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Aligning the Romanian university education to the Bologna Treaty requirements generated the establishment of the professional skills that have to be obtained by students through business education. To enhance the skills to be acquired by a student along his preparation, the curriculum of the Faculty of Accounting and Management Information Systems within the Bucharest University of Economic Studies was changed several times. This paper follows the evolution of the curriculum for the bachelor’s degree of the Faculty of Accounting and Management Information Systems for a period of eight years. To highlight how the curriculum was adjusted according to the expectations of stakeholders the neo-institutional theory was used, applying the concepts of coercive, mimetic and normative isomorphism. The documentation sources were: curriculum for bachelor’s degree for the period 2005-2013, syllabuses used during 2011-2013, notes of discussions with representatives of the professional bodies, results of the surveys of students and graduates, interviews etc.

The research aimed at the importance of a well-structured business education, with a view to preparing the future employees for the requirements of the labour market, has become the central point in many key-sectors of the economy. This paper is based on having identified a gap in scientific research in Romania, that of the need to link the skills offered by the higher education system to the needs of the employers from the tourism and hospitality industry. Therefore, the following question arouses: „What is the perception of both employers and future employees on the training system for the tourism and hospitality industry domain?”. With a view towards obtaining an answer, the authors have chosen a descriptive type of research, i.e. a survey among students enrolled in the professional masters program Business Administration in Tourism, as well as among managers of representative hotels in Bucharest. The results show that the perception of students and professionals, respectively, are distributed comparatively, - on many aspects, such as the vocational character of the profession, the importance of attitude, of the theoretical and practical grounding -, but also that the profile of the graduate of an economic faculty of tourism, in the posture of candidate on the labour market, is quite controversial. Developing the curriculum, accordingly to the needs of the employers, will reduce the gap between the academic environment, as a supplier of professional formation, and the labour market, as a place where the labour force demand and supply meet.

The purpose of this paper is to develop a methodology for assessing the degree of internationalization of undergraduate, Master’s and doctoral business programmes with the aid of complex indicators designed to capture the vast array of characteristics displayed by these programmes and contribute to their promotion in the international academic competition. The methodology should include both general indicators applicable to any study programme and some indicators that are specifically developed for business study programmes. No consensus exists in the internationalization literature and practice over the actual scope and the indicators to be considered in the implementation of such a study. Researchers rather propose methods for assessing and prioritizing universities and/or faculties and lay down a lot of criteria according to which rankings are developed. These rankings are mainly focused on the level of internationalization of socioeconomic and engineering study programmes. Being aware of the limits of theory and practice, the authors develop a scoring model that measures the degree of internationalization of business education curricula according to stringent criteria. The research originality lies in the attempt to describe the avenues of a new methodology for measuring and assessing realistically the economic study programmes so that these may be better positioned on the educational market and become more attractive to the future candidates. Based on a synergistic approach to indicators, the model may contribute to creating competitive advantage in relation to other programmes from the same university or from partner institutions.

This paper examines the macroeconomic implications of business education provided by the process of lifelong learning, based on a panel dataset comprising the EU-27 countries. Business education is a valuable component of adult education, and the lifelong learning represents the main channel facilitating the transfer of this knowledge. A number of three panel regression models are conducted separately for the New Member States (NMS) and Old Member States (OMS). The positive effects of business education on economic growth and duration of working life are found to be more significant and powerful in the NMS than in the OMS. The empirical analysis also shows that business education is a determinant of the subjective poverty reduction only in the OMS, while the third-level education attainment contributes to the poverty reduction in the NMS, only when been accompanied by business education.

Education and training research for business environment has become an important subject to debate in nowadays, because it allows the design of scenarios that contribute to economic and social development. In this paper, we propose to analyse the evolution of business educational models, in terms of new forms of learning: e-learning and MOOC. It will also be analysed the impact of educational methods in the virtual environment in the classic educational system. Last but not least there will be outlined the perspectives and opportunities of business education in the context of educational reform at European and global level. In this regard, it will be drawn the direction and position of Romania towards the reorganization of business education model.

Our study approaches the concept of sustainable development from a business perspective by looking into how universities can contribute to incorporating sustainability in the formation of future business professionals. The main objective of our paper is to develop an analysis that offers a current overview on the business higher education system as a source of education for sustainable development, particularly in the Romanian context. The employed research methodology mainly relies on content analysis of selected universities’ curricula and syllabuses as available on their websites. The obtained results document the current state of facts and allow suggestions for future improvements. Overall, our findings bring support to previous studies in suggesting that Romanian higher education should adjust more to the realities of the current business environment. Our study contributes to the literature on sustainable development by providing insights into the Romanian business higher education particularities, which might prove helpful for academics and students, as well as practitioners.