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Civic engagement means more than formal participation in the political process. Students can experience civic life across campus in ways that may not jump off the page as being relevant on first reading. Whether in the classroom through intentionally designed curricular experiences or through participating in a student organization focused on civic engagement, higher education should be helping develop students as active, participatory citizens. This chapter aims to provide the first look at how students across the United States are organizing on college campuses to participate in the political process.

Contextual changes in communications, social activism and perceptions of commercialization have changed the dynamics in sponsorship. This paper investigated the patterns in sponsorship and social justice within the context of a major sports event.

The European Football Championship serves as an impactful platform for sponsors due to its global reach. The sponsorship activations of the twelve official sponsors were investigated by analysing sponsorship expressions on the LED boarding during every match of the tournament. Furthermore, additional data on sponsorship characteristics and brand positioning was collected for every sponsor to define relevant factors to understand the differences in sponsorship communications.

During UEFA EURO 2020, five official sponsors changed their sponsorship activations. Adjustments were made in sponsorship expressions to position the brand on diversity and inclusion. The analyses of over 90,000 press photos and 51 official match videos clarified the dynamics of brand positioning, sponsorship characteristics in perspective of globalization patterns and different sponsorship approaches in different geographical, social and political contexts.

Decision makers in the global sports industry are challenged in their brand management and sponsorship approaches for the social good. This study supports to understand the sponsorship approaches and factors affecting these different strategies.

Despite the growing attention to social justice issues in sports, there is a need to understand inclusive marketing strategies in sponsorship relationships. Using data triangulation, the findings enabled to clarify differences in sponsor approaches to social justice and illustrate the complex dynamics of brand positioning on diversity and inclusion in the sponsorship ecosystem.

Celebrity endorsements are common, especially sports celebrities. Understanding the impact such celebrities' social activism statements have on the brands the celebrities are affiliated with is particularly important. This study aims to examine how consumers respond to social statements made by both companies and sports celebrities and how those reactions influence consumer perceptions of associated brands.

A pre-test/post-test experimental design was utilized to gather responses to pro-social messages from both athletes associated with a brand and messages directly from the brands.

Messages from celebrities were evaluated as being more important than similar messages directly from the company. Parasocial relationships between the consumer and the celebrity endorser were found to increase brand support and favorable message evaluation. While parasocial relationships did not directly influence feelings of reactance, the effects on message evaluation did lead to a decrease in reactance to pro-social messages.

Findings in this paper provide guidance for brands as the brands navigate pro-social messaging and determine the brands' response to endorsers making such statements. Similarly, those advocating for social causes can benefit from the authors' findings by understanding how social messages directly from celebrities are received more favorably than messages directly from the brands.

Conceptual advancement underpins the progress of social marketing and countermarketing research but has been neglected in recent years. This paper aims to describe a new integrative framework of social countermarketing (SCM) concepts, techniques and defining characteristics, based on research tracing the conceptual evolution of the field and contrasting commercial (profit-focused) and social (public good-focused) countermarketing.

This paper undertook searches of electronic databases to examine how socially oriented countermarketing has been characterised in the research literature. Search terms included “countermarketing”, “critical marketing”, “de-marketing” and “counter-advertising”. Broad inclusion criteria allowed consideration of reports, conference and media outputs, as well as peer-reviewed articles published since 1971. Selected marketing journals were searched individually.

After screening of 408 initial search results, 80 studies were retained and full papers retrieved. Main ideas, definitions, scope, concepts and terms used were mapped to identify the common and distinguishing features, as well as higher-order organising themes. This led to the development of a new conceptual framework for SCM comprising eight domains.

The integrative conceptual framework offers a foundation for future research and SCM practice.

This paper introduces a framework designed to advance the conceptual basis of SCM research and practice with particular reference to the field of public health and disease prevention.

The purpose of this paper is to offer a review of the history of the service‐learning movement, a description of the contemporary philosophical models of service‐learning, and an interpretation of which futures are implied in each model's learning objectives.

A historical and philosophical review of service‐learning is conducted.

