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It is salient to be acquainted with the key elements that determine educational tourists’ decision in selecting an overseas destination while considering the rise of international competition amidst nations concerning international students. There has been a growth in the number of nations committed to attracting educational tourists. This issue is evident in countries involved in higher education (HE), such as Northern Cyprus, identified as an edu-tourism destination. Northern Cyprus can attract a whopping number of tourists, and the higher population is most likely to be made up of international students regardless of its interdiction on direct flights and political pressure. This chapter centres on analysing educational tourists’ motivators in selecting a tourism education destination abroad and on revealing effective recruitment and promotion plans towards attracting them. The chapter includes the descriptions and discussions of educational tourism, the HE industry over the years, globalisation and internationalisation of educational tourism, factors influencing educational tourists’ decision-making process and key elements influencing educational tourists’ decisions in HE institutions. At the end of the chapter, a case study is presented that reports the findings of interviews with educational tourists, overseas recruitment agents and Eastern Mediterranean University staff responsible for promoting the institution. The results identified eight factors affecting educational tourists’ decisions on study destination. Those factors comprise cost, ease of access, location, social factors, quality of education, instruction language, cultural environment and communication quality. The sub-factors of the main eight factors are scholarships, destination’s scenery, safety, friends’ and relatives’ influence and cultural differences. This chapter brings a significant knowledge about the motives that affect educational tourists in selecting at a particular HE destination. Based on the study’s findings, educational institutions may consider various recommendations to redesign their strategies towards attracting educational tourists more effectively. Generally, this study promotes an apprehension about the diverse elements that affect educational tourists’ selection of a destination study. An in-depth understanding of these factors will help education institutions’ decision-makers better develop plans of action to provide desired services to educational tourists, attract and keep them in return.

This study investigates the influences of social media marketing activities (SMMAs) on brand preference by focussing on the mediation influence of brand recognisability and the moderator influence of brand signature in higher education institutions in Germany. A total of 257 students were surveyed and the data gathered were tested through partial least squares structural equation modelling. The findings demonstrated that higher-education institutions’ SMMAs had a significant effect on both brand recognisability and students’ brand preference. The findings also empirically proved the significant mediator influence of brand recognisability and the moderator influence of brand signature upon the association of higher education institutions’ SMMAs and students’ brand preference. It is anticipated that the findings of this research could be utilised as a significant solution in the improvement of higher education institutions’ SMMAs, specifically focussing on the significance of each component of SMMAs.

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 purpose of this qualitative study was to determine international students’ satisfaction on the quality of a private university in Turkey and the factors which influence their satisfaction. The study also investigated international students’ suggestions to improve their studies and life in Turkey. For these purposes, focus group interviews were conducted with 27 international students. Deductive coding was used to analyse collected data. The findings show that international students’ satisfaction is shaped by a number of different factors including, perceived quality of teaching, living and support service experiences and scholarships. Results also showed that participants considered extracurricular activities as an important part of their experiences when it comes to improving their campus life and learning experience.

University rankings and metrics have become an increasingly prominent basis of student decisions, generalized university reputation, and the resources university’s attract. We review the history of metrics in higher education and scholarship about the influence of ranking on the position and strategic behavior of universities and students. Most quantitative analyses on this topic estimate the influence of change in university rank on performance. These studies consistently identify a small, short-lived influence of rank shift on selectivity (e.g., one rank position corresponds to ≤1% more student applicants), comparable to ranking effects documented in other domains. This understates the larger system-level impact of metrification on universities, students, and the professions that surround them. We explore one system-level transformation likely influenced by the rise of rankings. Recent years have witnessed the rise of enrollment management and independent educational consultation. We illustrate a plausible pathway from ranking to this transformation: In an effort to improve rankings, universities solicit more applications from students to reduce their acceptance rate. Lower acceptance rates lead to more uncertainty for students about acceptance, leading them to apply to more schools, which decreases the probability that accepted students will attend. This leads to greater uncertainty about enrollment for students and universities and generates demand for new services to manage it. Because these and other system-level transformations are not as cleanly measured as rank position and performance, they have not received the same treatment or modeling attention in higher education scholarship, despite their importance for understanding and influencing education policy.

