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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]

Discusses the status of education, mobility and poverty in Europe as of March 2000. Role of knowledge in its competition in the labor market worldwide; Importance of investment in human capital in preventing unemployment.

Purpose – The purpose of this paper is to study the gender specific private returns on education (RE) in Europe in a comparative perspective. The authors extend the model of de la Fuente (2003) by estimating the parameters by gender and introducing maternity leaves and benefits. The paper analyses the impact of the public policy variables evaluating the elasticities with respect to unemployment benefits, marginal and average tax rates, maternity leave and childcare benefits. Design/methodology/approach – The authors estimate the Mincerian coefficients, with the Heckman’ selection model, for 12 West European countries using the EU-SILC data. The authors then use them as input to calibrate the decision model. Findings – The RE of females tend to be higher than those of males in all the Europeans countries but Germany, the Netherlands and Sweden. The gender gap can be explained mainly by the wage premia and labour income taxes which more than compensate the negative effects on females’ returns triggered by higher unemployment rates and maternity-related benefits. Practical implications – The tax system has the most pronounced effect on RE. An increase in the marginal tax rates has a negative impact. An increase in the average tax rates can have a negative or positive impact, depending on the progressivity of the tax system. An increase in unemployment benefits and maternity or child-care benefits has a negative but fairly small impact. Social implications – The analysis considers just one dimension of maternity related policies: the effect on RE and differences across gender. These policies may have aims which are beyond the scope of this paper, for instance to increase fertility. From this viewpoint, the small values of the elasticities presented are reassuring in that they suggest that they can be implemented at a fairly small cost in terms of investment in human capital. Originality/value – The authors compute the RE using a model which allows us to take into account and assess the significance of relevant variables: wage premium, income tax, some public transfers and benefits, costs of the investments. Moreover, the authors estimate the wage premia using relatively recent EU-SILC data. Finally, the paper compares 12 EU countries spanning quite different labour market conditions and institutions. [ABSTRACT FROM AUTHOR]

Purpose Increased school autonomy and accountability have been a common denominator of national reforms in otherwise heterogeneous governance systems in Europe and the USA. The paper argues that because schools serving disadvantaged communities (SSDCs) often have lower average performance, they are more often sanctioned or under closer scrutiny, but might also receive more additional resources. The purpose of this paper is to therefore analyze whether SSDCs have more or less autonomy than schools with a more advantageous context in four countries with heterogeneous autonomy and accountability policies.Design/methodology/approach The paper is based on the data from the Programme for International Student Assessment 2012 school and student questionnaires from Finland, Germany, the UK, and the USA. The choice of countries is based on different governance models described by Glatter et al. (2003). The data are used to identify SSDCs and analyze the reported autonomy in resource allocation and curriculum and assessment. Using regression analyses, patterns are analyzed for each country individually. They are then juxtaposed and compared. Differences are related back to the governance models of the respective countries.Findings The results indicate an association between the communities the schools are serving and the autonomy either in the allocation of resources, or the curriculum and assessment. SSDCs appeared to have a little more autonomy than schools with a more advantageous context in Finland, Germany, and the UK, but less autonomy in the USA. The comparison suggests that in the USA, autonomy is rather a reward for schools that have the least amount of need, whereas in the other three countries it could be a result of strategies to improve schools in need. The paper discusses possible explanations in the policies and support structures for SSDCs.Originality/value The effects of increased school autonomy and accountability on student achievement have been discussed at length. How different accountability policies affect the autonomy of schools with the highest needs has so far not been studied. The study can be understood as a first step to unravel this association. Following steps should include in-depth investigations of the mechanisms underlying increased or diminished autonomy for SSDCs, and the consequences for school improvement in these schools. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to examine the impact of enterprise education on entrepreneurial attitude within European higher education institutions (HEIs) in France, Germany and Poland. The research seeks to consider whether differences between cultural and industrial heritage can influence entrepreneurial attitude and mediate the effectiveness of enterprise education. Design/methodology/approach - Research argues that Europe requires more entrepreneurs willing to innovate and create new ventures to facilitate economic growth. This research builds on prior studies, which have examined the impact of enterprise education and training on business start-up. In particular the study utilises the concept of entrepreneurial attitude to measure how enterprise education influences students'' perceptions of, and motivations towards, entrepreneurship as a viable career option. The study contrasts and compares the impact of a short enterprise course on entrepreneurial attitude among undergraduate students in French, German and Polish HEIs. A quantitative methodology employed a research instrument utilising five-point Likert arrays to contrast attitudes and opinions of students both prior to, and after, the delivery of the course. Findings - Enterprise education has a positive impact on entrepreneurial attitude of French and Polish students. Conversely, the course had a negative impact on male German students. It was also found that while female students are more likely to perceive a greater benefit from the learning experience, the impact of enterprise education on entrepreneurial attitude is actually more significant for male students. Practical implications - The research findings are of interest to academia and policy makers. The study suggests that entrepreneurial attitude among European students can be influenced by exposure to enterprise education. The results also indicate that gender, cultural and industrial heritage can moderate the impact of enterprise education. Originality/value - The paper provides evidence that differences between gender, culture and regional settings need to be considered in the design and delivery of enterprise programmes if they are to have the desired impact on entrepreneurial intent and graduate entrepreneurship. [ABSTRACT FROM AUTHOR]

