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This paper explains a new model of entrepreneurship education at university level. The early development of potential entrepreneurs through education, experience and nurturing may be one of the most important initiatives that business and other academic schools can pursue, because the role of entrepreneurship in creating new businesses (as well as in innovating within existing companies) can have a profound effect on the national economy. The entrepreneurial ingredients of a university business education include, among other things, a culture of learning in the classroom that fosters entrepreneurial thinking; experience in new business start-ups; and exposure to entrepreneurs through entrepreneurial retreats that ignite the spirit of entrepreneurship. The attributes at the heart of entrepreneurship include creativity, persistence and innovation--attributes that need to be identified, nurtured and freely expressed in the classroom. In order to realize this goal, the professor must be both educator and mentor. A focus on innovation is the most salient feature of an entrepreneurial classroom, wherein the professor's role shifts from the mere delivery of information to the true facilitation of learning. The curriculum and individual courses must be well designed and implemented, and a balance between analytical and creative approaches to instruction must be carefully crafted to tap the inner resources of the mind for creative thought. By leading the efforts for change, universities in Central and Eastern Europe have a great opportunity to capitalize on the market economy. With the advances in innovation, new product development and new management thinking by companies in the global economy, business educators should create new entrepreneurship programmes that are capable of preparing and educating students for a new world. The proposed model includes entrepreneurial retreats for the development of entrepreneurial thinking, since this type of thinking often requires larger doses of educational medicine. Other parts of this integrated model include new curricula and individualized entrepreneurial prescriptions, apprenticeships and opportunity centres. (Contains 1 figure.)

Different aspects of business knowledge's mobility are analysed in the paper. We define business knowledge as action-related skills, and codified messages that contribute to the effective combination of inputs. In other words business knowledge can be explicit at times, but also may appear as highly implicit. The mobility of the factor is extremely important: if it is found that certain elements of business knowledge are immobile, enterprises may only get access to it if they move to regions where it can be found in abundance. The paper shows that the more implicit the business knowledge is, the less mobile it is likely to be. The relative immobility is explained with the special influence of innovation systems. Companies in the Visegrad-countries may also be affected by the phenomenon, as they will also find that the easiest way of getting access to certain elements of business knowledge is by investing in knowledge intensive regions of Central and Eastern Europe. [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]

In the view of many students, business and engineering education in Europe today do not sufficiently take into account complex problems, tendencies of chaos and uncontrollable business behaviour, and the lack of mutual trust in business transactions. Additionally, universities seem to fail in creating leaders, instead focusing on educating future managers. Therefore, the student-run international organisation the European Students of Industrial Engineering and Management (ESTIEM) offers a whole series of educational activities and programmes in parallel to their own university courses. It is based on the concept of experiential learning. Through ESTIEM, we, students of Industrial Engineering Management, learn and practise working in teams with shared and rotating leadership among ourselves. These experiences are to be described in the paper in some more detail, as a model for university education in industrial engineering and management. Furthermore, the following questions will be tackled: What does leadership mean today? How are problems handled by leaders and managers in industry nowadays? How can leadership to solve complex problems be taught in the university? As a consequence, it is suggested to develop out of the ESTIEM programmes, a series of university-equivalent ESTIEM courses. In the long term, the goal might be to realise the vision of a genuine Europe-wide 'ESTIEM University' in its own right, similar to normal universities which will help in shaping new leadership generation in Europe. [ABSTRACT FROM AUTHOR]

This paper reassesses the domain of the business ethics curriculum and, drawing on recent shifts in the business environment, maps out some suggestions for extending the core ground of the discipline. It starts by assessing the key elements of the dominant English- language business ethics textbooks and identifying the domain as reflected by those publications as `where the law ends' and `beyond the legal minimum'. Based on this, the paper identifies potential gaps and new areas for the discipline by drawing on four main aspects. First, it argues that the domain of business ethics requires extensions dependent on the particular geographic region where the subject is taught. A second factor for broadening the scope is the impact of recent scandals, which arguably direct the focus of ethical inquiry towards the nature of the business systems in which individuals and corporations operate. Third, the impact of globalization and its result on growing corporate involvement in regulatory processes is discussed. Fourth and finally, business ethics reaches beyond the traditional constituencies of `economic stake-holders' as new actors from civil society enter the stage of ethical decision making in business. We conclude by suggesting that a reconsideration of the domain of business ethics, especially in Europe, is timely, but that to do so represents a major challenge to business ethics educators. [ABSTRACT FROM AUTHOR]

