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This paper aims to analyze the presence of sustainability in 16 Spanish higher education curricula in the fields of education and engineering.

The methodology uses two instruments: sustainability map and sustainability presence map. These instruments enable analysis of the number of subjects that develop sustainability and the sustainability presence level in each curriculum; identification of what domain levels of the learning taxonomy sustainability is most developed; and analysis of whether a correlation exists between the sustainability presence and the number of subjects that develop sustainability in each curriculum.

A wide variety of subjects develop sustainability in a given degree, depending on the university. The presence of sustainability is more homogeneous in education degrees than in engineering degrees. Education degrees have a greater presence of sustainability in the lower domain levels of taxonomy, while in engineering degrees the lower levels of taxonomy have a lower presence of sustainability than the higher levels. Finally, a correlation appears to exist between the number of subjects that develop sustainability in the curriculum and the sustainability presence. However, engineering degrees seem to need fewer subjects than education degrees to achieve the same degree of sustainability presence.

This paper proposes a methodology to measure sustainability presence that can be applicable to the curricula of a higher education degree if the corresponding sustainability map is available. To the authors’ knowledge, this is the largest study yet conducted to analyze the presence of sustainability in different higher education curricula.

This chapter will provide an overview of Bachelor’s degrees into teaching in Scotland. It will consider how policy contexts shaped the original Bachelor degrees in Education (BEd) and more recently how policy discourse and texts have helped to shape the development of the new Bachelor's degrees in Education now on offer in Scotland.

Whilst the traditional Bachelor's degree in Education for many years remained the main undergraduate route for teacher education in Scotland, the publication of ‘Teaching Scotland's Future’ (Donaldson, 2011) recommended a gradual phasing out of the traditional undergraduate degree and the development of a new Bachelor's in Education ‘concurrent’ or ‘combined’ four-year undergraduate route. Donaldson's ‘vision’ of concurrency has been interpreted in many different ways across Scotland's universities resulting in a rich variety of new Bachelor's degrees in Education reflecting a range of structural, contextual, attitudinal and environmental constraints and opportunities which have influenced the nature of ‘concurrency’ at each institution.

The chapter traces how a number of influential policy texts from the 1960s onwards have influenced the repositioning of the new Bachelor degrees, which in turn aimed to broaden student teachers' understanding of teaching in the twenty-first century.

This paper aims to investigate the development of logistics and supply chain education through conducting comparative study between high diploma and associate degree. This study will critically review the added value of sub-degree courses of professional education. What exactly drives sub-degree students to enroll for a high diploma and associate degree program in maritime logistics and supply chain studies? How do they select to enroll such programs? Do such programs foster the students to equip in the professions? What do they look for obtaining professional status afterwards?

To address the stated queries, this study will analyze students’ evaluation of the effectiveness of sub-degree education and their motivation on enrolling these courses through a questionnaire survey.

In the context of higher education, sub-degrees of professional studies experienced tremendous growth in recent decades. Many academic institutions have recorded an upward trend in providing professional education on subjects that traditionally focused on apprentice-style, non-academic learning approach. However, the reasons behind the steady growth of the demand of sub-degree level of professional education have been under-researched.

This research is based on Hong Kong data only.

The paper not only increases the scope and depth of research area in logistics and supply chain education but also contributes theoretically to the understanding on the curriculum of sub-degree logistics and supply chain programs.

The purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain).

This paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research.

The results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability.

This research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal.

This study aims to explore the role of formal education in managerial career attainment and how this role has changed over time.

The personnel records of two cohorts of managers who entered the firm at different times in a large internal labor market company were examined. The study encompassed years of education, subject of degree, timing of degree conferral, and quality of educational institution. Career attainment was regressed on the control variables and the hypothesized predictor variables using hierarchical multiple regression analysis.

The research suggests that the importance of having an undergraduate degree seems to be increasing, while the importance of the selectivity of the university seems to be decreasing with respect to career attainment. Also, majoring in business continues to be an important factor related to career attainment.

Future research focusing specifically on the differences in managerial career attainment of individuals who stay with their initial firm versus those who change employers would be beneficial. It would also be interesting to focus on the different reasons why people go back to school to obtain a degree.

Obtaining a degree after entering the firm was not related to career attainment. Universities have advocated the benefits of obtaining a degree to students who are already in the workforce. These results must be investigated further.

The data for this study were obtained from occupational records and allowed a more detailed analysis of an actual internal labor market organization and a longitudinal look at the changing role of education in relationship to career attainment.

