The purpose of this study was to describe the campus sustainability performance at four exemplary higher education institutions, i.e., Doctoral, Master’s, Baccalaureate, and Associate’s, as measured by the Sustainability Tracking, Assessment & Rating System (STARS). The case-by-case analysis and the cross-case analysis demonstrated the similarities and differences that emerged across the four cases in the area of the institutional dynamics, sustainability performance, the journey of campus sustainability, and challenges, as well as drivers. In addition, the research aims to provide some implication to other institutions that intend to advance sustainability on their campuses. A multi-site case study was used to investigate the sustainability performance of four exemplary institutions that participated in the STARS program. Two forms of data collection techniques used for this research study were document analysis and in-depth interviews. Nurturing the student, serving the community, taking social responsibility, and making changes was the internal motivations which drove the four institutions to what they have achieved today. They shared the same purpose of helping students become more aware and informed on how they could apply sustainability into their work, business, and many other places to make the change. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

This qualitative case study, framed by a constructivist perspective, addresses a deficit in the literature and the knowledge base of a first year experience (FYE) academic program at a large, urban university regarding freshmen perceptions of meaningfulness in their courses. Existing studies identify concepts related to meaningfulness, but do not shed light on attributes which may inhere in those. These studies are inadequate for FYE curriculum planning due to their discipline specific contexts, quantitative nature, or sole focus on motivation. Furthermore, existing conceptualizations present meaningfulness from the etic (faculty/researcher) perspective rather than the emic (student). This is especially problematic in a postmodern era in which some scholars propose that students experience the classroom differently than educators. Purposeful sampling identified student participants. Semi-structured interviews were conducted, and participants provided reflective journals throughout the data collection period. Interviews and journals were based on exploratory research questions related to the words participants use to convey meaningfulness, the experiences they find meaningful, and “what about” experiences they find meaningful. Students shared insights regarding what problems prevent meaningfulness. Data collection and analysis occurred in conjunction with the transcription of interviews, note-taking about emerging themes, member checking of transcripts and ideas regarding coded themes, review of appropriate literature, and exploration of theories and existing ideas. Trustworthiness and credibility existed through measures of triangulation that promote accuracy of data and findings. Analysis led to the creation of categories to answer the four guiding research questions. Integration of those categories with scholarship in curriculum studies and educational psychology provided insight and discussion regarding students’ perceptions of meaningfulness in first year experience courses. The idea of academic states (emotional transition, academic pragmatism, and survival) emerged from participants’ words describing their experiences. Interactive learning (lectures, group discussions, and practice) and opportunities where students were offered challenge/choice were practices associated with meaningfulness. Energy and comfort were the underlying aspects of experiences perceived as meaningful, and participants offered insights into what problems may exist that prevent students from perceiving their courses as being meaningful, or having meaningful aspects (once n’ done and checklist approaches). The study also prompted implications for future research. / Department of Educational Studies

by Tony Lam Wai-leung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references. / ABSTRACT / Chapter I --- Introduction / Chapter 1.1 --- Defining the Problem Area --- p.1 / Chapter 1.2 --- Aims of the Study --- p.3 / Chapter 1.3 --- Significance of the Study --- p.5 / Chapter II --- The Background Study of Educational Technology / Chapter 2.1 --- Terms and Definitions --- p.9 / Chapter 2.2 --- Similar Works with Different Names --- p.16 / Chapter 2.3 --- The Changing Roles of Educational Technology / Chapter 2.4 --- The Worldwide Diffusion --- p.23 / Chapter 2.5 --- Educational Technology in Hong Kong --- p.24 / Chapter III --- The Crises and the Victim in Tertiary Education / Chapter 3.1 --- The Scope of Crisis and Victim --- p.31 / Chapter 3.2 --- The Crises in Tertiary Education --- p.33 / Chapter 3.3 --- The CPHK Circumstances --- p.36 / Chapter IV --- Literature Review / Chapter 4.1 --- Changes in Education and Schooling --- p.40 / Chapter 4.2 --- Organization Models of Educational Technology Services --- p.43 / Chapter 4.3 --- AECTs Standards --- p.47 / Chapter 4.4 --- Organizational Life Cycles --- p.51 / Chapter 4.5 --- Barriers to Technology Adoption --- p.54 / Chapter 4.6 --- Problems and Possibilities --- p.57 / Chapter 4.7 --- Expanded Bridge Building Concept --- p.61 / Chapter V --- "Hypothesis, Approach and Methodology" / Chapter 5.1 --- Setting the Hypothesis --- p.64 / Chapter 5.2 --- Choosing the General Approach --- p.67 / Chapter 5.3 --- Selecting Research Methods --- p.68 / Chapter 5.4 --- The Research Procedures --- p.71 / Chapter VI --- Observations and Findings / Chapter 6.1 --- Organizational Structure --- p.72 / Chapter 6.2 --- Organizational Model and Programme Standard --- p.77 / Chapter 6.3 --- The Change of Top School Management and More --- p.82 / Chapter 6.4 --- A Closer Look at the Surveys --- p.89 / Chapter 6.5 --- ETC is Victimized --- p.97 / Chapter VII --- Discussion and Conclusion / Chapter 7.1 --- The Possible Future of ETC of CPHK --- p.109 / Chapter 7.2 --- Implications on Other Institutions --- p.113 / Chapter 7.3 --- Gentry and Csete's Predictions Reconsidered --- p.114 / Chapter VIII --- Recommendations --- p.117 / APPENDICES / TABLES / SELECTED BIBLIOGRAPHY