealing low visitation numbers. The survey was based on the Unified Theory of Acceptance and Use of Technology model. Better results were obtained in positive acceptances compared to negative ones, both for professors and students. It is concluded that the evaluation of the Next-cloud platform is infrequently used by users; however, there were higher positive acceptances than negatives from the perspectives of both students and professors.

Coronavirus disease (COVID-19) has had devastating impacts on the global economy and public health. This study aimed to assess the level of COVID-19 vaccine acceptance, hesitancy, and associated factors among staff and students of the Federal University of Health Sciences Otukpo, Benue State, Nigeria. A web-based cross-sectional survey was conducted between November 2021 and April 2022, and data were collected and analyzed using descriptive and inferential statistics. Of the 150 completed and analyzed questionnaires, the majority of respondents (80.0%) were between 16 and 45 years old. The study found that 58.4% of participants indicated vaccine hesitancy, with skepticism about the vaccine's fast production/rollout and fear of vaccine side effects being the most common reasons for hesitation. Respondents' age, religion, and category were significant factors influencing vaccine acceptance and hesitancy (P < 0.05). The university community has a high level of awareness of COVID-19 but low vaccine acceptance, resulting in high levels of vaccine hesitancy. The study recommends that policymakers and public health officials should prioritize testing and vaccination for job categories with higher risk of exposure to COVID-19. They should provide accurate information about COVID-19 testing and vaccination and implement workplace-based testing and vaccination programs. These interventions can help to increase COVID-19 testing and vaccination uptake among the university community and mitigate the spread of COVID-19.

(1) Background: The aim of this study was to evaluate the influence of the lockdown due to COVID-19 pandemic, eating and physical activity behaviours, in a University population. A healthy diet such as the Mediterranean Diet (MD) pattern, rich in fruit and vegetables can prevent degenerative diseases such as obesity, diabetes, cardiovascular diseases, etc. (2) Methods: We conducted a cross-sectional study, data were collected by an anonymous online questionnaire. Participants completed a survey consisting of 3 sections: sociodemographic data; dietary and physical activity behaviour; questionnaire of the Mediterranean Diet (MEDAS-14) and the emotional eater questionnaire Garaulet (EEQ). (3) Results: A total of 168 participants completed the questionnaire 66.7% women, from Spain 79.2%, 76.8% students, living in family home 76.2% and in normal weight 66.1% . Our population did the grocery 1 or less per week (76.8%); decreased or stay the same the consumption of fruits (57.1%), vegetables (58.9%), dairy products (74.4%), pulses (73.2%), fish/seafood (76.8%), white meat (83.3%), red and processed meat (91.1%), snacks (78.6%), rice/pasta/potatoes (78.6%), nuts (83.9%), low alcohol drinks (89.3%), spirits (98.8%) and sugary drinks (91.7%) . Increased cooking time (73.2%) and decreased or stay the same their physical activity (63.7%). University Employees increased more weight (1.01±0.02) than students (0.99±0.03) (p<0.05). 79.8% of the participant obtained a Medium/High Adherence to the MD. Emotional and very emotional eaters were higher in women group (p<0.01). (4) Conclusions: In the event of further confinement, strategies should be implemented to promote a balanced and healthy diet together with the practice of physical activity, taking special care of the group of women and University Employees.

In this empirical article, we argue that, while emergency remote teaching (ERT) may have achieved its goal of saving the academic years during the COVID-19 pandemic, it also constructed unintended pedagogical consequences that were possibly overlooked at the time of advocating it. The research question that the article attempted to answer is, what unintended pedagogical consequences did students and lecturers suffer because of the move to ERT at rural-based universities (RBUs) in South Africa? Drawing on students' and lecturers’ lived experiences of ERT, this article foregrounds unintended pedagogical consequences that arose at one RBU in South Africa during the transition from face-to-face teaching to ERT. Underpinned by the tenets of critical realism philosophy, as well as student integration theory, in-depth interviews with three lecturers and six students were conducted. The findings of the study indicate that home conditions, individual characteristics, pre-COVID-19 blended learning experiences, university training and support, and teaching, learning, and assessment practices and policies altogether contributed to the construction of unintended pedagogical consequences of ERT presented in this article. These consequences include (1) exclusion of low-income students in active teaching and learning, (2) equipping middle-class students with better chances of success than working-class students. (3) distressing female students and lecturers more than their male counterparts, and (4) unproductive assessment practices. This study may be beneficial to academics and policymakers from similar contexts in their plight to continue with remote teaching and assessment (RTA) beyond the pandemic.

