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The purpose of this paper is to explore the relationship between educational orientation and employer influenced pedagogy and to consider some implications for work-based learning (WBL) higher education (HE) policy and practice in Europe.

The paper draws on purposefully selected case studies to describe the key attributes of WBL related pedagogy associated with three HE programmes in Finland, Spain and the UK.

The national regulatory environment has a key role to play in issues associated with WBL pedagogy. The case studies also demonstrate a pluralistic approach to pedagogy and the key role that employers play in both providing regular intelligence to inform curriculum design and contributing to pedagogy.

The small number of case studies limits the opportunity for generalisation and the level of analysis masks subtle and interesting differentiations in pedagogy worthy of further exploration.

The paper highlights implications for government to provide the vision and regulatory environment to encourage WBL and for universities and academics to design and implement innovative, pluralist pedagogies.

The paper provides a new framework and a unique analysis of programme level case studies from three European countries.

The purpose of this study is to explore career orientations of business master's degree seekers in comparison with social work degree pursuers in an effort to provide insight for educators and policy makers.

A web‐based survey of current master's students from two graduate schools at a large university provided 388 respondents who were employed full‐time while pursuing their degrees. Hypotheses were tested with hierarchical regression and MANOVA analysis.

Business degree pursuers are more strongly influenced by the motive to achieve professional advancement than the motive to acquire knowledge. The findings indicate that careerism and educational motives for business master's students are related to recognition of job alternatives that are an improvement over the current job being held. Social workers' organizational mobility perceptions were influenced by careerism and a desire to gain knowledge, and less influenced by professional advancement motives. Interestingly, the results show that social work graduate students were more careerist than business degree pursuers.

Although this research focuses on the career orientations of business master's students in a comparison to social workers, a broader sample employing samples in other study fields would further expand the knowledge regarding the career orientations of graduate students.

Previous research has mostly dealt with cost/benefit analyses of the value of master's level education. The findings in this research would help policy makers and graduate program educators in a better understanding of students, to assist in marketing, placement, and curriculum design.

The value of master's level education is under‐researched. Much of the existing information is anecdotal. This study deals with specific elements of educational motivation, career orientation, and human capital.

The study of educational administration is narrowly conceived and becoming moribund. It has come to his condition because of an overreliance on, and an uncritical acceptance of, structural‐functionalism as its world view and value freedom, objectivity and nomothetic analysis as the guiding principles of its inquiries. The recent phenomenological critique has focussed attention on these matters and has stimulated some debate. This debate is much needed and to be welcomed, for it opens new avenues for pursuing the study of educational administration, avenues which may prove to be more productive than those travelled during the last twenty five years.

This chapter seeks to provide insights into a hitherto neglected topic – that of gender segregation among those who have taken part in vocational education and training (VET). In spite of a growing body of work on the link between educational and occupational segregation by gender, relatively little attention has been given to the specific role played by VET in facilitating gender-specific occupational segregation. Using the European Social Survey (ESS) for 20 European countries and comparable macro data from different European sources, the study examines the extent to which cross-national differences in the gender-typical or atypical occupational allocation of vocational graduates aged 20–34 can be attributed to VET-specific institutional differences.

The findings are consistent with earlier research showing the protective role played by VET in reducing non-employment levels. The findings in relation to the gender-typing of work are somewhat surprising, as they indicate that VET system characteristics make relatively little difference to occupational outcomes among women, whether or not they have a VET qualification. Slightly stronger, but still modest, relationships are found between VET system characteristics and occupational outcomes for men. Male VET graduates are more likely to be in a male-typed job in systems with a higher proportion enrolled on vocational courses. In tracked systems, however, they also tend to be more likely to enter female-typed jobs. In systems where VET prepares people for a wider range of occupations, a VET qualification can act as a protective factor against non-employment, at least for men.

Education and employment are important elements of successful integration for immigrants in a host country. In Germany, young immigrants and members of the second immigrant generation have only limited access to higher education pathways and academic careers. Their trajectories are shaped mainly by the vocational training system, if they obtain any qualifications at all. Social risks for young people with immigrant backgrounds, and women in particular, such as being unemployed or having unstable careers, have frequently been pointed out by researchers, but little has been said about more qualified pathways available through privileged apprenticeships or academic qualifications. This article explores the social risks in trajectories of female immigrants following middle‐range or higher educational pathways in Germany. The cases discussed focus on young women who arrived in Germany during childhood or adolescence. The paper will first discuss the institutional settings of the German education system, focusing on their impact on pupils with immigrant backgrounds and how they overlap with existing gender inequalities in the recipient country. Discussion of the particular methodological approach will follow, before presentation of the findings of the case studies on female immigrants' transitions from education to work. The concluding discussion considers potential means to support participation in education and work for young women with immigrant backgrounds.

