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Increasing flexibility and student mobility are among the most important objectives of today’s universities. The purpose of this paper is to discuss the effects of student exchange process (SEP) on a campus management system (CMS), compare different models and recommend an improvement handling transfer process.

A comprehensive literature review of how credit transfer is handled in today’s CMS was conducted to understand the information management methods used in the student transfer process. On this basis, a flexible task-based system design is recommended to facilitate the transfer of educational gains between universities. For evaluating the effectiveness of different system designs in the SEP, the duration of information processing process steps was measured quantitatively via on-site observations and user interview in a university’s horizontal, vertical and the Erasmus student exchange (SE) data.

Building a flexible system design based on a loosely coupled mapping between curriculum and educational activities, and increasing the self-management capabilities of a student will facilitate managing SE data in an integrated environment and reduce the university staff’s workload considerably.

To the author’s knowledge, this is the first study making quantitatively measurement and comparison of different credit transfer methods of CMSs. Based on this result, the authors have recommended a new flexible method that supports increasing a student’s self-administration capabilities, reducing the workload of university staff, and contributes academic mobility.

This paper presents an IT system – Student Connectivity Module (SCM) – designed to support administration of student exchange between universities in different countries, developed under the EU seventh Framework Program. The purpose of this paper is to share the acquired knowledge on existing difficulties in mobility management, propose solutions to those problems, and present results of system validation using its prototype deployed at two universities.

Prior to the system design, the needs, plans and expectations concerning the academic IT services were surveyed among 100 universities. On this basis, in close with prospective system users, an original peer-to-peer system was developed using top-down model-driven and agile software development techniques.

The barriers to effective interoperation of academic information systems (AIS) were revealed: first, diversity and heterogeneity of campus IT solutions; second, differences in patterns of international student mobility flow; third, diversity in national personal data protection policies; and fourth, lack of standards for e-data exchange. The SCM system overcomes these problems by adopting platform-independent IT solutions, web-services, a network of trusted authority servers, and a novel “quasi-standard” solution for e-data exchange, with the use of home university campus cards to access facilities at host institutions.

The management of foreign student exchange is a complicated process. It involves students, faculty, administrative staff and external institutions. To the authors knowledge, there is no other comprehensive networked IT system available to facilitate administration of student mobility, make it better controlled, less laborious and faster, in a secure way. The IT solution contributes to overcoming the current barriers to academic mobility within Europe and elsewhere.

This paper aims to explore Indonesian students' perceptions of student exchanges or studies abroad regarding cultural intelligence's influence on innovative behavior through interpersonal trust.

This study has used a quantitative research approach. Data analysis uses an approach structural equation modeling-partial least squares (SEM-PLS) supported by program computer software Smart-PLS 3.0. An online questionnaire was distributed to 224 respondents, but only 214 were qualified. In this study, the respondent is Indonesian students who have been completed or are currently conducting student exchanges or studying abroad in the Asia and Australia region.

This pilot study reveals that high cultural intelligence students positively affect their individuals' innovative behavior. Moreover, interpersonal trust levels would mediate the influence of cultural intelligence on individual innovative behavior students. These results indicate that most Indonesian citizen students who took part in student exchanges or studying abroad had high cultural intelligence.

This study focused on influence cultural intelligence on individuals' innovative behavior, which is referred to as cross-cultural interaction. Also, this study focused on Indonesian citizen students who took part in student exchanges or studying abroad. This kind of research has not been thoroughly or even not been discussed in academic research. Therefore, it was necessary to put this issue into a science education and management science.

Small and medium-sized exporters (SMEs) are driven to develop a network entry strategy to tap into a new foreign market. The purpose of this paper is to draw on the network perspective to evaluate how a network gatekeeper facilitates a foreign SME exporter’s entry into local business networks in China.

The single case study method was adopted. The Ule New Zealand Mall, an online shopping platform that sells New Zealand products in China, was selected in this case study. The authors applied the critical incident technique to evaluate the position of New Zealand Post (as a home country-based network gatekeeper), the roles within the position, and the key outcome of the network gatekeeping.

The study discovers two key roles of network gatekeepers: bridging the gap in trust between outsider networks and insider networks; and reducing the costs of experiential learning for SME exporters. Finally, this study concludes that the “brokered insidership” position acquired by SME exporters is the key outcome of network gatekeeping in foreign market entry.

