Search

Purpose: The aim of this article is the exploration of historical themes that formed education and training in public relations and corporate communication. Its timeline is from the early 1950s to the mid-1990s when university-level education became widespread. It also acknowledges recent initiatives to propose a Global Capability Framework for the field. Design/methodology/approach: Archival material, primarily from the International Public Relations Association, was reviewed in order to understand the historic influences that have shaped public relations and corporate communication education in the, mainly, English-speaking world. This was compared with other sources such as journal, articles and other archives in the Germany, Spain, the United States, and the United Kingdom. Findings: Three findings are offered from the archival research and analysis conducted for the article: (1) There was extensive debate over the structure of education between a skills-based approach that was taught as a minor or major stream in an undergraduate degree or graduate level study (Master's) in public relations theory and practice; (2) there was continuing tension between practitioner organizations and academics over the design, content and validation of educational programmes; and (3) there was little interest in the international harmonization of public relations education and training, despite extensive discussion. Originality/value: No previous historical research has taken such a broad and international view of the development of education and training in public relations and corporate communication. The article also uses archival material that has become available in the past decade. [ABSTRACT FROM AUTHOR]

Purpose: In this paper the co-authors, educators and organizers working together in a liberatory curriculum development organization (People's Education Movement Chicago), put forth a conceptualization of Critical Race Praxis (CRP) in education as it applies to K-12 curriculum and education writ large. They take Yamamoto's (1997) premise seriously in that they need to spend less time with abstract theorizing and more time in communities experiencing injustice. Design/methodology/approach: The co-authors utilize critical race counterstory methodologies to analyze and (re)tell their experiences building and supporting justice-centered curriculum bound in CRP. In doing so, they share narratives that illuminate their individual and collective experiences navigating the gratuitous violence of white supremacy and other forms of structural oppression, and their work to center justice in and out of K-12 schools. Findings: The findings provide examples of organizational praxes within the tenets of CRP (Conceptual, Material, Performative and Reflexive). For People's Education Movement Chicago the conceptual conditions of their praxes begin with an intersectional analysis of schooling, education, and life. Within the CRP tenant of the material, the co-authors share experiences that detail their continuous political education and offer seven emergent ways of being and building to bound the material change they seek to create through their work. Next, the co-authors share their insights on the performative tenet, with a focus on curriculum, which creates learning experiences that support people to remember social movements and develop within them the curiosity and agency to act on their findings in ways that center justice and transformation. Finally, the findings related to reflexivity focus on the authors' internal practices as a collective. The authors place process over product which, as they articulate, is a must if they are to produce a vital harvest for communities they work with and for. Research limitations/practical/social implications: The authors conclude the article with the following offerings useful to P-20 educators, researchers, school administrators and community members advancing more just educational futures: a commitment to the on the groundwork, situating social justice as an experiential phenomenon, the utilization of interdisciplinary approaches, collaborative work and capacity building, and a commitment to self and collective care. Originality/value: As P-20 teachers, community workers, organizers, caregivers and education scholars of color building together in a K-12 curriculum development organization, the authors suggest that now is the moment to pivot away from the rhetoric of "we don't do CRT" and into work that constructs paths toward praxes bound in the tenets of CRP. [ABSTRACT FROM AUTHOR]

Purpose: The achievement of the sustainable development goals (SDGs) for all communities and jurisdictions require a comprehensive roadmap that encompasses all dimensions of data infrastructure, social, economic, environmental and governance ecosystems. With this in mind, this paper aims to establish the link between the curriculum and intended learning outcomes of undergraduate and postgraduate subjects offered by the University and sustainability. This study is a part of a wider university strategy to embed sustainability knowledge and values in the university curricula. The 17 SDGs developed as a part of the 2030 Agenda for Sustainability Development was used as tool to measure and map how the subjects are linked with sustainability. Design/methodology/approach: To incorporate sustainability into the curriculum, this paper developed an interdisciplinary approach for analysing the interconnection between the SDGs, the expected subject learning points and the relevant aspects of sustainability (geospatial information, the legal, policies and institutional components). As part of the approach, in the first phase of the study, qualitative data were collected through a review of published information on the SDGs and the content of the subjects available in the subject handbook. Subject codes were assigned to the keywords and key phrases extracted from the SDGs and the subject content, and then compared and matched to establish the link between the subjects and the SDGs. Six university schools offering over 2,157 subjects were investigated. In the second phase, a survey was conducted involving subject coordinators with the purpose of validating the findings of the first phase and determining the strength of the linkages between the subjects and the SDGs. In the third phase, a plugin was designed to be used in the digital twin platform developed in the UoM, allowing visualisation of the research outcomes. Findings: Based on the interim findings, it was found that some subjects within the schools are linked to more than one SDG. However, not all of the subjects within the schools can be linked to the SDGs. There is a scope of improvement for embedding sustainability in more subjects within the schools. Some of the schools were also found to have weak linkages with sustainability, which demonstrate the challenge in technical subjects in linking their subject contents with sustainability. Originality/value: This study provides a methodology which enables the integration of sustainability into current state of the curricula at the university to be established. Further, with the advancement of geospatial technology and new visualisation opportunities through the use of the digital twin platform provides capabilities to communicate the outcomes of sustainability and involvement of each faculties and departments more effectively to the university community and wider stakeholders. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to provide the results of a survey of supply chain management (SCM) courses in higher education. This research is unique because it represents the first large-scale study of undergraduate SCM course syllabi taught at universities. Design/methodology/approach: The unit of analysis is an SCM syllabus. Content analysis was performed on each syllabus to identify the actual course coverage including requirements, pedagogy and content emphasis. This aggregated information was used to compare historical research findings in this area, with the current skills identified as important for career success. This data provides the input for a gap analysis between offerings in higher education and those needs identified by practitioners. Findings: Data gathering efforts yielded a sample of 109 undergraduate courses representing 79 schools across North America. The aggregate number of topics covered in undergraduate courses totaled 120. The primary evaluation techniques include exams, projects and homework. Details regarding content and assessment techniques are provided along with a gap analysis between the coverage of supply chain courses and the needs identified by previous academic research. Originality/value: This study is the first large-scale content analysis of undergraduate SCM course syllabi. The goal is to use this data as a means of continuous improvement in the quality and value of the educational experience on a longitudinal basis. The findings are designed to foster information sharing and provide data for benchmarking efforts in the development of SCM courses and curricula in academia, as well as training, development and recruitment efforts by professionals in the field of SCM. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this paper is to begin a conversation about historicising the public relations (PR) curriculum in universities. Design/methodology/approach: The paper discusses PR history and historiography to identify the underlying ideological and methodological influences. It considers scholarship on PR education, and the inclusion or, more often, the exclusion of history except where it serves to reinforce a narrative of steady, and apparently unproblematic, professional development. The paper reviews the presentation of history in textbooks and discusses the authors' experiences of teaching PR history. The paper concludes with a discussion of how the inclusion of history in the PR curriculum offers an important critical intervention in PR education. Findings: The PR curriculum tends to meet industry expectations around practice and skills in order to develop students as future practitioners. But this paper argues that a more historical and historiographical understanding of PR can develop in students important skills in research, analysis and interpretation. It can also introduce students to working with ambiguity and alternate perspectives. Foregrounding new histories and challenging existing histories introduce students to richer and more complex understandings of PR. It also introduces students to epistemology and ethics, and therefore offers a way to introduce critical thinking into the curriculum. Originality/value: A more historical understanding of PR develops student skills in research, analysis and interpretation as well as critical thinking. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to explore an employability enhancement initiative, the Additional Skills Acquisition Programme (ASAP) project in the state of Kerala, India, as a case for the inclusive development of employability in college and university students. Design/methodology/approach: ASAP is applied as a case study to examine the employability enhancement initiative in India. Findings: Participation in the ASAP project led to increased measures of employability. These increases were most pronounced in women and individuals living below the poverty line. Partnerships between educational institutions and organisations focusing on students' technical and skill development can help overcome local and national talent shortages. Originality/value: The theoretical implications come from addressing the lack of representation of skills based employability initiatives among students from India in the vocational behaviour literature. Practical implications come from knowledge sharing of innovative strategies to enhance the employability outcomes of individuals entering the labour market. New ways to overcome the reported mismatch in business education between curriculum content and the development of employability skills in graduates are presented. Benefits for diversity and inclusion are also provided. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to explore if, and how, business schools globally have been engaging their students in the Sustainable Development Goals (SDGs), both inside and outside the classroom, since the SDGs were agreed upon in 2015 until mid-2020. Design/methodology/approach: The data is collected from information submitted as part of reporting requirements to the United Nations Principle for Responsible Management Education over the time in question. This paper outlines the range of approaches being reported on which specifically relate to students and explicitly mention the SDGs. Findings: The results show that although there are a growing number of innovative approaches that could become the basis for the way management education approaches the SDGs moving forward, the majority of schools are not engaging their students in the SDGs. Of those schools that are, most offer limited evidence of it being embedded into the core of what students are learning or of it being approached in an interdisciplinary way. Business graduates are not being exposed to the SDGs in a way that connects them to "business as usual". This is a missed opportunity for the students, the universities and the global community, given the important influence that management education, and the business sector by extension, has the realisation of the goals. Originality/value: The results can help inform and inspire higher education institutions to engage students in the SDGs. A methodology to measure the degree of engagement is presented, which can then be used as a tool to benchmark progress. [ABSTRACT FROM AUTHOR]

