2025–2026Respectful behaviours project
Context
UTS Library initiated a research project to better understand lived experiences of campus behaviour, particularly within shared study spaces. This work emerged in response to increasing sector‑wide attention on student and staff experiences of respectful and disrespectful behaviour on Australian university campuses.
Role
I contributed across qualitative research, insight synthesis and early‑stage implementation. My involvement included supporting research activities, participating in ideation, advocating for student‑centred approaches and leading the delivery of selected pilot interventions within tight time and budget constraints.
Phase 1: Research and insight synthesis
As part of the research phase, I conducted semi‑structured interviews with students and staff to unearth everyday experiences of respectful and disrespectful behaviour on campus. Working alongside the research team, I supported the synthesis of findings into shared insights and emerging themes using empathy mapping, helping identify patterns across lived experiences rather than isolated incidents.
Following this phase, the project team validated the insights with a small group of students through co‑design workshops, where a core problem statement was developed. While I was not directly involved in this validation stage, the resulting question shaped the subsequent design response:
How might we enhance a shared understanding of the unwritten rules of study space use?
Phase 2: Design response
In response to this question, the team explored a range of small‑scale interventions that could be delivered within limited time and resources. Ideation focused on approaches that modelled behaviour rather than enforced rules, with an emphasis on peer‑led tone, approachability and low‑risk experimentation.
Rather than addressing behaviour through policy or signage, the interventions aimed to make expectations visible through storytelling and modelling—targeting everyday behaviours in informal learning spaces such as noise, littering and inconsiderate use of shared space.
Intervention 1: Social media campaign modelling respectful behaviour
One intervention explored how respectful behaviour could be modelled rather than instructed. A short‑form social media campaign was developed using humour and light‑hearted storytelling, centred around the tagline “Be a unicorn.” The campaign drew on an existing unicorn sculpture at the library as a familiar and playful visual anchor.
Concept development and production were led by social media staff. My role focused on refinement, implementation and quality control—ensuring the tone, messaging and visuals aligned with student sensibilities and reflected the intent of the research insights.
Intervention 2: Student‑authored comics in shared spaces
To extend the campaign into physical environments, small interventions were introduced into bathrooms—spaces that allow for more individual engagement and nuanced storytelling.
I proposed commissioning a student artist to author a series of short comics that expanded on the behaviours explored in the social media campaign. This peer‑authored content would allow the content to feel more relatable and less authoritative compared to institutional messaging. I oversaw the commissioning process, managed timelines, collaborated on story development and coordinated the rollout across campus.
Intervention 3: Awareness-building
To support awareness of the campaign and signal institutional commitment to safe and respectful spaces, a small on‑campus launch was facilitated. This included a pop‑up activation where students received playful unicorn stickers alongside reminders of shared responsibility within study spaces.
This activation served as a visibility and engagement moment rather than a standalone solution, reinforcing the presence of the broader initiative.
Design considerations
Across the interventions, several principles guided decision‑making:
Intended impact
While currently in the pilot phase, and not yet formally evaluated these interventions were designed to support:
Respectful behaviours project
Context
UTS Library initiated a research project to better understand lived experiences of campus behaviour, particularly within shared study spaces. This work emerged in response to increasing sector‑wide attention on student and staff experiences of respectful and disrespectful behaviour on Australian university campuses.Role
I contributed across qualitative research, insight synthesis and early‑stage implementation. My involvement included supporting research activities, participating in ideation, advocating for student‑centred approaches and leading the delivery of selected pilot interventions within tight time and budget constraints.Phase 1: Research and insight synthesis
As part of the research phase, I conducted semi‑structured interviews with students and staff to unearth everyday experiences of respectful and disrespectful behaviour on campus. Working alongside the research team, I supported the synthesis of findings into shared insights and emerging themes using empathy mapping, helping identify patterns across lived experiences rather than isolated incidents.Following this phase, the project team validated the insights with a small group of students through co‑design workshops, where a core problem statement was developed. While I was not directly involved in this validation stage, the resulting question shaped the subsequent design response:
How might we enhance a shared understanding of the unwritten rules of study space use?