We aimed to explore student and staff perceptions and experiences of a pilot COVID-19 asymptomatic testing service (P-ATS) in a UK university campus setting. This was a mixed-method study comprised of an online survey, and thematic analysis of qualitative data from interviews and focus groups conducted at the end of the 12-week P-ATS programme. Ninety-nine students (84.8% female, 70% first year; 93.9% P-ATS participants) completed an online survey, 41 individuals attended interviews or focus groups, including 31 students (21 first year; 10 final year) and 10 staff. All types of testing and logistics were highly acceptable (virus: swab, saliva; antibody: finger prick) and 94.9% would participate again. Reported adherence to weekly virus testing was high (92.4% completed ≥6 tests; 70.8% submitted all 10 swabs; 89.2% completed ≥1 saliva sample) and 76.9% submitted ≥3 blood samples. Students tested to ‘keep campus safe’, ‘contribute to national efforts to control COVID-19’, and ‘protect others’. 31.3% had high anxiety as measured by the Generalized Anxiety Disorder scale (GAD-7) (27.1% of first year). Students with lower levels of anxiety and greater satisfaction with university communications around P-ATS were more likely to adhere to virus and antibody tests. Increased adherence to testing was associated with higher perceived risk of COVID-19 to self (virus) and others (antibody). Qualitative findings revealed 5 themes and 13 sub-themes: ‘emotional responses to COVID-19’, ‘university life during COVID-19’, ‘influences on testing participation’, ‘testing physical and logistical factors’ and ‘testing effects on mental wellbeing’. Asymptomatic COVID-19 testing (virus/antibodies) is highly acceptable to students and staff in a university campus setting. Clear communications and support for mental wellbeing is likely to be important for testing uptake and adherence. Strategies are needed to facilitate social connections and mitigate the mental health impacts of COVID-19 and self-isolation.

The relationship between Climate Change and Water is an obvious and key issue within the Sustainable Development Goals. This study aims to investigate the social representation created around this relationship in three different territorial contexts in order to evaluate the influence of the territory on the perception of the risk of Climate Change and its relationship with water. By means of a questionnaire completed by 1709 university students, the climatic literacy of the individual was evaluated in order to relate it to other dimensions on the relationship between Climate Change and Water (information, training previous on climate change and pro-environmental attitudes) in their different dimensions in three different territorial contexts. The results show that the socio-cultural context influences the social representation of Climate Change, but not from the climatological condition, so that it is reasonable to think that the social representation of this relationship is favoured by a common culture around this relationship.

Postgraduate research is a massive stumbling block to students who had never had an opportunity of exposure to research methods. A study conducted by the researcher (Costa, 2018) revealed challenges in postgraduate supervision—one of these challenges was lack of exposure to research language by students. Qualitative research and its complexities due to a variety of approaches including rigour determination pose a plethora of challenges to novice researchers. This document presents C.O.S.T.A model as a tool suitable for use by academics and students, with a panoramic view of steps to be taken first to understand foundational concepts and the language of research and secondly to make informed choices on the research methods and design strategy options available for the prospective researcher. Conclusions drawn on the reliability of the model are based on empirical evidence of application of the model observed over a period of 12 months, with some students testifying to have passed their research projects satisfactorily at their respective leading universities in South Africa. Secondary research also provides voluminous sources of success of similar research supervision programmes both in South Africa and abroad.