Purpose: Paramedics increasingly attend to mental health-related emergencies; however, there has been little evaluation of the mental health training for paramedics. This study aims to analyze the fit between paramedicine pedagogy, patient needs and the conditions for paramedics' skill development. Design/methodology/approach: Data were collected in a single, qualitative, critical ethnographic case study of pre-hospital mental health and psychosocial care in paramedicine in Ontario, Canada. Transcripts from interviews (n = 46), observation (n ∼ 90h) and document analysis were thematically analyzed using a constant comparative method. The study is theoretically grounded in a feminist political economy framework. Findings: Tensions are explored in relation to the pedagogy of paramedicine and the conditions of work faced by paramedics. The paper presents challenges and insufficiencies with existing training, the ways in which certain work and training are valued and prioritized, increased emergency care and training needs and the limitations of training to improving care. Research limitations/implications: Recommendations include more comprehensive didactic training, including the social determinants of health; scenario training; practicum placements in mental health or social services; collaboration with mental health and social services to further develop relevant curriculum and potential inclusion of service users. Originality/value: This paper addresses the lack of mental health pedagogy in Ontario and internationally and the need for further training pre-certification and while in the workforce. It presents promising practices to ameliorate mental health training and education for paramedics. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department's approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia's national identity in relation to indigenous people and culture.Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board.Findings The Victorian Education Department's curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government's determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself.Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria. [ABSTRACT FROM AUTHOR]

Purpose The implementation of life cycle assessment (LCA) and carbon footprinting represents an important professional and research opportunity for chemical engineers, but this is not broadly reflected in chemical engineering curricula worldwide. This paper aims to present the implementation of a coursework that is easy to apply, free of cost, valid worldwide and flexible enough to cover such holistic topics.Design/methodology/approach An analysis of chemical engineering curricula worldwide, a literature review and the implementation of a coursework case study are detailed. The latter combines practical exercises using free LCA software, oral presentations and debates.Findings The coursework goes beyond the calculation of results, giving the students key transferable skills to increase their employability, such as the capacity to negotiate/discuss in groups, software learning and development of critical thinking. The course is affordable and flexible, enabling adaptation to different sectors and engineering schools. One limitation is the challenge of ensuring robustness and consistency in marking, but this has been already improved with a more explicit rubric. The feedback of the students confirms these findings, including the learning of transferable skills as the major advantage.Originality/value This paper addresses, for the first time, the current state of “life cycle thinking” teaching in the curricula of the top 25 chemical engineering schools worldwide, a literature review of previous experience and a description of a novel coursework taking a theoretical and practical approach to LCA, carbon footprinting and socio-economic sustainability via a free software and a comprehensive range of didactic activities. [ABSTRACT FROM AUTHOR]

Purpose — The purpose of this paper is to suggest to move successfully beyond the fragmented and cursory treatment of diversity that prevails in library and information science (LIS) education should articulate a vision of teaching and learning within the diverse society we have become. That vision must then be used to guide systematically, the inclusion of intercultural issues throughout the LIS education. Presents four salient characteristics that define the culturally responsive LIS educator. Recommends that LIS educators examine critically the curriculum and revise it as needed to make issues of diversity central rather than peripheral. Design/methodology/approach — Using four salient characteristics, the paper discusses the approach LIS educators should use in order to create the interconnectedness of the themes that are made up of knowledge, skills, and disposition. Using this framework as theoretical bases an analysis is then presented for changing nature of LIS education. Findings — It was found that to prepare future library professionals for a multicultural society, educators in LIS schools must first articulate a vision of teaching and learning in a diverse society. The four salient characteristics identified will serve as the framework for infusing cultural diversity issues in LIS education. Originality/value — The paper presents, how LIS educators could promote a more equitable and just society through inclusion of diversity issues in the education of future library professionals. [ABSTRACT FROM AUTHOR]

Purpose This paper seeks to address an underdeveloped aspect of entrepreneurship education (EE), which is still criticised for not explicitly linking educational practice with established educational theory. As such, the purpose of this paper is to propose a novel educational framework – Authentic Alignment – that the authors evolved based on their own EE practice, as well as two major educational theories.Design/methodology/approach A review of a range of conceptual educational frameworks in EE revealed a gap in the current literature, referring to the fact that practice is not sufficiently linked to sound educational theory. The paper combines a range of educational theories – predominantly Constructive Alignment (CA) and Authenticity – to develop a novel conceptual framework, termed “Authentic Alignment”. The discussion of Authentic Alignment draws upon EE literature, as well as student feedback and the reflections and experiences of the practitioners and academics involved in delivering a higher education unit underpinned by Authentic Alignment.Findings It is argued that Authentic Alignment coherently and explicitly links educational practice to major established educational theories and as such presents a valuable approach to education through entrepreneurship as it aligns authentic approaches to instruction, learning and assessment that strike a balance between resembling and being relevant for real entrepreneurial activity.Practical implications The paper invites educators to draw upon Authentic Alignment for their own entrepreneurship units/programmes by customising the specific approaches to their own requirements, while retaining the underlying principle of constructively aligned authentic education.Originality/value By explicitly linking EE to CA and Authenticity, this paper introduces a novel educational framework that provides a valuable structure for education through entrepreneurship. The customisability of Authentic Alignment, however, suggests a wider applicability and is thus valuable also for education about and for entrepreneurship. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to explore the relationship between educational orientation and employer influenced pedagogy and to consider some implications for work-based learning (WBL) higher education (HE) policy and practice in Europe. Design/methodology/approach – The paper draws on purposefully selected case studies to describe the key attributes of WBL related pedagogy associated with three HE programmes in Finland, Spain and the UK. Findings – The national regulatory environment has a key role to play in issues associated with WBL pedagogy. The case studies also demonstrate a pluralistic approach to pedagogy and the key role that employers play in both providing regular intelligence to inform curriculum design and contributing to pedagogy. Research limitations/implications – The small number of case studies limits the opportunity for generalisation and the level of analysis masks subtle and interesting differentiations in pedagogy worthy of further exploration. Practical implications – The paper highlights implications for government to provide the vision and regulatory environment to encourage WBL and for universities and academics to design and implement innovative, pluralist pedagogies. Originality/value – The paper provides a new framework and a unique analysis of programme level case studies from three European countries. [ABSTRACT FROM AUTHOR]