In the context of some criticism about social responsibility education in business schools, the paper reports findings from a survey of CSR education (teaching and research) in Europe. It analyses the extent of CSR education, the different ways in which it is defined and the levels at which it is taught. The paper provides an account of the efforts that are being made to "mainstream" CSR teaching and of the teaching methods deployed. It considers drivers of CSR courses, particularly the historical role of motivated individuals and the anticipation of future success being dependent on more institutional drivers. Finally it considers main developments in CSR research both by business school faculty and PhD students, tomorrow's researchers and the resources devoted to CSR research. The conclusion includes questions that arise and further research directions. [ABSTRACT FROM AUTHOR]

The world is increasingly developing towards complex and chaotic behaviour. Enterprises are challenged to establish flexible but trustworthy structures of doing business within global instability. We need to educate our students today for coping with such chaotic patterns in their professional future. As an example, the student-run Europe-wide organisation ESTIEM is offering the 2-week Summer Academy (SAC) to develop the communication skills corresponding. It also means among other aims to strengthen mutual trust through interaction of the students. In 2011, one of the SAC took place in Serbia. About 15 students attended it from all over Europe. In the paper, three of these students report on their experiences as a set of suggestions of how to develop further engineering and economics teaching towards international trust and stability. [ABSTRACT FROM AUTHOR]

Copyright of Journal for East European Management Studies is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: The influence of business schools on business practitioners is considerable. An important proportion of corporate leaders hold a degree in business administration or an MBA, if not both. In the context of climate change, this influence matters: greenhouse gas (GHG) emissions from a selection of global 500 companies approximate that of the USA and the EU15 combined. Not only do corporations have a significant climate footprint, but the impact of climate change on the business landscape is already noticeable. Yet, meeting the managerial challenges that climate change brings requires knowledge only moderately addressed in business education and scholarship today. Climate change tends to be discussed in electives – hence reaching only a fraction of students – and tends to be treated alongside a myriad of other corporate social responsibility issues. Moreover, from 1992 to 2008, only seven articles with titles containing climate change or global warming were published in the top-30 peer-reviewed management journals (this paper, see also ). In this paper, by mapping the diffusion of climate change within press media and academic peer-reviewed publications, I argue that understanding the existing lag in business scholarship engagement requires a fundamental understanding of processes that either hinder or lead to the diffusion of new ideas. To do so, I present a simple yet novel approach for the quantification of climate change or global warming (CCorGW) coverage relative to population size. My results on the diffusion of the climate change idea over time show: (a) an overall increase in proportional coverage in all databases (b) tipping points around the late 1980s and circa 2005 and (c) delays in adoption between press categories. I explicate the occurrence of these tipping points as well as the existence of delays by theoretically unifying my analyses with results from previous studies under the umbrella of the diffusion of innovation paradigm. I suggest that the following key factors have contributed in slowing the diffusion within business scholarship: (a) corporate values, beliefs and operational modes (b) social structures and incentives prevailing within academia and finally (b) academia''s valued research communication channels. I conclude by elaborating key recommendations to facilitate the diffusion of this idea to business scholars and other influential audiences. [Copyright &y& Elsevier]

