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The disruptions associated with health and energy crisis have emphasized the need for hyperlocal cities. However, in Europe, a tool to measure the efficiency of land use and accessibility planning for localizing urban mobility is missing. In this paper, we construct a comparable 15-Minute-Walking City (15-MWC) index that assesses the walking performance of 121 European metropolitan areas and seven amenity types. The data are combined equally following the PROMETHEE II multicriteria approach to assign a final score and to present a ranking of 15-Minutes cities. The main visualization demonstrates European-level disparities and indicates that most of leading cities are in Germany, while most of the worst performers are in the UK. We also reveal a statistically significant difference in 15-MWC performance due to their GDP per capita disparities. The empirical results may serve as a referencing tool for cross-city comparisons and may support policymakers when designing transport and city-planning strategies. [ABSTRACT FROM AUTHOR]

The principles of sustainable development are becoming extremely relevant for organisations. In the case of universities, these institutions can act as agents in promoting these principles within society. The literature contains a wide range of studies which show how universities may play a critical role in disseminating sustainability principles on the one hand, and their translation into practice, on the other. At present, many higher education institutions are becoming more aware of their impact on the environment, and trying to understand the environmental needs and implications of their operations. Going further, some universities are incorporating sustainability principles into their activities. One of the questions that universities are now facing is how education for sustainable development can be translated into practice so that it can be effective in transforming society. This paper will discuss the need for and the usefulness of integrative approaches to implement sustainable development in higher education. In addition to a theoretical review of the state of the art, the paper will use case studies from the Hamburg University of Applied Sciences (Germany) and Bournemouth University (UK) to illustrate the effectiveness of integration of sustainable development principles in university research and teaching activities, and the many benefits integrative approaches may bring about. [ABSTRACT FROM AUTHOR]

This paper describes an EU-funded project under the Training and Mobility of Researchers (TMR) Programme, with a particular emphasis on the Oxford-based part. Involving six European universities, the overarching investigation was concerned with the tensions between standardization and tradition in education. In Oxford the focus was on aspects of EU education and training policy in four Member States: the United Kingdom, German, Sweden, and France. The paper describes the research undertaken and its outcomes, using the project as an example of EU funding programmes. [ABSTRACT FROM AUTHOR]

This paper compares recent developments in income inequality in Canada, Germany, Sweden, the United Kingdom, and the United States. In addition to describing cross-national variation in changes in income inequality, the paper examines different explanatory factors for these recent developments. The findings reported indicate that there is substantial cross-national variation, not only with regard to the level of inequality, but furthermore with regard to changes in inequality. The results indicate that the equalizing effect of welfare state redistribution did not decrease in all countries. By contrast, in all countries there was a universal tendency towards increased inequality in the pre-tax and transfer distribution, although the magnitude of the change differs from country to country. Even though a polarization of the earnings distribution is reported, the results still give no support to cross-national convergence with regard to income inequality during the 1980s. [ABSTRACT FROM AUTHOR]

This paper uses panel data from the UK and Germany to investigate the difference in the learning effect between workers who enter the labour market with a fixed term and a permanent job. Our results verify the existence of a wage penalty for entering the labour market with a fixed-term contract for the British males (7.1%) and especially for the British females (21.2%). British females also have a very strong learning effect that is especially large for temporary starters. In Germany, the initial wage penalty for temporary starters is smaller than in the UK—4.5% for the males and 3% for the females—and is persistent only for the males. Although initial wage differences are mitigated through the accumulation of skills on the job, this process differs between temporary and permanent starters. This suggests that the type of the starting contract may be a feature of labour market segmentation. [ABSTRACT FROM AUTHOR]