Purpose: National Széchényi Library is introducing a new blended learning-based curriculum model on Web archiving for public collection professionals. The purpose of this paper is to describe this curriculum concept together with its international context. Design/methodology/approach: A qualitative case study is being offered. The concept of the curriculum applying the results of an international questionnaire of the International Internet Preservation Consortium. A detailed curriculum structure is being presented together with a brief description of the major professional/ methodological concepts. It is based on constructive pedagogical approach. Based on the same general approach, some major methodological differences among the on-site and e-learning elements of curriculum design are also being described. Findings: There is a high need to offer trainings in Web archiving filed to digital library professionals throughout Europe. A complex curriculum is highly needed to different target groups by various course delivery forms. The course concept offers a solid base; however, the structure of the curriculum has to reflect to the differences of specific methodological requirements in on-site and e–learning environments. A main goal of the study is describing the possibility to build-up that kind of hibrid blended learning-based training structure. Based on the described curriculum trainings are starting on April 2019. Sharing practical experiences about practical training activities based on this course structure can initiate further discussion on web archiving education field in the future. Research limitations/implications: This paper would like to imitate some further discussions about methodological issues by developing education and training curricula on Web archiving in various European countries. By the framework of the Training Working Group of the International Internet Preservation Consortium, these proposed discussions can be elaborated. Practical implications: The main practical implications are to encourage other partner libraries by the framework of the Training Working Group of International Internet Preservation Consortium to build-up similar training programmes and to plan various collaborative activities in this field. Social implications: The proposed curriculum aims to acquire some major skills and competences on web archiving field by librarians from both the research library and public library sectors. The course can be available to museum professionals and archivists [...]. The main goal is to learn to build-up small-scale web archiving projects in local, institutional environments in Hungary. It is quite necessary to preserve Web documents and other materials that are reflecting to the life of the local society. The social impact of preserving the local Web history can be overwhelming in the future. Originality/value: Much untapped potential exists for librarians, archivists and museum professionals to plan and realize Web archiving projects in their own local institutional environments. This paper describes a new type of national model to offer them getting the necessary skills and competences in this field. There is a significant gap of describing education concepts in Web archiving. [ABSTRACT FROM AUTHOR]

Purpose: Nutrition education plays a significant role in inculcating lifelong healthy dietary behaviours among adolescents. The purpose of this paper is to understand the opinions of parents and teachers regarding nutrition education in private Indian secondary schools. Design/methodology/approach: A cross-sectional, self-administered, paper-based survey comprising both closed- and open-ended questions was completed by 32 teachers and 280 parents who were recruited from five private English-speaking secondary schools in Kolkata, India. Descriptive and cross-tabulation analyses were conducted to compare the responses of teachers and parents. Thematic data analysis informed by template analysis technique was performed to evaluate the qualitative data. Findings: While the curriculum was considered interesting and easy to understand, the gendered nature of the curriculum, excessive rote learning and lack of synchrony between the curriculum and school food services were highlighted as shortcomings of the existing curriculum. The need for the dissemination of food skills either through a compulsory food and nutrition curriculum or through extra-mural activities was expressed by most respondents. Both these ideas were indicative of strong support and motivation for modification in the current curriculum. Practical implications: These findings emphasise the support for a skills-focussed food and nutrition curriculum to inculcate experiential culinary skills and comprehensive nutrition knowledge in Indian adolescents, thus improving their nutritional and health profiles. Originality/value: This is the first cross-sectional survey to investigate the views of parents and teachers about the status of food and nutrition education in private Indian secondary schools. [ABSTRACT FROM AUTHOR]

Purpose -- This paper tries to propose a pedagogical training program starting from the Romanian mandatory curriculum for higher education (HE) teachers, integrating education for sustainable development (ESD) competencies (UNECE, 2012) through infusion as a technique of curricular design dealing with cross-curricular subject integration. The purpose of this paper is to show how new ESD competencies can be implemented and integrated into the existent curricular formulations and how the current state of affairs can be improved and set toward sustainability. Design/methodology/approach -- Aqualitative research design is utilized, using desk research, content analysis, case study and, as validation for the new curriculum, structured interviews with key experts. First, an assessment of the quality of the Romanian HE pedagogical training program will be presented based on teaching quality assessments from international rankings. Second, integration of ESD competencies into the existing pedagogical professional development program, through a curriculum design, will be proposed. Findings -- The present Romanian teacher training curriculum does not nurture ESD competencies, and it does not have this purpose at all. However, it can be affirmed that this curriculum is in accordance with the newest pedagogical theories. It will be shown (through curriculum design) that it is possible to infuse ESD competencies into the present curriculum without many costs. The present architecture of the teacher training system can be described as a good practice example concerning HE professional development or as an alternative that is worthy to be taken into consideration for other countries with similar educational systems or by countries/universities that believe that pedagogical training addressing ESD should be completed early in one's teaching career. Research limitations/implications -- As a general rule, many generalizations cannot be made based on qualitative research. Case studies have their limitations: they provide in-depth research on particular situations, and only some of their findings can be extrapolated. All HE curricula represent a particular vision and are all perfectible and subject to debate. The author hopes to have provided sufficient cause for the proposed curriculum. Practical implications -- The new curriculum has clear and practical implications, providing the answer to the question "how can we make pedagogical training better?". Infusing ESD into the present teacher training program constitutes a practical solution, which carries great social impact. Originality/value -- A new curricular architecture is proposed, a new perspective on the efficiency of pedagogical training, in general, is taken into account and, as a good practical example, the present research is a token of inspiration. [ABSTRACT FROM AUTHOR]

Purpose This paper was originally presented as a keynote presentation to the annual conference of the ANZHES whose theme was “knowledge skills and expertise”. The purpose of this paper is to reflect on history as a field of study in the context of changing conditions and new debates about knowledge in the twenty-first century.Design/methodology/approach The paper reviews three important lines of sociological argument about changed conditions for knowledge: the case to “bring knowledge back in” to school curriculum; the contention that knowledge in universities is moving from “mode 1” to “mode 2” forms; and arguments about testing and audit culture effects on the practices of universities and schools. It then draws on interviews with historians and history teachers to show how they think about the form of their field, its value, and the impact of the changing conditions signalled in those arguments.Findings The paper argues that some features of the discipline which have been important to history continue to be apparent but are under challenge in the conditions of education institutions today and that there is a disjunction between teachers’ views of the value of history and those evident in the public political arena.Research limitations/implications The paper draws on a major Australia Research Council funded study of “knowledge building across schooling and higher education” which focusses on issues of disciplinarity and the fields of physics and history.Originality/value The paper is intended as a new reflection on the field of value to those working as historians. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to describe the development, design, delivery and evaluation of a postgraduate information security subject that focuses on a managerial, rather than the more frequently reported technical perspective. The authors aimed to create an atmosphere of intellectual excitement and discovery so that students felt empowered by new ideas, tools and techniques and realized the potential value of what they were learning in the industry. Design/methodology/approach – The paper develops fundamental principles and arguments that inform the design and development of the teaching curriculum. The curriculum is aimed at security management professionals in general and consultants in particular. The paper explains the teaching method in detail including the specific topics of lectures, representative reading material, assessment tasks and feedback mechanisms. Finally, lessons learned by the authors and their conclusions are presented as a form of reflection. Findings – The instructors recognized four key factors that played a role in the atmosphere of intellectual excitement and motivation. These were new concepts and ideas, an increased level of engagement, opportunities for students to make their own discoveries and knowledge presented in a practical context. Maintaining a high quality of teaching resources, catering for diverse student needs and incorporating learning cycles of assessment in a short period of time were additional challenges. Originality/value – Most "information security" curricula described in research literature take a technology-oriented perspective. This paper presents a much-needed management point of view. The teaching curriculum (including assessment tasks) and experiences will be useful to existing and future teaching and research academics in "information security management". Those interested in developing their own teaching material will benefit from the discussion on potential topic areas, choice of assessment tasks and selection of recommended reading material. [ABSTRACT FROM AUTHOR]