This study advances the understanding of theories of structural holes, business network and gatekeeping. The authors articulate the critical position assumed by a network gatekeeper in bridging two otherwise disconnected business networks, and their key roles in networking. The study also proposes a new network concept – “brokered insidership”.

This chapter is about the modern, Western education system as an economic system of production on behalf of the capitalist mode of production (CMP) and globalization towards a single, global social space around market capitalism, liberal democracy and individualism.

The schooling process is above all an economic process, within which educational labour is performed, and through which the education system operates in an integrated fashion with the (external) economic system.

It is mainly through children’s compulsory educational labour that modern schooling plays a part in the production of labour power, supplies productive (paid) employment within the CMP, meets ‘corporate economic imperatives’, supports ‘the expansion of global corporate power’ and facilitates globalization.

What children receive in exchange for their appropriated and consumed labour power within the education system are not payments of the kind enjoyed by adults in the external economy, but instead merely a promise – the promise enshrined in the Western education industry paradigm.

In modern societies, young people, like chattel slaves, are compulsorily prevented from freely exchanging their labour power on the labour market while being compulsorily required to perform educational labour through a process in which their labour power is consumed and reproduced, and only at the end of which as adults they can freely (like freed slaves) enter the labour market to exchange their labour power.

This compulsory dispossession, exploitation and consumption of labour power reflects and reinforces the power distribution between children and adults in modern societies, doing so in a way resembling that between chattel slaves and their owners.

The purpose of this paper is to investigate the role of information and communication technologies (ICT) in building social capital and human capacity, in terms of knowledge sharing, targeted training and developing education initiatives in higher education institutions.

The critical organizational form in the information age is networking. This new organizational principle is manifested through the processes of internationalization and global academic cooperation, which have become inevitable strategies for every higher education institution in order to be competitive in a global education market. The focus of this paper is on such positive practices implemented at Zagreb School of Economics and Management (ZSEM). Since its foundation in 2002, a systematic use of new technologies in education has been encouraged, which in turn has provided the basis for major advances in development. Today ZSEM has around 1,400 students and about 150 courses with an integrated e‐learning system, while currently 7 per cent of students take part in various types of international exchange.

The effective use of ICT, such as synchronous and asynchronous methods of distance learning, enables higher education institutions to reach out students, teachers and researchers in foreign countries without physically moving them. Besides improving communication and exchange of information followed by opportunities for cross‐cultural learning, effective ICT implementation enables expansion of social and economic networks and strengthens institutional and academic ties by thus building social capital. Availability and use of new technologies in education process is closely linked with globalization of education markets and student and professor mobility.Research limitations/implications – The current work has involved one institution utilizing a wide range of courses. Implications are that the approach could be positively transferred and used with other institutions and across countries.

This work is one of the few that has examined ICT as a tool from the perspective of its application for building social capital in higher education. The work presented investigates in‐depth this provision in a specific institution.

The purpose of this chapter is to systematically review and explore the nature of marketing in higher education (HE) and consider the creation of value through the cocreation process. The objectives of the review were: to collect, document, scrutinize, and critically analyze the current research literature on value elements in marketing and how cocreation between the sender (school) and receiver (student) happens; to establish the scope of education marketing; to identify gaps in the research literature; and to make recommendations for further research in this field.

The approach for this study entailed extensive searches of relevant business management and education databases on value-based marketing and cocreation. The intention was to ensure that, as far as possible, all literature in the field was identified – while keeping the focus on literature of greatest importance to the research question.

The potential benefits of applying marketing theories and concepts which have been effective in the commercial world are being adopted by researchers and managers in the field of not-for-profit education marketing. However, the literature on educational marketing is inconsistent, even contradictory, and lacks theoretical models that reflect upon the particular context of educational marketing and the use of value in the marketing of school services.

The research field of educational marketing, value, and cocreation is still at a relatively pioneer stage with much research still to be carried out both from a problem-identification and also from a strategic perspective. Despite the literature on the marketization of schools and higher education and student behavior, research does not provide evidence of the marketing strategies that have been implemented and marketing of schools remains limited, and this is relatively uncharted territory.

This chapter reviews the literature in the field, focusing on marketing strategies of value and cocreation in the competitive school market for students.