Phase 2: Design response
In response to this question, the team explored a range of small‑scale interventions that could be delivered within limited time and resources. Ideation focused on approaches that modelled behaviour rather than enforced rules, with an emphasis on peer‑led tone, approachability and low‑risk experimentation.Rather than addressing behaviour through policy or signage, the interventions aimed to make expectations visible through storytelling and modelling—targeting everyday behaviours in informal learning spaces such as noise, littering and inconsiderate use of shared space.
Intervention 1: Social media campaign modelling respectful behaviour
One intervention explored how respectful behaviour could be modelled rather than instructed. A short‑form social media campaign was developed using humour and light‑hearted storytelling, centred around the tagline “Be a unicorn.” The campaign drew on an existing unicorn sculpture at the library as a familiar and playful visual anchor.
Concept development and production were led by social media staff. My role focused on refinement, implementation and quality control—ensuring the tone, messaging and visuals aligned with student sensibilities and reflected the intent of the research insights.
Intervention 2: Student‑authored comics in shared spaces
To extend the campaign into physical environments, small interventions were introduced into bathrooms—spaces that allow for more individual engagement and nuanced storytelling.
I proposed commissioning a student artist to author a series of short comics that expanded on the behaviours explored in the social media campaign. This peer‑authored content would allow the content to feel more relatable and less authoritative compared to institutional messaging. I oversaw the commissioning process, managed timelines, collaborated on story development and coordinated the rollout across campus.
Intervention 3: Awareness-building
To support awareness of the campaign and signal institutional commitment to safe and respectful spaces, a small on‑campus launch was facilitated. This included a pop‑up activation where students received playful unicorn stickers alongside reminders of shared responsibility within study spaces.
This activation served as a visibility and engagement moment rather than a standalone solution, reinforcing the presence of the broader initiative.
Design considerations
Across the interventions, several principles guided decision‑making:- Modelling behaviour rather than enforcing rules
- Using humour and peer‑led storytelling to reduce judgement and defensiveness
- Working within existing campus touchpoints rather than introducing new systems
- Designing for visibility and cultural signalling alongside behaviour change
Intended impact
While currently in the pilot phase, and not yet formally evaluated these interventions were designed to support:- Improved student experience in informal learning spaces
- Increased sense of safety and inclusion
- Stronger culture of shared responsibility
- Reduced pressure on frontline staff
2025–2026Respectful behaviours project
Context
UTS Library initiated a research project to better understand lived experiences of campus behaviour, particularly within shared study spaces. This work emerged in response to increasing sector‑wide attention on student and staff experiences of respectful and disrespectful behaviour on Australian university campuses.
Role
I contributed across qualitative research, insight synthesis and early‑stage implementation. My involvement included supporting research activities, participating in ideation, advocating for student‑centred approaches and leading the delivery of selected pilot interventions within tight time and budget constraints.
Phase 1: Research and insight synthesis
As part of the research phase, I conducted semi‑structured interviews with students and staff to unearth everyday experiences of respectful and disrespectful behaviour on campus. Working alongside the research team, I supported the synthesis of findings into shared insights and emerging themes using empathy mapping, helping identify patterns across lived experiences rather than isolated incidents.
Following this phase, the project team validated the insights with a small group of students through co‑design workshops, where a core problem statement was developed. While I was not directly involved in this validation stage, the resulting question shaped the subsequent design response:
How might we enhance a shared understanding of the unwritten rules of study space use?
Phase 2: Design response
In response to this question, the team explored a range of small‑scale interventions that could be delivered within limited time and resources. Ideation focused on approaches that modelled behaviour rather than enforced rules, with an emphasis on peer‑led tone, approachability and low‑risk experimentation.
Rather than addressing behaviour through policy or signage, the interventions aimed to make expectations visible through storytelling and modelling—targeting everyday behaviours in informal learning spaces such as noise, littering and inconsiderate use of shared space.
Intervention 1: Social media campaign modelling respectful behaviour
One intervention explored how respectful behaviour could be modelled rather than instructed. A short‑form social media campaign was developed using humour and light‑hearted storytelling, centred around the tagline “Be a unicorn.” The campaign drew on an existing unicorn sculpture at the library as a familiar and playful visual anchor.
Concept development and production were led by social media staff. My role focused on refinement, implementation and quality control—ensuring the tone, messaging and visuals aligned with student sensibilities and reflected the intent of the research insights.
Intervention 2: Student‑authored comics in shared spaces
To extend the campaign into physical environments, small interventions were introduced into bathrooms—spaces that allow for more individual engagement and nuanced storytelling.
