Purpose

The study aims to identify the evoked “sense of place” that the campus community attributes to a watershed area in a Malaysian higher institution, aiming to enhance their participation in watershed conservation. Central to this objective is the incorporation of the concept of a watershed as a place, serving as the conceptual framework for analysis.

Design/methodology/approach

This case study explores an urban lake at Universiti Malaya, Malaysia’s oldest higher institution. It uses diverse qualitative data, including document analysis, semi-structured interviews, vox-pop interviews and a co-production workshop, to generate place-based narratives reflecting the meanings and values that staff and students associate with the watershed. Thematic analysis is then applied for further examination.

Findings

The data patterns reveal shared sense of place responses on: campus as a historic place, student, staff and campus identity, in-place learning experiences and interweaving of community well-being and watershed health. Recommendations advocate translating these narratives into campus sustainability communication through empirical findings and continuous co-production of knowledge and strategies with the campus community.

Practical implications

The research findings play a critical role in influencing sustainable campus planning and community inclusion by integrating place-based frameworks into sustainable development and watershed management. The study recommends the process of identifying place-based narratives with implications for the development of sustainability communication in a campus environment.

Originality/value

This paper contributes both conceptually and empirically to the sustainable management of a campus watershed area through place-based thinking. It outlines a process for enhancing campus sustainability communication strategies.

中文翻译：

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解开基于地点的叙事：加强校园社区对流域保护的参与

目的

该研究旨在确定校园社区对马来西亚高等院校的流域地区所引起的“地方感”，旨在增强他们对流域保护的参与。这一目标的核心是将分水岭作为一个地方的概念纳入其中，作为分析的概念框架。

设计/方法论/途径

本案例研究探讨了马来西亚最古老的高等学府马来亚大学的一个城市湖泊。它使用不同的定性数据，包括文档分析、半结构化访谈、vox-pop 访谈和联合制作研讨会，来生成基于地点的叙述，反映教职员工和学生与分水岭相关的意义和价值观。然后应用主题分析进行进一步检查。

发现

数据模式揭示了对以下方面的共同的地方反应感：校园作为一个历史场所，学生、教职员工和校园身份，就地学习体验以及社区福祉和分水岭健康的交织。建议主张通过实证研究结果以及与校园社区持续共同生产知识和策略，将这些叙述转化为校园可持续发展沟通。

实际影响

研究结果通过将基于地点的框架纳入可持续发展和流域管理，在影响可持续校园规划和社区包容方面发挥着关键作用。该研究建议识别基于地点的叙事，这对校园环境中可持续传播的发展具有影响。

原创性/价值

本文通过基于场所的思维，从概念上和实证上为校园流域地区的可持续管理做出了贡献。它概述了加强校园可持续发展沟通策略的流程。