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This study aims to use the servicescape model of higher education environments to measure the students’ perceptions of the learning environment (classroom) and the effect this has on students’ learning ability.

The present study follows the stimulus-organism-response paradigm framework. A self-administered and well-structured survey questionnaire is used to collect data. The snowball sampling technique is used to collect samples of 403 students belonging to Maldivian higher education institutions.

Findings show that the physical appearances of these higher education institutions greatly influenced the pleasure dimension. Furthermore, pleasure is found to have a significant and positive relationship with the approach behaviour and engagement/involvement of the students.

The main contribution of the study is that it successfully tests the “Eduscape” model adopted from the servicescape model, and thus helps to extend existing knowledge on the critical elements in the Maldivian higher education learning environments and student’s behaviour within them. The findings have implications for higher education institutions to improve their learning environments and better engage with their students.

The societal role of universities (u-pillar) is a long-standing discussion dividing the education researchers worldwide. Entering the sphere of the eminent Nordic education model (NEM), we aim at grasping its contemporaneity with regard to social value creation (SVC) and to the promotion of equality in education (EiE).

A theoretical review of literature revisits the foundations of the NEM in the light of the postmodern education challenges and the inherent governance practices of higher education institutions (HEIs) in the global eduscape.

One of the oldest HEIs in Denmark, Niels Brock Copenhagen Business College (NBCBC), is here instrumentalized as the target case research. The latter exhibited a sophisticated educational design, oriented toward digital apprenticeship and cumulative proximity to the students’ population of both national and international cohorts.

The purpose of this paper is to explore the process of internationalization of higher education (HE) in the United Arab Emirates by examining the development of its HE system, and analyzing the components and results of internationalization.

The study adopts a qualitative research methodology to analyze primary evidence from interviews with academics in the UAE, and uses documents and archival research as secondary evidence to provide a comprehensive view of the UAE’s internationalized HE sector. A review of the literature is undertaken to inform discussion and analysis which focuses on the internal and external environments of the UAE. A strengths, weaknesses, opportunities and threats analysis identifies the benefits and challenges for the UAE of internationalized HE.

The study finds that internationalization of HE in the UAE has grown rapidly in the last decade, and that the UAE has sought to establish and promote itself as an “education hub” in the Middle East. However, this may subsume the government’s parallel goal of educating its citizenry to the level of skills necessitated by globalization. Three major forces promoting internationalization in the UAE are neoliberalism, quality assurance, and imported internationalization, an approach seeks the prestige conferred by international accreditation that is predominant in the UAE as well as other Gulf Cooperation Council (GCC) member states. An area of concern is the governance of systems to ensure high quality for universities that may be state-owned, privately owned, or international branch campuses. The study concludes that regional integration could provide the way forward for these countries in their internationalization efforts, not by standardizing but by better formulating study programs across the range of state, private and international higher education institutions.

The study has important implications for HE policy and governance in the development of internationalized HE in the UAE. It provides theoretical perspectives with practical implications, focusing on some of the critical issues in this developing field for HE administrators and practitioners alike. It also has implications for the UAE’s national social values and cultural identity. This may be a reflection of the UAE’s relatively recent unification as a state whose HE system, developed to skill its population, has been overtaken by the imperative to compete in a globalized world. The research is limited by the absence of longitudinal data to review longer-term outcomes.

The UAE, like other GCC countries, is striving to take its higher educational system to a higher level of performance. This study can be considered as one of the very few studies in the area of the internationalization of HE in the UAE. It contributes to the HE literature by identifying factors and circumstances that facilitate, and hinder, the development of internationalization of HE in the UAE. Globalization can be considered as one of the history’s most significant social processes, and the HE sector plays a vital role in the delivery of knowledge and skills to societies, and thus its socio-economic development.

By juxtaposing Paulston’s [Paulston, R. G. (1999). Mapping comparative education after postmodernity. Comparative Education Review, 43(4), 438–463; Paulston, 1977] demonstration of relationships between theories of social and educational change/‘reform’ and Delamont’s Four great gates: dilemmas, directions and distractions in educational research (2007), this metanarrative explores how comparative and international education research in Australia and China has evolved in terms of self-determination, planned change and strokes of luck. The tendency to adopt a deterministic/fatalistic perspective in comparative education research in this part of the world rises from the general perception that, unlike its North American and European counterparts, the field is too narrowly defined by local institutions [Denman, B. D., & Higuchi, S. (2012). At a crossroads? Comparative and international education research in Asia and the Pacific. Asian Education and Development Studies, 2(1), 4–21] and often resorts to ‘hits’ and ‘misses’. By utilizing Paulston’s work and comparing it with Delamont’s, this analysis serves as a stop-gap measure to not only help justify its means and recognize its potential but also to counter the persistent dissatisfaction that scholars try to prove and promote comparative education as a field of study in the region. In addition, the terms of reference of self-determination, planned change and strokes of luck are broadly interpreted metaphorically, using the iChing or Book of Changes (Van Over, 1971), in order to help rationally order and rhetorically clarify trends in educational scholarship, policy and practice. In the Asia and Pacific region generally, comparative and international education research can be viewed as different ways of thinking and knowing, regardless of the research methods employed. The trends, challenges, opportunities and risks associated with the field are identified as location-specific, time-sensitive and culturally unique.