Purpose -- This paper uses a unique survey of Roma and non-Roma in South Eastern Europe with the aim of evaluating competing explanations for the poor performance of Roma in the labour market. Design/methodology/approach -- Following a descriptive analysis, econometric models are employed to identify the determinants of educational achievement, employment and wages for Roma and non-Roma. Limited information maximum likelihood (LIML) methods are employed to control for endogenous schooling and two sources of sample selection bias in the estimates. Non-linear and linear decomposition techniques are applied in order to identify the extent of discrimination. Findings -- The key results are that: the employment returns to education are lower for Roma than for non-Roma whilst the wage returns are broadly similar for the two groups; the similar wage gains translate into a smaller absolute wage gain for Roma than for non-Roma given their lower average wages; the marginal absolute gains from education for Roma are only a little over one-third of the marginal absolute gains to education for majority populations; and, there is evidence to support the idea that a substantial part of the differential in labour market outcomes is due to discrimination. Research limitations/implications -- The survey data employed do not include information on hours worked. In order to partially control for this, the analysis of wages is limited to employee wages excluding the self-employed. Practical implications -- Explanations of why Roma fare so badly tend to fall into one of two camps: the "low education" and the "discrimination" schools. The analysis suggests that both of these explanations have some basis in fact. Moreover, a direct implication of the lower absolute returns to education accruing to Roma is that their lower educational participation is, at least in part, due to rational economic calculus. Consequently, policy needs to address both low educational participation and labour market discrimination contemporaneously. Originality/value -- This is the first paper to attempt to econometrically distinguish between discrimination and educational explanations of Roma disadvantage in the labour market in Central and Eastern Europe. The survey data employed are unique and appropriate for the task. Unusually for analyses dealing with returns to education, the LIML econometric approach employed controls for both endogenous schooling and two sources of sample selection bias. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to provide an overview of the relationship between open access and academic institutions, as well as the initiatives that spring from this relationship with a mainly European geographical focus. Design/methodology/approach - The paper describes the main European initiatives and collaborations in the area of open access that have been university-driven so far. Findings - The strength of many universities is in leading many national European initiatives, and collaborations by universities that aim to provide open access to research output, scientific publications and student theses and dissertations. Individual university efforts are the ones that pioneer in software and application development. International agreements and declarations are also signed by university representatives in order to promote open access and the close bond between higher education and open access. Originality/value - The paper describes the latest developments regarding the promotion of open access in European universities and the collaborations that they form. Smaller countries can benefit from these examples. E-theses projects are estimated to lead the next pan-European projects related to open access. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to introduce the official statement of the Fifth European Conference on Health-Promoting Schools. Design/methodology/approach: The Fifth European Conference on Health-Promoting Schools was held on 20–22 November 2019 in Moscow, Russian Federation, with over 450 participants from 40 countries. A writing group was established to prepare a draft version of the statement before the conference. On the basis of an online and offline feedback process, the opinions of the participants were collected during the conference and included in the finalisation of the statement. Findings: The final conference statement comprises six thematic categories (values and principles; environment, climate and health; schools as part of the wider community; non-communicable diseases (NCDs); evidence base; and digital media), with a total of 23 recommendations and calls for action. Originality/value: The recommendations and calls for action reflect current challenges for Health Promoting Schools in Europe. They are addressed to all actors in governmental, non-governmental and other organisations at international, national and regional levels involved in health promotion in schools and are to be applied for the further development of the concept. [ABSTRACT FROM AUTHOR]

