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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.

During the last two decades, education systems worldwide have been working under an increasing need to adapt to a rapidly changing postindustrial external environment with social, technological, economic, and political transformations. The unprecedented growth, complexity, and competitiveness of the global economy with its attendant sociopolitical and technological developments have been creating relentless and cumulative pressures on education systems to respond to the changing environment. Today, educational institutions from primary schools to universities are being forced to compete and excel in the international arena, and are thus expected to go far beyond simply providing pure knowledge and skills as before. Increasingly, more institutions in primary and secondary education are embracing innovative practices from the global business world and dedicating growing attention to strategic and marketing aspects of educational management.

The European Commission has defined innovation as the “building block of the future competitive workplace during the 21st century” and the strategy of educational institutions around the world is being affected to a large extent by this statement. This chapter focuses on the identification and definition of the future challenges in schools’ governance, and presents a novel logical framework for the arena of educational marketing. Special attention is given to innovation as a key driver for further development of educational institutions and its possible impact on marketing efforts in educational institutions. These aspects, previously overlooked by research literature, are discussed in the present chapter, adding a new dimension to the understanding of strategic facets in the educational marketing arena.

The focus of this chapter lies in exploring the views Greek Higher Education academics delivering marketing modules in state universities hold with regard to how they conceptualise ‘creativity’; it also examines whether and how academics incorporate teaching creativity in their curriculum and professional practices. Various concepts and contexts pertaining to creativity in education are introduced, emphasising creativity enhancement through marketing teaching and learning. Although educators recognise the critical role of creativity, the methods to enable the cultivation of students’ creativity remain elusive. In the light of these matters, a qualitative approach has been adopted with online structured interviews, which led to the formation of a thematic map through NVivo; the reflexive thematic analysis applied resulted in five final themes, entailing nine sub-themes, which in turn reveal the core patterns and Greek marketing academics’ perceptions on teaching creativity, along with their instructional practices and the challenges they face in this endeavour.

The chapter explores the growth of marketing in education with a specific focus on schools. It argues that developing a marketing orientation has become a key integral objective of schools and examines the leadership requirements needed to nurture this ambition. Central to this development is the need to focus on the curriculum, a key part of the mission of schools, as an organizing idea for successful and relevant school marketing. Based on the CORD model of educational marketing (Maringe, 2005), the chapter argues that school leaders need to develop a set of marketing competences in four specific areas: market contextualization competences; marketing organizational competences; marketing research competences; and marketing development competences.

The purpose of this chapter is to systematically review and explore the nature of marketing in higher education (HE) and consider the creation of value through the cocreation process. The objectives of the review were: to collect, document, scrutinize, and critically analyze the current research literature on value elements in marketing and how cocreation between the sender (school) and receiver (student) happens; to establish the scope of education marketing; to identify gaps in the research literature; and to make recommendations for further research in this field.

The approach for this study entailed extensive searches of relevant business management and education databases on value-based marketing and cocreation. The intention was to ensure that, as far as possible, all literature in the field was identified – while keeping the focus on literature of greatest importance to the research question.

The potential benefits of applying marketing theories and concepts which have been effective in the commercial world are being adopted by researchers and managers in the field of not-for-profit education marketing. However, the literature on educational marketing is inconsistent, even contradictory, and lacks theoretical models that reflect upon the particular context of educational marketing and the use of value in the marketing of school services.

The research field of educational marketing, value, and cocreation is still at a relatively pioneer stage with much research still to be carried out both from a problem-identification and also from a strategic perspective. Despite the literature on the marketization of schools and higher education and student behavior, research does not provide evidence of the marketing strategies that have been implemented and marketing of schools remains limited, and this is relatively uncharted territory.

This chapter reviews the literature in the field, focusing on marketing strategies of value and cocreation in the competitive school market for students.

The theoretical findings suggest there is a place for value development and the use of cocreation in the marketing of schools by engaging the student in the process and providing complete transparency and a proper feedback loop. From a managerial position, the findings present changes in how schools should be marketed with more focus on objectives, strategies, marketing tools, staff and student engagement, and performance measures.

The overall conclusion drawn is that marketing of schools has relevance; however, the relevance is only useful if value is developed over time, and supports the school brand and the values that are associated with it in a competitive market.

This chapter provides an interpretive account of how a large student cohort deals with a major inquiry-based learning (IBL) assessment task in a first-year Marketing Principles subject in undergraduate business studies. It offers a practical example of IBL in action in a discipline that has hitherto received little attention in the IBL literature, namely business, specifically marketing. The chapter positions IBL within the various contemporary pedagogies. The context of Hutchings and O’Rourke’s (2006) study of IBL in action is extended for first-year cohorts, technology-enhanced teaching and the marketing discipline. Further, Hutchings and O’Rourke’s four-part method for describing IBL in action is followed: (1) the enabling factors for the students’ work are described; (2) the process for which they decided on the task is discussed; (3) the method of work is considered, namely ongoing collaboration in a wiki and (4) the outcomes produced are discussed. The chapter reflects on the effects of the IBL task on student learning from both students’ and instructors’ points of view. Material from the students’ work and feedback after completion of the IBL task is used to illustrate the process and inform the interpretive account. The main lessons to be learnt for educators are summarised.

The purpose of this final chapter is to draw together the conclusions and insights presented in each of the chapters throughout the book, to summarize and categorize concisely the findings, and to offer views about the next steps in the field of education marketing. The chapter is presented under key headings which emerge from the edited book chapters: market-led leadership, building relationships, and relationship marketing. The final section discusses a way forward for education marketing research and practice.

The chapter seeks to draw together and make sense of the insights from all the chapters under key headings to provide the reader of the volume with some key ideas to take forward for practice and research in the field.

Entrepreneurship education and digital marketing courses tend to be studied separately although some topics around digitalisation are similar to both. The aim of this chapter is to discuss in more depth how entrepreneurship education can embed more digital marketing techniques. This is useful particularly in response to the COVID-19 crisis where most entrepreneurship education courses have moved to an online format. To take advantage of this increase in digital technology, entrepreneurship educators need to embed more effectively digital marketing techniques within their courses. This will lead to an embrace of a digital marketing philosophy that is conducive to the overall understanding of entrepreneurship education being about how to progress based on emerging technology changes. Suggestions for future research are stated in the chapter that highlight the relevance of digital marketing for entrepreneurship educators.

In New Zealand, educational institutions at all levels are being encouraged by the nation's central government to develop international markets, largely to generate revenue and to therefore decrease dependence on state funding. This chapter presents research findings which show that some managers in education are responding to this challenge by establishing and maintaining relationships to respond to international student demand, a core focus of educational marketing work. These relationships seem to allow high schools, particularly resource-constrained ones, to be able to add value to the international student experience. In this case, this includes offering language tuition and access to support people who speak the students’ languages and are familiar with their cultural frameworks as part of the experience. Given the benefits to international students, and to the schools themselves, could this kind of relational approach be considered an example of leadership in international education marketing?

International marketing is an important topic in business education. However, the traditional lecture class is viewed as inadequate in delivering the topic because of its passive learning style and lack of realism. In this research we examine the effectiveness of an alternative approach to teaching international marketing that emphasizes experiential learning. The results of an empirical investigation show that experiential learning provides the students with better benefits on acquiring various skills and competences in international marketing. The findings shed light on how to invigorate business education with innovative alternatives.