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The benefits of student-faculty interactions are substantial in fostering undergraduate students' social and intellectual growth throughout their academic pathways. In particular, out-of-class interactions offer several opportunities for students to engage meaningfully with faculty members in the campus environment. This study employs a qualitative approach to investigate how students interact with faculty outside the classroom and how students interpret faculty's accessibility for out-of-class interactions. It also seeks to understand the challenges faced by students during these encounters. The findings of this study indicate that students seek out faculty outside the classroom for several reasons, but most of all for grade-related issues. While some students experienced a positive perception of faculty behaviour during informal contacts, the issue of infrequent interactions was emphasized as one of the challenges. The study indicates a variety of situations causing hesitancy and preventing students from seeking help outside the classroom. The ability to persist and complete a degree with success depends on many factors within an academic context. Psychologists and educators have provided many theories and pedagogical approaches to improve our understanding of how students learn. However, my interest in the field of teaching and learning in higher education goes beyond the understanding of how pedagogical approaches can improve a student's learning and academic outcomes. As a sociologist, we often provide an explanation of how social categories affect individuals in a social context. My contribution through this research is to investigate the role of social aspects of the student experience in higher education, in particular the contribution of the major socializing agents on campus (interactions with faculty members). In this study, I tried to contribute to the understanding of these interactions in a challenged context where students were less likely to seek faculty beyond the classroom.

Promoting walking and cycling is crucial for enhancing quality of life and supporting sustainable mobility. Although the literature includes numerous studies addressing the physical and environmental dimensions of sustainable transportation, the social dimension-particularly in relation to bicycle use-has not been sufficiently explored. This gap limits the wider adoption of cycling as a mode of transport. The present study examines university students' awareness of the social dimension of sustainability, which represents a critical factor in advancing sustainable transportation. Amasya University in Turkey was selected as the case study area due to its diverse academic faculties, the existence of bicycle paths, and the suitability of its urban structure for cycling accessibility. The study aims to reveal how the awareness levels of students from different academic disciplines shape the development of social sustainability in transportation. A mixed-methods approach was adopted, combining attitude analysis, survey applications, and field observations. Attitude analysis was employed to evaluate individuals' perceptions and behaviors and to explore the extent to which these tendencies can be influenced. The surveys and field observations enabled an integrated evaluation of both quantitative and qualitative data. The findings reveal significant differences in sustainable mobility awareness according to faculty affiliation and socio-demographic characteristics. Female students reported higher bicycle use (60%), while most cyclists belonged to middle- and low-income groups (73.2%). Approximately 47.3% of participants used bicycles for short distances, and 77.4% stated that they cycled primarily for health benefits. In addition, socio-cultural pressures influenced cycling behavior, as 80% of Theology students reported avoiding cycling due to social norms. Overall, the results indicate that indicators such as equity, accessibility, health and safety, individual responsibility, integrated planning, and cultural values and habits play significant roles in shaping students' awareness and influencing their bicycle use. The study highlights the importance of integrating social dimensions into sustainable transportation policies and university education programs. By doing so, it provides both academic and practical insights for promoting bicycle use and supporting more inclusive and sustainable urban mobility systems.

Background Food policies and environment (availability, accessibility, affordability, marketing) in and around educational institutes can influence food choices and behaviours of children and adolescents. Methods Cross-sectional, mixed-methods study was implemented in schools ( n  = 9; Private = 6, Public = 3) and colleges ( n  = 4) from Delhi and National Capital Region (India). The data was collected from students of schools ( n  = 253) and colleges ( n  = 57), parents of school students ( n  = 190), teachers ( n  = 12, schools = 9, colleges = 3) and canteen operators of Private schools and colleges ( n  = 10; schools = 6, and colleges = 4). The primary and secondary data was collected to: 1) identify the strengths and weaknesses of the existing guidelines and directives (desk review); 2) examine food environment, existing policies and its implementation (structured observations, in-depth interviews, surveys, focus group discussions), and; 3) assess food choices, behaviours of students (focus group discussions). The thematic analysis was used for qualitative data and descriptive analysis for quantitative data. Results The available food and beverage options, in and around the participating educational institutes were either high in fat, salt and sugar (HFSS), despite government and educational institute guidelines on restricting the availability and accessibility of HFSS foods. The healthy food and beverage options were expensive compared to HFSS foods both inside and outside educational institutes. In total, 37 vendors (Private = 27; Public:10) were observed outside schools at dispersal and twelve at lunchtime. Around colleges, vendors ( n  = 14) were seen throughout the day. Students from all Private schools ( n  = 6) and colleges ( n  = 2) were exposed to food and beverage advertisements either HFSS (Private schools = 1–3 and colleges = 0–2 advertisements), whereas no advertisements were observed around Public schools. Conclusion It is imperative to implement food policies to improve the food environment in and around educational institutes to ensure the availability of healthy foods to establish and sustain healthy eating behaviours among students. Thus, the study findings emphasise stringent implementation, regular monitoring and surveillance of recently introduced Food Safety and Standards (Safe food and balanced diets for children in school) Regulation 2020, ensuring its compliance through effective enforcement strategies.

