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This paper aims to analyze the production function nexus between higher education practice and the development of innovation‐related competencies by university graduates in Spain. The research hypothesis is the presence of statistically significant relationships between the development of innovational competencies and the modes of teaching and learning used in higher education practice.

The relationships are modeled through a set of stochastic frontier and variance component equations with the development of each competency as the dependent variable. The main explanatory variables capture the prevalence of diverse teaching/learning modes and the behavior of graduates during their studies. Controls for individual and study programs are also included. Data comes from the European graduate survey REFLEX and includes about 5,500 records.

Estimates show evidence of significant marginal effects of the teaching and learning modes and the development of specific competencies by graduates. Proactive methods in general, and problem‐based learning in particular, appear as the most effective classroom practices to develop the competencies required to innovate in the workplace.

To guide the implementation of reforms in higher education, more must be learned about possible trade‐offs between the diverse types of resources involved and the outcomes obtained. Resources should be examined in terms of their relative costs and the results interpreted with regard to their value to individuals and society.

To the authors' knowledge, this is the first paper to explore quantitatively the influence of higher education practice on the development of the capabilities required to innovate in the workplace.

A cooperative model of staff development in relation to professional education is outlined which considers staff development within both further and higher education. Examines general principles of human resource development, continuing professional development as well as quality and benchmarking issues. A case study of the development of course tutors who have academic responsibility for managing professional courses approved by the Institute of Personnel and Development (IPD) within further education colleges and universities in the North East of England is presented. Considers the cooperative approach to staff development between competing educational institutions and the collective relationship between the educational institutions and a professional body. The need for cooperation is examined within the context of the professional institute and the challenges facing the Education Group at its inception are briefly outlined. Benefits for staff, students and ultimately the professional body are detailed and, finally, the model is summarised and its application to other institutions is briefly considered.

The purpose of this paper is to analyze the current problems and the main perspectives of the development of state regulation of the Russian system of higher education in the context of the provision of Russia’s national security.

The research of formation of the system of national security in Russia and the problems of the development of education is based on the methods of Russian and foreign Institutionalists (D. North, S.G. Kirdina, R.M. Nureev, Y.V. Latov, etc.). The research is also based on the theory of inequality in the system of education (D.L. Konstantinovsky), the idea of cultural aspects of social inequality (Pierre Bourdieu) and the theory that connects the problem of the development of the educational system with the system of national security and social inequalities (A.V. Vereshchagina, S.I. Samygina, etc.).

The modern state and perspectives of state regulation of higher education in the modern Russian conditions are analyzed in this paper. A complex analysis of risks of the modern state of Russia’s educational system is performed, and educational inequality as a risk to national security is studied in this paper. Perspectives of state regulation of higher education in view of the national model of socio-economic activities and principles of national security are viewed in this paper. The main directions of improving the educational system in the context of the provision of national security of the state are given in this paper.

The results of the research could be used for correcting the main directions of Russia’s socio-economic policy in the long term. The central trend of this policy is the reformation of the development of the sphere of education as a factor of the formation of the system of Russia’s national security.

The results of the research could be used for correcting the main directions of Russia’s socio-economic policy in the long term. The central trend of this policy is the reformation of the development of the sphere of education as a factor of formation of the system of Russia’s national security.

The ideas of the research could stimulate the reconsideration and harmonization of perspectives of the development of social policy of the state, which includes the interaction of the development of higher education and system of national security.

Originality of this paper consists in setting the problem of the implementation of social senses of the development of state policy in the sphere of higher education into the discourse of theoretical and practical consideration of the problems of national security.

The Philippines is one of the signatories to the historic Agenda 21 and was noted to be among the first countries to establish a National Council for Sustainable Development. Ten years after Rio, global society is again confronted with the question of whether sustainable development as a concept, philosophy and practice has improved the lives of peoples in different countries and cultures. This article attempts to discuss initiatives through which tertiary education has helped bring about sustainable development in the Philippines. It posits that for sustainable development to happen it must take root in the consciousness and cultures of society, a task in which education plays a very important part. The article discusses the efforts of two national networks for environmental education, the Environmental Education Network of the Philippines, Inc. (EENP) and the Philippine Association of Tertiary Level Educational Institutions in Environmental Protection and Management (PATLEPAM), which advocate for the integration of sustainable development in school curricula as well as in campus administration and organizational culture. It also includes the pioneering efforts of one institution, Miriam College, to integrate environmental education in its programs as part of its mission and commitment to become a genuine “steward of creation”.

