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This chapter has been specifically written for readers interested in incorporating positive education into practice. Expanding on concepts and models first introduced in Chapter 1, it starts with an overview of commonly used wellbeing models and frameworks from positive psychology adapted for application in schools. The chapter also explores the significance of positive education in enhancing educator wellbeing and shares experienced-based insights on how positive education has been implemented effectively, or not. As part of this, the chapter identifies common implementation challenges and offers key recommendations for achieving success. Aligned to this book’s overarching objective of connecting theory with practice, it provides empirical and practical insights, including a Positive Psychology in Practice case study of a UK educator’s experience with embedding positive education in further education (FE).

What are the current trends that mark out the process of internationalization of higher education? In what directions do these trends influence the direction of research and development in African universities? Does internationalization of higher education have the potential to boost knowledge production relevant to Africa’s development needs or it will further hasten the marginalization of both African universities and African development agendas within the global network of scientific knowledge? Internationalization of education is not new. Historically, students have sought better higher education abroad influenced by the desire to benefit from better opportunities provided by universities in the developed countries. The current phase of higher education internationalization has however emerged more vigorously in the 21st century and is associated with the twin trends of globalization and liberalization. Proponents of globalization have argued that higher education is bound to be more strongly affected by worldwide economic developments. They also point out that higher education institutions in developing countries should embrace aspects of internationalization to boost their efforts to be ranked among the best league of universities globally. At the national level, internationalization of higher education is presented as a process that institutions in developing countries must embrace in order to address the persistent challenges of sustainable development. For universities in Africa, the literature argues that internationalization provides them with opportunities that cut across disciplines, institutions, knowledge-systems, and nation-state boundaries thereby exposing the institutions and academics to the world’s best scientific research and infrastructures. In summary, it is contended that internationalization is a strategy to realize success in human-capability and institutional-capacity development in the universities. This chapter revisits these assertions and their tenacity to developing a culture of research and innovation in African universities, and linking the universities to the continent’s development aspirations.

Reflecting their extensive domestic programmes, the UK and France became major exporters of New Town planning expertise during the later twentieth century. Yet each country delivered its expertise in markedly different ways. Drawing on the UK’s own New Towns programme begun in 1946, a public-sector international New Town planning agency, the British Urban Development Services Unit, was created in 1975. However, it quickly proved unsuccessful and was abandoned in 1978. Instead, national expertise was exported by UK private planning consultants, with strong government encouragement. By contrast France, whose own Villes Nouvelles programme started in 1969, created a single public-sector planning agency, the Groupement d’intéret économique Villes Nouvelles de France, in 1984 that operated successfully overseas (latterly under a different name) until 2013. The chapter briefly considers the international efforts of the two countries, targeting oil-exporting countries, their respective former colonial empires and elsewhere. It also interprets their different approaches in light of their different political histories. Thus, the UK was much earlier affected by neo-liberal, pro-market political ideologies that instinctively favoured private- rather than public-sector approaches. This was especially so given the already established position of its private planning consultancies both in international work and in preparing the original master plans of many UK New Towns. In France, by contrast, the public sector remained strong and structured the export of planning expertise while private planning consultancies were much less important. The chapter ends by briefly considering the wider impacts of the two countries’ different approaches.

Purpose – This chapter discusses the difference between a product strategy and a platform strategy, relying on examples from the history of Apple and Microsoft in personal computers and other devices as well as Sony and Japan Victor Corporation in videocassette recorders.

Design/methodology/approach – The chapter begins with a review of how the term “platform” has been used in the management literature and defines an industry-wide platform (as compared to an in-house company product platform) as a foundation technology (or service) that brings multiple parties in a market together for a common purpose. An industry-wide platform can generate powerful network effects between the platform and complementary products and services that make the platform increasingly valuable. Apple, with the Macintosh computer, and Sony with the Betamax VCR as well as other products, such as the Walkman media player, are examples of firms that developed excellent products but followed a product-first strategy and ended up losing in these markets or becoming niche players. They paid relatively little attention to opening up their technology to outside firms and cultivating an ecosystem of partners. Apple changed in the early 2000s with the iPod and iTunes, and then the iPhone and iPad, and has risen from near bankruptcy to become an enormously valuable and profitable platform leader.

Findings – Historical examples suggest that, in a platform market, the winner is not the firm with the best product, but rather the firm with the best platform – that is, the foundation technology or service that is most open to outsiders and which stimulates development of the most compelling complements.

Originality/value – This result extends the literature's understanding of platform strategy.

The chapter examines the ways in which qualitative and quantitative methods support each other in research on occupational stress. Qualitative methods include eliciting from workers unconstrained descriptions of work experiences, careful first-hand observations of the workplace, and participant-observers describing “from the inside” a particular work experience. The chapter shows how qualitative research plays a role in (a) stimulating theory development, (b) generating hypotheses, (c) identifying heretofore researcher-neglected job stressors and coping responses, (d) explaining difficult-to-interpret quantitative findings, and (e) providing rich descriptions of stressful transactions. Extensive examples from research on job stress in teachers are used. The limitations of qualitative research, particularly in the area of verification, are also described.