Current service‐learning practice has a 40‐year history, evolving from a social movement to a more mainstream pedagogical method. Historical and contemporary versions of service‐learning show three separate models with different assumptions about the purpose of service‐learning. The models are the professional model, which focuses on career training with cognitive learning goals; the civic engagement model, which focuses on developing active and engaged citizens, with affective learning goals; and the social change model, which focuses on empowerment and social justice, also with affective learning goals. While the civic engagement and social change models represent the historic values of the service‐learning movement, evidence suggests the professional model is most common.

To meet the demands of the unscripted future(s), individual teachers and institutions should reflect on their assumptions about the connection between service and learning to ensure that their learning objectives are aligned with their practice.

Teachers benefit from understanding the range of assumptions and values represented in service‐learning, and from the increased personal awareness from comparing their own views and service‐learning objectives with those of the larger field.

This chapter provides an analysis of the history of politics in sport, how nationalism has amplified divisions in politics and sports and how social media has impacted politics in sports.

The authors examine how the nationalism narrative is present in sports, thus further enmeshing politics in sport. A review of literature and case studies are used to provide context of how athletes have used their social media for political purposes and how political ideologies and social media can impact international sport markets.

While politics and sports being deeply intertwined is not new, social media has pushed even publicly apolitical organizations to get involved in political discussions. Social media has allowed for some to continue pushing a nationalism narrative as it relates to sport and challenge athletes who appear to threaten seemingly nationalistic values. However, social media also enables athletes to engage their fans and advocate for themselves and political issues in real time.

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The chapter looks at nationalism, politics in sport and how social media can be used to further amplify and/or divide over political ideologies. Athletes are in a unique position to use their social media platforms to speak directly to their fans and engage in politics, pushing organizations to seemingly abandon their once public apolitical stances. This chapter examines how athletes, organizations and politicians are using social media to debate matters, advocate for social justice and call attention to a myriad of political issues.

Poland’s political and economic transformation after 1989 brought the logic of the neoliberal market into the educational system. These changes, however, were far from the real liberal free market and instead relied on bureaucratic and technocratic local-level apparatus as well as supranational supports (the EU). Moreover, instead of enhancing post-socialist education to bring them up to the level of the core territories, this process pushed education out to the (semi?)periphery. The purpose of this paper is to present selected examples of alternative non-mainstream models of education.

Elements analyzed include: non/academic discourses, with particular emphasis on academic texts, media material and public debates concerning the topic in question.

Two related fields and levels ought to be distinguished: the descriptive level, focused on presenting non-mainstream educational institutions and initiatives, within the socioeconomic context of Poland’s post-socialist transformation; the normative level, with recommendations for policymakers, NGOs and educational activists.

Appreciation of systems parallel and alternative to the neoliberal and technocratic mainstream education system in Poland, with a view to encouraging both policymakers to recognise and develop such initiatives, and members of Polish civil society to create and participate in such forms of education.

Most scholars focus on mainstream education, with a number of exceptions, largely those engaged in the parallel models. This neoliberal model of education is accepted or critically examined, but its technocratic base is not recognised. This text is therefore ground-breaking in that it describes the real mechanisms of the Polish educational system in transition and provides a normative account and recommendations.

The purpose of this paper is to examine the reasons for the gradual extinction of reading scholarship in Library and Information Science (LIS) departments and to identify three problematic areas accounting for its dropping prestige: paradigmatic conflicts, the influence of the corporate university and low awareness of the potential of reading research. It also proposes possible solutions to each problem.

Close reading and analysis of an extensive selection of sources with novel conceptualization and critical perspectives.

The information science paradigm, which has dominated LIS, is not sufficient to accommodate reading research. The information science model has a detrimentally restrictive effect on reading scholarship. Library science, which should be considered an autonomous discipline rather than an appendix of information science, is more conducive to the study of reading. Non-specialization-based academic hiring to increase values-based diversity in LIS through a larger influx of reading scholars is advocated.

Reading scholarship, unduly deemed “old-fashioned”, or euphemistically “traditional”, is one of the most potent areas of academic inquiry, to which LIS scholars are perfectly positioned to make a unique contribution. Reading research in LIS has great merit irrespective of its connection to information and technology; a set of evaluative questions to determine the quality of reading scholarship is introduced. Using a case study, the paper illustrates the potential of reading research for interdisciplinary connections, community partnerships and the enrichment of LIS education and professional practices. An honest look at one of the most exciting academic fields, regrettably neglected by LIS.