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This chapter provides an historical perspective on the evolution of educational marketing both as a professional field within the management and leadership of educational organisations and as a research field for academics and practitioners. It weaves together three important strands of analysis:•The evolution of the political, economic and social ideologies which have created the context in which marketisation of education has occurred.•The development of approaches to educational marketing in schools, colleges and universities.•The development of the research arena focused on marketisation and marketing in educational institutions.

The analysis considers the challenges that market-based concepts have brought to the existing hegemonies within both education and academic research, and also the politics and sociology of academic research. This provides a perspective on the challenges of developing a ‘new’ research field as a valid and significant area of study. The chapter concludes that educational marketing has evolved very significantly over the last 30 years, but has a done so in a context of substantial intellectual and sociological challenge. Resistance to its development has at times reflected resistance to the underlying concepts of marketisation rather than a concern that its approaches and findings are not important.

In recent years, aceted search has been a well-accepted approach for many academic libraries across the United States. This chapter is based on the author’s dissertation and work of many years on faceted library catalogs. Not to hope to be exhaustive, the author’s aim is to provide sufficient depth and breadth to offer a useful resource to researchers, librarians, and practitioners about faceted search used in library catalogs.

The chapter reviews different aspects of faceted search used in academic libraries, from the theory, the history, to the implementation. It starts with the history of online public access catalogs (OPACs) and how people search with OPACs. Then it introduces the classic facet theory and its relationship with faceted search. At last, various academic research projects on faceted search, especially faceted library catalogs, are briefly reviewed. These projects include both implementation studies and the evaluation studies.

The results indicate that most searchers were able to understand the concept of facets naturally and easily. Compared to text searches, however, faceted searches were complementary and supplemental, and used only by a small group of searchers.

The author hopes that the facet feature has not only been cosmetic but the answer to the call for the next generation catalog for academic libraries. The results of this research are intended to inform librarians and library information technology (IT) staff to improve the effectiveness of the catalogs to help people find information they need more efficiently.

University teaching involves delivering resource intensive subjects that have practical components, such as a science laboratory, hospitality practical, computer laboratory, or simulated clinical setting. Teaching practical subjects in the non-traditional, virtual classroom requires careful decisions about the methods of teaching that kind of knowledge. The outbreak of the COVID-19 virus and the subsequent hurried closure of the traditional campus that disrupted in-person teaching, led many higher education lecturers and professors who teach practical subjects to reflect deeply on their practice by thinking how to replicate the teaching of virtual culinary classes when students are not on campus. In an outcome-based learning dispensation, students’ learning outcomes precede consideration of the mode of delivery or the structure of teaching content. This chapter reflects on a case study involving the teaching of subjects in hospitality and culinary arts through gamification, both of which having learning outcomes grounded in practice. The chapter explores the seemingly impossible world of taking practical based subjects and making them work in an online space. It describes and offers a measure by which to justify a pedagogy for teaching the practical in a virtual context. The chapter offers important initial conceptualisations that challenge assumptions of virtual meaningful learning design for practical module delivery.

This chapter provides a critical and comprehensive review of internationalisation models and strategies in higher education and offers a conceptual model for internationalising the curriculum, taking educational administration and leadership as an example of its implementation. The chapter starts with an introduction and overview of globalisation and how higher education institutions respond to its increasing effects by adopting different internationalisation strategies. This is followed by a discussion on the different forces and rationales involved and the various models and strategies adopted by higher education institutions as well as the many challenges and obstacles they encounter when implementing these strategies. The third section focuses on ways of internationising the curriculum and how it is a complex, dynamic and developmental process that requires the implementation of most internationalisation strategies. The chapter concludes with a discussion of the IHEC model which is created for internationalising the higher education curriculum, focusing on educational administration and leadership as an example. The IHEC model aims to provide students with a universal and holistic learning experience that prepares them for the increasingly competitive and diversified working environment. It also attempts to overcome the Westernisation indigenisation debate by adopting a holistic approach to knowledge and cultural practices that appreciates and integrates different perspectives, knowledge traditions and work practices into the curriculum.

This chapter proposes selected cultural values and worldviews of cosmopolitan individual cultural identity as an ideal and model for international and transnational higher education, in teaching and learning, benefitting individuals and institutions. As a “metacultural position” and interactive engagement with the “Other,” cosmopolitan teaching and learning could impact national and global higher education. Such reflection of timeless educational values and ideals could benefit the development higher education systems in our ever more globalizing world.

Conceptually, cosmopolitan identity is defined via a complex literature matrix of key issues and concerns of world citizenship, substantiated and enriched by considerable critical thinking. Empirically, an investigation of highly multilingual students for revelations of their global identity strengthens and furthers this framework. Overall, interdisciplinary insights from literary, social, media and gender studies complement contributions to higher education's universality and values, so as to suit individual, institutional, and international needs.

Cosmopolitan features and values could harmonize global knowledge systems yet without cultural hegemonies, by building cross-cultural standards via best identity notions and practices. Recognizing equally valuable cultural contributions would also improve institutions' diversity, equity, and inclusion, raising educational quality, motivations, and expectations. Cosmopolitan identity could thus educationally enrich and institutionally empower for global complexity and uncertainty.

Educational stakeholders could shape institutions for cosmopolitan cultural values and increased diversity, with transnational norms and practices grounded in local realities, such as improved linguistic competences, or increased cultural understanding and engagement. Individual internationalization could therefore develop parallel to cultural and educational worldviews, expandable and improvable on an open-ended scale.

This chapter responds to calls to “reclaim” the work of Erving Goffman, and specifically his conceptualization of stigma, arguing that Goffman’s ideas can inform a critical social theory of mental illness in sport. The analysis pays particular attention to the challenges to social identity for those experiencing mental illness stigma, the role of personal identity in negotiating mental illness stigma, and strategies for stigma reduction including the adoption of stigma symbols.

The first section of the chapter revisits the concept of stigma, before proceeding to relate this to mental illness stigma as applied to sport. The second section overviews several high-profile cases of mental illness stigma of elite athletes, before presenting some examples of campaigns to address the perceived stigma related to mental health issues in sport.

The chapter proposes that Goffman’s work maintains relevance when related to social contexts other than those directly observed by him, and that the conceptualization of stigma helps understanding of, and challenges to, mental illness stigma in sport.

While sport continues to be proposed as an arena for positive character development, analysis informed by the work of Erving Goffman demonstrates that the culture of sport provides a context within which athletes experiencing mental health issues may be stigmatized. This, in turn, undermines the potential for them to secure the health care that they need, with participation and performance often taking precedence over well-being, even in the campaigns ostensibly designed to address mental illness stigma.