This paper explores what constitutes "enterprise education" in four European countries. It proposes a conceptual schema for capturing the various objectives of enterprise education programmes and initiatives. This conceptual schema is then used to categorise the objectives of 50 enterprise programmes from Austria, Finland, Ireland, and the UK. The paper reviews the teaching/learning methods used in these programmes. It discusses what factors are associated with "effective" enterprise education, illustrating the discussion with "best practice" from the programmes studied. The paper argues that in order to operate effective enterprise education programmes, policy makers and educators need a thorough understanding of the diverse and alternative aims and objectives of enterprise education interventions, of the alternative forms such interventions can take, and of the need to "train the trainers". [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to examine differences in the experience of somatic symptoms by domain (exhaustion, musculoskeletal, gastrointestinal, heart distress) between psychologically abused and non-abused older persons, and to scrutinize associations between abuse and somatic symptoms while considering other factors (e.g. social support). Design/methodology/approach – The design was cross-sectional. The participants were 4,467 women/men aged 60-84 years living in seven European cities. The data were analysed using bivariate/multivariate methods. Findings – Psychologically abused participants scored higher on all somatic symptom domains than non-abused, and thus were more affected by the symptoms. The regressions confirmed a positive association between psychological abuse and most somatic symptom domains, but other factors (e.g. depression, anxiety) were more salient. Demographics/socio-economics were positively (e.g. marriage/cohabitation) or negatively (e.g. education) associated with somatic symptoms depending on the domain. Social support and family structure “protected” the experience of somatic symptoms. Research limitations/implications – The research focused on psychological abuse. It did not incorporate other abuse types calling for further research on the effects of other abuse types on somatic symptoms. Nevertheless, the findings indicate that psychological abuse is linked to somatic symptoms, but the role of other factors (e.g. depression, anxiety, social support) is also important. Practical implications – Improvements in the older person's situation regarding somatic symptoms need to consider psychological abuse, co-morbidities, social support and living conditions. Originality/value – The paper reports data from the ABUEL Survey, which collected population-based data on elder abuse. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to describe a revised approach describing occupational competence, with particular reference to its application in two European countries at the level of specific occupational fields and in relation to the models used in national vocational education and training (VET) systems.Design/methodology/approach An Erasmus+ project involved partners in five countries developing and trialling competence standards, following principles developed from approaches that have recently emerged in some British self-governing professions.Findings The model used in the project avoids the narrowness that was characteristic of earlier British approaches to occupational competence. It provides a template that can be used for articulating the essentials of practice, including in emerging fields and those that cut across professions and occupations. It is also flexible enough to provide underpinnings for different types of VET system without making assumptions about the way that economies, labour markets and education systems are organised.Practical implications A number of factors are outlined that improve the applicability of practice-based competence descriptions, including starting from occupational fields rather than job roles, focussing on the ethos and core activities of the field, and using concise and precise descriptions that are not limited to specific roles and contexts.Originality/value A tested, practice-based model of competence is put forward that can be applied at the level of broad professional or occupational fields, is neutral in respect of national labour markets and educational systems, and offers a means of developing a common “language” of competence at a European level. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to examine how factors including class position, education, social network membership and cultural capital contribute to the intergenerational transmission of class advantage for women and men in different European welfare states. Design/methodology/approach – The paper analyses the European Social Survey round 1 data. Findings – Education is the dominant institutional mechanism for reproduction of privilege, but social network membership plays an important subsidiary role. The contribution of membership is highly gendered, even in the overtly more open social democratic and liberal societies. Research limitations/implications – There were data limitations in ESS: no time-series data, and no data on wealth. Practical implications – The findings are of particular policy relevance at a time when reform programmes are stressing individual opportunity and shifting responsibility from state to citizen, so that informal pathways to the reproduction of privilege become more significant. These include network membership, contacts and cultural capital. Social implications – The research indicates the importance of social network membership and sheds light on how this works to the advantage of middle and upper class groups and men in different European countries. Originality/value – No other studies have used these data to explore these issues to the author's knowledge, and one needs to understand more about these issues in the context of current concerns about inequality and opportunity. [ABSTRACT FROM AUTHOR]

