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It is widely accepted that second language teachers’ performance would dramatically improve if they were provided with the right support that addressed their self-awareness and pedagogical skills, especially in their early years of service. To verify the role of Transactional Analysis (TA) OK Modes Model in the provision of support for novice teachers, this research used the TA OK Modes Model on 26 newly recruited EFL (English as a Foreign Language) teachers who volunteered to participate in this study. The videos of the participants’ teaching enactments, the supervisor’s notes, the informal talks with the participants, and the teachers’ interpretation of their videos comprised the data for the study. The results of the analyses of both quantitative and qualitative data indicated that the effective Mode which communication comes from in the TA OK Modes Model facilitates teacher development and hence improves the quality of their pedagogical performance.

This chapter, inspired by the authors’ experiences with racism and sexism in higher education leadership and frontier Protestantism, will interrogate the leadership models found in library and information science (LIS) through the lens of Judeo-Christian religious social structures and terminology, along with an examination of transitional and transformational leadership frameworks, to suggest a more productive and less abusive leadership model, equitable and inclusive to those who are not white men.

The purpose of this final chapter is to draw together the conclusions and insights presented in each of the chapters throughout the book, to summarize and categorize concisely the findings, and to offer views about the next steps in the field of education marketing. The chapter is presented under key headings which emerge from the edited book chapters: market-led leadership, building relationships, and relationship marketing. The final section discusses a way forward for education marketing research and practice.

The chapter seeks to draw together and make sense of the insights from all the chapters under key headings to provide the reader of the volume with some key ideas to take forward for practice and research in the field.

Transnational education (TNE) is evolving. It has moved from a necessity-driven model to a more balanced collaboration between host nation and sending institution. As a result of this shift, the issue of sustainability looms large. As the sector has matured, the primary drive is no longer economic and as a result, integration and relevance to context are promoted and cultivated. Universities are looking for long-term engagement and, therefore, must choose partners wisely.

Sustainability for the long-term success of an institution in a host nation is often measured by the extent to which a higher education institution (HEI) can integrate and demonstrate value. This is perhaps most often demonstrated now by employability. In the face of shifting expectations, student debt, and graduate mobility, attention must be paid to relevance of learning and inherent value of degree. We still understand relatively little about the impact and legacy of TNE, or the role it can play in the employability agenda and this is at the heart of the sustainability debate in international higher education (HE).

The issue of access, while not solved for all, has perhaps been replaced in literature with impact, or indeed, legacy (McNamara & Knight, 2014). What is the value of international HE, and to whom? As institutions look to further their global reach, both as a response to shifting recruitment patterns and visa concerns and in order to pursue new funding opportunities and industry partners, a closer examination of university partnerships, both with other institutions and further afield, is required. New models provide new opportunities but are they simply more efficient and less costly ways of achieving the goal of student recruitment? The questions that should be asked are fundamentally why are universities engaging in international activity and who ultimately benefits?

This chapter will highlight key examples of sustainable partnership models. These cases will serve as a valuable resource for policy makers, universities, and HE practitioners. The chapter will explore examples from different countries and contexts, in order to identify core elements of a university partnership that promote, enhance, and support sustainability and do not rely on traditional models of fixed campus presence.

First-generation college students in the United States are a unique demographic that is often characterized by the institutions that serve them with a risk-laden and deficit-based model. However, our analysis of the transcripts of open-ended, semi-structured interviews with 22 “first-gen” respondents suggests they are actively deft, agentic, self-determining parties to processes of identity construction that are both externally imposed and potentially stigmatizing, as well as exemplars of survivance and determination. We deploy a grounded theory approach to an open-coding process, modeled after the extended case method, while viewing our data through a novel synthesis of the dual theoretical lenses of structural and radical/structural symbolic interactionism and intersectional/standpoint feminist traditions, in order to reveal the complex, unfolding, active strategies students used to make sense of their obstacles, successes, co-created identities, and distinctive institutional encounters. We find that contrary to the dictates of prevailing paradigms, identity-building among first-gens is an incremental and bidirectional process through which students actively perceive and engage existing power structures to persist and even thrive amid incredibly trying, challenging, distressing, and even traumatic circumstances. Our findings suggest that successful institutional interventional strategies designed to serve this functionally unique student population (and particularly those tailored to the COVID-moment) would do well to listen deeply to their voices, consider the secondary consequences of “protectionary” policies as potentially more harmful than helpful, and fundamentally, to reexamine the presumption that such students present just institutional risk and vulnerability, but also present a valuable addition to university environments, due to the unique perspective and broader scale of vision their experiences afford them.

The range of tasks and demands placed on a school principal can seem to change daily, and indeed, this appears to be a defining element of the role. Leadership in an education setting is special. Fortunately there are specific purposes associated with education that school leaders can employ as guides to action. One of these key purposes relates to ideology and socialization. School principals are responsible for defining and shaping the culture of their institutions in ways that will model and reflect the needs and priorities of the community. In recent years, this has come to include recognizing and responding to the ever-growing concern for our environment. One way this social justice issue has manifested itself in schools is through a trend known as the green school movement. To define and further understand how green school leadership might be different from that of traditional school leadership, research was carried out to investigate how principals lead and manage in green schools and how the environmental missions are promoted and advanced on a daily basis by school based advocates in administrative roles. To conduct such an inquiry, five school principals were observed and interviewed on multiple occasions to gain an understanding of how they lead and influence their schools through their role as a principal.

The need for culturally competent, globally skilled students is evident (Goldberg, Pasher, & Levin-Sagi, 2006), especially given our current climate of unrest and cultural misunderstanding. Educational efforts that emphasize contradiction and indigenous knowledge to prepare students for global community engagement have the potential to lead students to complex and systemic understanding of themselves and the world in which we live. These constructivist practices can create an overarching structure that enables students to acknowledge the ambiguity inherent in complex systems, hold contradictory thoughts regarding basic beliefs and values, and thereby deepen their comprehension and critical thought while respecting the integrity of the communities with which we work. Recommendations for creating and facilitating an educational environment based on respectful inquisitiveness and acceptance of dissonance are presented through the description of a three stage, constructivist-oriented model.

This chapter employed a systemic meta-synthesis literature review to reflect on the transactional variables of the theory of transactional distance (TTD) in addressing barriers to student engagement in the open and distance learning (ODL). Literature sources were obtained from unlimited databases around the globe; however, articles published before 2015 were not included in this review. Through the literature review, the authors identified barriers to student engagement in the ODL through the lens of TTD. The identified barriers to student engagement are presented according to three transactional variables of the TTD and later classified concerning student engagement dimensions. Findings suggest that key instructional dialogue barriers emanate from the teacher and student personality. For program structure, the authors found the poorly designed courses while for learner autonomy there are situational, institutional, and dispositional barriers. The identified barriers to student engagement in ODL revealed the interrelatedness of the transactional variables and the strong link with the student engagement dimensions. By integrating the transactional variables of TTD and student engagement dimensions, this chapter identified possible strategies to address barriers to student engagement in the ODL.