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University lecturers and coordinators of business and economics courses around the world are faced with the challenge that beginning students in these courses have heterogeneous entry conditions in terms of personal characteristics. This article focuses on the economic knowledge of German and Japanese beginning students in a business and economics degree programme. The German and Japanese versions of the US-American Test of Economic Literacy were used for the assessment of the economic knowledge of German (N = 901) and Japanese (N = 571) students. The TEL consists of 45 items in two questionnaire versions and is based on 20 globally accepted core standards of economics. The analyses in this paper are based on the total score of all 45 items of the TEL as well as the subscores for the 20 standards. A special focus of this paper is on gender-specific differences in economic knowledge. While gender has a strong effect on economic knowledge in Germany, only a small number of the core standards in Japan exhibit a difference between male and female test takers. The paper concludes by applying interpretative approaches to the different findings in both countries and suggests potential methods for further research on the gender effect in economics education.

Plastic, plastic waste and marine litter indisputably is one of the key environmental issues of the 21st century. The already existing amount of accumulated marine litter, the high quantity of plastic waste escaping from waste management streams every year in combination with the low recycling rates for plastic and the missing awareness of the consumer for sustainable consumption pose a permanent threat to the ecosystem, biodiversity and human health. What is more, as economic and ecological interests strongly deviate from each other, the transformation of this status quo towards a more sustainable future will take place very slowly. Against this background, this paper will shortly outline the multitude of problems connected to plastic products throughout a product's lifecycle and introduce the idea of a circular economy. On this basis, the paper will critically analyze the strategy papers and the ongoing legislation of the EU introduced to solve these problems and to realize the transformation process of the EU-economy towards a circular economy from a sustainable development point of view. On the one hand, awareness raising is one main strategy of the EU to achieve this transformation, on the other hand, educational institutions are not specifically mentioned by the EU. In order to address this shortcoming, the paper will constitute the teaching principle "global development politics/education for sustainable development" as one measure to increase consumers' awareness and sustainable consumption. In general, this paper will proof that the topical area plastics can fruitfully be implemented at German schools for primary and secondary education in order to strengthen the education for sustainable development.

Collective training systems are based on the cooperation of multiple public and private stakeholders in order to work. However, such cooperation is not self-sustaining and depends, for instance, on public policies, capable intermediary organisations and shared logics of action. In this conceptual paper, we first review the political economy literature on cooperation in collective skill formation and find that it has given insufficient attention to the systematic comparative analysis of cooperation at the decentralised level as well as the actual social practices of cooperation. The paper then develops a multidisciplinary analytical framework that allows future research to examine decentralised cooperation at the regional, sectoral and occupational levels more systematically. This framework is grounded in a synthesis of three strands of empirical research on vocational education and training, namely the comparative political economy literature on governance, corporatism and coordination, institutional labour and societal economics as well as the educational science literature.

Education is the core of the factors that improved people for a better lifestyle and increases the level of society' development. Quality education is one of the most vital goals of Sustainable Development Goals (SDGs) due to actualizing these factors. Using relational network data envelopment analysis (DEA), which have three interrelated substages, this current paper computes the educational economy efficiency of the Organisation for Economic Co-operation and Development (OECD) countries bearing in mind the characteristics related to SDGs. The contribution of our study is the use of a novel approach to computing the educational economy efficiency using relational network DEA with GAMS. Even though some interesting differences reveal in the efficiency of the countries, the findings show that countries with high-efficiency scores are clustered around countries like Latvia, Slovenia, and Korea.

In search of methods that improve the efficiency of teaching and training in organizations, several authors point out that mass customization (MC) is a principle that covers individual needs of knowledge and skills and, at the same time limits the development costs of customized training to those of mass training. MC is proven and established in the economic sector, and shows high potential for continuing education, too. The paper explores this potential and proposes a multidisciplinary, pragmatic approach to teaching and training in organizations. The first section of the paper formulates four design principles of MC deduced from an examination of economics literature. The second section presents amit[TM], a frame for mass customized training, designed according to the principles presented in the first section. The evaluation results encourage the further development and use of mass customized training in continuing education, and offer suggestions for future research. (Contains 2 figures and 5 tables.)