Purpose — The purpose of the paper is to report on the results of an inquiry into the possible reasons why many public service managers and leaders across six European countries report a loss of personal agency and suggests a possible pedagogic response to this. Design/methodology/approach — The nature of agency is explored with reference to theory, and the methodology for the study — heuristic action inquiry — is outlined. The paper argues that spaces within postgraduate education are needed to facilitate managers' critical reflection and working with anxiety, and the article goes on to outline how public services leadership programmes can seek to achieve this. Findings — The paper suggests that programmes need to work both with the cognitive and affective domains, and to find ways of exploring within the curriculum how managers may begin more to see their roles as potentially key actors in the policy-making process rather than as passive recipients of policy imperatives received from above. The loss of agency experienced by public servants in several European countries suggests that MPA programmes and the like need to work with students' anxieties in a contained way. Originality/value — Some trends within contemporary public services that lie behind anxiety and loss of agency are identified, including high emphasis on performance targets, centrally driven change, financial stringency, loss of professional and organisation identities, a perpetuation of a "private is best" governmental ideology, and contradictory accountability structures. [ABSTRACT FROM AUTHOR]

Purpose - Consistent with dual-process models of behaviour, Miles (2015) has shown that Schwart'z basic values can provide a valuable framework for empirically analysing the role of values and cultural contexts in driving human behaviour. The purpose of this paper is to contribute to this line of research by distinguishing individual values from macro-level values, as well as from other micro- and macro-conditions, in order to test whether individual values shape women's work-family orientations in ways predicted by Hakim's preference theory. Design/methodology/approach - The authors make use of the second round of the European Social Survey (ESS) collected in 2004, where a battery of questions on human values and work-family preferences were posed and apply a multilevel approach to take into account national cultural and economic conditions across 25 European countries. Findings - In line with the dual-process model and preference theory, the authors show that internalised values, particularly conservatism, shape work-family orientations much more than national social and cultural conditions; in addition, the effect of women's education on work-value orientations is stronger in countries with more conservative national cultures, suggesting that education may help women overcome social barriers in the choice of their work-career preference. Originality/value - While values may shape work-family orientations differently in non-European or less affluent cultures, these findings reveal the importance of bringing values back into the analysis of individual preferences and behaviours towards the labour market. [ABSTRACT FROM AUTHOR]

Discusses human resource management and human resource development in central and eastern Europe (CEE). Importance of the labor policy and strategy within the two contending economic systems; Names of journals dedicated to these two economic systems.