Purpose - In a time that could be described as a "perfect storm" in higher education, faculty and administration have been exploring all possible tools to attract students and help them stay on a curriculum path so they can graduate within a reasonable time. The purpose of this paper is to explore three strategies for riding the storm in a large mid-western USA university. Design/methodology/approach - The authors identify three strategies for increasing student retention and course completion, including: increased choices in scheduling; redesigning the curriculum; and offering multiple options for mode of delivery. In addition, the pilot of these strategies in a Technical Data Analysis class will be described and evaluated. Findings - Providing choices in scheduling courses (strategy 1), redesigning the curriculum to offer flexible pathways to graduation (strategy 2), and offering students options in delivery modes (strategy 3) increase the likelihood of student success, allowing them to find a way out of and therefore escape the "perfect storm" that higher education finds itself in today. Practical implications - Flexibility in scheduling courses by offering multiple delivery modes increases student access while maintaining the same learning objectives and outcomes. Originality/value - This paper addresses a known challenge in higher education and offers three strategies to improve retention and completion. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to analyse the Swedish National Agency for Education’s launch of the nationwide Lgr11 curriculum reform and how local education authorities (LEAs) in one municipality translated and responded to the National Agency’s directives. Design/methodology/approach – This paper presents empirical data from a qualitative study of documents and interviews using the analytical perspective from Scott (2001, 2008) to explore regulative, normative and cultural-cognitive aspects of the National Agency’s communications. To analyse the local translations made by LEAs at the central municipal level, analytical categories of assimilation, loose coupling and transformation were used. Findings – The overall results show that the National Agency primarily communicated its policy instructions to LEAs using normative and cultural-cognitive arguments and directives. The lack of sharper regulative directives, such as for division of labour, decision making, mandates and developmental roles, reduced the potential for LEAs to become influential actors in organising local implementation. An analysis using the assistance of assimilation categories, loose coupling and transformation of the paper also shows that LEAs need system support to accomplish more innovative middle-tier translations through elements of loose coupling and transformation – to become catalysts for school system improvement. Research limitations/implications – The research is designed to understand actions and interpretations within specific institutional, organisational and social settings. Originality/value – This paper contributes to former findings by offering a novel perspective for understanding policy translation and the role of middle-tier intermediaries in decentralised education systems. [ABSTRACT FROM AUTHOR]

Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to examine the extent to which ethics education is incorporated in the curriculum by accounting academics (EXTENT) and its relationship with the following four factors: accounting academics’ attitudes towards ethics education (ATTDE); head of department support (HODS); peer support (PEERS); and accounting academics’ ethics teaching self-efficacy (ETSE).Design/methodology/approach The study utilises data from a questionnaire survey of 117 accounting academics in Malaysia and engages path analysis to test various hypothesised relationships.Findings The results indicate that ATTDE, HODS and PEERS have a significant and positive impact on accounting academics’ ETSE. The findings also suggest that ETSE and PEERS have a direct and positive impact on EXTENT. Overall, ETSE is found to be a significant mediating variable in the relationship between ATTDE, HODS, PEERS and EXTENT.Research limitations/implications The relatively small sample of 117 Malaysian accounting academics and the limited number of factors studied as drivers of ETSE, which limits generalisability of the results.Practical implications This paper is particularly useful for informing heads of departments and the regulatory and professional bodies of resourcing and fostering a work environment that supports peer support and interactions as well as knowledge resources that facilitate individual accounting academics’ to integrate ethics content in their courses or units.Originality/value The study is guided by Bandura’s (1977, 1997) self-efficacy theory and adapts Tschannen-Moran and Hoy’s (2001) teacher efficacy construct in understanding how accounting academic’s belief in one’s ability to complete tasks and achieve goals affects the level of integration of ethics in their courses. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to determine whether collection management practices that evolved as a result of recent budgetary constraints are included in the LIS curriculum or not. Design/methodology/approach – Ten collection management trends related to budgetary constraints were identified through a review of the literature. Then, collection management educators at ALISE member institutions were identified and surveyed regarding the inclusion of the aforementioned trends in their curricula. Survey results were analyzed using descriptive statistics and content analysis. Findings – Four trends (collaborative collection development, just-in-time acquisitions, patron-driven-acquisitions, and participation in consortia) were mentioned in nearly all curricula; six others were covered with varying frequency. Professional standards are also found to include limited information on collection management. Additionally, a review of two popular collection development texts revealed that very few of the trends were covered in a budgetary context. Originality/value – This study examines collection management education in a novel way and highlights the disconnect between professional practice, professional standards, and education. The paper also adds the domain of collection development to the discussion of how or why LIS courses are influenced by practice. [ABSTRACT FROM AUTHOR]

Purpose Anti-globalization and protectionism movements have transformed strategic internationalization, international business (IB) student engagement and enrollment growth into very complex endeavors. Whereas the literature is rather scarce on solutions, this paper aims to offer some best practices at a highly ranked IB program that can be very useful to business school leaders.Design/methodology/approach Descriptive case study of the Fox IB program (Temple University, USA) is based on an inductive approach and the Quality Function Deployment framework to design and internationalize the curriculum.Findings Listening to the voice of the customers through student and employer testimonials, the author found the elements that make an IB program and curriculum successful. Even senior students who are “between opportunities” feel that the new IB curriculum have prepared them well for their career.Research limitations/implications While the case study methodology is well-suited to understand strategies and processes, this research has natural limitations in terms of generalizability.Practical implications Academic Directors and business school leaders can use these best practices to innovate, engage their stakeholders and grow enrollments. By increasing job placement opportunities and enrollments, they create a virtuous cycle of success and can obtain additional resources for their program.Social implications The value of management education to society is almost incalculable. IB is an integrative management discipline that is instrumental to the success of the global economy and society.Originality/value The best practices of the highly ranked Fox IB program and the 21 student and employer testimonials in this case study have never been shared before. [ABSTRACT FROM AUTHOR]

Purpose -- This paper aims to present a collaborative action research project conducted at the University of Southampton with the aim to promote curriculum and professional development in education for sustainable development (ESD) and learn from everyday practices of academics. Design/methodology/approach -- An action research approach guided by participatory and emancipatory approaches was used. An interdisciplinary group of five academic staff members from different subject areas (education; archaeology; electronics and computer sciences; biology; and health sciences) was created with the aim to support the group's critical reflection and action towards embedding ESD in their teaching practice. Findings -- The main outcomes of delivery of sustainability teaching achieved through the project and evidences of the impact of the facilitator role are outlined. The facilitator role has enabled reflection and action, together with the identification of specific needs of academics and the factors influencing their engagement and action. Originality/value -- This research demonstrates the potential of using action research to rethink current practice in embedding ESD and to lead to new practices and actions of communities of practice. The facilitator role and second-order action research can contribute to better decision-making of sustainability as it questions practice, current assumptions and worldviews. [ABSTRACT FROM AUTHOR]