This chapter uses a college-by-graduate degree fixed effects estimator to evaluate the returns to 19 different graduate degrees for men and women. We find substantial variation across degrees, and evidence that OLS overestimates the returns to degrees with the highest average earnings and underestimates the returns to degrees with the lowest average earnings. Second, we decompose the impacts on earnings into effects on wage rates and effects on hours. For most degrees, the earnings gains come from increased wage rates, though hours play an important role in some degrees, such as medicine, especially for women. Third, we estimate the net present value and internal rate of return for each degree, which account for the time and monetary costs of degrees. Finally, we provide descriptive evidence that satisfaction gains are large for some degrees with smaller economic returns, such as education and humanities degrees, especially for men.

This paper aims to present a methodology for analysing the extent to which students of a university degree perceive that they have received a good education for sustainable development (ESD). The methodology enables us to quantify this perception, which, in turn, allows us to determine: to what extent the objectives related to ESD are achieved in the degree, and to compare the learning in ESD perceived by students of different degrees. The methodology is applied to nine engineering degrees and nine education degrees in the Spanish university system.

ESD is analysed from the students’ learning perception. This perception is measured by comparing the responses of first- and fourth-year students to a questionnaire about their sustainability competencies. Two indicators have been designed to analyse the results. The first indicator, learning increase, measures the declared learning difference between fourth- and first-year students. The second indicator, learning percentage, measure the amount of learning as reported by fourth-year students compared to how much they could have learned.

The results show that the average learning percentage perceived by students is higher in engineering degrees (33%) than in education degrees (27%), despite the fact that the average learning increase declared by students at the end of their studies in both areas of knowledge is similar (66%). Engineering students report having achieved higher learning than education students in all sustainability competencies, with the exception of ethics.

This paper analyses ESD from the student’s perspective. Furthermore, to the knowledge of the authors, this is the first study that compares the perception of ESD between engineering and education students. This comparison allows us to determine the different approaches that university Professors take to ESD according to the discipline they teach.

This chapter examines the inauguration of the university study of Education in Scotland and its relation to teacher education in the late nineteenth and early twentieth century. The chapter outlines moves to establish Education as a disciplinary field in higher education and the junctures at which this movement aligns with and is in tension with concurrent moves to advance teaching as a profession. Academisation and professionalisation are the twin poles of this debate. This is not a parochial or obsolete debate. The place of teacher preparation in higher education has been the focus of sustained discussion across Anglophone nations. Three examples – the inauguration of chairs and lectureships, the governance of teacher education and deliberation on the content and purpose of a degree in Education – are used to help explain the apparent paradox between the historic place of education in Scottish culture and identity and the relatively recent full involvement of Scotland's universities in the professional preparation of teachers. Investigating the activities of the first academic community of educationists in Scotland may help to understand continuing struggles over jurisdiction and authority in this contested and yet neglected field.

Purpose – The purpose of this chapter is to explore the ways in which bachelor’s degree programs in library and information studies can support and enhance Master of Library Science (MLS) and Master of Library and Information Science (MLIS) programs.

Approach – The history of undergraduate library degrees is examined, followed by a brief discussion of the current landscape of library education. Finally, five ways in which library and information science (LIS) undergraduate programs can revitalize the MLS/MLIS are addressed and analyzed.

Findings – Bachelor of Science in Library Science degrees can impact the MLS/MLIS degree in five discrete ways. Undergraduate programs can interest student in future information work, allow for more specialization in graduate programs, allow paraprofessionals to advance their library education, support rural libraries, and can lead to more rigorous MLS/MLIS curricula.

Value – As libraries and library education are in transition, undergraduate LIS degree programs have the potential to transform LIS education as a whole.

The purpose of this paper is to illustrate the value of extended time span coverage of state longitudinal education and workforce data system to inform and improve the effectiveness of future high impact expenditure decisions.

It used an analytical 29-year data file created by the author that links seven already-in-place education and workforce administrative record sources. Relying on the path dependency theory, multi-level mixed-effect logistic and multi-level mixed-effect linear regression models are used to test three hypotheses.

The findings are consistent with the hypotheses: inclusion of the multiple steps along a post-secondary education pathway and prior job histories are both critical to understanding workforce outcomes mechanisms; it takes time for the employment outcome effect to be evident and strong following education attainment.

The study concludes with research limitations and implications for decision makers to call for retaining and investing in administrative records with extended time span coverage, particularly for the already-in-place historical administrative records.

The paper is one of the first to demonstrate the value of extended time span coverage in a longitudinal state integrated data system through econometric modeling, using longitudinally integrated data linking seven administrative records covering continuously for 29 years. No matter for prior education or employment pathway, it is only through extended time span coverage that employment outcomes can be well measured and the rich nuances interpreting the mechanisms of education return on investment can be revealed.