In 2019, the Higher Education Research Group (HERG) formally became the Geography and Education Research Group (GeogEd). What may appear as a simple change in name masks a renewed understanding of the synergies between geography education (at all levels) and the geographies of education. In this paper we contextualise that change through the relationships between the two inter-related fields. We suggest that these fields are integrally linked, iteratively and reciprocally, and that research across both is vital for a truly holistic understanding of each. We reflect on the discussions and process of forming the new Geography and Education Research Group, which we trust is sensitive to the historic remit of HERG while being inclusive to those working in geography and education beyond higher education. We conclude by looking ahead to a renewed, inclusive, and progressive Research Group, aspiring to be more diverse and enabling fruitful discussions across the geography and education nexus.

This commentary celebrates the 50th anniversary of the Population Geography Research Group (PGRG) of the Royal Geographical Society with the Institute of British Geographers (RGS-IBG) by drawing on journal papers within Area, The Geographical Journal and Transactions of the Institute of British Geographers presented in the virtual issue by the same name (https://rgs-ibg.onlinelibrary.wiley. com/doi/toc/10.1111/(ISSN)9999-0017.50yrs-pop-geography). It presents an introduction to the core research threads within Population Geography over the past half-century. The celebratory issue and the editorial guide readers through diverse and prolific contributions to Population Geography scholarship within the RGS-IBG journals across three core themes: the spatio-demographic characteristics of populations, the mobility that connects these, and emergent characteristics of places. This introduction is only a flavour of a vast and growing body of Population Geography research. Notwithstanding, it indicates how the sub-discipline has and will continue to shape debates on the study of population change to consider its complex nature, drivers, and consequences. Despite differences in methods and approaches, the sub-discipline unites to explore populations in space in an applied manner. This issue also highlights fundamental challenges going forward. Calls to decolonise the academy have resulted in questions of the structures through which we work - for Population Geography this means thinking about the diversity of voices, theories, and approaches. The papers in this virtual issue thus provide a grounding backdrop of knowledge as we look forward to many more years of lively debate.

This article contributes new empirical findings and conceptual arguments to topical debates about internationalisation 'at home' through a comparative study on how undergraduate students experience and perceive university learning and teaching by international and home academics. Drawing on survey data from a research-intensive English university, the study shows that most UK home students prefer being taught by home academics, whereas international academics are appreciated for developing intercultural understanding and global outlook. As home students with previous international experiences and BAME backgrounds value international academics more than their less diverse home student peers, we argue that cultural homophily shapes students' experiences, evaluations, and benefits of encounters with international and home academics.

In 2019, the Higher Education Research Group (HERG) formally became the Geography and Education Research Group (GeogEd). What may appear as a simple change in name masks a renewed understanding of the synergies between geography education (at all levels) and the geographies of education. In this paper we contextualise that change through the relationships between the two inter‐related fields. We suggest that these fields are integrally linked, iteratively and reciprocally, and that research across both is vital for a truly holistic understanding of each. We reflect on the discussions and process of forming the new Geography and Education Research Group, which we trust is sensitive to the historic remit of HERG while being inclusive to those working in geography and education beyond higher education. We conclude by looking ahead to a renewed, inclusive, and progressive Research Group, aspiring to be more diverse and enabling fruitful discussions across the geography and education nexus.

This study, underpinned by the Resource-Based View and its association with the Relational View, contributes to the existing cross-disciplinary literature involving economic geography, tourism and marketing by extending the current understanding of the relationship between firms' value co-creation activities and sales performance in the context of rural wine producing firms. Specifically, by investigating how a firm's competitor orientation (possessing and acting upon knowledge of competitors) affects the relationship between firms' capabilities to engage in value co-creation activities and sales performance. This investigation utilises a multi-level qualitative investigation within small-to-medium-sized, New Zealand wine producers engaging in various value co-creation activities (wine hospitality and tourism such as accommodation and restaurants through to wine sales, including at cellar doors). The methods employed involved 40 interviews across 20 businesses; observations of cellar door employees in all 20 firms; and collection of archival data. The findings reveal that by having a high degree of a competitor orientation, the enhanced value co-creation activities can help individual companies improve sales performance and support cluster sustainability, including via repeat tourism. However, results vary among competing businesses based on the product-markets served, where illustrations of potential tensions highlight the need for the management of complementary relationships, within and across clusters (the latter typically being to serve overseas markets). This study consequently offers new unique insights that explain strategies affecting not just an individual firm's performance, but also, the sustainability of other businesses.

Work on academic mobility has primarily explored the movement of people and the production and circulation of ideas, concepts, and innovations in scientific research. The movement of knowledge for the purpose of HE teaching and learning, however, remains under-researched. Aiming to respond to this lack of attention, this thesis investigates how international academic staff transfer ideas and academic perspectives acquired in non-UK pedagogic environments to students at UK universities. The thesis examines the opportunities and challenges migrant academic staff face in engaging in such knowledge transfer while adapting to UK HE, exploring three research objectives: (1) to analyse the experiences of migrant academic staff in the UK with regard to the transfer and adaptation of international ideas and concepts in their teaching and learning practice; (2) to examine the impact of “foreignness as a teaching resource” (Alberts 2008: 198) on UK students taught by international academics; and (3) to assess to what extent UK universities recognise and support non-UK academics as a valuable resource in teaching and learning. To address these objectives, I utilised a multi-method approach comprising 41 semi-structured interviews with international faculty, senior management and professional development staff, and a questionnaire survey with 185 undergraduate students. The fieldwork was conducted at three research-intensive case-study universities in England, from December 2014 to January 2016. The thesis significantly advances knowledge on geographies of education and migration studies in several ways. First, it highlights the uneven geographies of knowledge transfer in HE teaching and learning. Second, student encounters with migrant academic staff may drive change in certain UK undergraduate learners through developing intercultural respect, stimulating open-mindedness, expanding horizons, and promoting tolerance of otherness. Third, the case-study universities only cursorily capitalised on migrant academics’ insights about other knowledge environments in relation to pedagogic approaches and knowledge claims, and therefore the thesis points to the need for further progressive debates about how best to mobilise and support international best practice. In doing the above, the thesis advances a new conceptualisation – double-being, double-thinking – that emphasises the disparate knowledge environments that migrant academics straddle. Thus, the thesis opens up a new research agenda in emerging scholarship about the internationalisation of higher education through migrant academic staff.