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The authors examine the role of internationalisation at-home activities and an international classroom at a home institution to promote intercultural competence development during a study abroad.

The authors use large scale longitudinal data from the global mind monitor (GMM) (2018–2020) to examine change over time in both multicultural personality (MPQ) and cultural knowledge (CQ) among students in Dutch higher education institutions. The authors analyse the moderating effect of the preparation in the home institution by looking at the added value of both intercultural communication courses and international classroom setting for intercultural competence development during a study abroad.

The results show that particularly courses on intercultural communication significantly promote intercultural competence development during a stay abroad. Frequent interactions with international staff also seem to be beneficial for this development.

This study was conducted in the Netherlands, in one of the most internationalised educational systems in the world. Therefore, it is difficult to generalise these findings to other contexts before any further empirical research is conducted.

Based on the findings, the authors formulate practical advice for higher education institutions that aim to get the most out of the international learning outcomes of a study abroad.

This paper is the first to assess the moderating effect of preparatory internationalisation at home initiatives on the intercultural learning effects of international experiences later on in a study program. Other studies have proposed that these effects will exist but have not tested them empirically with longitudinal data.

This paper critically aims to review existing monitoring strategies of Target 4.7 of the Sustainable Development Goals and proposes an alternative approach for reporting country progress on relevant Target 4.7 themes. Since this target constitutes one of the most ambitious and transformative education targets there is considerable value in developing a comprehensive reporting and monitoring strategy.

The paper draws on key policy documents to clarify processes leading up to the definition and measurement of a global indicator for Target 4.7. It also discusses limitations associated with the current reporting and measurement strategy.

The paper finds that the current monitoring approach to Target 4.7, based on an existing reporting mechanism for the 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedom, is unfit for purpose and needs to be overhauled. The current process for revising the 1974 Recommendation is unlikely to result in a new monitoring strategy that would address existing weaknesses in the current strategy.

To the best of the authors’ knowledge, a critical review of measurement, reporting and monitoring strategies of Target 4.7 has not been undertaken. Also new in this paper is the proposed global observatory of Target 4.7 policies, practices and initiatives, which, if established, would work to: (1) create a more dynamic and informative monitoring infrastructure; (2) foster peer learning among countries; and (3) identify notable strategies of national, regional and international action in relation to Target 4.7.

This chapter will examine the interplay among actors who took part in the process of consensus building towards a post-2015 education agenda via different channels of global governance, including both formal and informal channels.

Most of the forums and entities established as part of the global governance structure are composed of representatives from UN or UNESCO member states, civil society organizations (CSOs) and UN agencies. However, each of these categories has diverse constituent groups; representing these groups is not as straightforward a task as the governance structure seems to assume. Therefore, based on interviews and qualitative text analysis, this chapter will introduce major groups of actors and their major issues of concern, decision-making structure, mode of communication and relationship with other actors. Then, based on an understanding of the characteristics of the various channels and actors, it will present the structural issues that arose during the analysis of post-2015 discourse and the educational issues that emerged as the shared concerns of the ‘education community’. While most of the analysis to untangle the nature of discourse relies on qualitative analysis of texts and interviews, the end of this chapter will also demonstrate the trends of discourse in quantitative terms.

What was the post-2015 discourse for the so-called education community, which in itself has an ambiguous and virtual existence? The keywords post-2015 and post-EFA provide us with an opportunity to untangle how shared norms and codes of conduct were shaped at the global scale.

This paper aims to identify how mind-power ability and its underlying elements, acting as drivers, impact managerial, and individual performance levels among achieving entrepreneurs in South Africa.

The study adopted a qualitative approach and included 15 male entrepreneurs who were purposively selected based on the study’s requirements. The primary data was collected through semi-structured one-on-one interviews, and interpretative phenomenological analysis served as the primary method of data analysis.

Findings from this study suggest that mind-power ability as an accustomed performance factor does indeed exist – and consists of a unique group of accustomed underlying elements – that significantly affects and contributes to both the managerial and individual performance levels of achieving entrepreneurs in South Africa.

The strategic implementation of mind-power ability as a performance enhancer serves as a valuable aspect in the arsenal of achieving entrepreneurs. However, this study was limited to the opinion of a small sample of participants in a specific field. Also, the phenomenological nature of this study requires the researcher’s interpretation of results to be viewed as the truth.

The study provides a new perspective and validates how the strategic implementation of mind-power techniques can boost entrepreneurial performance all-round. The study also proves new insights into the relationship between mind-power ability and cognitive and motivational processes, and further contributes beyond existing theory.

The study is novel and provides new insight into the strategic implementation and powerful effects of mind-power ability in entrepreneurship.

When is franchising the appropriate organizational form for implementing marketing strategy in global markets? In this paper we identify conditions under which franchising facilitates efficient transactions globally with the help of constructs from transaction cost analysis, agency theory, and franchising research in domestic contexts. Some bases for setting initial fees and royalty payments as well as the rationale for establishing master franchises are also explored. The advantages and limitations of adopting franchising as the mode of operation in global markets are briefly discussed. A conceptual framework that provides an integrated multidisciplinary approach for studies of franchising from a global marketing perspective is developed.