Purpose – The purpose of this paper is to address the problem of job satisfaction determinants of higher education graduates across six selected study domains. Design/methodology/approach – Based on the theoretical considerations, derived from human capital theory and signalling theory, the authors formulate the model explaining job satisfaction as a broad measure of labour market success. Explanatory variables include various socio-demographic characteristics as well as market environment and process of learning, modes of teaching and study programme characteristics. Data used in the analysis comes from two special surveys of European research projects REFLEX and HEGESCO. Principal component analysis method and OLS regression were used to estimate model parameters. Findings – The results of our research show the important role of characteristics of educational process, as well as individual graduates’ early work-related experience in predicting job satisfaction. Differences in job satisfaction determinants across domains may be to some extent explained by the differences in the labour market characteristics for graduates in given discipline. Variety of education-related characteristics taken into account in the empirical analysis of determinants of job satisfaction is a key valuable contribution to the research in the field. Originality/value – Research findings indicate the areas of potential actions aimed at improving future job satisfaction which can be undertaken by higher education institutions’ management bodies. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to investigate factors that affect progression to university education across Europe. Design/methodology/approach – The data used are obtained from the fourth round of the European Social Survey (2008). Findings – Findings point to interesting age by gender and age by parental education interactions affecting the entrance to university. It demonstrates the disparity that exists across Europe whereby in some countries progression has been a smooth process for the past few decades while in others widening participation to higher education has only been a recent phenomenon. Research limitations/implications – The findings of this study are discussed with reference to social reproduction theories and have implications for wider European educational policies for enhancing access to university education. Originality/value – In a globalised education market inequalities may be observed within countries but also between countries making the outcomes of policies for offering equal opportunities a complex one. [ABSTRACT FROM AUTHOR]

Purpose - It is generally agreed that carers in mental health care play a vital role in helping people to maintain their place in the community and reducing the time clients spend in hospital or residential settings. The purpose of this paper is to develop a conceptual approach to involving carers in higher education by acknowledging their contribution to improving practice and identify the impact upon student learning in mental health and social care professions.Design/methodology/approach - A brief review of the policy and literature on involving carers in mental health services and education explored the historical and current influences upon practice. This was then applied to the experience of the authors when teaching nursing and social work students in a higher educational setting and evaluated as developing outcomes in carer involvement practice.Findings - Relationships between carers and students in health and social care may be created in higher education settings that can develop supportive, informative and recovery-focused care in practice. Creating such relationships in the higher educational setting helps students to prepare for developing relationships with carers in practice.Originality/value - Involving carers in education may improve outcomes in recovery for the client and carer experience and the development of professional and self awareness skills in students. Developing involvement practices in higher education begins the process early in the experience of health and social care students, providing a safe environment in which to master such skills. [ABSTRACT FROM AUTHOR]

Purpose — The purpose of this paper is to analyse the extent to which the quality of the jobs of low-skilled young workers is affected by the structure of education and training systems in various European countries. It focuses on the differences between countries providing fairly general education (internal labour market (ILM) contexts) and countries offering more specific vocational education (occupational labour market (OLM) contexts). Design/methodology/approach — Logistic regression analyses. Findings — It is found that low-skilled young workers are worse off in OLM countries than in ILM ones, with respect to employment in a permanent job, employment in a non-elementary job and participation in continuing vocational training. However, in OLM countries low-skilled young workers are less often involuntary part-time employed than those in ILM countries. With regard to participation in continuing vocational training, the ILM-OLM contrast is larger in manufacturing than in services; regarding employment in a permanent job the reverse is true. Originality/value — It is shown that the labour market position of low-skilled young workers is affected by the structure of education and training systems in various European countries. The upgrading of the skills demanded in the European ‘knowledge economies’ will therefore have less severe consequences for low-skilled young workers in ILM countries than in OLM countries, since the acquisition of occupationally specific skills is organized differently between the two institutional contexts. [ABSTRACT FROM AUTHOR]

This paper examines current trends and developments in higher education (HE) and the responses of HE institutions to these changes. The contribution of Library and Information science (115) institutions to innovation in Europe is examined through three case studies - the Manchester Metropolitan University (MMU), the Robert Gordon University (RGU) and the Tallinn Pedagogical University (TPU). Technology, globalisation, and competition have caused the ground to shift under HE worldwide. HE institutions have had to rethink their environment in the light of new technologies. During the last five years MMU, RGU and TPU have developed new programmes and courses, new teaching and learning approaches and used information communication technology to support teaching and learning. All staff members have been actively involved in change and the innovation process. In most cases changes have been incremental and the impact of these changes has been rather positive. [ABSTRACT FROM AUTHOR]

The article discusses the European challenge in building work organisations that are both economically efficient and good places to work and learn, on the basis of the publication entitled "Facing up to the Learning Organisation Challenge" published in April 2003. The happenings in recent European research and development work dealing with the learning organisation and organisational learning have also been analysed and interpreted. A number of current criticisms of the learning organisation concept are outlined. The article also analyses dilemmas and tensions that have to be understood before beginning to tackle organisational learning and some key principles to be adhered to so that productive organisational learning can in fact take place. Four main conclusions were drawn from the study. The first is that, in order to build learning organisations, one has to ensure that: there is coherence between the "tangible" (formal/objective) and the "intangible" (informal/subjective) dimensions of an organisation. A need for boundary-crossing and interdisciplinary partnerships between the vocational education and training and human resource development communities has also been emphasised.

