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The article discusses the legal obstacles of institutional investors in the European Union (EU) and in the U.S. particularly on the level of involvement that shareholders are allowed such as voting presence and access to proxy voting. It is alleged that the adoption of Shareholders Rights Directive of the European Union (EU) reduced the legal obstacles. Institutional investors activism in 1990 to 2000 has been encouraged but conflicts of interest limited the activism both in the U.S. and EU.

The article investigates the opinions of recruiters on hospitality programs, their students and faculty, and the services provided to them in connection with the recruitment process in the U.S. They were asked to identify their schools of choice based on the quality of students on academic program, and how these students meet their corporate expectations. Some of the results were identified to the opinions of industry leaders and educators.

For more than 70 years, accreditation has provided quality control for engineering education in the United States, seeking to assure that graduates of accredited programs are prepared for professional practice. However, by the 1980s, the accreditation criteria had become increasingly prescriptive, inhibiting development of innovative programs to reflect changing needs of practice. In response, ABET (formerly Accreditation Board for Engineering and Technology) and its stakeholders developed revised criteria, Engineering Criteria 2000 (EC2000), which emphasize learning outcomes, assessment, and continuous improvement rather than detailed curricular specifications. These criteria, together with international agreements among engineering accrediting bodies, facilitate mobility of an increasingly global profession. To assess the utility of the new criteria, ABET has commissioned a multiyear study of the impact of EC2000 on U.S. engineering education. Initial results from the study are encouraging and, as more results emerge, should support continuous improvement of the accreditation process, itself. [ABSTRACT FROM AUTHOR]

Despite widespread support for interdisciplinary curricula, there is little evidence that such courses are particularly efficacious or that they are superior to disciplinary courses in promoting student learning. To understand how and why interdisciplinary courses might promote specific learning outcomes, the authors apply cognitive and learning theories in an analysis of two undergraduate interdisciplinary courses. This exploration of theoretical warrants for interdisciplinarity leads to a proposed research agenda on interdisciplinary curricula, teaching, and learning. [ABSTRACT FROM AUTHOR]

Presents discussions led by the Association of American Colleges on the movement for curricular reform in undergraduate education. Disciplinary influences; Curricular coherence; Critical perspective.