From Educators, For Educators

Purpose Sustainable marketing, which emerged as the third development phase of green marketing, evolved from the economics of sustainable development. It is defined as a simultaneous balanced approach that incorporates and integrates economic, environmental and social goals, while meeting the needs of all stakeholders and respecting the needs of future generations. Such an approach is considered an obligation, rather than an option, and it represents the focus of this doctoral dissertation. In our post-industrial society, highly-educated human resources and knowledge are the most valuable resources and the key prerequisites for the economic development, prosperity and well-being of each individual and of the society as a whole. Therefore, the traditional role of higher education and its institutions has become more important, and this in turn determines great challenges as these institutions are considered the essence of intellectual, cultural, social and technological development of the community (Meštrović, 2017), the fundamental lever and spitirus movens for sustainable development of the society as a whole. Existing research in the field of sustainable marketing is predominantly focused on forprofit sector, while a further extensive and comprehensive literature review identified the lack of research addressing sustainable marketing in the context of public sector, including the higher education sector and public higher education institutions. In order to address the identified research gap and follow the relevant research recommendations, the basic objectives of this dissertation were defined as follows: (1) to investigate and design a systematic and comprehensive critical account of the existing theoretical knowledge in the field of sustainable marketing, (2) to develop and test a conceptual model aimed at measuring the impact of sustainable marketing in higher education, defined by three dimensions: promotion and education for sustainable development, sustainable marketing activities and implementation benefits, on higher education performance, assessed by service quality and success in achieving the multiple objectives of higher education institution, and (3) to test the proposed hypotheses. Methodology To achieve the empirical objectives of the study, a two-stage approach was adopted. The comprehensive literature review was followed by exploratory primary research suitable to explore the attitudes and perceptions of key stakeholders on sustainable marketing and its application in higher education institutions, using a developed measurement instrument to capture attitudes and perceptions toward manifest forms of sustainable marketing in higher education. The research was conducted using a pre-tested online questionnaire on a purposive sample of experts, where 104 valid and complete responses from selected stakeholders related to higher education were received. Qualitative analysis was conducted using the Hotjar online numerical coding and content analysis application (Hotjar Ltd., 2014-2019) to gain insight into higher education stakeholders’ perceptions and understanding of the concept and the importance of sustainable marketing. Quantitative analysis of the collected data was then conducted using the Statistical Package for Social Sciences (SPSS 23.0) programme to determine the dimensionality, validity and reliability of the measurement instrument. Subsequently, the Exploratory Factor Analysis (EFA) using Principal Components Analysis (PCA) with Varimax rotation was applied to determine the manifest variables of the construct (Mejovšek, 2013), with the aim of distinguishing its fundamental factors, since the factor structure was not already known from previous studies. The multidimensional structure of the proposed measurement instrument of sustainable marketing in higher education (Meštrović et al., 2021) and the unidimensional structure of the developed measurement instrument for the multiple objectives of higher education institutions were determined, to be used in the main study. Following pilot testing, the primary quantitative empirical main study was conducted as in the previous exploratory study, using an anonymous Google Forms online questionnaire between May 10 and May 30, 2019. Using a convenience sample in addition to a snowball sampling to reach a wider range and larger number of higher education stakeholders, a total number of 12.317 respondents approached the questionnaire. Since all survey questions were mandatory, the number of completed questionnaires without missing values reached 2.189, and after the data cleaning, 146 questionnaires were excluded due to the inconsistencies in responses, illogical responses and responses with often extreme or same answers through a series of posed questions. Finally, the total number of 2.043 respondents, consisting of 1.663 (81,40 %) students and 380 (18,60 %) other higher education stakeholders as per the screening question, resulted in a response rate of 16,59 %, which was found to be adequate as similar studies have yielded an average response rate of 15 % (Malhotra & Birks, 2000; Ivy, 2008). The sample was described using descriptive statistical analysis, which was also used to evaluate the constructs’ items’ mean scores and coefficients of kurtosis and skewness. To explore the research question if there are differences in mean scores between the two observed samples, the Mann-Whitney U-test for independent samples was used to determine the presence of statistically significant differences in the mean scores of the variables of the sustainable marketing in higher education construct. Finally, two structural models were developed for both observed samples. Partial least squares structural equation modelling (PLS-SEM) was used to evaluate both structural models and to test the proposed relationships between their constructs. Findings The results of the descriptive statistical analysis demonstrate that respondents in both samples (i.e. students and other stakeholders) rated all dimensions of sustainable marketing in higher education institution (i.e. promotion and education for sustainable development, sustainable marketing activities and implementation benefits) with relatively high average scores. Students evaluated the performance of higher education institution’s by evaluating the perceived service quality ( = 4,43) and other higher education stakeholders by rating the perceived success in achieving the multiple objectives of higher education institution ( = 4,86). The Mann-Whitney U-test for independent samples demonstrates that only 17,65 % or 6 out of the total 34 variables of sustainable marketing in higher education construct are not statistically and significantly different in the mean scores between students and other higher education stakeholders, thus confirming the hypothesis H2 There are statistically significant differences in the mean scores of the sustainable marketing in higher education measurement construct’s items between students and other higher education stakeholders. The Confirmative Factor Analysis (CFA) was conducted as recommended by Hair et al. (2010) to confirm the factor structures of the underlying latent variables proposed by EFA. The three-dimensional structure of the Sustainable Marketing in Higher Education construct was confirmed and yielded satisfactory results (χ² = 23286,275, df = 1048,000, p = 0,000, CFI = 0,902, NFI = 0,801, TLI = 0,830, SRMR = 0,079). The CFA results of the adapted Service Quality instrument did not show a satisfactory fit as a multidimensional construct developed in previous research (Štimac & Leko Šimić, 2012; Barilović et al., 2013; Leko Šimić & Štimac, 2013), but yielded acceptable measures as the unidimensional construct (χ² = 5869,980, df = 90,000, p = 0,000, CFI = 0,917, NFI = 0,916, TLI = 0,862, SRMR = 0,039), as well as the unidimensional construct Achievement of Multiple Objectives of Higher Education Institution (χ² = 1068,611, df = 89,000 p = 0,000, CFI = 0,907, NFI = 0,804, TLI = 0,813, SRMR = 0,061). The obtained CFA results defined the framework for model development. Accordingly, two structural models were developed for both observed samples. The reliability and validity of both models were confirmed, as was hypothesis H1, which states that Sustainable Marketing in Higher Education is the multidimensional higherorder construct. Finally, the research findings confirmed the statistically significant positive impact of sustainable marketing in higher education on the performance of the higher education institution as assessed by service quality and success in achieving the multiple objectives of the higher education institution, thus confirming the hypotheses H3 There is statistically significant direct positive impact of sustainable marketing on higher education institution’s performance, perceived as service quality (ß = 0,406, t-value = 22,335, p = 0,000), and H4 There is statistically significant direct positive impact of sustainable marketing on higher education institution’s performance, perceived as success in achieving the multiple objectives of the higher education institution (ß = 0,141, t-value = 6,412, p = 0,000).

