Suchergebnisse

In the last few years, policymakers have underlined the need for new soft and hard skills about corporate social responsibility (CSR). The main debate about CSR education has been driven by the 2030 Agenda, which explicitly recognized Higher Education Institutions (HEIs) as having a pivotal role. In particular, many academics started to develop qualitative and quantitative studies to evaluate the integration of CSR contents in business schools' curricula. The paper aims to contribute to the existing debate through the analysis of the contribution provided by Italian HEIs to CSR Education. In particular, we adopted qualitative methods to evaluate the specific contribution provided by Economia Aziendale scholars.

Purpose
– The purpose of this study is to extend the current knowledge of curriculum developments in international business and marketing curricula. Integrating sustainability into business and marketing curricula of the universities are widely debated in previous literature. Sustainability is a global phenomenon; however, curriculum development projects aimed at integrating sustainability education into international business and marketing curricula are scarce. The study investigates the learning gaps in sustainability education among undergraduates enrolled in an International Marketing course to postulate a series of pedagogical practices, leading to effective integration of sustainability education into the curricula.


Design/methodology/approach
– Two-phased research method consisting of complementary data collection techniques informed the findings of this study. First, an online survey was conducted among 111 undergraduates enrolled in an International Marketing course. The findings of the survey are used in designing the second phase of data collection performed through a content analysis of essays written by 60 undergraduates evaluating sustainable marketing practices of international firms. Informed by the findings gathered through SPSS- and Nvivo-aided data analysis, this study postulates a series of pedagogical practices.


Findings
– The study argues that curriculum development projects in integrating sustainability into an existing curriculum in universities should be aimed at bridging undergraduates' learning gaps in sustainability education. The main learning gaps identified in the study reveal that undergraduates find it difficult to view the social function of international business firms from a holistic point of view; critically assess sustainable marketing practices; and articulate futuristic views on sustainable marketing practices. Further, the content analysis revealed three major thematic categories: sustainability from reductionists' perspective, sustainable marketing practices bring nothing "but good for businesses", ambivalent about the future success of sustainable marketing practices. Triggered by these learning gaps, thematic categories and the theoretical underpinnings of Rusinko's (2010) matrix for integrating sustainability education, the study offers a set of practical pedagogical guidelines to incorporate sustainability education into curricula.


Research limitations/implications
– The study is limited to exploring undergraduate student perspectives, and it would be worthwhile if educators' perspectives are explored in future studies. The findings could be further improved by conducting a cross-sectional study across several business disciplines.


Practical implications
– Based on the findings of the study, a set of guidelines for developing a pedagogical plan to incorporate sustainable education into curricula is presented.


Originality/value
– Educators argue that successful curriculum development projects aiming at integrating sustainability into existing curricula should be aligned with the structure of the existing curricula, and those new pedagogical practices in integrating sustainability into existing curricula should be built on students' learning gaps in sustainability education. To this end, this study examined undergraduates' learning gaps in sustainability education and postulated pedagogical practices toward integrating sustainability education into an existing curriculum of international marketing.

PurposeThe purpose of this paper is to build a detailed description of the Global Seminar (GS) curricula model by exploring its on‐the‐ground participatory practices in America, Europe, Africa, Asia, and Australia.Design/methodology/approachWithin a qualitative research design framework, the authors interviewed 20 faculty members from the USA, Mexico, Costa Rica, Italy, Australia, Sweden, Honduras, South Africa, Germany, Austria, and Denmark. They observed 11 class sessions; and analyzed available course documents.FindingsThe GS model provides a broader notion of teaching and learning for sustainability that incorporates greening and education for sustainability into curricula. This participatory model proves the emerging shift towards a new paradigm of teaching and learning for sustainability in academia.Originality/valueThis paper shows how academia can address sustainability through curricula models that promote a fundamental change to the dominant academic paradigm and challenge the existing understanding of sustainability in higher education.

The TEEDE ERASMUS+ project (Towards Excellence in Engineering Curricula for Dual Education) aims to develop dual programs in higher institutions. So far, 12 BSc, 7 MSc and 1 PhD programs of all branches of engineering are under development, developed (but waiting for the official approval) or running in China, Cambodia, India and Russia. The first task was to perform regional needs analyses involving all stakeholders (i.e., university, companies, HE regulators…). During implementation practical aspects had to be considered (e.g., offered as a parallel track to a school-based scheme or not, development of a new program or modifying of an existing…). All programs define the learning outcomes in accordance with their national framework with compliance of the European Qualification Framework and the European Standards and Guidelines for Quality Assurance. Bologna principles, like the competence and student-centred approach or European Credit Transfer System (ECTS) are also followed. Research focusses on supporting and hindering factors for the development of Higher Apprenticeships (HA) via policy learning.

Travelling, curiosity and the quest for the unknown have been a key metaphor for personal growth and human development for at least two thousand years. These ideas re-appeared in the late 13th century when students began to go on so-called Peregrinatio Academica – peregrinations – to foreign universities. These reached their peak in the 17th century. Today most universities worldwide value transcultural travelling and cooperation in their internationalization strategies. Financially supported by the European Union's education programme Erasmus Mundus, a two-year joint international master's degree entitled Transcultural European Outdoor Studies (TEOS) began in the fall of 2011 and is now in its fifth year. The programme is run collaboratively by Marburg University, Germany; the University of Cumbria, UK and the Norwegian School of Sport Sciences in Oslo. It is explicitly inspired by the ancient idea of peregrination. TEOS involves travelling cohorts of students who spend a semester at each of the universities to explore three of the main European outdoor traditions in their native contexts: Erlebnispädagogik, Outdoor Education (Loynes, 2007) and Friluftsliv (Gurholt, 2008), respectively. The cohorts of approximately twenty international students each come from nearly as many countries and five continents. The course is full time and two years long. Cultural interaction on the programme takes many forms including living and studying in an international group, studying in three countries, studying with the national cohort of postgraduate students in each country, being taught in English yet learning two other languages, exploring the local cultures and landscapes, experiencing and examining outdoor activities and outdoor educations of each nation and engaging with visiting scholars from other countries as well as the host nations. The central question of the programme is how the different landscapes and cultural contexts of the three nations, whilst influenced by many of the same historical roots, lead to varying forms of human nature relations and outdoor education practices. Over the first five years of the programme this question has been asked by both staff and students.

ABSTRACTTo assess the status of geriatric education in dental hygiene curricula, a pretested survey was sent to a 55% random sample of the 198 US dental hygiene programs. Of the 109 surveys mailed, a 90% response rate showed that geriatric didactic material is most frequently presented via occasional lectures, rather than in a formal course or an organized series of presentations. Seventy‐five percent of the programs have a geriatric clinical component. Baccalaureate programs and programs longer than 2 years are more likely than associate programs and programs shorter than 2 years, respectively, to teach geriatrics in a more formalized setting. There is no significant difference in the way geriatric material is presented between hygiene programs that are and are not within dental schools.