University rankings widely affect the behaviours of prospective students and their families, university executive leaders, academic faculty, governments and investors in higher education. Yet the social science foundations of global rankings receive little scrutiny. Rankings that simply recycle reputation without any necessary connection to real outputs are of no common value. It is necessary that rankings be soundly based in scientific terms if a virtuous relationship between performance and ranking is to be established, the worst potentials of rankings are to be constrained, and rankings are optimised as a source of comparative information. This article evaluates six ranking systems, Shanghai ARWU, Leiden University, QS, Scopus, Times Higher Education and U-Multirank, according to six social science criteria and two behavioural criteria. The social science criteria are materiality (rankings must be grounded in the observable higher education world), objectivity (opinion surveys should not be used), externality (ranked universities should not be a source of data about themselves), comprehensiveness (rankings should cover the broadest possible range of functions), particularity (ranking systems should eschew multi-indicators with weights, or proxy measures) and ordinal proportionality (vertical distinctions between universities should not be exaggerated). The behavioural criteria are the alignment of the ranking with tendencies to improved performance of all institutions and countries, and transparency, meaning accessibility to strategy making designed to maximize institutional position. The pure research rankings rate well overall but lack comprehensiveness. U-Multirank is also strong under most criteria but stymied by its 100 per cent reliance on subjective data collected via survey.

Women-identifying and women+ gender faculty (hereto described as women+ faculty) face numerous barriers to career advancement in medicine and biomedical sciences. Despite accumulating evidence that career development programming for women+ is critical for professional advancement and well-being, accessibility of these programs is generally limited to small cohorts, only offered to specific disciplines, or otherwise entirely unavailable. Opportunities for additional, targeted career development activities are imperative in developing and retaining women+ faculty. Our goal was the development of a new collaborative of Big Ten Academic Alliance (BTAA) institutions to support gender equity for women+ faculty in medicine and biomedical sciences, with two initial aims: (1) hosting an inaugural conference and establishing a foundation for rotation of conference hosts across BTAA schools, and (2) creating an infrastructure to develop programming, share resources, conduct environmental scans, and promote networking. In 2022, leaders from The Ohio State University College of Medicine Women in Medicine and Science envisioned, developed, and implemented a collaborative named CommUNITYten: The Big Ten Academic Alliance for Women in Medicine and Biomedical Science. Conference program development occurred through an iterative and collaborative process across external and internal task forces alongside industry partners. We developed a fiscal model to guide registration fees, budget tracking, and solicitation of conference funding from academic and industry sponsors. Attendees completed postconference surveys assessing speaker or workshop effectiveness and suggestions for future events. Finally, we developed an environmental scan survey to assess gender equity needs and existing programming across BTAA institutions. In June 2024, The Ohio State University hosted the inaugural CommUNITYten conference in Columbus, Ohio, featuring 5 keynote presentations, 9 breakout sessions, and networking opportunities across one and a half days of curated programming. Nearly 180 people attended, with representation from 9 BTAA institutions, 6 industry companies, staff, and trainees. Postconference surveys showed 50% (n=27) of respondents were likely to attend another in-person conference and suggested future conference topics. The environmental scan survey launched in October 2024. We successfully established the CommUNITYten collaborative and hosted the inaugural conference. Establishing key stakeholders from each BTAA institution, obtaining sponsorship, and detailed conference planning and partnerships were critical in ensuring realization of this collaborative. The conference brought together leaders, faculty, staff, trainees, and industry partners from across the country and met the initial goal of networking, sharing resources, and building community for women+ faculty. These efforts lay a robust foundation for the BTAA CommUNITYten collaborative to foster ongoing collaboration, innovation, and progress in the years to come. Given the importance of steady improvements, this viewpoint may further guide the efforts of other individuals, groups, and leadership supporting women+ as they consider approaches and strategies advocating for gender equity at the national level.

Community colleges serve as a gateway to promote inclusion, accessibility, and equity for underserved students in the education system. Experiencing financial pressure can affect the students' chances to enroll in and graduate from a community college. Using a qualitative research design, we examined the role of providing an incentive fund program on students' transition from community college to either higher education or employment. The research data was gathered from six currently enrolled students, six alumni, and five advisors. The findings showed that the incentive fund program included the benefit of easing the burden of financing the student's education. Offering an incentive fund program is an opportunity to introduce students to a collegiate-level workload, teach them valuable life skills, such as communication and accountability, and cultivate their career interests. Recommendations include increasing the visibility and accessibility of incentive fund programs and providing more support and resources at community colleges.

