International Journal of Higher Education Management

Strategic planning has become a virtual requirement in higher education management. Huge amounts of time, energy, and money are committed to the process by individuals representing every level in a university’s hierarchy. Despite widespread adoption and commitment, researchers have frequently questioned whether the content of these plans varies significantly among institutions, or if they are essentially interchangeable compendiums of buzzwords and cliches. Our study quantified the presence of various ideas, or themes, in strategic plans from 150 public higher education institutions in the United States. Our analyses provide evidence of what is important to strategic planners in higher education, where in the plans these themes tend to be discussed, and how patterns of usage vary across Carnegie classifications and geographic settings. Such information can be useful to planners in identifying concepts that should be present in their strategic plans, as well as those that can distinguish an institution from its peers.

This study critically examines the efficacy of a curated eco-visual literacy intervention designed to mediate student affective engagement with climate related phenomena in higher education. A mixed methods case study of 80 students, considered representative, evaluated a six month innovation in a Digital Photography module. The instructional sequence combined curated viewing, contextualisation, facilitated dialogue and creative practice to support engagement with the environmental rhetoric of photographers, including apocalyptic narratives and dystopic visions. Qualitative evidence from reflective journals and multimodal creative artefacts was integrated with an anonymous post programme survey to generate contextual insights into meaning making and perceived agency.

Analysis indicates that visceral portrayals of industrial degradation initially elicited shock and melancholia. As students moved from passive viewing to structured discussion and solution focused reframing, responses shifted towards empowerment. Participants translated climate induced distress into persuasive works of visual advocacy. Survey responses from 72 students complemented these accounts, with 90 per cent reporting increased motivation for sustainable behavioural change.

Overall, the findings suggest that mediation of affect, rather than unstructured exposure to distressing environmental content, can reframe climate anxiety as a catalyst for creative action and environmental advocacy. The study highlights implications for higher education, showing that embedding the United Nations Sustainable Development Goals, known as the SDGs, within core curricula may support student wellbeing and position institutions as leaders in sustainability education. Finally, it proposes a framework for analytic and pedagogical transferability, emphasising that faculty supported engagement with emotionally complex content can foster global citizenship.

This study investigates the impact of relational coordination (RC) on student satisfaction in higher education. It aims to identify which dimensions of RC—communication and relational ties—most significantly influence students' perceived satisfaction. A stratified random sample of 593 university students was surveyed between December 2024 and February 2025. The questionnaire, based on an adapted RC model, included 18 items measuring communication and relational ties with lecturers, peers, administrative staff, and student representatives. Satisfaction was assessed using a Likert scale. Factor analysis (exploratory and confirmatory) was conducted using principal axis factoring and promax rotation, supported by reliability tests (Cronbach’s alpha > 0.7). Results/findings: Five key factors were identified: (1) RC with administrative staff, (2) RC with lecturers, (3) RC with student representatives, (4) RC with peers, and (5) perceived quality improvement. RC with administrative staff explained the highest variance (15.6%), followed by RC with lecturers (10.3%). The confirmatory model showed a good fit (p < 0.001), confirming the relevance of these dimensions to overall student satisfaction. Findings suggest that improving communication and relational ties - especially with administrative staff and lecturers - can significantly enhance student satisfaction. Universities should simplify administrative processes, ensure staff availability, and foster mutual respect and shared goals among all stakeholders. These measures can lead to more effective interactions and better educational outcomes. Relational coordination is a critical determinant of student satisfaction in higher education. Strengthening RC dimensions can guide universities in designing organizational practices that promote efficient communication, inclusive relationships, and tailored support for diverse student profiles. Future research should expand the sample across institutions and timeframes to validate and generalise these findings.