In the contemporary era of digital transformation, the prevalence of multi-campus universities is escalating. This progression necessitates standardized yet adaptable course designs suitable for deployment across diverse campuses. The overarching challenge encompasses the formulation of courses with uniform objectives and quality, while simultaneously respecting the distinct attributes and limitations of each campus. The Norwegian University of Science and Technology (NTNU), after its merger with three state colleges, confronted with these complexities, leading to the inception of a wide array of courses spread across multiple campuses. To address this multifaceted scenario, our research introduced a gamified tool designed to simplify the multi-campus course design process. This tool, built on principles of cohesion, alignment, and adaptability, ensures the catering of unique campus-specific requirements. We gauged the tool's effectiveness through workshops with educators, which highlighted its capacity to instill structured course design methodologies, strengthen collaboration, and elevate awareness among educators about multi-campus nuances. Notable feedback from educators emphasized the potential advantages of digitizing this tool. A digital adaptation would not only enhance integration with existing learning management systems but also offer the versatility of synchronous and asynchronous collaborative course design, eliminating geographical constraints. This research, therefore, provides an innovative, gamified solution adept for universities worldwide, aiming to surmount similar multi-campus design challenges.

Multi-campus courses is a solution for the challenge of having similar courses, but possibly with different qualities, offered at the various campuses in multi-campus universities. Multi-campus courses offer new opportunities, one of them being to have multiple teachers working jointly on a single course taught over multiple campuses. However, working in a novel teaching environment, such as multi-campus settings, requires teacher readiness. This includes the readiness to collaborate with teachers at distant campuses on a single course to develop a course with the same quality for all the campuses. Such collaboration is important from the viewpoint of quality management at the university level. In this paper, we will study teachers' readiness for teaching in such an environment using a case study as the research methodology. Moreover, we will present teachers' perspectives on the benefits and challenges of teaching in multi-campus environments in addition to what they want from the university to facilitate the teaching process.

By convention, designing learning activities in higher education is one of the main responsibilities of academic staff. designing activities for multi-campus settings, where more than one campus is involved in the activities need to consider the related context of multi-campus universities. in this paper. Using the D6 gamification framework, we describe the development of gamified tools for teachers. With this tool, teachers from different campuses of a multi-campus university can sit together and design the desired activities for their joint course.

This research work examines the students’ expectation towards the multi-campus courses. The paper also gives insight about the expected advantages that students see by taking this kind of courses and possible concerns they may have. For this paper we used a two-step process. Data for this research was collected through an online questionnaire which was designed based on interview we have with eight students. To analyze the data, we used the affordance theory and six related principles as a lens which helped us in identifying the functionality students expected from multi-campus courses. We also used activity theory to categorize students’ expectations. Students had some expectations toward learning activities, teachers, tools, community members like teaching assistants, rule and regulation and the division of labor among the people who are involved in multi-campus courses.

This paper proposes a conceptual framework for multi-campus education. The framework is based on the transtheoretical model where the planning and action stages have been extended with course development specific activities. Current research, including our own, has been studied to identify several factors affecting the process of offering multi-campus courses/programs. Factors identified include those related to readiness, planning based on the new context, training and preparation, and delivery, observation and maintenance. The proposed framework will hopefully result in improved multi-campus course development processes in multi-campus universities.