Purpose - To provide insight into the relevant factors for faculty recruitment and retention that can help leadership of business schools to design and implement a tailored policy to recruit and retain academic talent in a highly competitive and international market. Design/methodology/approach - Two surveys were sent out in parallel to deans/directors and faculty of 181 European business schools. A total of 42 important factors were selected and ranked in order of importance for both recruitment and retention of academic talent. In addition the faculty were asked to indicate to what extent they are satisfied with each of the factors in their current situation. Deans/directors were asked to indicate to what extent they felt able to influence each of the factors. Findings - Factors of crucial importance for recruitment and retention were identified, both from the deans and from the faculty perspective. Perception gaps occurred between deans and faculty, as well as satisfaction gaps on important factors: this led to the identification of interesting policy problems and opportunities. Segmentation of the sample facilitated the demonstration of differences in perception between groups of faculty according to gender, age and rank, and between groups of schools according to legal structure, orientation, enrolment, and accreditation status. Research limitations/implications - Deans/directors of 69 European schools and 350 faculty members in 12 countries completed the survey. The database could be further enlarged to make more detailed analysis possible. Expanding the research to include schools of other continents would enable one to analyse cross-continent differences between business schools. Practical implications - The developed framework and the data provide an excellent opportunity for business schools' leadership to analyze the effectiveness of its policy and benchmark the school against a selected peer group. Originality/value - The survey and the developed framework for analysis are unique and, in this form, have never been done before. The value of the paper is that it presents unique evidence on important factors crucial to faculty management. [ABSTRACT FROM AUTHOR]

he extant literature acknowledges the dominance of U.S.-based theories and institutional models in research and teaching on management (Chanlat, 1994; Whitley, 1988). Postwar U.S. influence on academic management studies in Europe, for example, is now well documented (e.g., Amdam and Norstrom, 1994; de Man and Karsten, 1994). There is also a growing awareness, however, of the problematic nature of treating the development of management and organization theories as a global phenomenon and an increasing interest in studying national variations (e.g., Guillen, 1994; Lammers, 1990; Üsdiken and Pasadeos, 1995). These studies have sought to understand the conditions and the dynamics involved in the international transfer of theoretical orientations. Clearly, more research is needed for a better understanding of the international diffusion of theories in management and its local ramifications. Moreover, the empirical scope of the extant literature has been limited; much work has focused almost entirely on developments within and the interactions among the United States and some European countries. Research exploring the processes and the impact of theory taking in management studies in late-industrializing countries in Europe or elsewhere is almost nonexistent. This paper addresses these issues within the context of Turkey, a postwar late-industrializer. Late industrialization means industrial development that takes place within an international context of advanced economies and through dependence on foreign technology (Buğra, 1994). It also implies the late-coming of management studies as a discipline and a prevalent disposition to import--very much like technology and capital equipment-management methods and procedures from more developed economies. Given this context, this explores the evolution of thinking and research of Turkish academia on management and organizations. More specifically, it traces the diffusion and persistence of theories developed elsewhere and their impact on indigenous contributions and research traditions. [ABSTRACT FROM AUTHOR]

In the first part of the paper, factual information is given about developments in European business ethics since it started on a more or less institutionalized basis, five or six years ago. In the second part some comments are presented on the meaning of the developments and the possible causes. Attention is given to resemblances and differences between American and European business ethics. In the short last part some suggestions are proposed about tasks business ethics will face in the next decade. [ABSTRACT FROM AUTHOR]

Abstract: Entrepreneurship education ranks high on policy agendas in Europe and the US, but little research is available to assess its impact. To help close this gap we investigate whether entrepreneurship education affects intentions to be entrepreneurial uniformly or whether it leads to greater sorting of students. The latter can reduce the average intention to be entrepreneurial and yet be socially beneficial. This paper provides a model of learning in which entrepreneurship education generates signals to students. Drawing on the signals, students evaluate their aptitude for entrepreneurial tasks. The model is tested using data from a compulsory entrepreneurship course. Using ex-ante and ex-post-survey responses from students, we find that intentions to found decline somewhat although the course has significant positive effects on students’ self-assessed entrepreneurial skills. The empirical analysis supports the hypothesis that students receive informative signals and learn about their entrepreneurial aptitude. We outline implications for educators and public policy. [ABSTRACT FROM AUTHOR]