Purpose – Uniquely among the built-environment professions in the country, professional valuers in South Africa until recently did not require to have a university degree. The vast majority of professional valuers therefore, especially at senior levels, hold the national diploma as the highest academic qualification. There is evidence to suggest that many regard this state of affairs as unsatisfactory. Given the foregoing, the purpose of this paper is to answer two interrelated questions, first, whether South African trained and educated valuers were “competent” and met industry standards, and, second, whether the South African valuation curriculum met international norms. Design/methodology/approach – Empirical data for the study were obtained by way of a survey of valuers registered on the South African Council of the Property Valuers Profession (SACPVP) database and a case study of the University of Cape Town’s valuation curriculum. The survey involved the mailing of an online questionnaire, using the “Survey Monkey platform”, to 2,062 individuals, representing the total population of valuers registered with the SACPVP, across all registration categories. A total of 324 individuals, or 15.7 per cent of the target population, responded to the survey. Findings – Results from the study on the first question showed that it was professional status and length of experience, rather than academic qualifications, which correlated with competence. In addition, the results suggest that there are grounds for concern regarding proficiency in at least some of the valuation methods across the board. Further, the study revealed significant levels of dissatisfaction amongst employers with the general competence of valuers under their supervision. On the second question, the study concludes that the South African valuation curriculum did not meet international norms in terms of certain criteria. Practical implications – The paper recommends a review of the South African valuation curriculum; to allow for a differentiation between the different academic levels, to facilitate a more conceptual approach at the higher levels, and to close the identified gaps in knowledge and skill-sets arising from both a deficient curriculum and a changing industry landscape. Originality/value – At a time when attempts are being made to improve standards in the South African valuation profession, the study makes a critical contribution, by identifying areas where the national curriculum is deficient, both in terms of industry requirements and relative to international norms. [ABSTRACT FROM AUTHOR]

Purpose – Collegiate internships play an important role in the development of professionals. They provide students the opportunity to experience real world expectations embedded within actual vocational environments under the support of their collegiate faculty. Although there are a number of common reasons why internships are utilized in each academic area, the requirements for the experiences are substantially different across disciplines and level of coursework. The purpose of this paper is to explore some of the commonalities and differences that exist for internships across collegiate academic disciplines at both the undergraduate and graduate levels, and identify their salience for programs from an interdisciplinary perspective. Design/methodology/approach – For this conceptual piece, the authors took an introspective qualitative look at both programs and compared and contrasted them based on internally available documentation and information. Although this was theoretical in nature, the authors utilized materials available for certification and accreditation purposes for each of their programs. Multiple data sources were stakeholder interviews and conversations, site visits/observations, and site artifacts/documents. Findings – The authors found a great deal of both similarity and dissimilarity across programs, and these findings were utilized as grounds for programmatic introspection, evaluation, accreditation, and certification to better understand how stakeholder voice is involved in the processes. Table I provides an overview of items identified, and will serve as a guide for the remainder of this paper. Originality/value – An inclusive awareness will consider the voices of the student, university, employer, and other stakeholders, including co-workers and employers that currently do not offer internships. Given the rising cost of tuition and the wealth of competition in the market, the pressure is on for institutions of higher education to up the ante when it comes to providing quality experiential learning opportunities. The next step should focus on defining expectations and tailoring each internship program, and for that to be accomplished, all stakeholders must be “all in.” [ABSTRACT FROM AUTHOR]

Purpose - The purpose of the paper is to examine the conceptions of Chineseness and the perceptions of China in Ontario's High School History Curriculum from 1945 to the end of the 1980s. Design/methodology/approach - The paper examines the syllabus and textbooks in the period that were taught in schools in Ontario. Curriculum guidelines and documents published by the Ontario Department (later Ministry) of Education were studied, as well as the Circular 14, which lists the approved textbooks from which the textbooks where chosen for this paper. The impact-response and tradition-modernity approaches to the study and v/riting of Chinese enabled the unpacking of the western-centric presuppositions in the textbooks. Findings - From the onset, the Chinese history that was taught and presented was a western-centric one. The paper demonstrates that post Second World War Chinese history that was taught via the Ontario High School History Curriculum and textbooks reflected a view of Chineseness that regards the Chinese and the Chinese civilization was regarded as essentialized, backward and static vis-à-vis the modern West. Implicit in such a conception of Chineseness is that of western superiority over the Chinese civilization. Originality/value - There have been few studies on how the history of Asia is represented in Canadian school history. Knowing how Chinese history is represented in Ontario High Schools is an interesting case study of how white settler societies viewed and understood China. This study also sheds light on the broader issue of the problematic at play when Asian history is taught and represented in other white settler societies like Australia, New Zealand and the USA. [ABSTRACT FROM AUTHOR]

