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States that for business recovery planning to be successful, more than just a business recovery plan should be produced. Proposes that testing and training are just as important as the plan itself. Addresses three key areas: the plan and its importance; what else is needed to manage a disaster; and what is gained by testing and training. Concludes that an extensive programme of testing and training will prepare an organization for almost any contingency.

“Consumerism”, for want of a better description, is given to the mass of statutory control (which shows no sign of declining) of standards, trading justice to the consumer, means of redress to those who have been misled and defrauded, advice to those in doubt; and to the widespread movement, mostly in the Western world, to achieve these ends.

Every seaport with foreign‐going shiping trade has always had its “foreign” quarters; every large city hat had its Oriental traders and services, eg., Chinese laundries, Indian restaurants, Italian restaurants, greengrocers, ice cream and biscuit manufacturers; all of which has meant that foreign foods were not unknown to food inspectors and the general public in its discerning quest for exotic food dishes. It was then largely a matter of stores specially stocking these foods for their few users. Now it is no longer the coming and going of the foreign seaman, the isolated laundry, restaurant, but large tightly knit communities of what have come to be known as the “ethnic minorities”, from the large scale immigration of coloured peoples from the old Empire countries, who have brought their families, industry and above all their food and eating habits with them. Feeding the ethnic minorities has become a large and expanding area within the food industry. There are cities in which large areas have been virtually taken over by the immigrant.

The purpose of this paper is to critically examine higher education (HE) internationalisation in terms of international recruitment and academic collaboration, with a focus on market entry strategies and programme delivery methods, and to define an education‐specific dynamic framework.

A single university was chosen as the case study and 20 interviewees participated in this qualitative research. Content analysis, critical discourse analysis and categorisation of meaning are adopted as data analysis strategies.

The dynamic framework is constructed based on the analysis of both commercial internationalisation and HE internationalisation. It presents the relationship between these two areas, and creates an education‐specific pattern of HE internationalisation, including modes of entry, programme delivery methods and potential areas of further development.

The dynamic framework contributes to rich understanding of internationalisation of HE in the case study. Further research in this area is encouraged to test the framework in other universities.

The dynamic framework presents international market expansion within an institutional context. This framework can help institutions better understand international development in HE, and guide universities' implementation of internationalisation by providing education‐specific modes of entry and programme delivery methods.

This research uses literature on commercial internationalisation to interpret HE internationalisation, explains the relationship between them, and creates an education‐specific framework, which is bespoke for international market expansion in HE.