This paper presents the results of a study aimed at understanding how technology maturity level influences the incidence of university technology transfer to the private sector. The study examined the topic from the perspective of private sector organizations. It used data from a random sample of patent applications filed with the United States Patent and Trademark Office and a theoretically guided sampling of multiple cases of private sector organizations that contemplated obtaining and assimilating technologies created at universities in the United States. The patent application data were analyzed using nonparametric statistical techniques and the case data were analyzed using qualitative comparative analysis (QCA). The findings of the study suggest that the typical maturity level of technologies created at U.S. universities is a TRL-5 or lower on as scale adapted from the NASA technology readiness level (TRL) scale. A technology maturity level of TRL-6 or higher is likely an insufficient but necessary part of at least one unnecessary but sufficient configuration of conditions that tends to result in the occurrence of university technology transfer. However, under certain circumstances, a technology maturity level of at least TRL-6 could be a sufficient but unnecessary condition for the occurrence of university technology transfer. These findings have several important implications. First, they provide support for the notion that university technology transfer is subject to causal complexity. Moreover, it may be possible to increase the incidence of university technology transfer in the United States by implementing public policy and practices that explicitly take technology maturity level into consideration.

The global transport sector of the world economy contributes about 15% of the Greenhouse Gas (GHGs) emissions in the world today. The University of Saskatchewan has pursued the green energy transition over the years. They have spearheaded diverse sustainability projects and agendas, due to the importance of curbing climate change and advancing sustainability. The transport system in the university campus is one area of focus where the Sustainability Office plans to introduce some innovations, as a way of curbing GHG emissions while also advancing sustainability practice in the university campus. The study carried out an economic benefit analysis on the campus fleet (consisting of 91 ICE vehicles) to determine if it is economically or financially feasible to transition from Internal Combustion Engine (ICE) or PVs (Petrol Vehicles) to Electric Vehicles (EVs). The analysis used RETScreen Expert software for analyzing renewable energy technology projects. The variables of Payback Period (PBP), cash flow projections, savings made from transitioning (fuel cost savings and energy cost savings), Benefit-Cost-ratio, GHG emission reduction potential, etc. were analyzed. The findings revealed that the GHG emission from the campus fleet will be reduced by 100% (this will result in the removal of about 298.1 tCO₂ from the environment). Also, the fleet manager will save approximately $129,049 (88.9%) in fuel costs. Apart from these, the return on investment will be achieved in year 5 (all things being equal), but can be reduced to year 2 if the vehicles are put into constant and active use (eliminating most idle times. Also, the Sustainability Office will be making a GHG reduction revenue of $14,906.

Abstract Universities have the potential, and the responsibility, to take on more ecological and relational approaches to facilitating learning-based change in times of interconnected socio-ecological crises. Signs for a transition towards these more regenerative approaches of higher education (RHE) that include more place-based, ecological, and relational, ways of educating can already be found in niches across Europe (see for example the proliferation of education-based living labs, field labs, challenge labs). In this paper, the results of a podcast-based inquiry into the design practices and barriers of enacting such forms of RHE are shown. This study revealed seven educational practices that occurred across the innovation niches. It is important to note these practices are enacted in different ways, or are locally nested in unique expressions, For example, while the ‘practice’ of Cultivating Personal Transformations was represented across the included cases, the way these transformations were cultivated were unique expressions of each context. These RHE-design practices are derived from twenty-six narrative-based podcasts as interviews recorded in the April through June 2021 period. The resulting podcast (The Regenerative Education Podcast) was published on all major streaming platforms from October 2021 and included 21 participants active in Dutch Universities, 1 in Sweden, 1 in Germany, 1 in France, and 3 primarily online. Each episode engages with a leading practitioner, professor, teacher, and/or activist that is trying to connect their educational practice to making the world a more equitable, sustainable, and regenerative place. The episodes ranged from 30 to 70 minutes in total length and included both English (14) and Dutch (12) interviews. These episodes were analyzed through transition mapping a method based on story analysis and transition design. The results include seven design practices such as Cultivating Personal Transformations, Nurturing Ecosystems of Support, and Tackling Relevant and Urgent Transition Challenges, as well as a preliminary design tool that educational teams can use together with students and local agents in (re)designing their own RHE to connect their educational praxis with transition challenges.