Purpose: The importance of food education in primary schools has been globally recognised. However, more detailed definitions of its learning objectives are rarely found. The study aimed to define multisectoral themes and learning objectives for food education in primary education in Finland. Design/methodology/approach: A descriptive three-round Delphi study was conducted with experts in food education in various organisations. In the first questionnaire, the participants were asked to define possible objectives for food education related to general objectives for basic education. Respondents of the first questionnaire formed a research panel (n = 22). These panellists were then invited to complete the second (n = 16) and third questionnaires (n = 12), where the objectives were further modified. Qualitative content analysis and Bloom's taxonomy were applied in the process of creating the learning objectives. Findings: In the iterative process, 42 learning objectives for food education in primary schools were defined. Further, "Sustainability and ethics of food systems" was defined as the cross-cutting theme of food education. In addition, 13 subthemes were defined, which fell into three thematic categories: personal (e.g. feelings), practical (e.g. eating) and intangible (e.g. culture) issues. Originality/value: The defined learning objectives for a holistic food education may be used in advancing primary school curriculum in Finland and perhaps other countries. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of the paper is to advance the understanding of the role design education plays in sustainable development. It presents a capacity building framework that can be accommodated in various levels of design curriculum development. The framework allows for a macro-view on the key clusters of competencies for ecodesign while allowing for alignment with quantitative and qualitative approaches to evaluation and assessment. The proposed framework does not intend to be universally prescriptive, and it should provide a context for the development bespoke educational programmes and activities. Design/methodology/approach – The research utilises a variety of data sources and methods to provide answers to the research questions. Empirical data were collected through the course of a two-year programme of capacity building with design educators in Wales. This two-year programme incorporated a series of workshops and scoping discussions with teaching staff. Additional data were collected through a literature review and best practice scanning. Thus, the research did not follow a linear process. Instead, it was performed according to an iterative process, evolved by interaction between a theoretical foundation (capacity building, ecodesign education) and empirical material (workshops, literature review). Findings – Design education may need to situate itself away from the traditional art or engineering setting to facilitate greater interdisciplinary learning. This repositioning of design education will allow for multidisciplinary relationships with other schools and communities such as social science, business or planning. There will be a role for the promotion of international design institutes that provide a more concentrated experience of the value of design and design education. Research limitations/implications – This paper sought to explore the context of capacity for sustainable development as it relates to design education. It briefly highlighted some gaps in the literature on capacity building for ecodesign education along with proposing a conceptual framework of key competencies. The intention is to initiate a discussion on the means by which these can be integrated into mainstream design education, lifelong learning and entrepreneurship training. Originality/value – There is no similar framework presented in the literature. Much of the research originates from original research conducted with four universities in a unique programme of capacity building. The paper provides the basis for deeper insights into the interdisciplinary perspectives required. This is something the authors hope to report on this year. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to explore different kinds of authenticity in four health courses for adolescents. In school-based approaches to health education it is often difficult to present health in ways that make sense and appeal to adolescents. Authenticity, as a health-pedagogical concept which focuses on the quality or condition of being believable, trustworthy or genuine, has the potential of providing an analytical framework as well as practical recommendations for this challenge. Design/methodology/approach -- This was a qualitative study based on 23 group interviews with a total of 114 adolescents and 12 individual interviews with their teachers. The data were iteratively analyzed and categorized using guidelines for content analysis. The study used a theoretical construct focusing on participation, knowledge and health identity, as each of these three elements affects aspects of authenticity when applied to a health education context. Findings -- The analysis revealed four interdependent categories of authenticity: first, authentic connections/relations; second, authentic instructors; third, authentic themes; and fourth, authentic methods/activities. In each of the four categories the paper presents analytical tools for researchers and practical recommendations for health education professionals. Originality/value -- The paper presents a new and innovative model with four categories of authenticity that provide health practitioners with important knowledge about why and how health education might wish to focus on authenticity in order to provide conditions that create a significant health educating effect for all adolescents, not just for the ones who are already healthy. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to examine an experimental neo-Herbartian and Frobelian curriculum Work in the kindergarten: An Australian programme based on the life and customs of the Australian Black published by Martha Simpson in 1909. Design/methodology/approach -- The paper uses both primary and secondary sources to understand the context of production and reception of the settler narratives advocated for use in the curriculum. Simpson's curriculum and other primary literary texts provide case study examples. Findings -- The research found that colonial and imperial literary texts provided a departure point for learning activities, enabling the positive construction of white Australian identity and the supplantation of Aboriginal people in a post-federation kindergarten setting. Originality/value -- By considering the role of imperial and colonial narratives in post-federation experimental curriculum, this paper offers insight into the role such narratives played in the formation of Australian national identity. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to analyze and illustrate the needs and expectations of the industry from a newly hired engineering candidate for an entry-level position involving business process reengineering (BPR). The paper aims to highlight the changing role and the new emerging face of business process design, analysis, and management, its relevant contents and methodologies, its new role, and emergence of a value of BPR, which has been redefined. Design/methodology/approach - The growing interest and the importance of the role of business processes in organizations have promoted the development and implementation of an undergraduate level course on BPR at Stevens Institute in 2006. This research involved a survey of some potential employers during a recent redesigning of this course. The survey collected information from the employers on how important and relevant are the topics on BPR that are covered in the course for an entry-level BPR related position. Findings - The findings indicate a strong support from the employers for BPR curriculum. Of the 19 BPR topics on which information was collected from the employers, 63 percent were rated as "extremely important"and "very important". The two highest rated areas of BPR were ability to research and collect process related data (3.8), and ability to use graphical methods to map the current or reengineered processes (3.5). Research limitations/implications - One of the limitations of this research is the size and representation of the data collected. A more broader sample would extend this work into a framework for BPR skill set and knowledge at various levels of experience. Practical implications - The implications of this research are to both the academic community and potential employers. This paper provides useful knowledge on what skill sets are relevant for an entry level BPR professional in an economy which is predominantly going to be dependent on efficiencies from business processes. Originality/value - The paper provides value to those seeking entry-level positions in terms of the knowledge and skill sets required to fulfill such a role effectively. The paper also provides guidance to faculty on areas needed to focus on in a BPR curriculum content and pedagogy and prepare students for practical situations. With the increasing role of service orientation in managing information systems – the importance of business process definitions and their reengineering cannot be undermined. [ABSTRACT FROM AUTHOR]

This paper reports the findings of a study of knowledge management courses included in the curriculum of academic disciplines of business, computing, and information. Based on a review of course descriptions selected from Web sites of universities in different countries, the paper describes levels of courses, curriculum areas and topics, and differences in emphasis in teaching knowledge management courses in different departments and schools. It highlights the multidisciplinary nature of the curriculum and suggests a collaborative approach in designing and conducting KM education programs for providing a balanced coverage. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to investigate the practice of teacher trainees on science and the relevance of science education. The study focuses on teacher trainees' practice on science teaching and its relevance to understanding science education. Design/methodology/approach – The study employed a survey method using questionnaires. The samples consist of 80 teacher trainees, majoring in Science Education, from a teachers training institute in Malaysia. The teacher trainees were asked to complete a set of questionnaires on the relevance of their content knowledge of science to Science Education, application of student's home culture in classroom science and in infusing moral education in classroom lessons. The data obtained from the questionnaires were analyzed using descriptive statistical and inferential statistical (independent samples t-test). Findings – The results showed that the female trainees' practice of science and the relevance of science education is significantly higher than that of their male counterparts. Besides that, the findings indicate that there is no significant difference between the male and female trainees on their practices of students' home culture applied in classroom science and applying moral education in teaching science. The findings also indicated there is a need to bring in students' home culture into the teaching and learning of science. Practical implications – Findings of this paper suggest one approach that could be adopted to make science education more relevant to the students understanding is by incorporating teaching strategies that are designed to promote content learning through a cultural relevant curriculum. This will make schools a better place to inculcate environmental concerns for a sustainable future. Originality/value – This paper highlights the need to educate trainee teachers (male and female) and bring them closer to gain cooperation and commitment to achieve sustainability. The paper also proposes the need to bring in students' home culture, priorities and concern into the teaching and learning of science. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this study is to identify student and staff experiences with online learning at higher education (HE) using the software Elluminate Live! Design/methodology/approach |!|#8211; This paper adopts a qualitative approach, focusing on the reflections of participants (student and teacher) collated over a 12 month period of piloting online classes with Elluminate Live! Findings |!|#8211; A number of insightful themes and issues emerged from the data collected from the journal reflections as well as other source documents such as meetings and emails. The themes considered in the paper include: increased flexibility and cost reductions, technical challenges, resistance to online learning, extension of online facilities and student engagement, and visual literacy skills. Research limitations/implications |!|#8211; The school|!|#39;s virtual classroom strategies need to address staff and student concerns. Staff training and the establishment of effective support structures for embedding safe, secure, and rewarding virtual classrooms are required. Once these issues have been addressed, online classes can be expanded across numerous discipline areas within the school. Originality/value |!|#8211; Currently, Australian scholarly papers focussing on the use of Elluminate Live! as a teaching tool to help develop curriculum at tertiary level are scarce. The significance of this study is to share the important knowledge garnered through reflective insights (via feedback and journal writing) which can act as a guide to other higher education universities looking at undertaking online learning. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to first define the "jet principle" of (e-)learning as providing dynamically suitable framework conditions for enhanced learning procedures that combine views from multiple cultures of science. Second it applies this principle to the case of the "Global Studies" curriculum, a unique interdisciplinary curriculum at Graz University in Austria that is targeted to multicultural and developmental learning among students from diverse ethnic and disciplinary backgrounds. Design/methodology/approach – Social and learning procedures are heuristically analysed based on ten years of interdisciplinary experience in interdisciplinary learning settings in a multicultural environment with critical approach to globalisation, while also diverse scientific disciplines are counted as "cultures of understanding". Findings – The outcomes of the analysis suggest that the negation-oriented web-supported five-level learning suite "Surfing Global Change" (SGC) is capable of providing helpful framework conditions to multicultural learning that can suitably be applied in the "Global Studies" curriculum as well as in other similar international curricula. Research limitations/implications – Quality criteria are subject to scientific cultures and hence differ from discipline to discipline; thus representing continuous challenge for suitable perception of actors and bystanders. Practical implications – Complexities of cultural diversity are reflected also by complexities caused by origins in diverse scientific cultures. For constructing thorough and practically implementable consensus solutions, dialogic processes and peer review are best mediated through web-based discussion, for which this paper provides examples. Discourse-oriented features and amendments for curricula of "Global Studies" are presented. Social implications – Networking among multicultural and interdisciplinary curricula with a critical stance towards globalisation is facilitated through suggestions in this paper. Originality/value – By offering a new type of graphic notation for learning procedures, this paper facilitates new perspectives on the intrinsic dynamics of learning, adoption of new standpoints and acquiring a 360° view of the institutional landscape and interest patterns in complex multi-stakeholder issues such as globalisation. [ABSTRACT FROM AUTHOR]