The purpose of the chapter is to elaborate the theory of academic capitalism by focusing on rarely examined forerunners of academic capitalism: namely, business schools.

A research-based essay.

The findings emphasize that there are different forms of academic capitalism. Our example from Dubai context shows how more extreme form of academic capitalism, which we label Acamanic Capitalism, developed as a result of free educational markets.

The chapter provides scholarly value through novel conceptualization. The phenomenon of acamanic capitalism should also be acknowledged in academia and in critical management education.

Australia has made impressive efforts over the past two decades in the internationalisation of higher education. Particularly impressive has been the expansion of fee-paying international students. Australia today is the third largest exporter of higher education services internationally, with international students comprising well over 20% of total student enrolments in Australian universities. Expansion of international student enrolments has had major impacts on Australian universities and Australia. On balance, the effects have been strongly positive, producing substantial financial benefits and export income, attracting large number of well-qualified undergraduate and postgraduate students, and leading to a more international orientation for Australia's universities.

In an ever-interconnected world dominated by discourses on the internationalization and marketization of higher education, concerns related to language and employability have been the focus of recent debates. There is, however, a dearth of research investigating how these dimensions relate to one another in recent comparative and international higher education research. By focusing on how issues related to language and employability have been presented in recent higher education research worldwide, this chapter aims to contribute to our understanding of this concern. To achieve this goal, we conducted a scoping literature review using the Web of Science, Scopus, and the Education Resources Information Center (ERIC) databases, considering the years 2011–2020. The findings, perhaps not surprisingly, suggested that language skills are perceived to be valued by both graduates and employers though the discussions predominantly focused on one language, English. The research focus on English for employability in Anglophone contexts is understandable. However, the fact that the trend is observed in contexts where the language is not the primary or official language seems to indicate the influence of internationalization of higher education and global labor markets primarily dominated by English. The literature also suggested that (English) language training in higher education programs needs to move from solely linguistic and qualification-related content areas to a broader sphere of English for communication purposes that cover both specialized disciplinary content and broader generic employability skills. Considering this finding, we suggest that higher education systems and institutions incorporate recent developments in English for occupational purposes in their curriculum. We also recommend that there needs to be a shift from the overwhelmingly English language-dominated discussions to more inclusive research that assesses the impact of other dominant languages on employability-related concerns.

This chapter compares how three institutions from three countries, Canada, Hong Kong and the United Kingdom, use international student recruitment as an institutional capability. Institutional capability to recruit students from international markets is determined by a mix of national policy, internal cultures and institutional resources and capabilities. This chapter explores the complex nature of institutional operations in higher education institutions (HEIs) by considering the perspectives of senior leaders, administrators and international student recruiters and how they implement their international student recruitment plans while facing increasing competition and unstable government policies. The results show what is needed is for institutions to improve their institutional capabilities to respond to national policies and to adapt to the changing global landscape. It also discusses the importance of understanding highly localised, institutional culture and practice and how national policy is one dimension that shapes international student recruitment. International case study allows you to draw these conclusions and to examine how strategy and policy contexts shape individual institutional capability. Institutional context shows capabilities in international student recruitment practice are unique and institutional responses to policies and competition are based on their internal cultures. Institutional actors view government policy as the ‘playing field’ to achieve their institutional strategies; however, there is more to international student recruitment than merely national policies such as the ability to communicate and coordinate activities within institutions. This chapter highlights the importance of understanding the capabilities of the institutions themselves as they attempt to recruit students from international markets. This chapter reinforces the notion that it is not only what the policies say or do, but also how these policies are interpreted at the practice level that shapes international student recruitment.