Copyright of @tic.revista d'innovació educativa is the property of @Tic. Revista D'Innovacio Educativa i Tics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explains a new model of entrepreneurship education at university level. The early development of potential entrepreneurs through education, experience and nurturing may be one of the most important initiatives that business and other academic schools can pursue, because the role of entrepreneurship in creating new businesses (as well as in innovating within existing companies) can have a profound effect on the national economy. The entrepreneurial ingredients of a university business education include, among other things, a culture of learning in the classroom that fosters entrepreneurial thinking; experience in new business start-ups; and exposure to entrepreneurs through entrepreneurial retreats that ignite the spirit of entrepreneurship. The attributes at the heart of entrepreneurship include creativity, persistence and innovation – attributes that need to be identified, nurtured and freely expressed in the classroom. In order to realize this goal, the professor must be both educator and mentor. A focus on innovation is the most salient feature of an entrepreneurial classroom, wherein the professor''s role shifts from the mere delivery of information to the true facilitation of learning. The curriculum and individual courses must be well designed and implemented, and a balance between analytical and creative approaches to instruction must be carefully crafted to tap the inner resources of the mind for creative thought. By leading the efforts for change, universities in Central and Eastern Europe have a great opportunity to capitalize on the market economy. With the advances in innovation, new product development and new management thinking by companies in the global economy, business educators should create new entrepreneurship programmes that are capable of preparing and educating students for a new world. The proposed model includes entrepreneurial retreats for the development of entrepreneurial thinking, since this type of thinking often requires larger doses of educational medicine. Other parts of this integrated model include new curricula and individualized entrepreneurial prescriptions, apprenticeships and opportunity centres. [ABSTRACT FROM AUTHOR]

Research on the systematic literature review process is extensive, but a justified explanation of how a narrative literature review process progresses remains absent from the existing literature. The purpose of this study is to increase understanding about the narrative literature review process. By building on process theory and the literature on systematic literature reviews and by empirically examining the literature review processes for bachelor's theses in a European business school, we reveal that a narrative literature process is iterative, non-structured and multi-layered; contains several cumulative written outcomes; and is embedded in a social context wherein various official and non-official actors guide and support the beginning researcher. This study is a fresh attempt to explain the progress of a literature review process with help of process theory, thereby offering novel insights into the research on literature reviews in general and on narrative literature reviews across various fields of human sciences specifically. [ABSTRACT FROM AUTHOR]

Globalised educational environments and national pressures increasingly drive European universities and faculties within them to adopt both competitive (as opposed to co-operative) and strategic (rather than ad hoc) approaches towards the internationalisation of their activities. This study examines the degrees of implementation of competitive and/or strategic approaches to internationalisation of a sample of 92 European business schools. Several possible antecedents of competitive and strategic orientations towards internationalisation are considered including coercive, normative and mimetic influences, risk aversion, resource availability and institutional priorities. The level of a business school's autonomy from its host university is also hypothesised to affect internationalisation decisions. It seems from the results that engagement with internationalisation activities is widespread and that, apart from risk aversion, all of the above variables typically impact on the total extent of a business school's internationalisation activities. A number of these variables also appear to encourage the application of strategic and competitive approaches towards internationalisation. An important implication of this study is that business schools which to date have not fully recognised and accepted the implications of the Bologna Declaration will increasingly face severe disadvantages vis-à-vis international recruitment and operations as they become ‘left behind’ by rivals that have already taken Bologna on board. [ABSTRACT FROM PUBLISHER]

In the nineties, postgraduate technology management education was mainly concentrated upon structuring the product development cycle and positioning technology strategy within the overall strategy of the company. Today it encompasses a much wider range of capabilities to address contemporary challenges such as globalization, open innovation, and the need for corporate renewal and venturing. To gain insight into the implications of this change, we conducted a number of exploratory interviews with leaders from both the demand and supply sides in Europe based in higher education institutes, the corporate sector, and public institutes. Our interviews highlight a dynamic field moving from traditional MBA-focused programs toward more entrepreneurial "boot camps," from a case study-oriented teaching style toward a mentoring approach, and from an emphasis upon general business toward working across disciplines yet being sensitive to underlying technologies. We found important implications for technology management education with respect to its location within universities and identified opportunities for business schools to provide technology entrepreneurship and commercialization skills. [ABSTRACT FROM AUTHOR]

