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Purpose-To identify personality types between different university disciplines, and to establish whether there are differing requirements in the design of physical learning environment. Also to identify features of the physical learning environment that can support a sense of community. This paper seeks to investigate the relationship bet ee stude t s pe so alit a d p efe e es of features of the built environment. Design/methodology/approach-Quantitative questionnaires were distributed in three university disciplines based on the variables personality, elements of the physical learning environment and features that could support a sense of community. Findings-The analysis revealed that there is differences in preferred features within the physical learning environment for the three university disciplines within a large UK based University. It can also be seen that there is differences in personality profiles between these three university disciplines. Features of the environment that could support a sense of community have been also identified. Research implications-Those who are responsible for the design and refurbishment of Higher Education Institutions may find this research useful to improve the facilities for students. To support the development of appropriate physical learning spaces through the understanding of students requirements. Originality/value-This paper presents a new perspective on how the development of Higher Education Facilities can be designed to increase student experience by identifying specific features of the physical learning environment students prefer.

Openly shared low-cost electronic hardware applications, known as open electronics, have sparked a new open-source movement, with much untapped potential to advance scientific research. Initially designed to appeal to electronic hobbyists, open electronics have formed a global “maker” community and are increasingly used in science and industry. In this perspective article we review the current costs and benefits of open electronics for use in scientific research ranging from the experimental to the theoretical sciences. We discuss how user-made electronic applications can help (I) individual researchers, by increasing the customization, efficiency, and scalability of experiments, while improving data quantity and quality; (II) scientific institutions, by improving access to customizable high-end technologies, sustainability, visibility, and interdisciplinary collaboration potential; and (III) the scientific community, by improving transparency and reproducibility, helping decouple research capacity from funding, increasing innovation, and improving collaboration potential among researchers and the public. We further discuss how current barriers like poor awareness, knowledge access and time investments can be resolved by increased documentation and collaboration and provide guidelines for academics to enter this emerging field. We highlight that open electronics are a promising and powerful tool to help scientific research to become more innovative and reproducible and offers a key practical solution to improve democratic access to science.

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Background Community-based educational programs can complement clinical strategies to increase cancer screenings and encourage healthier lifestyles to reduce cancer burden. However, implementation quality can influence program outcomes and is rarely formally evaluated in community settings. This mixed-methods study aimed to characterize implementation of a community-based cancer prevention program using the Consolidated Framework for Implementation Research (CFIR), determine if implementation was related to participant outcomes, and identify barriers and facilitators to implementation that could be addressed. Methods This study utilized quantitative participant evaluation data ( n = 115) and quantitative and qualitative data from semi-structured interviews with program instructors ( N = 13). At the participant level, demographic data (age, sex, insurance status) and behavior change intention were captured. Instructor data included implementation of program components and program attendance to create a 7-point implementation score of fidelity and reach variables. Degree of program implementation (high and low) was operationalized based on these variables (low: 0–4, high: 5–7). Relationships among degree of implementation, participant demographics, and participant outcomes (e.g., intent to be physically active or limit alcohol) were assessed using linear or ordinal logistic mixed effects models as appropriate. Interview data were transcribed and coded deductively for CFIR constructs, and constructs were then rated for magnitude and valence. Patterns between ratings of high and low implementation programs were used to determine constructs that manifested as barriers or facilitators. Results Program implementation varied with scores ranging from 4 to 7. High implementation was related to greater improvements in intention to be physically active ( p <  0.05), achieve a healthy weight ( p <  0.05), and limit alcohol ( p <  0.01). Eight constructs distinguished between high and low implementation programs. Design quality and packaging, compatibility, external change agents, access to knowledge and information, and experience were facilitators of implementation and formally appointed internal implementation leaders was a barrier to implementation. Conclusions As higher implementation was related to improved participant outcomes, program administrators should emphasize the importance of fidelity in training for program instructors. The CFIR can be used to identify barriers and/or facilitators to implementation in community interventions, but results may be unique from clinical contexts. Electronic supplementary material The online version of this article (10.1186/s12889-019-7315-y) contains supplementary material, which is available to authorized users.