The Sustainable Development Goals promoted by United Nations (UN) advocate that education is a fundamental right for human beings, and free universal primary education should be accessible to all regardless of gender or country of origin. Education on human rights aims to provide information on fundamental rights, equality and being non-discriminatory in nature by having its universal appeal. Learners should be exposed to human rights education and to relate it to their cultural context and build on real-life experience. Students should be encouraged to foster participation in creating a learning environment free from fear and upholds empowerment and human rights values. Universities and faculty members play a vital role in imparting education that helps build a strong foundation of society where people are respected and treated equally and gets equal opportunity for upward social mobility while protecting the dignity of such rights. This book addresses the role of education to uplift people out of poverty and oppression by imparting social justice education at the institution and the community level. Chapters are dedicated to human rights education which talks about fostering a sense of awareness among learners about the dignity of human life through various interventional programs. Such rights are discussed with respect to migrant workers, foster youth and prisoners in different countries and how students from all levels can benefit from such education.

Historically, literacy education and research have been dominated by white supremacist narratives that marginalize and deficitize the literate practices of Black students. As anti-Blackness proliferates in US schools, Black youth suffer social, psychological, intellectual, and physical traumas. Despite relentless attacks of anti-Blackness, Black youth fight valiantly through a range of creative outlets, including multimodal compositions, that enable them to move beyond negative stereotypes, maintain their creativity, and manifest the present and future lives they desire and so deeply deserve.

This study aims to answer the question “How do Black students' multimodal renderings demonstrate creativity and love in ways that disrupt anti-Blackness?” The authors critically examine four multimodal compositions created by Black elementary and middle school students to understand how Black youth author a more racially just society and envision self-determined, joyful futures. The authors take up Black Livingness as a theoretical framework and use visual methodologies to analyze themes of Black life, love and hope in the young people’s multimodal renderings.

The findings suggest that Black youth creatively compose multimodal renderings that are humanizing, allowing their thoughts, feelings and experiences to guide their critiques of the present world and envision new personal and societal futures. The authors conclude with a theorization of a Black Livingness Pedagogy that centers care for Black youth.

Recognizing that “the creation and use of images [is] a practice of decolonizing methodology” (Brown, 2013, loc. 2323), the authors examine Black student-created multimodal compositional practices to understand how Black youth author a more racially just society and envision self-determined, joyful futures.

A social studies methods instructor and college students collaborated with an elementary teacher and fifth grade students to produce exciting cereal box dioramas of Native American cultures from different parts of the United States. The dioramas were constructed of a cereal box with a model of a historic Native American home on the front. The box was cut to open like a book to reveal the inside of the home and a ceremonial scene. The back and sides of the box featured crafts, clothing, food, transportation, or other information. Seven steps were implemented to guide this project-based learning experience. 1) Project’s goal: to engage students in active, meaningful learning, integrated with art, challenging in complexity and three-dimensional spatial reasoning, while addressing the values of Native Americans. 2) Involve students in researching and illustrating, “What were the lives of Native Americans like?” 3) Plan assessment of student research notebooks. 4) Plan assessment of final project’s required components. 5) Map how the project will unfold. 6) Respond to the challenge of making a three-dimensional model by providing examples and assistance. 7) Manage the project through collaboration between pre-service teachers and elementary students along with involvement of other school personnel.

This paper aims to posit servicescape from a multi-dimensional formative approach beyond mere conceptualizations limited to its physical dimensions. An analysis is carried out to predict loyalty behaviours in a cultural service.

Partial least square was conducted for testing a third-order aggregate formative construct of servicescape on a sample of 867 opera goers. In addition, the authors carried out a predictive performance assessment of our model.

The proposed research model was largely supported by the evidence. Results show that the physical (exterior and interior) and social dimensions (employees’ and attendees’ characteristics and interactions) must be considered together in the artscape, servicescape named in the performing arts services, conceptualization and measurement. An appropriate servicescape can be of vital importance in the perception and subsequent consumer evaluation of the service in terms of loyalty.

Further research is required to extend the analysis of the holistic servicescape.

Cultural managers are provided in terms of highlighting the importance of managing the artscape in all its dimensions “not only physical but also social – showing its relevance as an antecedent of opera goers” loyalty.

Besides the cultural product itself, designing appropriate artscapes can enhance the experience and post-use behaviour of performing arts attendees.

The authors make a relevant contribution in the configuration of high-order formative constructs, showing that marketing literature should appraise servicescape from a comprehensive perspective to predict post-consumption behaviour.

The aim of this study is to determine the relationship between social media and libraries in terms of marketing. The present research is to find out the factors and impact as well as the issues related to libraries and marketing using social media. This study will give massive information regarding social media use for the marketing of library sources and services.

This study so far has been taken into account to review all the related literature of social media and library marketing. All the related literature studies were reviewed according to the suggested objectives of the study.

The present study reveals after reviewing literature that there is a great impact of social media on libraries. The literature shows that social media is the biggest change in the twenty-firstst century for library professionals and librarians. The reviewed literature studies have discovered that the libraries are facing too many challenges and issues to the adoption of social media for the marketing of library sources and services. The collected and analyzed works of the literature indicated that social media would be the best tool to promote library sources and services.

This research or study can serve the LIS professionals and librarians in the field of library and information science and librarianships that they are looking for the adoption and application of social media in the marketing of library sources and services to the targeted customers.

This research or study can serve the LIS professionals and Librarians in the field of library and information science and librarianships that they are looking for the adoption and application of social media in the marketing of library sources and services to the targeted customers.

To the best of the authors’ knowledge, this study is one of the first among those researches that is to disclose the close relationship between social media and libraries in terms of marketing of library sources and services.

Information resources and services are considered tangible assets which are valuable in decision making. Information can fulfill this function only if it is delivered via effective marketing at the end users’ doorsteps. The evolution of ICT, social media in particular, has created changes in all productive sectors and service-oriented organizations such as libraries. As well as discussing the need and use of social media by libraries for marketing efforts, this paper focuses on understanding the myriad of security implications that may exist.