This paper comments on the journal Management International Review article "A Comparison of International Business Education at U. S. and European Business Schools in the 1990s". While this comparative study is interesting and enlightening, one can argue that there is some subjectivity involved in questions about satisfaction with the progress of internationalization. Also, an in depth look at the possible reasons behind internationalization and the significant differences among European graduate business programs might be helpful for a better understanding of the issues. [ABSTRACT FROM AUTHOR]

Our literature review reveals a call for changes in business education to encourage responsible management. The Principles for Responsible Management Education were developed in 2007 under the coordination of the United Nations Global Compact, AACSB International, and other leading academic institutions for the purpose of promoting responsible management in education. Literature review shows that responsible management as such remains undefined. This gap in literature leads potentially to an absence of clarity in research, education, and management, regarding responsible management among scholars and practitioners. The aim of this research is to develop a preliminary definition of responsible management, exploring the use of the term in literature and practice. Its objective is to define the main characteristics of responsible management aimed at creating a platform for discussion so as to help organizations clarify their own vision of responsible management. It builds on preliminary findings from literature review that responsible management remains undefined. As business school students are primary stakeholders in management education and are future management leaders, and as there have not been empirical studies to date that examine business school students' understanding of responsible management, a qualitative study was conducted with European business school students concerning their understanding of the term. A framework summarizing perceptions of responsible management characteristics and broad approach of responsible management definition were created and used to introduce a draft theoretical platform for discussion on this topic. [ABSTRACT FROM AUTHOR]

This paper presents the author's opinion on the article Public Administration: British Art versus European Technocracy, by Howard Elcock, published in the April 2005 issue of Public Money & Management. I find much to agree with in Elcock's diatribe against the decay of academic public administration (PA) in Great Britain, and in his critique of the careless attitude of central government to the academic study of a subject which they should have sought to foster. There are three main points of disagreement. The first is his characterization of the European scene, which I suggest is over-simple and out of date. Another is his fingering of managerialism as a chief culprit for the decline of academic PA. The third is his proposed remedy for the current state of affairs. This technocratic depiction is not particularly consistent even within the bounds of Elcock's article, let alone in relation to the reality on the ground. My own take on continental Europe is that it offers quite a varied picture. Jurists remain dominant in some countries and elsewhere technocrats may be highly influential. However, it is still misleading to classify continental public services in this simple dichotomous way. Furthermore, Elcock's linking of low status with political appointments at senior levels does not really work for Europe--in both Germany and France top civil servants manage to have fairly secure, high-status careers at the same time as having known party political identifications. There is a second problem with his treatment of managerialism. He sees it as the enemy of PA, and paints a rather monolithic picture of imperialistic business schools churning out generic master of business administrations and destroying traditional PA.

The article reports on the agreement signed by the City University Business School with the Ecole Supérieure de Commerce de Paris (ESCP) to further links in management education and training in Europe. The two schools are creating a network that will offer European-oriented master of business administration (MBA) training and senior executive courses and will link the leading business schools in each of the European capitals. This network will allow British and European companies to gain access to contacts, market data, and management training in these capitals.

Reflecting on real and perceived differences between European and North American research cultures, I challenge views that ‘European’ research is under appreciated or discriminated against, and caution against isolationist European positions. Instead, I argue that although no distinctive and coherent European tradition or culture really exists, there may be elements of the prevalent research culture that can be turned into an advantage for Europe-based and/or European-trained researchers in helping to influence and improve one, global research conversation. Of course, a range of sub-communities and sub-conversations will and should exist, but there is no reason for these to be based on geography. [ABSTRACT FROM PUBLISHER]

