University spaces for cooperation strengthening pro-innovative attitudes of academic community

The article and its undertaken matter are part of the discussion on the pro-innovative nature of a university – featuring examples of (mainly educational) activities which boost innovation on the university campus and beyond, and referring to trends occurring in the analysed areas. The presented content has been limited to the social dimension of innovation, which among other things, changes the way of perceiving the world and interpersonal relations, also in terms of organization of workspaces and (co)working methods. The purpose of the article is also to draw attention to the participation of students, academic teachers in various activities (also pro-innovative ones) taking place within a non-traditional social infrastructure. Problem analysis was based on literature studies, including reports on research on innovation as well as on the author’s professional experience related to new spaces of education – and an attempt to answer the question: “Can cooperation within the described spaces strengthen pro-innovative attitudes, including the attitudes of future pedagogues?”

Evaluation of the High human quality innovative potential in the framework of the establishment project of the Constantine 3 University

Purpose of the study: The quality of work-life focuses on everyone's attention. This innovative concept led us to look for appropriate ways to put it into practice in academic environments, particularly within the University of Constantine 3 in Algeria's teaching community and to which we are affiliated. Methodology: An online survey has been conducted for the attainment of the purpose. It has collected the lecturer’s satisfaction levels with their framework and working conditions. The researcher, therefore, targeted two groups of respondents to obtain the most varied possible feedbacks. The first group came from a social branch and the second from a technical one. A questionnaire was sent to both groups Main Findings: Results were cross-referenced with the objectives of the 2020-2024 establishment project initiated by the same University. The latter wants to prioritize wellbeing, improve the framework and means available to teachers. These cross-referenced elements have revealed a great concordance between the teachers' expectations and the University’s undertaken project. This shows promising prospects for the realization of high human quality. Applications of the study: The study is a perfect recommendation to emphasize the pre-eminence of High Human Quality HHQ in universities and make its economic, social, and environmental interest prevail for more sustainable, more competitive, and more attractive university spaces... Novelty/Originality of the study: Participating in these ongoing reflections allows us to make our reflections even more engaging. The human capital becomes then the essential element on which this research focuses: It is a question of searching for the probable reasons for its unproductivity and working to make it the instigator of the HHQ Label within the University.

Why to build university spaces? How to discuss them? Appearance of a new lens

Since the 1990s, the university space has been the subject of many discussions due to the introduction of communication technologies to the learning process,which has become significantly visible after the effects of the COVID-19 pandemic nowadays. These debates focus on the two extreme points ofwhether university space is necessary or not. In this regard, this research claims that the arguments on this topic are based on subject-object duality. It aims to develop a ground covering the discussions that oscillate between the two extremes by referring to sociomateriality, which advocates the interwovenness of subject and object. Adopting a retrospective perspective, itrediscovers the debates from the 1960s at the onto-epistemological levelthrough a sociomaterial lens. Finally, it situates the discussion on university space within the past-present-future dialogue.

University Spaces as Agents of National Belonging: Analysing the Visual Culture of Public Universities’ Campuses in India and Pakistan

This article discusses the role of ‘space’ in Indian and Pakistani public sector universities in fostering national pride. University spaces have been highlighted, in both countries, for being used by the governments as agents fostering the national narrative yet there is limited research on how these spaces contribute to the visual culture of educational institutions and in the inculcation of nationalistic values. This article adds to the conversations regarding the fostering of national belonging and pride in universities by exploring space as a constitutive element of the visual culture of the higher education environment in India and Pakistan. In both countries, the physical spaces of public universities have become platforms for channelling student voices. This research uses two state-funded universities, from Delhi (in India) and Lahore (in Pakistan), and Lefebvre’s conception of space to conduct a discourse analysis of bulletin boards, graffiti, statues, sculptures, and any other imagery found online pertaining to the campuses and analyse how it is a ‘conceived’ and ‘perceived’ aspect of the visual culture of the universities. It adds to current scholarly conversations on national pride and consciousness in India and Pakistan by showing how university spaces can potentially play an active role in promoting the state’s narrative in students’ or educators’ everyday educational experiences.

Transactional Relationships Within a University Campus in Zimbabwe

Research on transactional sex and relationships within university spaces is growing. Much of this research focuses on the intergenerational nature and the centrality of sex and money in such relationships. However, little attention has been paid to transactional relationships that do not necessarily involve money and that involve people within the university such as students and nonacademic university workers. As such, there is a dearth of research on campus-based transactional relationships involving students themselves and university workers where nonmaterial resources other than money are central in mediating such relationships. This article attempts to fill this knowledge gap by examining the complex dynamics of transactional relationships within a university campus in Zimbabwe. The empirical findings shows that scarce resources in the midst of growing student enrolment compel many, especially female students to venture into the campus “sexual economy” to make do and get by. In a context of lack, and protracted economic crisis, students become vulnerable to transactional sex to access scarce resources such as good grades, accommodation, and books. Therefore, the campus sexual economy enables students to creatively navigate existential challenges on campus. I argue that the construction, perceptions, and experiences of transactional sex on campus are gendered and complex.

Communicative Practices from the Margins: The Multilingual and Multicultural Repertoires on University Spaces

We draw from the meaning-making practices on the margins, the communicative repertoires of the multilingual and multicultural students at two Southern African universities: the University of Zambia in Lusaka, Zambia; and the University of Malawi in Zomba, Malawi. As our locus, we are interested in the unique linguistic/semiotic coinages which constitute the students’ linguistic repertoires as multilingual innovations amenable to placemaking. In an attempt to do this, we purposefully unearth lexical innovations which we analyse within the broader framework of translanguaging. Thus, we show the emergence of (new) lexical items through the (re-)invention and disinvention of communicative resources, and the deployment of material artefacts of place as a basis for the creativity and innovation through repurposing of lexical items for new uses. Thus, we privilege students as active manipulators of their communicative practices by showing the semiotic/linguistic creativity and innovation inherent in their repertoires.

Defeating the Purpose of Multiculturalism: a Case of Hate on Campus

This paper examines the student newspaper at two Toronto universities: Ryerson university and York university to uncover the manifestation of hate motivated activity on campus. The findings capture a striking contradiction between an articulated understanding of official multiculturalism in Canada and the reality of persistent and pervasive hate activity on campus. I argue that hate motivated activity impacts the social processes of exclusion for racialized students in Toronto universities. Using a social exclusion framework I examine how the nature and extent of hate motivated activity materialize as a means of constructing the ‘Other’ within university spaces. Moreover, these systems of meaning support patterns of domination and exclusion, all the while exposing the fallacy multiculturalism in Canada. In order to bring this to light, this study re-conceptualizes, contextualized and problematizes hate activity in the Canadian context, specifically in relation to the university.

Defeating the Purpose of Multiculturalism: a Case of Hate on Campus

This paper examines the student newspaper at two Toronto universities: Ryerson university and York university to uncover the manifestation of hate motivated activity on campus. The findings capture a striking contradiction between an articulated understanding of official multiculturalism in Canada and the reality of persistent and pervasive hate activity on campus. I argue that hate motivated activity impacts the social processes of exclusion for racialized students in Toronto universities. Using a social exclusion framework I examine how the nature and extent of hate motivated activity materialize as a means of constructing the ‘Other’ within university spaces. Moreover, these systems of meaning support patterns of domination and exclusion, all the while exposing the fallacy multiculturalism in Canada. In order to bring this to light, this study re-conceptualizes, contextualized and problematizes hate activity in the Canadian context, specifically in relation to the university.