Exploring Military Veteran Students’ Pathways in Engineering Education

The article examines the current stage of forming online content in higher education worldwide and in Ukraine. The main goal of this paper is to develop patterns for creating educational content to improve the learning process at universities despite the full-scale war, including flexibility. To achieve these, the author used bibliometric, trends and cluster analysis. As analytical tools, Google Trends and VosViewer were chosen. The investigation is divided into three parts: study patterns of online content in higher education (HE) based on a literature review, identify trends in HE, and examine online educational content in the context of the flexible learning process at universities. The investigation stage of key trends in the development of higher education in Ukraine is initial because it demonstrates up-to-date theoretical background worldwide, and particularly in Ukraine, especially publication after 2019. The main approaches to renovating the educational system included improving distance or blended learning as a modern study pattern. The key stakeholders are students and teachers. However, teachers transform into facilitators who prepare educational content and support learners in self-directed learning based on their inquiries. As for Ukraine, the tendency was intensified because students affected by full-scale war cannot study in the traditional (in-person) way. To find how trends in HE in Ukraine during key political changes were modified in Ukraine, the author used Google Trends to search inquiries of main consumers of educational services in Ukraine concerning higher education through the keywords “university” in three languages. The customizing periods showed the reactions of the young to critical political changes in Ukraine. In such a way, attitudes towards higher education during the beginning of the Orange Revolution, the Revolution of Dignity, the war in the east of Ukraine and the full-scale war were investigated. The significant changes were noticed after February 24, 2022, compared to November 30, 2013. There was an increasing popularity of inquiries based on universities abroad and learning as a tool to get employment. The most relevant inquiries in forming online content are “distance learning” and “дистанційна освіта”. Moreover, the tendency of increasing inquiries in the Ukrainian language compared with russian inquiries of approximately 10% was found. It was confirmed that trends could be used as a tool of formation patterns of educational content. That is why the paper aims to explore terms across years such as “educational content trends”, “educational trends” (205 articles), “online content trends” (305 articles), and “educational online content trends” (25 articles) at the Web of Science (WOS) platform. Key sectors of educational online content include Education, Educational Research, Economics, Social Sciences, Interdisciplinary, Multidisciplinary Sciences, and Management categories. In addition, Ukraine leads in publishing articles in forming online educational patterns with Poland, russia, the USA, Bulgaria and others. Furthermore, “educational content trends” and “online content trends”were compared to measure theoretical gaps by cluster analysis, where the main clusters are teacher, content analysis, development, quality, educational progress, and social media. The findings of this study hold valuable implications and recommendations for the formation of online content in higher education, particularly during times of war and in post-war periods.