I proposed commissioning a student artist to author a series of short comics that expanded on the behaviours explored in the social media campaign. This peer‑authored content would allow the content to feel more relatable and less authoritative compared to institutional messaging. I oversaw the commissioning process, managed timelines, collaborated on story development and coordinated the rollout across campus.
Intervention 3: Awareness-building
To support awareness of the campaign and signal institutional commitment to safe and respectful spaces, a small on‑campus launch was facilitated. This included a pop‑up activation where students received playful unicorn stickers alongside reminders of shared responsibility within study spaces.
This activation served as a visibility and engagement moment rather than a standalone solution, reinforcing the presence of the broader initiative.
Design considerations
Across the interventions, several principles guided decision‑making:
Intended impact
While currently in the pilot phase, and not yet formally evaluated these interventions were designed to support:
Respectful behaviours project
Context
UTS Library initiated a research project to better understand lived experiences of campus behaviour, particularly within shared study spaces. This work emerged in response to increasing sector‑wide attention on student and staff experiences of respectful and disrespectful behaviour on Australian university campuses.Role
I contributed across qualitative research, insight synthesis and early‑stage implementation. My involvement included supporting research activities, participating in ideation, advocating for student‑centred approaches and leading the delivery of selected pilot interventions within tight time and budget constraints.Phase 1: Research and insight synthesis
As part of the research phase, I conducted semi‑structured interviews with students and staff to unearth everyday experiences of respectful and disrespectful behaviour on campus. Working alongside the research team, I supported the synthesis of findings into shared insights and emerging themes using empathy mapping, helping identify patterns across lived experiences rather than isolated incidents.Following this phase, the project team validated the insights with a small group of students through co‑design workshops, where a core problem statement was developed. While I was not directly involved in this validation stage, the resulting question shaped the subsequent design response:
How might we enhance a shared understanding of the unwritten rules of study space use?
Phase 2: Design response
In response to this question, the team explored a range of small‑scale interventions that could be delivered within limited time and resources. Ideation focused on approaches that modelled behaviour rather than enforced rules, with an emphasis on peer‑led tone, approachability and low‑risk experimentation.Rather than addressing behaviour through policy or signage, the interventions aimed to make expectations visible through storytelling and modelling—targeting everyday behaviours in informal learning spaces such as noise, littering and inconsiderate use of shared space.
Intervention 1: Social media campaign modelling respectful behaviour
One intervention explored how respectful behaviour could be modelled rather than instructed. A short‑form social media campaign was developed using humour and light‑hearted storytelling, centred around the tagline “Be a unicorn.” The campaign drew on an existing unicorn sculpture at the library as a familiar and playful visual anchor.
Concept development and production were led by social media staff. My role focused on refinement, implementation and quality control—ensuring the tone, messaging and visuals aligned with student sensibilities and reflected the intent of the research insights.
Intervention 2: Student‑authored comics in shared spaces
To extend the campaign into physical environments, small interventions were introduced into bathrooms—spaces that allow for more individual engagement and nuanced storytelling.
I proposed commissioning a student artist to author a series of short comics that expanded on the behaviours explored in the social media campaign. This peer‑authored content would allow the content to feel more relatable and less authoritative compared to institutional messaging. I oversaw the commissioning process, managed timelines, collaborated on story development and coordinated the rollout across campus.
Intervention 3: Awareness-building
To support awareness of the campaign and signal institutional commitment to safe and respectful spaces, a small on‑campus launch was facilitated. This included a pop‑up activation where students received playful unicorn stickers alongside reminders of shared responsibility within study spaces.
This activation served as a visibility and engagement moment rather than a standalone solution, reinforcing the presence of the broader initiative.
Design considerations
Across the interventions, several principles guided decision‑making:- Modelling behaviour rather than enforcing rules
- Using humour and peer‑led storytelling to reduce judgement and defensiveness
- Working within existing campus touchpoints rather than introducing new systems
- Designing for visibility and cultural signalling alongside behaviour change
Intended impact
While currently in the pilot phase, and not yet formally evaluated these interventions were designed to support:- Improved student experience in informal learning spaces
- Increased sense of safety and inclusion
- Stronger culture of shared responsibility
- Reduced pressure on frontline staff
