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The chapter explores the growth of marketing in education with a specific focus on schools. It argues that developing a marketing orientation has become a key integral objective of schools and examines the leadership requirements needed to nurture this ambition. Central to this development is the need to focus on the curriculum, a key part of the mission of schools, as an organizing idea for successful and relevant school marketing. Based on the CORD model of educational marketing (Maringe, 2005), the chapter argues that school leaders need to develop a set of marketing competences in four specific areas: market contextualization competences; marketing organizational competences; marketing research competences; and marketing development competences.

This chapter provides an interpretive account of how a large student cohort deals with a major inquiry-based learning (IBL) assessment task in a first-year Marketing Principles subject in undergraduate business studies. It offers a practical example of IBL in action in a discipline that has hitherto received little attention in the IBL literature, namely business, specifically marketing. The chapter positions IBL within the various contemporary pedagogies. The context of Hutchings and O’Rourke’s (2006) study of IBL in action is extended for first-year cohorts, technology-enhanced teaching and the marketing discipline. Further, Hutchings and O’Rourke’s four-part method for describing IBL in action is followed: (1) the enabling factors for the students’ work are described; (2) the process for which they decided on the task is discussed; (3) the method of work is considered, namely ongoing collaboration in a wiki and (4) the outcomes produced are discussed. The chapter reflects on the effects of the IBL task on student learning from both students’ and instructors’ points of view. Material from the students’ work and feedback after completion of the IBL task is used to illustrate the process and inform the interpretive account. The main lessons to be learnt for educators are summarised.

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.

My decision to pursue an academic life in international marketing was unplanned. It was spring 1989 and I was an MBA student in my last semester in East Lansing. Because my MBA concentration was in finance I had applied for a number of finance PhD programs. While waiting for my applications, I was taking an elective course, international marketing, from Prof. S. Tamer Cavusgil. I was immediately hooked. His lectures were absorbing. Difficult concepts became lucid when he explained them with vivid stories. Classical theories became refreshing when he used them as a backdrop for contemporary phenomena.

Entrepreneurship education and digital marketing courses tend to be studied separately although some topics around digitalisation are similar to both. The aim of this chapter is to discuss in more depth how entrepreneurship education can embed more digital marketing techniques. This is useful particularly in response to the COVID-19 crisis where most entrepreneurship education courses have moved to an online format. To take advantage of this increase in digital technology, entrepreneurship educators need to embed more effectively digital marketing techniques within their courses. This will lead to an embrace of a digital marketing philosophy that is conducive to the overall understanding of entrepreneurship education being about how to progress based on emerging technology changes. Suggestions for future research are stated in the chapter that highlight the relevance of digital marketing for entrepreneurship educators.

In this ever changing world, managing our ecosystem and creating a sustainable future seems to be one of the biggest challenges facing humanity. This challenge is further enhanced by ignorance or apathy of people toward the concept of sustainability. In most cases, students who are our future generation are left without any insight, commitment or even understanding their role and responsibility toward creating any meaningful beliefs and actions related to sustainability. Sustainability education is becoming crucial, mainly for young generation so that they have an understanding of concepts such as economic prosperity, resource equity, energy uses, and environmental health and concerns. While educating them on sustainability begins in institutions of education, it is important that sustainability education is well entrenched in the curriculum and everyday practice of their lives. This chapter introduces the volume series on sustainability where authors from different parts of the world narrate their own experience of imbibing sustainability into their curriculum and teaching sustainability to students.

As its market and society open up, China has transformed itself from a closed agrarian socialist economy to an urban state and an economic force. This has released accumulated tourism demand, led to the development of a diversified industry, and the spread of university and vocational courses in this field. However, the industry faces challenges to recruit and retain staff, with tourism education in higher education blamed for the shortfall in numbers and quality of candidates with suitable purpose, knowledge, and passion to serve. This chapter provides a background to the development of and problems facing tourism education in China, and suggests how to support student engagement and hence the future workforce.

Tax education, a subset of accounting education formed in the early 1900s, was largely ignored as a discipline until the 1970s. Over time, tax became a more prevalent part of accounting practice and the CPA examination. In 1996, the AICPA developed the Model Tax Curriculum (MTC) to give a practitioner’s perspective on how taxation should be taught in higher education. This chapter provides a history of tax education and the responses of tax educators to the MTC Task Force’s recommendations in 1996 and the revisions in 2007 and 2014. The authors surveyed tax educators five times over 23 years to get a sense of the MTC’s adoption, both in the past and future terms. The authors found that tax educators largely ignored the MTC Task Force’s recommendations. This chapter discusses reasons given by respondents for not following the MTC and offers various strategies the MTC Task Force and others might consider when recommending future tax education reforms.