Logistics service design for cross-border E-commerce using Kansei engineering with text-mining-based online content analysis

This paper presents a comprehensive analysis of smart city strategies in Germany through the examination of online content. Smart city initiatives have gained significant attention worldwide as urban areas seek innovative solutions to address various challenges. In Germany, renowned for its technological achievement and commitment to sustainability, has witnessed the emergence of numerous Smart City projects. The aim of this study is to investigate the current status of Smart Cities strategy initiatives in Germany based on a sample of 82 cities. To achieve this, an online content analysis methodology is employed, using the official web presences of the selected cities and information published on them. The content analysis focuses on identifying empirical evidence related to digitalisation, data and governance, and obtaining their transparency and progress in a sample of 82 major German cities. The findings of this study reveal the diversity and richness of German smart city approaches, but also a varying degree of sophistication and transparency of strategic initiatives. As an expression of Germany's federal structure, the cities focus on different aspects, such as mobility, energy efficiency or data-driven administration. The insights gained from this online content analysis provide valuable guidance for policymakers, urban planners and stakeholders involved in the design of smart city strategies. By understanding the strengths and weaknesses of existing initiatives, policymakers can refine their approaches, address challenges and promote sustainable and inclusive urban development. Furthermore, this study contributes to the academic discourse on smart cities by providing empirical evidence on the implementation of strategies in a German context. Overall, this study contributes to a deeper understanding of the German smart city landscape and serves as a basis for future research, policy formulation and the pursuit of smarter and more liveable cities.

Background: Universities continue to experience pressure to prepare work-ready graduates. In Ontario, this has recently taken the form of new provincial funding metrics which include experiential education. This places more formal pressure on all provincial universities to foster experiential education. Purpose: This study focuses on the organizational dynamics within a selected university as it developed an Experiential Education Certificate (EEC). Methodology/Approach: Using a qualitative approach, this case study relies on multiple methods. Content analysis was used to analyze textual data that framed the EEC. Semi-structured interviews ( n = 12) with institutional actors were used to analyze how experiential education is framed administratively and practiced at the technical level of the university. Findings/Conclusions: Although the EEC reflected a management logic, it was not fully aligned with the academic logic of ground-level technical actors (e.g., professors). Institutionalizing experiential education has implications for multiple logics at play within universities and thus requires more “logic work” of those working within. Implications: This exploratory study lays the groundwork for further theorizing experiential education from an organizational perspective, namely, studying experiential education across disciplines, theorizing at the field level, and including administrators.

BackgroundExperiential learning about food, nutrition and sustainability (FNS) at school promotes population health and environmental sustainability. Little is known about actual practices in school-based experiential FNS education, outside of time-limited interventions. This study aimed to address this gap by analysing current approaches to experiential FNS education at school, including the presence and use of school food gardens, food waste management systems and kitchens/cooking facilities.MethodsA cross-sectional survey of Australian primary school teachers (August 2022-October 2023) collected quantitative and qualitative data about (i) teacher perceptions about experiential FNS education; (ii) presence of food gardens, food waste management systems and kitchens/cooking facilities; and (iii) how school-based infrastructure is used for experiential FNS education. Statistical analyses including simple and adjusted logistic regression models were conducted using STATA. Content analysis was conducted using NVivo 15.ResultsParticipants were 413 Australian primary school teachers. Teachers agreed schools should have infrastructure such as food waste management systems (87.2%), cooking facilities (84.5%) and food gardens (82.3%) available for experiential FNS education. Most teachers reported their school had a food garden (76.0%), cooking facilities (58.6%) and a food waste management system (56.2%), though there was variability in the actual use of each type of infrastructure for experiential education. Food waste management systems were used most commonly for educational purposes. Each type of infrastructure was used to teach about a variety of topics related to nutrition, sustainability and cross-curricular learning. Teachers described a range of factors influencing their use of infrastructure for experiential FNS education , including access to adequate, fit-for-purpose and safe physical space; funding, time, staffing and workload; and leadership and prioritisation.ConclusionsConsolidating the use of food gardens, food waste management systems and kitchens/cooking facilities for experiential education in primary schools is an important next step for research, policy and practice. This includes addressing challenges regarding physical space, time and resourcing, and leadership support, to prioritise experiential FNS education in the school curriculum. Leveraging primary school-based infrastructure for educational purposes can support children to establish healthy and sustainable food practices, and promote the health of people and the planet now and into the future.Supplementary InformationThe online version contains supplementary material available at 10.1186/s13690-025-01761-7.

