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Although the impact of market‐driven learning on new product success in export markets is assumed in the literature, its role is not yet empirically tested due to an absence of the concept operationalization. Develops a conceptual framework of market‐driven learning and new product success in export markets to address these issues. The authors further test the model using data collected from US software companies. The findings indicate that both customer and competitor learning processes exert positive impacts on new product success in foreign markets. The results regarding market environmental factors offer some evidence suggesting correlations between these factors and behavioral activities of market learning. Concludes with a discussion of managerial implications and directions for future research.

Universally, university is considered as the apex body which is ethically obliged to present a substantial society. In doing so, universities often innovate dynamic business models and theories. Ideally, the countries whose universities contribute for better and sustainable business growth are the advanced one. However, universities themselves should be the business organisation – an argument is yet to receive attention. Although literature lacks in the area of education business especially university provision, the sector behaves as business entity after the inception of private sector. Therefore, this paper aims to explore the paradigm transformation of university sector and its impact on the society.

Given the differentiated nature of research questions, multiple techniques are used to collect the data. However, this research adopts the norms of qualitative methods. Both secondary and primary data are used. While secondary data are collected by University Grants Commission (UGC), primary data are collected through interviews.

Findings show that the development of university sector started following monopoly model. More than half a century, the same model was continued. Thereafter, duopoly model was introduced which carried until the inception of private sector. The growth of private sector followed oligopoly model which was further extended to small and medium enterprises (SMEs). These days, society compares university with “diploma mill”, as production of knowledge and civic society is longer than the part of the core business of university. Consequently, compromising with research is to be judged as a threat to overall development that includes business and social development.

A few studies have been published in the area of private university. To the best of the authors’ knowledge, none covers the oligopoly-ism and SME-ism behaviour of university and its impact on the concept of university and on the society. Therefore, this project aims to understand the norms of university business and its substantial contribution on the social change.

Commitment of governments and development partners in achieving both qualitative and quantitative measurements for primary and secondary provisions is the key reason for the development of private higher education (HE) and its rapid expansion in the developing world. A considerable amount of attention towards primary and secondary provisions has produced a large numbers of graduates who are theoretically qualified, but have questionable competences in meeting the needs of the market. This has a significant impact on the quality of HE which is delivered by private and public provisions. The purpose of this paper is to examine quality assurance (QA) mechanism set-up for the private HE sector in Bangladesh.

Qualitative methods were used because interviewees can express their views in a candid way, with a primary focus on the desired themes. Semi-structured interviews were conducted with personnel from the Ministry of Education, the University Grants Commission, students, staff and management from public and private universities. Documents review and secondary data also supplemented.

The mechanism set-up for QA is yet to mature. Formal arrangements for the governance and regulatory control of private HE provision in Bangladesh are neither sufficient nor up-to-date to help the sector function effectively. The current rules and regulations are suitable only for public HE, but not for the private sector HE.

A number of studies have been conducted in the area of private HE in Bangladesh. Only one of them covers QA, and none covers the impact of governance on QA. In the light of this background, this paper is the first of its kind.

The purpose of this paper is to examine how academics resisted and accommodated changes towards the reform process in higher education institutions in Indonesia which has introduced market-driven principle of new public management and the principle of Neo-Weberian model. Using the theory developed by Scott concerning the resistance patterns by powerless or subordinated groups through “weapon of the weak”, this study aimed at mapping the resistance exhibited by Indonesian academics.

This study was a case study using semi-structured interviews conducted with 30 academics in three state universities in Indonesia.

The results of this study demonstrated that academics in Indonesian universities resisted and accommodated the policy reform using their discursive, unobtrusive tactics of resisting.

The method of data collection used in this research was based on the interview alone. It would be useful to consider to deploy other forms of data collection such as, observation to allow the building up of strong trusthworthiness of the findings of this research.

The authors believed that this study may be useful to give better understandings for policy makers on implementing policies by considering aspects of behaviours of academics as street level bureaucrats in accepting, interpreting, and implementing policy imperatives. These results might also be beneficial for policy makers from other sectors outside higher education in effectuating policy imperatives.

The authors argued that, academics actively responded to external pressures which contradicted their own values and beliefs with their unique intellectual strategies by which have been overlooked in the formulation of policy.

Advancement in Information and communication technologies (ICTs) has revolutionised Library and Information Science (LIS) education and libraries. Both theory and practice have been transformed completely. LIS education programmes have become highly competitive and must be market-driven and technology-oriented. At the same time, academic libraries have been transformed and have become dynamic. Fostering a close collaboration between LIS educators and practitioners can multiply their strength and abilities by sharing educational resources and theoretical and practical knowledge. This paper aims to present the findings of a study carried out to investigate the current status of collaboration among LIS educators and library practitioners at the University of Botswana.

Data were collected using self-administered structured questionnaires from both LIS educators at the Department of Library and Information Studies (DLIS) and practicing librarians working at the University of Botswana Library (UBL). To follow-up some of the issues, an interview was carried out with a subject librarian and a focus group discussion method was used to discuss some of the challenges from the findings.

The major collaborative activities from the DLIS staff were identified as the following: creating awareness of library resources and promoting library usage among students, facilitating library material selection and inviting librarians as guest lecturers to teach in the classroom. The main collaborative activities from practicing librarians were found to be the following: delivering information literacy instruction, providing professional/practical experience to students and information sharing with the DLIS teaching staff. The major challenges were identified as the following: different cultures of educators and librarians, lack of need to collaborate and lack of formal policy at the department and the university level.