Entrepreneurial education is creating substantial changes for organizations throughout the world special after the economic crises. Creating an innovative environment, stimulating start-ups through access to finance and providing advice, information and expertise, represent fertile local grounds for business ideas and better performance of regional economies. The primary purpose of entrepreneurship education is to develop entrepreneurial capacities and mindsets. A key objective of Europe 2020 is the objective of investing in research and development 3% of GDP, especially by providing more favorable conditions for private investment and establishing a new indicator for innovation. The article is structured in four parts: the concept of entrepreneurial education, universities and business environment; the methodological approach - case study, entrepreneurship education, solutions that can be developed and the conclusion. Our specific focus is to demonstrate that teaching of entrepreneurship has yet to be sufficiently integrated into university curricula - indeed it is necessary to make entrepreneurship education accessible to all students as innovative business ideas may arise from technical, scientific or creative studies. [ABSTRACT FROM AUTHOR]

An essay on the contribution of the Instituto de Estudios Superiores de la Empresa (IESE) Business School located in Barcelona, Spain to business education in Europe. It highlights the school's internationalization of their master in business administration program, doctoral program, and executive education. The author discusses several methods implemented by the school to further improve the quality of business education.

The important role that Further Education (FE) and Higher Education (HE) play in promoting more entrepreneurial attitudes and behaviours is well recognised. Whilst most countries in Europe have introduced policies to support this agenda through enterprise education, concerns remain as to its sustainability where enterprise education is often dependent upon bespoke funding streams and narrowly concentrated in university business schools. In addressing this challenge regional, national and international networks have been identified as having a crucial part to play. The role that these networks play in supporting enterprise education and educators however is under-researched and little is known as to their effectiveness. This study focuses on one national network which began as a publically funded initiative, UK Science Enterprise Centres, but has today evolved into Enterprise Educators UK, an independent membership based network. [ABSTRACT FROM AUTHOR]

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]

As an academic field Public Administration retains its complex identity as a subject that cannot be observed within clearly defined boundaries independent from other disciplines. Despite this the Europeanization of public administration as a profession provides opportunities for the convergence of the study. The article analyses several factors which impact upon both the national orientation to the study of Public Administration and the difficulty in designing a 'European' model for Public Administration education. The different state traditions within Europe are discussed leading to various identities of the study of Public Administration and different approaches to its disciplinary, multidisciplinary or interdisciplinary character. While a limited number of previous studies on the state of the discipline of Public Administration have addressed American and Western European approaches, this discussion contributes to the debate by discussing developments in public administration in Central and Eastern Europe. [ABSTRACT FROM AUTHOR]

This article discusses a study that ranked finance research productivity among European universities using a set of 15 core finance journals during the 1990s. Academic research in finance contributes to the reputation capital of finance programs, business schools, and universities in various ways. A measurement of research success can be an important input into the monitoring and decision processes within academics that nurtures the reputation capital. Using data collected from a set of 15 core finance journals as the basis for the ranking, the research productivity both in terms of page counts and numbers of articles was measured. The analysis also allows assess to research productivity concentration across institutions. A comparison between European universities and the North American universities was conducted to gauge the relative performance of the European universities. This is the first study that provides several interesting perspectives on research productivity in finance in the European region.

The primary focus of this study is to explore the variation in academic performance of European Business (EB) students, using the student learning framework. Prior research has shown that students' approaches to learning and preferences for teaching influence the quality of their learning outcomes. The Approaches and Study Skills Inventory for Students (ASSIST) is used in this study to obtain quantitative information about students' approaches to learning and preferences for teaching. Academic performance is represented by students' average mark across all first-year modules. The results show that high-achieving students are more likely to adopt a strategic approach to learning and have a preference for teaching that supports understanding. They are less inclined to adopt an instrumental approach to learning. [ABSTRACT FROM AUTHOR]

Several reports on higher education have identified the need to improve the quality of student learning. Higher education research identifies the approach to learning as a significant factor affecting the quality of learning. If educators are to find ways of improving the educational experience of their students, they must understand how students learn and the effects of the learning environment on their learning approaches. This study examines the approaches to learning adopted by Irish and overseas students studying on the BA in European Business at Dublin City University (DCU) [1] . [ABSTRACT FROM AUTHOR]

