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Purpose – The purpose of this chapter is to develop a conceptual framework that provides insight and aids understanding of the complex array of relationships schools have with individuals, organizations, and other entities.

Design/methodology/approach – The conceptual framework is drawn from the relationship marketing (RM) literature and applied to a school context in the United Kingdom. In doing so, it provides a simplified representation of the environment in which schools operate and a valuable classification structure for the many different relationships a school has. This framework will be of benefit to both academics and practitioners.

Findings – The authors find that the relationships schools have can be classified within the conceptual framework. The framework aids understanding of the different relationships and provides insights into how these relationships can be developed and where value can be added. Application of the framework also highlights the complex nature of the relationships schools can have with others and the need to manage those relationships well.

Research implications – The framework developed in this chapter is conceptual and needs to be tested empirically.

Originality/value – This chapter responds to the call from Oplatka and Hemsley-Brown (2004) to provide further research into the area of RM in the context of schools. It adds value by drawing together various aspects of RM, providing an analysis of their relevance to educational services marketing and identifying and applying a conceptual framework which classifies the relationships schools have with others. This chapter provides important insights for those within schools who are responsible for the management of relationships with their organization and for others seeking to foster greater engagement with schools.

This case dates back to 2017 and revolves around three budding entrepreneurs studying in a prestigious university in Haryana. A collaborative initiative by Abhishek Ganesh and Shine Varghese Saji to make the Onam festival in their university a huge success among their fellow mates initiated their journey of entrepreneurship. The three entrepreneurs got their first lesson that students are ready for a service if it is interesting and enjoying but not at a very high price. They studied the market and observed that there was a lack of substitutes providing high-quality but affordable travel services. With the three entrepreneurs gelling successfully, they decided to form a company that offered relaxing weekend gateways at high quality but at an affordable price. So, the company, The Great Expedist came into existence as a Partnership Company under the treasurer's name, that is, Anurag Bansal and started business from 5 February 2017. The aim of the company was to provide varied experiences to their customers including adventure sports, team building activities, historical learning and a comfortable stay that delivers a unique travel experience to students at an affordable price.

As every new initiative brings challenges along with it, the entrepreneurs had to face resistance from vendors, hoteliers and even students from other universities. But with their sheer grit backed by full support from their university entrepreneurship cell, they overcame the challenges smoothly.

But the issue of pricing was of prime concern for them. With students being a price-sensitive market coupled with vendor issues, they found it difficult to earn revenues. So, they decided to opt for mark-up pricing and offered 15% mark up on the costs incurred by the company in arranging for hotel, travel and other logistic arrangements. With passage of time and enhancement of negotiation power, they decided to offer more value-oriented services at similar price points. This enhanced their profit margins due to increase in volume of sales.

The targeted promotions and positive WOM were making them popular but the issue of customised service seemed a challenge. Each student had a different set of priorities in terms of travel, stay and food offered. The company wanted to enhance their profits so either the negotiation had to be great or the price to be enhanced. This issue landed them in a dilemma. They wanted to diversify, promote and research all of which required a lot of money. They even thought of diversifying into the senior citizen category. It was a lucrative segment with huge profit margins but with its own set of huge challenges too. So, they are stuck up with a dilemma. Should they negotiate with vendors or should they increase the price of the service package? Should they stick to their current target group of students or diversify to the segment of senior citizens or a completely new segment?

The proliferation of inspirational leadership and management publications available in libraries and bookshops suggests that there are many paths to excellence. Much of the literature is written with a business or corporate audience in mind; however, it is a source of ideas, theories and models that, potentially, can be applied in public or not-for-profit organisations. One theory which has enjoyed a long history of debate and discussion in management studies is quality management, variously referred to as TQM, quality assurance, total quality control or one of the many other alternatives. In this chapter the applicability and potential benefits, as well as the challenges and obstacles, of adopting one version of total quality management in a library setting are examined.

Internationalisation and academic mobility have long been integral parts, although serving different purposes in the higher education industry. Internationalisation has played a crucial role in facilitating academic exchange, knowledge sharing, research partnerships and collaborative innovation. However, the rise of neoliberalism has introduced the market forces of global capitalism that have significantly impacted higher education worldwide – invading the sector with neoliberal market values. This chapter aims to explore the impact of neoliberalism on the internationalisation of higher education in Africa, with a specific focus on trends in international student mobility. The chapter argues that the influence of neoliberalism on international mobility extends beyond market dynamics, encompassing discussions on hegemony within international knowledge systems, where African countries and institutions often find themselves marginalised. The study relies on published materials and publicly available statistical data from both governmental and non-governmental organisations. By examining the interplay between neoliberalism and the process of internationalisation in higher education, this chapter sheds light on the intricate and multifaceted aspects of both concepts, as well as their practical implications for international student mobility. Moreover, the chapter reflects on the implications of neoliberal entanglements for the prospects of internationalisation in African higher education.

There has been a dramatic increase in recent years in the numbers of international students undertaking undergraduate and postgraduate study in the United Kingdom. This has been as a direct result of the huge influx of mainly postgraduates from the Far East, and in particular from China. After briefly setting the students in their educational context, this chapter presents the findings of two pre- and post-course questionnaires produced in order to reach a better understanding of the needs and expectations of international students attending a UK departmental presessional programme. In addition, the questionnaires explored the students’ notions of and attitudes to change as they proceeded though their programmes. The research revealed a consistent range of concerns and perceptions, which may help us to prioritise students’ needs and address them more effectively and sensitively in the future. The chapter concludes with a number of suggestions and recommendations to help us improve our provision and maintain and expand our position as a high-quality provider of courses for international students.

Student evaluations of teaching (SETs) are the most frequent form of faculty performance in the classroom, though they tend to be used as summative rather than formative evaluations. In this chapter, a project involving the use of a virtual learning environment for formative, weekly SETs is explored from both the student and faculty point of view at a rural university college in the United Kingdom. This project encouraged student participation in creating the learning environment and faculty reflection on how to improve the student experience. From the student perspective, the weekly anonymous evaluations were useful for providing feedback; however, students tended to only respond if they were not satisfied with the faculty member. The exception to this was that some students were more motivated to complete the evaluation forms if they believed the faculty member was utilising their feedback. From the faculty perspective, the feedback was not as detailed as they had expected, and some questioned whether it was worth the effort of conducting formative evaluations if the response rate was so low. Others used the feedback for reflective purposes, and it was found that those that reflected on their work at higher levels tended to receive a greater year-on-year increase in their end of year teaching evaluations.