Reviewed by: Ethnic and Racial Administrative Diversity: Understanding Work Life Realities and Experiences in Higher Education Denise O'Neil Green, Associate Vice President Jerlando F. L. Jackson and Elizabeth M. O'Callaghan. Ethnic and Racial Administrative Diversity: Understanding Work Life Realities and Experiences in Higher Education. San Francisco: Wiley Periodicals, 2009. 95 pp. Paper: $29.00. ISBN-978-0-4705-8814-7. In the 2003 U.S. Supreme Court ruling of the Grutter v. Bollinger case, diversity research in higher education was recognized for its contributions in demonstrating that ethnic and racial diversity among students, faculty, and staff greatly benefits student learning. Since that time, higher education [End Page 710] scholars have continued to investigate aspects of diversity and its impact with respect to students and faculty. However, diversity among the administrative and executive ranks has received less attention in the literature and in practice. If diversity is, in fact, a compelling interest for society, then higher education leaders and researchers alike need a better understanding about the ways in which diversity is achieved and experienced among the administrative ranks within colleges and universities. How diverse are the ranks and what can institutions do to improve the structural diversity of their administration? What challenges do people of color face in entering and advancing in administration? What are their experiences and what coping strategies do they employ? In Ethnic and Racial Administrative Diversity: Understanding Work Life Realities and Experiences in Higher Education, Jerlando Jackson and Elizabeth O'Callaghan address these important questions by presenting an analysis of relevant literature and two national datasets from 1999. While college and university leaders articulate the need to increase racial and ethnic diversity among administrators, stating the need is often easier than pursuing and achieving change. The authors provide a thoughtful discussion that goes beyond the traditional theoretical frameworks and anecdotal information that are so often relied upon but do not yield desirable results. The book consists of five chapters. In Chapter 1, the introduction and overview, the authors outline the growing concern for the lack of people of color in senior-level positions which both results from and perpetuates a lack of a commitment to ethnic and racial diversity. They highlight empirical studies and news articles that speak to the difficulty in hiring and retaining people of color in administrative higher education posts, particularly at predominantly White institutions. Jackson and O'Callaghan then introduce two relatively new concepts to justify the importance of workforce diversity in higher education: representative bureaucracy and retention. They describe these concepts in detail to underscore their relevance to higher and postsecondary education. The remainder of the introduction briefly describes the literature review underlying the book and overviews the subsequent chapters. Chapter 2, "Status of Ethnic and Racial Diversity in College and University Administration," begins with a description of what constitutes the administrative workforce examined in the book, including both academic affairs leaders and student affairs practitioners. With the unit of analysis defined, the authors present sixteen tables detailing the distributions of the aforementioned groups by race/ethnicity and demographic, career/ job, and institutional variables. Drawing upon two 1999 datasets, the National Study of Postsecondary Faculty (NSOPF) and a study by the National Association of Student Personnel Administrators (NASPA), the authors make comparisons for both student and academic affairs personnel by race/ ethnicity. Although the data are relatively dated, the authors indicated that, based on more recent trend analysis, the 1999 datasets reflect today's demographic trends. The chapter concludes with several notable observations. First, people of color enter administrative positions earlier in their careers than their White counterparts, which has a negative correlation with their attaining such senior-level positions as provost or dean. Second, women of color hold more student affairs positions than White men or men of color. Finally, institutional type and geographic location correlate with the likelihood that people of color will hold administrative positions at a particular college or university. Although the analysis is primarily descriptive statistics, it is very instructive and fills a disturbing void in the literature. In Chapter 3, the authors articulate the barriers that frequently face people of color as they pursue careers in administration. Jackson and O'Callaghan suggest that...