Major collaborative schemes and initiatives in library and information science (LIS) education are outlined. It is observed that networking and mobility efforts in European LIS education have not yet produced spectacular or convincing results. On the whole, progress measured in synergy, co-ordinated curricular structures, "joint ventures", joint degrees, equivalence of qualifications, etc., is meagre. Some progress can be noted, but visible effects of intensified links between LIS schools in Europe are not conspicuous. Overall, transparency in the European LIS education seems to suffer. The Bologna Declaration (June, 1999) speaks of the "establishment of a European area of higher education" and outlines a number of objectives relevant to the pursuit of that purpose. In addressing the challenges of the Bologna Agreement for LIS education, discussions at an international meeting on globalisation and LIS at the University of North Carolina at Chapel Hill, April 2002, are considered. The paper concludes by pointing to a number of steps that should be taken in working towards the objectives of the Bologna Agreement. [ABSTRACT FROM AUTHOR]

The article talks about the papers published by the Center Council for Education and Training in Social Work (CCETSW), which focuses on the social work profession's interest to push for closer links to enhance its status in the U.K. and in Europe. The paper "Social Work Education and 1992," by Hugh Barr considers initiatives in the European Community for the benefit of social work education and training in U.K. The second paper, "Links and Exchanges," offers a guide to establish links and exchanges between social work education programs in Europe. The two other studies discuss a study in France and analyzes racism and anti-racism in the European Community.

Purpose - Utilising data from 18 in-depth case studies, this study seeks to explore training, development and human resource development (HRD) practices in European call centres. It aims to argue that the complexity and diversity of training, development and HRD practices is best understood by studying the multilayered contexts within which call centres operate. Call centres operate as open systems and training, development and HRD practices are influenced by environmental, strategic, organisational and temporal conditions. Design/methodology/approach - The study utilised a range of research methods, including in-depth interviews with multiple stakeholders, documentary analysis and observation. The study was conducted over a two-year period. Findings - The results indicate that normative models of HRD are not particularly valuable and that training, development and HRD in call centres is emergent and highly complex. Originality/value - This study represents one of the first studies to investigate training and development and HRD practices and systems in European call centres. [ABSTRACT FROM AUTHOR]

Purpose In the higher education domain, the shift to electronic textbook adoption entails numerous benefits. However, reluctance is noted in students as well as in publishers, impeding the faster realisation of this change. Decision makers (such as the Ministry of Education and university administrations) need actual survey data in order to plan and perform the best strategy plan for the transition to the etextbook era. Design/methodology/approach Two different surveys took place among higher education students and academic textbook publishers in Greece. More specifically, the purpose of these surveys was twofold: first, to identify both students' and local publishers' views towards the e-textbooks as the near future successor of printed books. Second, the results of the in-depth study will enable the proposal of certain solutions for the Hellenic higher education textbook system, which has reached an economic and functional deadlock. Our findings will also be easily adopted by other, similar educational system across Europe. Findings Our findings reflect a situation where e-textbooks will replace the printed, but not in the near future, as both technology providers and publishers have to overcome many technical obstacles. Students are expecting the transition to occur soon, but still remain very reluctant about the inconvenience which might be caused to their reading habits. Originality/value The results are unique and in alignment with similar surveys in other educational systems. [ABSTRACT FROM AUTHOR]

The article discusses training, employee development, and human resource development in European call centres. A description of European call centres is provided including the complexity and importance of such centres in the European economy. Topics include employees who are expected to meet stretch goals and manage emotional pressures. A conceptual framework is proposed that maps the interactions of internal and external influences which explain characteristics associated with training, development, and human resource development (HRD) in call centres.