The structure and contents of undergraduate programs in economics and management sciences differ among the major European universities. Based on analyses of curriculums, course syllabuses, and adopted textbooks, the author looks at how much time is spent in pertinent programs, how time is allocated among different courses within programs, what common thematic denominators exist, and finally and most importantly, whether and in what way content taught in micro and macro courses differs. Based on examinations of how the coverage in major textbooks has evolved through successive editions, he also looks for trends and cycles in what is taught in undergraduate micro and macroeconomics. [ABSTRACT FROM AUTHOR]

The "European Journal of Marketing," started life in 1967 as the "British Journal of Marketing." The journal was launched by Gordon Wills and Nigel Farrow with funding from the Foundation for Management Education. It was part of the initiative to provide vehicles of communication for the 50 or so marketing teachers in the Great Britain. Another aspect of this initiative was a series of marketing theory seminars culminating in a conference forerunners of the Marketing Education Group and the MEG Annual Conference. In 1969 the name of the journal changed to the current European Journal of Marketing. This was to reflect the growth of marketing as an academic discipline across Europe, especially in Scandinavia.

Discusses the increasing use of distance learning in management education and training in Europe. Description of the master of business administration (MBA) degree in retailing and wholesaling at the Institute for Retail Studies; Argument that distance learning is best understood as a process of skill acquisition; Issues of quality and competency that need to be addressed.

Listing on a foreign stock exchange and the aim to attract international investors usually forces European quoted companies to adapt information supplied in financial statements to different information needs of international investors. Because of the dominance of the American stock market, this adaptation raises especially the question whether Anglo-American-oriented accounting standards (for instance IAS—International Accounting Standards) convey a higher information content for investors than continental-Europe-oriented accounting standards (for instance EC-Directives). The study examines the information content of earnings announcements, i.e. abnormal returns resulting from unexpected earnings, for a sample of Swiss quoted companies which have changed the accounting standard used for presenting Swiss GAAP consolidated financial statements to either EC-Directives or IAS and can therefore contribute to this discussion. The results of the study suggest that IAS-based earnings announcements convey a statistically significant higher information content than earnings announcements based on the Swiss GAAP if a variance-approach is used. For investors in the Swiss capital market, the switch from Swiss GAAP to IAS has therefore increased the information content of financial statements. But comparing IAS-based and EC-Directives-based earnings announcements, the results suggest that for investors IAS-based earnings do not possess a statistically significant higher information content than EC-Directives-based earnings. This result has been achieved despite the fact that for Swiss financial analysts financial statements based on IAS convey a significant higher information content than financial statements based on EC-Directives. Avoiding problems in specifying a model for unexpected earnings by standardizing the mean of the abnormal returns of each event window to a positive value does not lead to a different conclusion if the variance approach is used. [ABSTRACT FROM AUTHOR]

This article compares the U.S. business schools with their counterparts in the European countries in their respective and quite different social contexts. It discusses some of the conditions of continued growth and development for the European management education. The author notes that in America, management education, in its elite institutions, is dying. While the total production is still spectacular, the system is exhibiting early signs of decay. European management education is groping for a consistent theme, having survived its own development. Today there are over 200 management-training centers in Europe. Some are linked to state recognized institutions. Some are outgrowths of productivity centers or employers' federations. These centers are the most visible and prestigious management education institutions in Europe currently. They face a challenge to remain so, and most of them will not meet the challenge. Successful management education on the continent has, up to now, developed largely through centers and institutes educating adults and concerned only with the practice of managing businesses.

The article identifies the key entrepreneurship policy that challenges the government of the South East European countries. It outlines the context of the entrepreneurship policy in the region and presents policy recommendations relevant to entrepreneurship and development of the small and medium enterprises (SMEs). It is noted that local entrepreneurship, SME policy instruments and its institutional delivery could be strengthened towards international best practices. The recommendations include policy decentralization and youth entrepreneurship should always provide for counseling and mentoring.