Issues related to the duration of university studies, have attracted the interest of many researchers from different scientific fields, as far back as the middle of the 20th century. In this study, a Survival Analysis methodology, and more specifically a Cox Proportional hazards model, has been pro-posed to evaluate a theoretical framework/model that relates the risk a student either graduating on time or having a late graduation, with a number of observed and latent factors that have been proposed in the literature as the main determinants of degree completion. The major findings of the analysis suggest that the factors contributing to the shortening of the duration of studies in-clude high academic achievements at early stages, positive motivation, expectations, attitudes, and beliefs about studies. On the contrary, external situations, negative academic experiences and some individual characteristics of the students contribute to an extended duration of studies.

The challenge of campus design, like other aspects of contemporary environmental design, reveals a serious problem in education and practice. The foundational design theories of a century ago have been exposed as an obsolete way of thinking about cities, human nature, biological nature, and even the nature of mathematical and physical structures. Yet in practice, these discredited models persist, obscured by new theoretical language and extravagant “neoplastic” forms, but embodying persistent though untested ideologies and driven by systems inertia. This paper considers the campus design typology (including business campuses, commercial districts, hospitals, and schools) as a design paradigm for pedestrian public space with implications for human flourishing and well-being. We propose a specific human-oriented design method to encourage the well-being of occupants and improve the outcomes for creative development, education, and health.

From 1964 to the early 1970s, Orson Anderson led a research program at the Lamont Geological Observatory in the newly-emerging field of “mineral physics”. In collaboration with colleagues Edward Schreiber and Naohiro Soga, Orson exploited the techniques of physical acoustics to study the behavior of the sound velocities of minerals at elevated pressures and temperatures. This research program also included semi-empirical studies of relationships between the bulk modulus and the molar volume of solids and the use of lattice dynamics to calculate the elastic moduli of cubic structures as a function of pressure to predict instabilities, as well as theoretical investigations of the Lagrangian vs. Eulerian formulations of finite strain equations of state.

The quality of education in Bangladeshi universities has long been a topic of concern, yet comprehensive studies on its statistical impact remain limited. This research aims to assess the current state of education quality in Bangladeshi higher education institutions using secondary data from national surveys, academic reports, and global rankings. A variety of statistical methods are employed to identify key factors influencing educational outcomes, including faculty-to-student ratios, infrastructure, research output, and employability of graduates. The findings reveal significant disparities in academic standards across public and private universities, highlighting challenges such as inadequate funding, lack of modern teaching practices, and low research productivity. This study provides data-driven insights and recommendations for policymakers and educators to enhance the quality of university education in Bangladesh, with the ultimate goal of aligning it with global standards.

This study explores the optimization of the admission process at the Escuela Colombiana de Ingeniería Julio Garavito through data anal- ysis. By integrating advanced tools like Power BI, Python Flask, and data mining techniques, a model has been developed to improve student selection and retention, enabling more informed and effective decisions. The results indicate that applying data science not only facilitates efficient data management but also promotes more inclusive and equitable educational poli- cies. This pioneering approach in the field of higher education in Colombia offers a frame- work for future research and technological de- velopments, highlighting the vital importance of data science in improving educational and administrative processes.

Keywords: gender equality policy; initial teacher education; teacher educators’ perceptions; gender perspective; university teaching; sustainable development; SDG5; SDG4.

This study aimed at investigating the quality statuses of graduates’ sustainable core competences development and the causes behind the identified competence statuses by applying the core competencies’ model. The study employed case study design with thematic analysis involving seven interviewees. This study used tracer study findings and national exit exam results as exhibits. The study revealed “very good” and “excellent” quality statuses for the graduates’ core competence development of College of medicine and Health Sciences (CMHS). Similarly, this study identified “Good +” statuses for the quality of graduates’ core competence development in College of Agriculture and Environmental Sciences ( CAES) and College of Science (CS). Furthermore, the study identified "good" - and +” statuses for the quality of graduates’ competence development at the Faculty of Social Sciences (FSS) and Faculty of Humanities (FH). Improved instruction with a balance of theory and practice, task-oriented deans’ leadership behavior with fairness and shared vision- mission identity, handling internal conflicts, and external ethnic-based war influences were the major reasons for the identified higher competence quality statuses in CMHS, CAES, and CS, whereas the opposite direction decline of these factors were the causes for the low statuses of FSS and FH. Sustainable graduates’ core competence development leads to sustainable employability, labor force, and individual to nation-wide holistic sustainable development