The theoretical findings suggest there is a place for value development and the use of cocreation in the marketing of schools by engaging the student in the process and providing complete transparency and a proper feedback loop. From a managerial position, the findings present changes in how schools should be marketed with more focus on objectives, strategies, marketing tools, staff and student engagement, and performance measures.

The overall conclusion drawn is that marketing of schools has relevance; however, the relevance is only useful if value is developed over time, and supports the school brand and the values that are associated with it in a competitive market.

This research investigated the influence of the dimensions of the SECI theory, LMX theory and a newly developed teacher–student knowledge exchanges (TSKE) on preparedness of students for the workplace.

Based on a sample size of 214 business education students drawn from six programmes, structural equation modelling using AMOS was adopted to show relationships between dimensions of SECI, LMX and TSKE.

The statistical analysis revealed that dimensions of the SECI theory, especially socialization and externalization; dimensions of the LMX theory, especially professional respect; and dimensions of the newly developed TSKE perspective, especially the SECI-dominated knowledge exchange were significant influencers of students' workplace preparedness.

Existing literature that focussed on the knowledge management theme in education industry scarcely examined the processes that are critical to knowledge creation and exchange in HEIs. Therefore, the present study adopts a synthesis of SECI and LMX theories to explain how knowledge creation can occur in HEIs and prepare students for the workplace.

The purpose of this paper is to explore the action learning experience of business students in cross‐cultural teams in the role of international business information gatekeepers for small‐ and medium‐sized enterprises (SME) focused on international business opportunities.

Action research is applied by combining a questionnaire survey, analysis of mid‐term and final project reports, reflective team discussions and feedback from representatives of enterprises.

The cross‐cultural alignment of teamwork habits – offering leads for business contacts when presenting broader innovative ideas to SMEs, demonstrating the competence of the team when specifying the preliminary task and sharing knowledge with other teams – are essential challenges for project teams. Reflections of the teamwork process reveal the impact of some of the dimensions of cultural diversity introduced by Hofstede and Trompenaars.

Student teams and enterprises did not represent all key Estonian export destinations. Southern European countries and China are overrepresented in comparison with northern European countries that are culturally closer to Estonia. Further research could link action research, follow‐up surveys of SMEs involved in the projects and comparisons of SME samples from different business sectors.

Entrepreneurs in Baltic countries and in other new EU member states can benefit from gatekeepers that help entrepreneurs understand more advanced markets and to develop cross‐border networking with partners in other regions of Europe. A virtual community that can match students from different cultures, before and after their Erasmus exchange, in a co‐operation network for a cross‐border market study and search for contacts within enterprises is needed to facilitate more advanced cross‐border networking in the entrepreneurship‐education process.

The paper highlights factors supporting and inhibiting cross‐cultural synergies between action learning and e‐learning, cross‐border student exchange and knowledge sharing between SMEs and international student teams.

This chapter examines the internationalisation of public higher education in Brazil using the theoretical triptych of internationalisation as developed by leading scholars in the field: internationalisation at home (IaH), internationalisation abroad (IA), and internationalisation at a distance (IaD). This framework – while rooted in knowledge, systems, and scholarship from researchers and institutions in the Global North – is a constructive tool for categorising and understanding internationalisation at Brazil’s higher education institutions (HEIs) when coupled with an exploration of the history, context, policy, and dynamics of internationalisation efforts. The chapter then summarises and underscores recent and important scholarship by Brazilian researchers and others in the Global South that describes the history of the nation’s internationalisation efforts. It also critiques the powerful influence that Global North-centred objectives and priorities for internationalisation have on the process at Brazilian HEIs. Following a discussion of the theoretical framework and relevant literature, the chapter provides a case study of internationalisation efforts and initiatives of an elite public university, the Universidade Federal de Minas Gerais (UFMG). Content analysis of UFMG’s website and publicly available reports and data demonstrates a high level of institutional internationalisation that has unfolded in recent years, stimulated by federal funding and guided by a strategic framework developed within the Ministry of Education. An analysis of UFMG’s mission, partnerships and programmes finds that the institution serves as an example of internationalisation in Brazil’s public higher education context, as its programmes and initiatives exemplify the overarching objectives of internationalisation in Brazilian higher education.