Capturing public opinion toward public health topics is important to ensure that services, policy, and research are aligned with the beliefs and priorities of the general public. A number of approaches can be used to capture public opinion. We are conducting a program of work on the effectiveness and acceptability of health promoting financial incentive interventions. We have captured public opinion on financial incentive interventions using three methods: a systematic review, focus group study, and analysis of online user-generated comments to news media reports. In this short editorial-style piece, we compare and contrast our experiences with these three methods. Each of these methods had their advantages and disadvantages. Advantages include tailoring of the research question for systematic reviews, probing of answers during focus groups, and the ability to aggregate a large data set using online user-generated content. However, disadvantages include needing to update systematic reviews, participants conforming to a dominant perspective in focus groups, and being unable to collect respondent characteristics during analysis of user-generated online content. That said, analysis of user-generated online content offers additional time and resource advantages, and we found it elicited similar findings to those obtained via more traditional methods, such as systematic reviews and focus groups. A number of methods for capturing public opinions on public health topics are available. Public health researchers, policy makers, and practitioners should choose methods appropriate to their aims. Analysis of user-generated online content, especially in the context of news media reports, may be a quicker and cheaper alternative to more traditional methods, without compromising on the breadth of opinions captured.

11010 Background: Circulating tumor DNA assays, also known as liquid biopsies, are increasingly used by oncologists to evaluate residual disease, cancer genomic composition, resistance mechanisms, and guide therapy selection. Since patients often use the internet as a source of medical information, we evaluated the quality, accessibility, and understandability of publicly available online information on liquid biopsies. Methods: We performed a cross-sectional study of 100 videos and 100 webpages that resulted from the search of “liquid biopsy” on a commonly used search engine (Google) and social network (YouTube). Videos over 5 min, scientific articles, and non-English content were excluded. Videos were evaluated for content, intended audience, and perceived sex and race/ethnicity of speakers. Two independent reviewers evaluated understandability and quality of health information using two validated tools for consumer health information (PEMAT, DISCERN). Any disagreements were resolved by a 3rd independent reviewer. Webpages were evaluated for accessibility (use of visual aids, other languages), quality of information (authors, citations, indications, limitations, cost), reading level, and presence of commercial bias. Reading level was evaluated using the validated Flesch-Kincaid (FK), Gunning Fog (GF), and SMOG indices. Data was summarized with descriptive statistics. Results: We reviewed 100 videos, with 190 median views per video (IQR: 75-719). Most videos were intended for a scientific audience (72%) and lacked diversity of speakers. The majority of featured speakers were perceived as male (65%) and non-Hispanic white (72%). Overall, liquid biopsy videos were complex and low quality. Only 9% of videos were understandable and 8% presented moderate to high quality health information. Furthermore, we reviewed 100 webpages about liquid biopsies; key characteristics are summarized in the table. About a third of webpages included indications (36%) and limitations (35%) of liquid biopsies. Webpages had a median text reading level of 14.1 (IQR: 12.1-15.8), 16.4 (IQR: 14.4-18.6), and 15.9 (IQR: 13.9-16.9) based on FK, GF, and SMOG indices, respectively. Only 2 websites had one index reading level of 8th grade or lower as recommended by the NIH and CDC. Conclusions: Online content about liquid biopsies is complex and requires education levels exceeding the reading level of the general US population. Extensive shortcomings in sources of unbiased and understandable information for patients with cancer exist. As novel diagnostic technologies and treatments emerge, efforts should be made to develop understandable, unbiased, and high-quality information resources for patients with cancer. Characteristics of liquid biopsy webpages. [Table: see text]

Online Social Networks (OSN), such as Facebook, Twitter, Youtube and so on, are important sources of online content today. These platforms are used by millions of people world-wide, to share information and express their sentiment and opinion on various social issues. Sentiment analysis of online content – automatically inferring whether a particular textual content reflects a positive (e.g., happy) or negative (e.g., sad) sentiment of the person who posted the content – is an important research problem today, and has several potential applications such as analysing public opinion on various products or social issues. In this paper, we propose a simple but effective methodology of inferring the sentiment of textual content posted in online social media. Our approach is based on first identifying the positive / negative polarity of terms, i.e., whether a certain term (e.g., a word) is normally used in a positive or negative context, and then to infer the sentiment of a given text based on the polarity of the terms present in the text. A key challenge in this approach is that in online social media, different users use different words while expressing similar opinion. To address this, we use the well-known lexical database WordNet to identify groups of words which are synonymous to each other. We apply our proposed methodology on a large publicly available dataset containing content from six different online social media, which has been labeled as positive / negative by human annotators, and find that our methodology achieves better performance than several approaches developed earlier.