The UBL has 51 library staff members. All the librarians were not included in this research study, only senior librarians and library management were involved in the study. No theoretical framework was used to carry out the study. The questionnaire was designed based on the general literature in the field of professional collaboration among faculty and educators in the information profession. The follow-up interview and focus group discussion were conducted to address the collaborative activities and challenges that were acknowledged by at least 50 per cent of the participants. Issues with less than 50 per cent responses were considered insignificant to follow-up. Follow-up interview was conducted only with one subject librarian. As all subject librarians have the same job profile and undertake the similar activities, it was assumed that one subject librarian can represent others.

This research paper contributes to the body of literature. It may be useful for other LIS schools and libraries that work in similar environments, and it also opens up avenues for further research on this topical issue.

The aim of this paper is to examine the relationship between corporate branding and market driving. This is achieved by focusing on key dimensions of brand identity such as brand values and staff behaviours, while acknowledging the role of vision and organisational culture. The links between these brand constituents and the actual activities of the firm in a market are explored through interactions with stakeholders.

This research is based on an in‐depth case study of IKEA at a corporate level and its local market activities in Russia. The single‐case approach is used to generate insights into how corporate branding is related to market driving practices and to identify the mechanisms of market driving in the Russian market.

The corporate brand provides a further source of the “leap” in customer value recognised as a requirement for a market driving approach. Through a case study of IKEA in Russia it is shown that the core values of the brand guide both the behaviour and activities of internal stakeholders and the relationships with external stakeholders, and the interactions between the corporate “global” brand values and local market level activities are explored.

The paper provides insights on the role of a corporate brand as a driving force of market driving from a broad stakeholder perspective.

The purpose of this paper is to extend the literature on market-driven and market-driving management and analyzes the Benetton’s market orientation change from a market-driving to a market-driven orientation. Additionally, this study uses longitudinal data to measure the degree of success of the market-driven orientation.

The study is based on a qualitative case study method and it discusses how Benetton has moved from a market-driving to a market-driven orientation.

The paper analyzes the principal transformations the Benetton Group has gone through to implement a market-driven orientation, including the delocalization of the manufacturing and of trusted suppliers; the downstream integration process; the adoption of a flexible, efficient and responsive logistics; the implementation of a modern information systems infrastructure. Revenues data show that the company has benefited of the new orientation, but only in the short-run. Moreover, the early adoption of the market-driven orientation by competing firms (e.g. Zara) and the economic environment seem to play an influence on the performance of market-driven companies.

The single case study approach may limit the generalizability of the findings. However, this case study is unique and of high importance for managers in different industries.

Although some studies have discussed the benefits of market-driven and market-driving orientations, no study has analysed how companies move from a market-driving to a market-driven orientation. Additionally, existing studies have proved market orientation’s influence on business performance using static measures. This study uses longitudinal data to show the effect of market-driven orientation on a company’s long-term competitive advantage.

This paper reports on aspects of a Nuffield‐funded study carried out in 2001‐2002 into the impact of government policy upon sixth form colleges. Case study research was carried out at five colleges, following regional and national surveys of sixth form colleges, general further education colleges and schools. This paper examines the environment for competition and collaboration within which the colleges work. It defines and discusses examples of positive and negative competition, and offers evidence of collaboration, largely to support curriculum development and provision. The implications of working within a market‐driven environment are examined.

The aim of the chapter is to investigate the changing structural position of post-secondary schools in Poland, seen from the perspective of the expansion of higher education from one side and the current reform of vocational education from the other. Do post-secondary schools enhance opportunities for those who might not otherwise consider further education, especially when we consider lower cost, open admissions and greater accessibility in comparison with higher education institutions? Or do they play a role of a ‘discounted’ and ‘undervalued’ education for those who could not manage to enter three-year-bachelor cycles in tertiary education and thus were forced to lower their initial educational aspirations? The opening up of higher education to new student populations was done by the rapid expansion of the private (paid for) sector and the fee-paying courses in the public sector. Liberal educational policy not only opened an opportunity for the privatization in higher education, but also expanded the market-driven provision at the post-secondary level. The discussion on the relevance of post-secondary vocational qualifications must be seen within the context of the continual inflation of diplomas/degrees and the unemployment of graduates after finishing higher education. Since 2010, there has been a reverse process initiated at the governmental level in Poland: reform schemes to increase the participation of young people in vocational education and training. However, the structural position and functions of post-secondary schools, as well as their role in the employability of young people, are not subject to any open discussion at the political level. This sort of status quo concerning post-secondary institutions means that their institutional identity issues are resolved and their structural position defined predominantly by market forces.

The purpose of this paper is to understand the under life of Indonesian academics during ongoing implementation of government-driven policy enacted in higher education instititutions in Indonesia. The attention was specifically focused on the new programme of accountability and quality assurance moderated by the implementation of online assessment system to monitor and evaluate the perfromance of lecturers directly and how this system impacted upon the meaning of academic identity perceived by them.

This study was drawn from a qualitative research of case study approach. Semi-structured interviews were utilised to collect data and conducted with 30 academics from three state universities.

This study revealed that academics were grappling to balance their schism between keeping their existing identity tenable and excercising new prescribed roles from external environment. However, academics were still able to practice their preceived identity through their principled personal project that legitimate them to become academics and pursue their success rather than use instrumental means.

The results of this study will be expected to contribute to a better understanding on the dynamics of academics’ world as it is encountered against government-driven policy, and provide indications for policy makers to take into account this issue in the formulation and enactment of their policy.

A new aspect of identity in academic profession was found, that is to say religion.