Purpose – The aim of this paper is to illuminate a crucial component missing in the education of MBA students. This component involves awareness translated into skills that would enable leaders to narrow the gap between vision and practice. Design/methodology/approach – An analysis of MBA curricula shows that the ability to exploit intangible assets has not been explored sufficiently as well as why this ability is instrumental for leadership. Findings – This study emphasises how crucially important it is for leaders to be able to consolidate a vision and lead change derived from that vision as reflected in their daily managerial practice, and argues that current MBA students need to develop additional unique skills that will enable them to diagnose problems related to the assimilation of change and to measure the effectiveness of this process. Originality/value – This paper offers an original approach to the link between theory and practice and to the importance of developing a vision that challenges the way this topic is generally taught in MBA programs. [ABSTRACT FROM AUTHOR]

Purpose – This paper seeks to report the detailed findings of a Centre for Education in the Built Environment (CEBE) funded study into real estate programmes of study in UK universities. The aim is to critically evaluate the gaps in the professional practice firm employers' expectations of real estate graduates, real estate graduates' perceptions of what they attained during their studies and universities' views of the content of Royal Institution of Chartered Surveyors (RICS) accredited real estate courses. Design/methodology/approach – The paper presents the research findings from questionnaire surveys of professional practice firm employers and graduates and of interviews with RICS accredited courses providers and with the human resource managers of major surveying firms. Findings – The findings of the questionnaire survey should provide some comfort to real estate education providers since the top employer rated knowledge and skills are by and large found in most programmes of study. Universities would argue that they cannot actually do much about the personal attributes that graduates possess. There are significant differences in the views of employers and graduates and the only area of knowledge in which graduates currently exceed the requirements of employers is "research methods". The comments made by both groups suggest that practical experience is considered to be missing from courses but most universities would not see this as one of their principal areas of responsibility. The RICS accredited course directors mentioned that they provide alternative simulated work experience for students. Apart from practical experience, the human resource managers also raised concerns about graduates' levels of commercial awareness. Practical implications – The findings of this research will enable those designing real estate programmes of study in real estate in the UK and around the world to ensure that their curricula are current and relevant to the needs of employers, from a UK perspective. Originality/value – The paper presents the findings of questionnaire surveys of employers and graduates and of interviews with RICS accredited courses providers and human resource managers, which suggest that employers and graduates would like to see more practical skills and knowledge incorporated within university curricula. [ABSTRACT FROM AUTHOR]

Purpose - This paper has the purpose of exploring the potential for entrepreneurship education within veterinary medicine. It aims to examine some of the key themes in the entrepreneurship education literature, discuss the make-up of the UK veterinary sector, consider veterinary curricula requirements and illustrate how entrepreneurship education can benefit veterinary students. Design/methodology/approach - The approach adopted by the authors includes a literature review, in-depth discussion and the development of hypotheses for further study. Findings - Entrepreneurship education has the potential to make a valuable contribution to veterinary medicine curricula. This is due to the fact that the majority of veterinary graduates will work in or even own/co-own a veterinary business (i.e. a small veterinary practice) at some point in their career. In this context, the authors illustrate how entrepreneurship education can enhance both employable and day one/year one skills. The high entry requirements for veterinary programmes and the gender shift towards a predominantly female under- and postgraduate population add further interesting dimensions to the paper and present possible avenues for further research. Research limitations/implications - This is a conceptual paper and it is fully recognised that the concepts and hypotheses proposed need to be further developed and tested at the empirical level. Some interesting avenues for future research that could contribute significantly to this field are also identified. Originality/value - The paper highlights the potential value of incorporating entrepreneurship education within veterinary curricula. It also identifies how such incorporation can enhance students' employable skills and deliver many of the skills included in veterinary medicine's day one/year one competences' agenda. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to review and highlight some recent examples of embedding education for sustainable development (ESD), within science and related curricula in ways that are meaningful and relevant to staff and students and reflect on different embedding strategies and discourses. Design/methodology/approach – A review of recent selected UK and international teaching and learning practice drawing on an expert workshop and link to wider debates about student competencies and embedding ESD in the curriculum. Findings – There are a number of practical ways of bringing sustainable development into science, technology, engineering and mathematics (STEM) related subjects. Successful implementation requires linking teaching activities to the core activities of the STEM discipline. Reformist approaches to curriculum re-orientation are more likely to be successful than calls for radical, transformational models. Practical implications – Embedding ESD into the core curricula of STEM subjects is potentially difficult. This paper highlights practical ways of doing this which can be adopted and introduced within the mainstream of STEM curricula and have a greater chance of being taken up than bolt-on approaches. Originality/value – The treatment of ESD in STEM subjects is relatively under-developed compared to social sciences, humanities and subjects allied to environment. The economic and social significance of STEM subjects means that STEM-related subjects are integral to sustainable development and therefore STEM education must be re-oriented to sustainable development. [ABSTRACT FROM AUTHOR]

The notion of mental health service user involvement in curriculum design and delivery has become commonplace over recent years. However, concern has been expressed that the rhetoric has not matched the reality. In particular, service user involvement has tended towards either tokenism or over-sensitivity to the point of near inertia. By contrast, this paper describes a project that took a pragmatic approach and was designed to make involvement in curriculum planning, design and delivery meaningful and worthwhile for service users, students and educators alike. The paper has two principal objectives. In the first instance, it outlines the strategy for involvement that was used to inform curriculum design and delivery at the University of Abertay Dundee. This was grounded in the academic literature. Second, it provides an evaluation of this strategy based on practical experience and identifies some of the difficulties that must be overcome to work in a collaborative manner. In so doing, it examines some of the common concerns of educational staff, service users and students in relation to service user involvement. In conclusion, we provide recommendations for educators seeking to involve mental health service users in a meaningful manner in both the design of training programmes for mental health workers, and in their delivery. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to discuss the current situation of academic LIS research, specifically in the UK and to provide some thoughts considering the future of the discipline. According to the opinion of the authors, this situation is characterised by a lack of cohesion, the need for justification of academic research in terms of its immediate applicability to the professional education of practitioners, and a disjuncture between the information profession and information research. The paper attempts to offer introductory thoughts regarding these circumstances. Design/methodology/approach - The current situation is briefly reviewed and commented on from the authors' viewpoint. Aspects of Pierre Bourdieu's study of the university as a hierarchically structured field of forces are considered. Some reference is made to previous literature. Findings - The paper advances the view that the role of academic US research, debate and theory formation needs to be strengthened and that this needs to be reflected in the curriculum more strongly. Originality/value - The paper attempts to highlight consistently overlooked contributing factors, and thus aims to shift the perspective towards role and position of LIS research within academia, rather than vis-à-vis the professional education it is connected to. It aims to stimulate discussion of the current situation, of how it can be perceived, and of ways to address it. [ABSTRACT FROM AUTHOR]