This study aims to focus on key approaches to education for sustainability (EfS) leadership development in the context of Malaysian and Japanese universities. The authors identify key indicators of effective EfS leadership development approaches using both descriptive and inferential analyses, identify and compare the preferred leadership learning methods of academics and examine the impact of marital status, country of residence and administrative position on the three EfS leadership development approaches.

The study is quantitative in approach and survey in design. Data were collected from 664 academics and analysed using the efficient partial least squares (PLSe2) methodology. To provide higher education researchers with more analytical insights, the authors re-estimated the models based on the maximum likelihood methodology and compared the results across the two methods.

The inferential results underscored the significance of four EfS leadership learning methods, namely, “Involvement in professional leadership groups or associations, including those concerned with EfS”, “Being involved in a formal mentoring/coaching program”, “Completing formal leadership programs provided by my institution” and “Participating in higher education leadership seminars”. Additionally, the authors noted a significant impact of country of residence on the three approaches to EfS leadership development. Furthermore, although marital status emerged as a predictor for self-managed learning and formal leadership development (with little practical relevance), administrative position did not exhibit any influence on the three approaches.

In addition to the theoretical and methodological implications drawn from the findings, the authors emphasize a number of practical implications, namely, exploring the applicability of the results to other East Asian countries, the adaptation of current higher education leadership development programmes focused on the key challenges faced by successful leaders in similar roles, and the consideration of a range of independent variables including marital status, administrative position and country of residence in the formulation of policies related to EfS leadership development.

This study represents an inaugural international comparative analysis that specifically examines EfS leadership learning methods. The investigation uses the research approach and conceptual framework used in the international Turnaround Leadership for Sustainability in Higher Education initiative and uses the PLSe2 methodology to inferentially pinpoint key learning methods and test the formulated hypotheses.

This paper applies a stakeholder salience theoretical framework to facilitate the understanding of the roles salient stakeholders can have in the integration of education for sustainable development, one of the important Sustainable Development Goals (SDGs), into Jordan’s university accounting education.

We used stakeholder salience theory to inform our study. This study adopted a qualitative research method. The study used semi-structured interviews to collect qualitative, open-ended data that explored the salient stakeholders’ thoughts, beliefs and feelings about their roles in influencing the integration of education for sustainable development into the Jordanian accounting curriculum.

The results indicate that education for sustainable development in accounting is important; however, most Jordanian salient stakeholders indicate their inability to integrate sustainable education into the accounting curriculum due to their lack of power to do so. The findings show that there is currently an inappropriate distribution of power, legitimacy and urgency amongst the salient stakeholders, who indicate that a progressive education solution is required in the critical area of education for sustainable development in accounting. This research indicates that a significant number of salient stakeholders would like the Jordanian government to provide power, legitimacy and urgency to enable accounting educators to become definite stakeholders as this will enable them to integrate sustainable education into the accounting curriculum.

The study is limited to Jordan only. The paper draws attention to the need for an appropriate distribution of power, legitimacy and urgency amongst salient stakeholders in Jordan.

This paper provides evidence that the salient stakeholders in this emerging economy want to make changes in their education system to address climate change concerns, an important SDG, through a better education curriculum for sustainable development in Jordanian universities.

Accounting educators should be given the power to make changes in the accounting curriculum, such as integrating education for sustainable development.

There is an inappropriate distribution of power, legitimacy and urgency amongst the Jordanian salient stakeholders and this imbalance hinders the integration of education for sustainable development into the accounting curriculum.

This chapter provides a critical assessment of an article on higher education and economic development, by analyzing the ways the authors reflect on the importance of building technological capabilities. The need to demonstrate the use of evolutionary economics and innovation systems approach in demonstrating higher education contribution to economic growth motivated the article. The critique begins by examining the dominant theories and reflective pieces used by scholars to explain higher education’s contribution to economic development, and then situate the evolutionary economics and innovation systems approach used in the article in this discourse. This critical assessment also delves into how the article approaches the subject matter of higher education; and, the methods used to gather evidence for the case of higher education in South Africa. The chapter then condenses popular views on the role of higher education in economic development and assesses whether “building technological capabilities” is one such view or it is an emerging role. In conclusion, the chapter synthesizes the various sections in the article and isolates the key issues that underpin each of the sections and how each issue is manifested in the higher education sector. The conclusion unloads the overall construction of the article to succinctly knit the bigger argument advanced by the article and provide reasons for the viewpoints supported by this assessment.