Purpose - The aim of this article is to offer a conceptual framework in entrepreneurship education largely inspired by education sciences and discuss its two main levels, the ontological and educational levels. This framework is then used to discuss various types of entrepreneurship teaching programs, focusing on three broad categories of learning processes. Design/methodology/appraoch - This article uses intensive reviews of literature in the fields of education and entrepreneurship. The teaching framework and the derived propositions are intended to provide a bridge between education sciences and the field of entrepreneurship and seeks to stress the scientific legitimacy of entrepreneurship education. Findings - Finds that there is a need to reconsider entrepreneurship education in its wide diversity, both from an ontological and pedagogical point-of-view. The range of theoretical choices, objectives, publics, pedagogical methods and institutional context should be approached through the lenses of multiple teaching models and learning processes, which can be structured around a general framework. Research limitations/implications - The framework allows for the combination of both the concept of teaching models and learning process in a general theory-driven framework and their applicability to specific entrepreneurship education situations. Practical implications - The authors' contribution sheds a new light, both on the design and on the implementation of entrepreneurship teaching programs. An explicit conceptual framework should help the effective and systematic design, management and evaluation of new or existing programs, along all the relevant dimensions. Originality/value - The authors propose a conceptual framework, a canonic teaching model, in entrepreneurship education. [ABSTRACT FROM AUTHOR]

This article focuses on professions in the European markets and the European professional federations which are made up of representatives from state professional associations and are financed by contributions from member-state professional bodies. As a generic group, professions are essentially the structural, occupational and institutional arrangements for dealing with work associated with the uncertainties of modern lives in risk societies. European professionals have been, for the most part, employees of public service organizations or have worked in elite administrator positions in government bureaucracies and very few professionals have been self-employed. A reappraisal of professions and professional associations is underway at the level of states, and this necessitates consideration of the additional challenges which the process of internationalization and the development of European professional federations bring to theories of professions and professionalizations. The common aspects of the work of these federations are harmonizing education and training requirements, monitoring professional competence, expansion and inclusion, lobbying the European Commission and nation-state governments, and accountability.

The European Community is process- or product-oriented, not customer-oriented. This is nowhere more clearly indicated than in the recent adoption of the slogan single market. For all but commodities, and industries the economics of which are uncontainable within a single European nation state such as aircraft production, the directional movement is towards segmentation rather than singularisation of markets. Professional marketing thinking believes markets exist at a moment in space and time when customers and products or services come together to gain benefits in use. Different customers can satisfy quite different needs and wants from acquiring exactly the same product or service. All can place quite different value in use on it. Furthermore, increasing levels of education and technological capabilities make it possible for one to afford to be different. The current disaggregation of Europe's longest running so-called single market, the Soviet Union, shows how little progress had really been made therein, despite very determined attempts at overcoming cultural differences and delivering postulated benefits.

The use of interactive, case method and other experiential teaching has a very recent history in the Czech and Slovak educational systems. Before the "Velvet revolution", courses were typically taught using non-interactive lecturing. Along with the recent introduction of the free market economy has come a real need for business administration courses. The Czechoslovak Management Center has attempted to introduce and foster interactive techniques through direct training and through pairing western and Czech/Slovak Faculty in the classroom. Experiences during the first 18 months revealed market resistance to interactive methods among some local faculty and students. Reviews issues which impinge on receptivity to interactive teaching on the part of Czech and Slovak Faculty and students. Identifies lessons learned and makes recommendations. [ABSTRACT FROM AUTHOR]

Focuses on two courses provided by the Institution of Occupational Safety adn health, an organization in Europe for individuals with a professional involvement in occupational safety and health. Case study of a Managing Safely course run by British Waterways; Feedback on the course from participants.

Reports developments related to employment and education in Europe as of October 1977. Prioritization of mathematical skills in several universities and polytechnics; Improvements in the communications between examining boards and parents or employers; Restriction of employment to applicants outside Europe.