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As industries are increasingly globalized, our students’ future workplaces require facility with cross-cultural collaboration, yet curricula often remain situated within the home culture. This chapter presents a qualitative case study on a collaborative project between students in London, Hong Kong, and Singapore. An overview of the process is given drawing on the experiences of the teachers and students involved, informing a discussion around the issues inherent in the internationalization of the curriculum. Tutors created a shared private Facebook group to connect London College of Fashion students with students at City University Hong Kong and LASALLE College of the Arts Singapore. Students worked on separate but aligned briefs that mirror contemporary working patterns and allowed co-creation of educational experiences beyond the geographic and time constraints of working internationally, specifically addressing issues around global and local communications. The Facebook platform was used separately and collaboratively to support students’ learning and the digitally mediated collaboration allowed for flexibility in when and how education took place, providing a third space for co-creation of learning: a global classroom.

The purpose of this paper is to demonstrate the power of social media networks, namely Instagram, in building brand communities and co-creating value for brands. By analysing the 2015 campaign #withoutshoes by TOMS, the authors intend to demonstrate how the value creation process can be extended to involve all stakeholders and raise the effectiveness of a brand’s communication campaign.

A qualitative approach was taken to enable an understanding of online consumer behaviour. A series of qualitative semi-structured interviews were conducted with retail and marketing professionals from the TOMS brand to explore brand strategy. The TOMS Instagram account was analysed for a specific marketing communications event and summative content analysis was applied to the brand’s Instagram profile in order to allow for an in-depth exploration of the co-creation process. Triangulation was used for the multiple sources of evidence in order to build the study and to establish the convergence of data results, to diminish bias and to increase accuracy of the research data (Saunders et al., 2009).

Through a detailed overview of the campaign developed by TOMS, this paper explores how TOMS fosters the formation of consumer-brand-relationships as well as maps out the advantages of value co-creation. The research findings support the literature on co-creation, which argues that the way to achieve innovation and value creation in the changing and challenging marketing landscape is through co-creation. This study adds to the findings that co-creation strategies are a privileged manner of nurturing customer relationships and of lowering costs for marketing and research and development (Sawhney et al., 2005; Prandelli et al., 2006).

There are a relatively limited number of studies focusing on the Instagram platform, and of those carried out thus far most concentrate on how the platform interprets cultural issues, rather than how it can be used effectively as a marketing strategy and how it can leverage user’s preferences. Also, not a lot of studies have focused on the relationship between value co-creation and its relevance and impact on brands through engagement processes and the role of experience in brand building. Brand value co-creation through human experiences can provide considerable implications for brand management (Prahalad and Ramaswamy, 2004a) as well as be a key component in the building process of customer experiences. This study suggests new approaches to getting useful insights about how brands can use social media to further engage with their target audience though an integrative framework of brand value co-creation with theoretical underpinning.

The chapters in this book focus on how university-school partnerships can be used to foster academic and program development. The introductory chapter is oriented around three key questions: How do we define innovative international university partnerships? Do these innovative international university partnerships really work? What factors contribute to the success of these collaborations? In addressing these questions, this chapter presents a framework that addresses a taxonomy for innovative programs, elements to develop partnerships, ideas for sustaining collaboration, and challenges that might surface during implementation. In this volume a range of perspectives is presented using case studies and empirical research on how university partnerships are being implemented internationally. These findings suggest that university partnerships have great potential to enhance and even transform colleges and universities.