The Coronavirus pandemic 2019 (COVID-19) is hastily spreading, bringing pressure and challenges to international students and educators in a higher education institution who were locked down on campus during the COVID-19 outbreak. We sought to explore psychological experiences of international higher education students and educators during the COVID-19 pandemic in Eswatini. A qualitative phenomenological approach was adopted. Participants were 20 conveniently selected international higher education students and educators who were locked down on Campus from March 20 to September 25, 2020. The interviews were conducted face to face. Data were thematically analysed. The study was informed by the ecological systems theory. The psychological experiences of international higher education students and educators during COVID-19 pandemic were categorized in to four themes. Frist negative emotions present in early stages involving discomfort, anxiety and helplessness caused by isolation, fear and concern for safety. Second self-coping strategies included psychological and life adjustments, social distancing, acceptance of wearing of masks, hand sanitizing and online/blended learning. Third we reported growth under the crisis which included affection for family members, peers and self-reflection. Finally, we reported that positive emotions occurred concurrently with negative emotions. During the COVID-19 crisis positive and negative emotions of international higher education students and educators intertwined and co-occurred. Self-coping strategies and psychological growth played a crucial role in maintaining mental health of the students and educators. The international students and educators in a higher education institution appeared to be thriving in coping with the COVID19 crisis and lockdown situation which enhanced their participation in online/blended learning.

This article presents a method for quantitative content analysis of news online. The research design is based on a triangulation approach, using qualitative and quantitative measures combined with automated computer-assisted analysis. Used to perform a content analysis of the online news output of the Norwegian Broadcasting Corporation [NRK] from 2009, this approach revealed that methodologies designed for measuring broadcasting news content do not suffice in the online news environment. Online research methods need to be redesigned to account for the medium-specific news features on the internet. Computer-assisted coding methods can contribute depth and scale to such an analysis, as it can extract and assemble detailed data on large quantities of articles. Using a combination of automatic coding methods with established content analysis for television news, this article presents a new design for quantitative content analysis of news online.

Research studies worldwide have focused on higher education dropout, persistence, and success. Given the profound changes in higher education that have taken place in recent decades, higher education institutions need to compete for students by attracting, retaining, and, ultimately, graduating them. Thus, higher education institutions increasingly offer actions that aim to foster student success. While a smooth and supported process of student transition from secondary to tertiary education is one of the key variables in higher education student retention and paramount for preventing student dropout, the student’s overall experience in higher education plays a pivotal role in their performance and success. This paper focuses specifically on higher education students’ academic and social involvement, notably through their engagement in extracurricular activities and decision-making processes, which are perceived as critical mechanisms in their persistence in higher education. The study used a qualitative approach with the analysis of four Portuguese higher education institutions. Data were collected through in-depth interviews with students and institutional leaders, complemented with document analysis, and explored through content analysis. The results reveal that, from the wide range of opportunities for involvement offered to students by the higher education institution, activities of an academic nature are the most sought after by students to complement their educational experience. However, students perceive involvement in extracurricular activities in general as critical, both to their overall education and preparation for the labor market and to an easier integration into the institutional environment. Hence, student involvement in cultural or recreational activities, alongside their involvement in institutional decision-making bodies and associative movements, is a privileged way of complementing students’ academic training and is perceived by them as important in their overall education, both as professionals and as individuals.

In revisiting the Society for Experiential Education’s eight principles of good practice, members of the most recent cohort of the SEE fellows program explored the impact of institutional context on experiential education in higher education. Previous research outlines campus and institutional structures where experiential education takes place. Our group leveraged a scholar-practitioner frame and drew on action research methods to explore the experiences of each individual's context and experiential education structure. The findings are organized around four themes and three principles of good practice. Our team’s inquiry reveals that experiential education’s location and structure within the organization may impact how EE is valued and executed. The findings suggest that within higher education contexts the praxis of experiential education is directly connected to its institutional location, the institutional culture of DEI, its positioning as a value proposition, and the faculty relationships that can support it. The implications of this work showcase areas for consideration when institutionalizing experiential education in higher education and provide an opportunity for institutions to restructure where experiential education is positioned within the institution.