University-Business partnership for collaborative curriculum design, development and delivery is possibly the less explored dimension of University Business Collaboration (UBC). Even if some models for curricular design and development might be available, scarce information exists on how the partnership is constructed, the new curricula are designed, developed and how they are implemented. This article intends to present and discuss the experience obtained during a three-year European funded Project, namely Think4Jobs. This project exemplifies the significance and benefits of UBC in the design, development and delivery of curricula that meet the evolving demands of the labour market while promoting Critical Thinking (CT) as a foundational 21st century skill to contribute to graduates' employability. Think4Jobs project brought together a multidisciplinary team of researchers and business organisations from five European countries (Germany, Greece, Lithuania, Portugal and Romania) with interests in promoting and developing CT and mitigating eventual competence gaps. The project's success was attributed to key practices, including defining a common conceptualization of CT, employing participatory co-design, and providing common training for university and business partners. Clear objectives, explicit roles, effective communication, and ongoing evaluation further enhanced the collaboration. Experiential learning, real-work problems, and case studies reinforced the curricula, bridging the gap between academia and the labour market. By embracing these insights, future UBC initiatives can empower graduates with the necessary skills to stand out in an ever-changing labour market, contributing to enhanced education and successful careers.

Between 2019 and 2023, sixteen universities increased their research output by more than fifteen times the global average, alongside significant changes in authorship dynamics (e.g., decreased first authorship, increased numbers of hyperprolific authors, increased numbers of multiaffiliations, and increased numbers of authors per publication). Using bibliometric methods, this study detected patterns suggesting a reliance on unconventional authorship practices, such as gift, honorary, and sold authorship, to inflate publication metrics. This study underscores the need for reforms by universities, policymakers, funding agencies, ranking agencies, accreditation bodies, scholarly publishers, and researchers to maintain academic integrity and ensure the reliability of global ranking systems.

With the rapid surge in technological advancements, an equal amount of investment in technology-embedded teaching has become vital to pace up with the ongoing educational needs. Distance education has evolved from the era of postal services to the use of ICT tools in current times. With the aid of globally updated content across the board, technology usage ensures all students receive equal attention without any discrimination. Importantly, web-based teaching allows all kind of students to learn at their own pace, without the fear of being judged, including professionals who can learn remotely without disturbing their job schedules. Having web-based content allows low-cost and robust implementation of the content upgradation. An improved, yet effective, version of the education using such tools is Hybrid Learning (HL). This learning mode aims to provide luxurious reinforcement to its legitimate candidates while maintaining the quality standards of various elements. Incorporated with both traditional and distance learning methods, along with exploiting social media tools for increased comfort level and peer-to-peer collaboration, HL ultimately facilitates the end user and educational setup. The structure of such a hybrid model is realized by delivering the study material via a learning management system (LMS) designed in compliance with quality standards, which is one of the fundamental tackling techniques for controlling quality constraints. In this paper, we present the recently piloted project by COMSATS University Islamabad (previously known as COMSATS Institute of Information Technology) which is driven by technology-embedded teaching model. This model is an amalgam of the traditional class room model with the aid of state-of-the-art online learning technologies. The students are enrolled as full-time students, with all the courses in traditional classroom mode, except one course offered as hybrid course. This globally adapted model helps the students to benefit from both face-to-face learning as well as gaining hands-on experience on technology-enriched education model providing flexibility of timings, learning pace, and boundaries. Our HL model is equipped with two major synchronous and asynchronous blocks. The synchronous block delivers real-time live interaction scenarios using discussion boards, thereby providing a face-to-face environment. Interactions via social network has witnessed equally surging improvement in the output performance. The asynchronous block refers to the lecture videos, slides and handouts, prepared by imminent professors, available 24/7 for students. To ensure quality output, our HL model follows the course learning outcomes (CLOs), and program learning outcomes (PLOs) as per international standards. As a proof of concept, we have deployed a mechanism at the end of each semester to verify the effectiveness of our model. This mechanism fundamentally surveys the satisfaction levels of all the students enrolled in the HL courses. With the surveys already conducted, a significant level of satisfaction has been noted. Extensive results from these surveys are presented in the paper to further validate the efficiency and robustness of our proposed HL model.