A series of studies in several countries tested the economic understanding of people, particularly students. The performance of the subjects is typically conceived as showing "deficits". These alleged deficits seem to correspond with scepticism towards market economy. Better test scores in general correlate with higher appraisal of market society. Could therefore a better understanding influence the attitudes towards phenomena of economic life, like competition, unequal income distribution and other characteristics of market economy? This paper identifies different factors influencing both the levels of economic understanding and the attitudes towards economy. It analyzes results of empirical studies and, as a conclusion, develops an "influence model" reflecting the connection between the form of perception of market-induced phenomena, i.e. economic competence, and the evaluation of these phenomena. The model is the fundament for the design of forthcoming studies. (Contains 1 figure and 6 footnotes.)

Gender effects in large-scale assessments have become an increasingly important research area within and across countries. Yet few studies have linked differences in assessment results of male and female students in higher education to construct-relevant features of the target construct. This paper examines gender effects on students' economic content knowledge with a focus on construct-relevant explanations. Moreover, we compare gender effects cross-nationally between Germany, Japan, and the United States. To assess economic content knowledge of higher education students, we used translated, adapted, and validated versions of the Test of Understanding in College Economics (TUCE, 4th ed.), an instrument that is commonly used internationally. We found gender effects on test scores in all three countries; effects were larger in Germany and the United States than in Japan. Gender effects were generally more pronounced on the numeracy subscale than on the literacy subscale, that is, male students had a greater edge over female students when items required calculations. In our conclusion, we discuss how numeracy and literacy items may tap different abilities.

Using German linked employer-employee data, this paper investigates the short-term impact of on-the-job training on wages. The applied estimation approach was first introduced by Leuven and Oosterbeek (2008). Wages of employees who intended to participate in training but did not do so because of a random event are compared to wages of training participants. The estimated wage returns are statistically insignificant. Furthermore, the decision to participate in training is associated with sizeable selection effects. On average, participants have a wage advantage of more than 4% compared to non-participants. (Contains 9 tables.)

Increasingly, faculty members are rewarded financially for prestige-maximizing publications. As a result, the balance between publishing and other activities such as teaching or public service may collapse, as argued by Leisyte, Enders, and de Boer (2009). In our paper, we focus on career-related rewards and study their impact on publication productivity to see whether economic incentives do indeed affect faculty behavior, as measured empirically. We compare economic incentives resulting from two different career systems, namely those within the German and the U.S. university systems. We derive three hypotheses regarding expected publication patterns and test them by comparing the lifetime publication patterns of German and U.S. business and economics faculty members. (Contains 5 tables, 1 figure and 28 notes.)

The topic of biodiversity is of high value for education for sustainable development as it reflects the interaction of ecological, economic and social issues particularly well. Especially in so-called biodiversity hotspots, among them Chile, natural resources are often depleted for economic interest which, in many cases, is required income. Therefore, economic and social aspects must be considered in order to fully understand biodiversity loss. Being such an important issue, it is surprising that little is known thus far about learning prerequisites concerning biodiversity. This paper presents a qualitative interview study that investigated 16 to 18-year-old Chilean and German learners' perception of biodiversity and its loss (n = 24). Firstly, the pupils' cognitive frameworks were analysed. Secondly, subjective theories about biodiversity loss due to resource dilemmas were explored. Three subjective theories that emerged from the data reflected the notion that most pupils focused on either ecological or economic aspects of biodiversity loss. Pupils who concentrated on ecological aspects often referred to incorrect ecological facts. Moreover, these pupils showed difficulties in developing empathy and solidarity with impoverished people, who depend economically on plants in a resource dilemma. A smaller group of pupils succeeded in integrating the ecological, economic, and social aspects. Regarding the two samples, Chilean pupils seemed to have greater difficulties in recognising the social aspects of biodiversity loss, while German pupils were largely unaware of biodiversity loss on a local level. Implications for biodiversity education and future research will be outlined and discussed.

Aggregate unemployment may affect individual returns to education through qualification-specific responses in participation and wage bargaining. This paper shows that an increase in regional unemployment by 1% decreases returns to education by 0.005 percentage points. This implies that higher skilled employees are better sheltered from labour market changes with respect to their jobs but they encounter larger wage changes than less skilled employees. We use representative individual data and panel variation in unemployment between German regions and employee groups. We demonstrate that our results are robust with respect to aggregation bias, time lags and potential endogeneity of the unemployment variable. (Contains 5 tables and 2 figures.)