Introduction: Public administration has always been at the forefront of promoting sound and ethical values in society. The myriad of events that are shaping our world, such as global warming, deforestation, poverty and economic instability, calls for a shift from government to governance. This change demands a collaborative type of governance on the quest to implement sustainability. Collaborative governance can be initiated by its workforce, who are the individuals closest to the structures of public administration and can act as agents of change in this mission. Thus, personnel need to be equipped with the required knowledge, attitudes and skills, about and for, sustainable development. This can be addressed through education for sustainable development (ESD), a lifelong tool which requires adaption to national requirements, but most importantly to societal needs.

Aim: This research focusses on a longitudinal case study from the Maltese islands, the smallest state of the European Union. Since enacting the Sustainable Development Act in 2012, through which sustainable development has been mainstreamed in the Maltese public sector, never was the need felt to educate public officers for sustainable development. Hence, this research aims at shedding light on the curriculum design process of an education module called ‘Public Administration and Sustainability’ as part of a Bachelor of Art’s programme at the University of Malta.

Method: Framing an educational module in a tertiary institution requires tact in aligning the syllabus, not only to the pedagogical requirements, but also to the place of work. In this exploratory study, two research questions, each linked with a set of original hypotheses are tackled through a pool of data obtained from a variety of methodological tools employed, by analysing two important variables – the curriculum and the student. The former is reviewed through a content analysis exercise whereas feedback from the latter is scrutinised through a questionnaire.

Findings: Data triangulation demonstrates that the curriculum design of the educational module promotes a holistic learning experience, since it integrates effectively the cognitive, affective and psychomotor domains of the Bloom’s Taxonomy. Furthermore, the different student cohorts share common positive views about this module.

Originality of Study: Previous studies indicate that there is a lacuna in research regarding curriculum design and review, especially regarding sustainable development. This research is significant as it attempts at filling this void by scrutinising closely curriculum design in higher ESD.

Implications: Drawing upon the results, a number of recommendations are provided, among them is ‘The Multiplier Transformation Triad Model’, which portrays the institutional, educational and individual transformations needed to promote sustainability. Moreover, this research might provide more insights about governments’ commitment towards sustainability but should also serve useful to researchers or practitioners in various fields such as public administration, governance, sustainability and even higher education.

The African continent is filled with a textured history, vast resources, and immense opportunity. The landscape of higher education on such a diverse continent is extensive and complex. In this review of the landscape, four primary topics are evaluated. The historical context is the foundational heading, which briefly covers the evolution from colonization to independence and the knowledge economy. The second main heading builds upon the historical context to provide an overview of the numerous components of higher education, including language diversity, institutional type, and access to education. A third section outlines key challenges and opportunities including finance, governance, organizational effectiveness, and the academic core. Each of these challenges and opportunities is interconnected and moves from external influences (e.g., fiscal and political climate) to internal influences (e.g., administrative leadership and faculty roles). The last layer of the landscape focuses on leveraging higher education in Africa for social and economic progress and development. Shaping a higher education system around principles of the public good and generating social benefits is important for including postsecondary institutions in a development strategy.

Issues of women’s education and empowerment of women have been incorporated in the framing of the role of women in international development from the 1970s, primarily as a response to the liberal feminist movement agenda of the time. This analysis examines the degree to which liberal feminism and liberal feminist theory is reflected in comparative education scholarship in the lead up to and beyond the 2015 Sustainable Development Goals (SDGs). The analysis first explores the underpinnings of liberal feminism, which constitutes the ideal embedded in development education for girls and women. It follows up with a reflection on the literature in the field of comparative education that reference liberal feminism framework and feminist theory in exploring educational issues and ways in which the theory is located in the research. Illustration of examples that demonstrate the limits of liberal feminism as a theoretical framework and barriers to the use of liberal feminist theory as an ideological guide are captured in the findings. The search is limited to the six dominant scholarly outlets in the field of comparative education; namely Comparative Education Review (CER), Comparative Education (CE), Compare: A Journal of Comparative and International Education (Compare), Prospects: Quarterly Review of Comparative Education (Prospects), International Review of Education (IRE), and the International Journal of Educational Development (IJED). Only works that explicitly mention liberal feminism/liberal feminist perspectives are included in the analysis. This research contributes to the acknowledgement of the liberal feminist theory in development education and for the field of comparative education. It will also help with understanding the politics of ideology and representation in scholarship and development interventions.