Purpose ? The purpose of this paper is to describe how the authors shifted from teaching about sustainability as though it was fixed and definable, to a way of learning about the multiple ways in which sustainability is contested and understood. This shift involved both an epistemological shift in their understanding of sustainability and a shift in teaching practice. Design/methodology/approach ? The paper reflects on the authors'' teaching practice and describes a shift from an investigative to an interpretative approach. This shift resulted from taking students out in the field to hear from land managers and community members in regional and rural Victoria about how they understand sustainability. Central to the shift was recognising the value of the learning occurring ?out there?. Findings ? The authors argue that had the students remained in the classroom learning about sustainability with community and its socio-environmental context at a distance the shift that occurred in the teaching and learning experience would have been less likely to occur. The authors now see themselves as facilitating a process where learners (both teachers and students) are exposed to different understandings of sustainability and are able to recognise the messy and complex reality of sustainability on-the-ground. Practical implications ? Much of what is going on in sustainability education is prescriptive: environmental targets, audits, energy and water efficiency, sustainable design mapped on to the curriculum of various disciplines and fields. This paper highlights the need to broaden out the sustainability education agenda, to fully examine how it is taught, why and what is its value to learning. Originality/value ? This paper describes the development of a course that explores the complexity of on the ground sustainability in regional and rural Australia. Such an approach to teaching about sustainability is innovative in that it challenges taken for granted assumptions about what is and is not sustainable by exposing students to conversations with ordinary people making sense of and attempting to negotiate change in their lives. In this learning experience sustainability becomes a complex set of discourses and practices that interweave through and over people''s lives rather than a check list of appropriate practices. [ABSTRACT FROM AUTHOR]

The topic whether management skills are communicable has been the topic of scholars debates and broad examination through literature in the last decades. However, there is less literature focusing on solutions for successful management education. This paper, not only takes up a position that management can be taught and learned, but also examines how the learning process is approached. The paper discusses characteristics of successful management educators and determine their impacts on management development. The paper determines the qualities and skills that modern managers must develop, especially in this time of globalization and rapid change in the business world. It suggests educating managers in "soft skills" such as interpersonal and intrapersonal skills and not merely concentrating on the "hard skills", such as analytical skills. Additionally in this work the need for managers with international exposure and cross-cultural experience is emphasized. Finally, a proposal for management education curricula is tabled and address the issue of limits of management education is addressed. [ABSTRACT FROM AUTHOR]

This paper presents an educational management model to support action research into issues relating to the management of distance learning programmes. The educational management action research (EMAR) model proposed, is grounded on a practitioner action research approach as the guide for everyday work and professional life. EMAR is based on four basic building blocks: the organisational context, the pedagogic model, the educational setting and the evaluation process. The model presented in this paper enabled the maintenance, improvement and update of a CPDE course in IT, a fast moving and highly competitive field. The model emerged as an invaluable tool to implement and understand management issues and research in CPDE. It enabled both tutors and students to be actively involved in course development and delivery, and resulted in a highly motivated staff and satisfied cohort of students. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to investigate whether Royal Institution of Chartered Surveyors (RICS) accredited real estate courses in the UK have equipped real estate graduates with sufficient relevant employability skills to embark on a career in the profession. This paper considers the perspectives of four stakeholders – employers, human resource managers, graduates and course directors of RICS-accredited real estate courses – in the UK. Design/methodology/approach – The results of a mixed-methods study, involving two online surveys with real estate employers and recent graduates of RICS-accredited real estate courses, and two sets of interviews with human resource managers of real estate surveying firms and course directors of RICS-accredited real estate courses, are presented. Findings – The employers and graduates of the RICS-accredited real estate courses do not think the courses sufficiently equip graduates’ with employability skills. On the other hand, the human resource managers are very impressed with graduates’ technical skills but have concerns about their soft skills and attributes. Human resource managers and course directors of RICS real estate courses commented that commercial awareness is an important employability skill but graduates are not well developed in this area. Course directors also noted that practical experience is vital to employability, commenting that students can only obtain real-life practical experience if employers offer them opportunities. Originality/value – This paper makes an original contribution to the existing literature on employability skills for real estate graduates. It describes pioneering research considering the perspectives of four types of stakeholders and evaluates whether real estate courses sufficiently develop graduates’ employability skills. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to propose a framework that serves as a guide to develop a curriculum and instructional strategy that is systems oriented and student-centric. Design/methodology/approach -- The framework is based on the theories in the field of education by prominent researchers. The framework is divided into four sub-systems, input, process, output, and feedback. While the input, process, and output sections discuss basic elements critical in students' learning, the feedback section suggests how the learning environment can be controlled and corrected based on student learning outcomes. Findings -- The paper presents a framework for the student to graduate transformation process in institutions of higher education based on fundamental premise that this process is an ecosystem consisting of several interlinked and interacting sub-systems. A key driver of the transformation process should be a feasible set of expected competencies that the global market place for talent expects of college graduates. These market-valued competencies can be used to define the success of the curriculum, course design, and instructional techniques and determine the sufficiency of the resource allocation by the institution of higher education to specific academic and supporting programs. Originality/value -- The framework that is based on integration of well-grounded theories in the field of education. Thus it adds value to the development of curriculum that is needed by the education institutions to excel and compete in the global and dynamic academic environment. [ABSTRACT FROM AUTHOR]

Recent advice suggests that single-level, single-strand interventions are less effective in preventing or reducing harm from drug misuse than multi-level multi-agency approaches. Part 1 described one aspect of a community focused initiative in drug education. The overall aim of the initiative was to support and train key adults within the community to implement locally relevant schemes of work and drug-related policies. In the previous paper, we described the training offered to parents, school staff and governors in communities in Essex. This second paper reviews both the guidelines for effective teaching and learning in drug education and the importance of effective teacher education. We describe an action research approach to in-service training for health education coordinators which led to the development of a minimum entitlement curriculum for three different communities within the same county. We offer this combination of research, training and development as a new approach to drug education. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to consider the understanding and presence of sustainability within entrepreneurship education. The extant literature on sustainability within the entrepreneurship discipline remains extremely limited. Previously, sustainability within an entrepreneurship context has related to economic viability as opposed to sustainability in its broadest sense. This study explores, through a survey of entrepreneurship educators, three key research questions, namely, how entrepreneurship educators believe that entrepreneurs can contribute to solving sustainability problems. Second, to what extent education about sustainability is integrated within existing entrepreneurship curricula. Finally, what considerations are being made to include sustainability within future programmes. Design/methodology/approach – This study represented part of a larger university project exploring the associations between the sustainability and entrepreneurship disciplines. This part of the study involved a web-based survey from entrepreneurship academics drawn from Australia, New Zealand, UK, and the USA which provided 54 completed questionnaires. Findings – The study uncovered much good practice led by “champions” within the entrepreneurship discipline. However, embedded sustainability practice was typically limited and it was more typically regarded as an “add-on” to traditional entrepreneurial teaching. Practical implications – The study proposes three ways in which sustainability might be more meaningfully integrated into entrepreneurship programmes. First, the QAA (2012) guidelines for enterprise and entrepreneurship need to be reconsidered to encapsulate the sustainability agenda. Second, for entrepreneurship educators to reconsider their pedagogical approaches to encapsulate systems thinking as more holistic educational perspective. Finally, the authors call for entrepreneurship educators to revise their programmes to embed the core facets of social, environmental, economic, and more recently ethical sustainability. Originality/value – The study offers a novel insight into entrepreneurship educators attitudes to sustainability and their approach to it within their curricula. This study provides an initial benchmark regarding the levels of sustainability provision within entrepreneurship curricula which will be of interest to the entrepreneurship academic community, the sustainability community, and policy makers. [ABSTRACT FROM AUTHOR]