The teaching of mathematics at the Faculty of Military Technology of the University of Defense in the first two years of the five-year Military master’s degree is divided into the teaching of students in four specializations: Military Technologies – Mechanical, Military Technologies – Electrical, Military Geography and Cartography, and Cybersecurity. The article discusses the previous five-year experience in teaching the subjects Mathematics I, Mathematics II, Mathematics III, and Graph theory for the specialization in Cybersecurity, that the author of the paper gained while teaching, as a guarantor of these four subjects. The article provides an overview of the topics that are covered, typical exam assignments, and an evaluation of the results of the semester exams in the five years since the accreditation of the Cybersecurity specialization was granted.

The use of technologies and the Internet poses problems and risks related to digital security. This article presents the results of a study on the evaluation of the digital competence of future teachers in the DigCompEdu European framework. 317 undergraduate students from Spain and Portugal answered a questionnaire with 59 items, validated by experts, in order to assess the level and predominant competence profile in initial training (including knowledge, uses and interactions and attitudinal patterns). The results show that 47% of the participants belong to the profile of teachers at medium digital risk, evidencing habitual practices that involve risks such as sharing information and digital content inappropriately, not using strong passwords, and ignoring concepts such as identity, digital “footprint” and digital reputation. The average valuations of each item in the seven categories show that future teachers have an average competence in the area of digital security. They have good attitudes toward security but less knowledge and fewer skills and practices related to the safe and responsible use of the Internet. Future lines of work are proposed, aimed at responding to the demand for a better prepared and more digitally competent citizenry. The demand for education in security, privacy and digital identity is becoming increasingly important, and these elements form an essential part of initial training.

first_pagesettingsOrder Article ReprintsOpen AccessArticleThe Carbon Footprint of Spanish University Websitesby Sonia Sanchez-Cuadrado ¹ andJorge Morato ^2,*1Department of Library and Information Science, Complutense University of Madrid, 28010 Madrid, Spain²Department of Computer Science, Carlos III University of Madrid, Leganes, 28911 Madrid, Spain^*Author to whom correspondence should be addressed.Sustainability 2024, 16(13), 5670; https://doi.org/10.3390/su16135670 (registering DOI)Submission received: 31 May 2024 / Revised: 22 June 2024 / Accepted: 23 June 2024 / Published: 3 July 2024(This article belongs to the Special Issue Sustainable Education in the Digital Society: Applying Communication Technologies and Digital Tools to Education) Downloadkeyboard_arrow_down Browse Figures Versions NotesAbstractThe consumption of digital content is essential for economic and scientific development, leading to a high dependence on information and communication technologies, which significantly impacts the environment. Quantifying this ecological impact is challenging due to its intangible nature and the diversity of factors. This research focuses on assessing the energy consumption and CO₂ production of Spanish university websites to evaluate their levels of digital pollution and environmental impact. The calculation of the carbon footprint considers factors related to energy consumption and the use of green or renewable energies. The findings indicate that only 17% of university websites can be considered environmentally friendly. There are significant differences in CO₂ consumption and emissions depending on whether the websites implement environmentally sound practices. This study highlights the lack of initiatives aimed at reducing energy consumption and greenhouse gas emissions associated with web information management. The study shows that Spanish universities have the potential to contribute to the reduction in CO₂ emissions by implementing sustainable development practices on their websites. Furthermore, it fosters awareness about technology usage and its environmental impact, promoting the adoption of green and sustainable approaches.