PurposeIn the context of increasing interdisciplinarity in academia and professional practice, the purpose of this paper is to focus on the contribution of information science (IS) to education and practice in social work (SW), specifically in the area of disabilities at the workplace. As a case in point, a work environment of academia and faculty members with disabilities and their managers are chosen. The paper also stands to improve interdisciplinary understanding between IS and SW.Design/methodology/approachCombining SW and IS perspectives and building off selective exposure, cognitive dissonance and uncertainty management theories, the paper looks at one of the root-causes of continuous workplace discrimination against and bullying of people with disabilities – information avoidance (IA).FindingsThe paper conceptualises discrimination and bullying as an inherently information problem, for which an SW solution could be proposed. Two types of information are noted to be avoided: information about disabilities and information about the effect of discrimination and bullying on employees with disabilities. The paper distinguishes between defensive and deliberate IA, each of which poses different challenges for social workers who are likely to intervene in the cases of bullying and discrimination in their capacity as workplace counsellors and advisors.Originality/valueIt is the first known paper that explores the intellectual and practice-based synergy between SW and IS in application to change-related interventions and preventative plans that counteract discrimination against people with disabilities at the workplace. It proposes creative solutions for intervention, including bibliotherapy. It also opens up a broader conversation on how critical the knowledge of IS is for social workers.

Faculty development in medical simulation is a growing need, given the increased use of simulation-based learning in healthcare. Training of trainers is demanding and resource-consuming; therefore, there is a need for accessible, practical, and resource-saving solutions enabling efficient faculty development. For that purpose, we investigated whether a massive open online course (MOOC) could meet these challenges. This manuscript presents a MOOC, its pedagogical strategies, and its impacts on faculty development. The University of Liège Medical Simulation Center developed a MOOC with five learning units focused on the foundations of simulation training. Each unit ends with a set of theoretical and practical exercises. Our results showed knowledge and skills acquisition (objective exercise score data) among participants with a success rate of 67%, as well as high levels of engagement and confidence in learning (self-reported data). We demonstrate that a MOOC for faculty development in healthcare simulation is effective, has the potential to be an accessibility enabler, and offers an additional tool for trainer training. We recommend designing it with various asynchronous online modalities and multiplying social interactions with peers and trainers to favor trainees’ engagement and subsequent learning. Further perspectives should study blended learning strategies in faculty development and define the optimum ratio between face to face and online synchronous and asynchronous modalities. Graphical Abstract Characteristics and advantages of MOOCs as an asynchronous online teaching tool for faculty development in healthcare simulation.

Purpose – The study seeks to investigate factors that affect the adoption and use of open access in Tanzanian health sciences universities. Design/methodology/approach – Based on a cross-sectional questionnaire survey, 415 faculty members were selected through a stratified random sampling from a population of 679 in all eight health sciences universities in Tanzania. The response rate was 71.1 per cent. Findings – Based on the social exchange theory (SET), and the Unified Theory of Acceptance and Use of Technology (UTAUT), the study developed a model suitable for assessing open access adoption and usage in academic institutions. The study found that facilitating conditions, extrinsic benefits (professional recognition), behavioural intention and individual characteristics (professional rank, technical skills and number of publications) predicted actual usage of open access. Other factors related to contextual factors (attitude, and open access culture), and extrinsic benefits (academic reward, accessibility and preservation) determined behavioural intention to use open access. Fear to violate publisher's copyright policies and effort expectancy however de-motivated faculty to adopt open access, while copyright concerns inhibited faculty's actual usage of open access. Originality/value – This is the first comprehensive study focusing on the health sciences faculty's open access adoption and usage behaviour in Africa, and Tanzania in particular, and reveals findings that are useful for planning and implementing open access initiatives in other institutions with similar conditions.

Enabling and supporting discoverability of research outputs and datasets are key functions of university and academic health center institutional repositories. Yet adoption rates among potential repository users are hampered by a number of factors, prominent among which are difficulties with basic usability. In their efforts to implement a local instance of InvenioRDM, a turnkey next generation repository, team members at Northwestern University’s Galter Health Sciences Library & Learning Center supplemented agile development principles and methods and a user experience design-centered approach with observations of users’ microinteractions (interactions with each part of the software’s interface that requires human intervention). Microinteractions were observed through user testing sessions conducted in Fall 2019. The result has been a more user-informed development effort incorporating the experiences and viewpoints of a multidisciplinary team of researchers spanning multiple departments of a highly ranked research university.