After World War II, an educational modernization process gained ground worldwide. International organizations such as UNESCO began to play a key role in the creation, development and dissemination of a new educational vision in different countries. This article examines the origin and development of this modernization process under the dictatorship of Franco. More specifically, we will show how the adoption of this conception in Spain must be understood from the perspective of the interaction between UNESCO and Franco's regime, and how the policies of the dictatorship converged with the proposals suggested by this international organization. Our principal argument is that the educational policies carried out in Spain throughout the second half of the 20th century can be better understood when inserted into a transnational perspective in education.

This article uses documents from archives that until now were unpublished or scarcely known. We have also analyzed materials published in the preeminent educational journals of the dictatorship, such as the Revista de Educación, Revista Española de Pedagogía, Bordón and Vida escolar, as well as documents published by the Spanish Ministry of National Education.

Franco's dictatorship built an educational narrative closely aligned with proposals put forward by UNESCO on educational planning after World War II. The educational policies created by the dictatorship were related to the new ideas that strove to link the educational system with economic and social development.

This article is inspired by a transnational history of education perspective. On the one hand, it traces the origins of educational modernization under Franco's regime, which represented a technocratic vision of education that is best understood as a result of the impact that international organizations had in the second half of the 20th century. On the other hand, it follows the intensifying relationship between the dictatorship and the educational ideas launched by UNESCO. Both aspects are little known and studied in Spain.

The purpose of this paper is to report a study designed to identify qualifications and skills that library and information science (LIS) students should have when they graduate.

The reported research examines the curriculum of 49 institutions in three countries which offer programs in LIS. Course descriptions are studied through the web and the module specifications presented there.

The study identifies 59 qualifications/skills that were central to graduation in the field of LIS.

Course specifications have some limitations as they do not always include the detailed description that would be desirable.

The paper examines the orientation of institutions that provide LIS programs and, more importantly, the way that orientation is integrated into their programs of study.

This paper aims to provide robust evidence of the “IT organizational assimilation capacity” mediating role and to propose a complementary model.

Based on theoretical proposition that IT business value is generated by the deployment of IT and complementary organizational resources, a research model was developed and two hypotheses were proposed. These are tested with a survey from 466 top managers in Italian companies. The 466 questionnaires were analyzed in two steps. In the first step, a series construct validation using factor analysis was performed in order to validate the scales. In the second step, a series of analyses using linear regression was performed between the two independent variables and the dependent variable to validate the mediator function of the IT organizational assimilation capacity.

Data suggest that most firms have not merged information system (IS) integration with the right complementary organizational resources. The findings also support the notion that competitive advantage does not arise from replicable resources, but from complex, firm‐specific and intangible resources and capabilities. The findings help to explain why some firms struggle while others flourish with the same ITs, and why IT‐based advantages tend to dissipate so rapidly.

The research suggests that ITs do not merge themselves automatically with human and business resources. Evolving Leavitt's organization diamond and using the paper's data it can be shown that ISs, process, change, flexibility and training are interrelated and mutually adjusting, so when ISs are changed the other components often adjust to dump out the impact of the innovation.

The proposed model can be used complementary to the requirements methods offered by the IS development methodologies, to mitigate their inherent defects in addressing social, organizational and other non‐technical issues, when developing a new IS.

This paper proposes a model to be used complementary to the requirements methods offered by the IS development methodologies

The purpose of this paper was to examine the robustness of the findings on educational advantage among sexual minority men.

Using nationally representative data (AddHealth) and controlling for other predictors of academic attainment, we examine the educational attainment of sexual minority males by using hierarchical regression and logistical regression for two measures of sexual identity.

We find robust differences in educational attainment across analyses and sexual orientation constructs. Our results show sexual minority identity predicts up to a year more of education for male respondents and consistently reporting male homosexuals have an even greater advantage, more than one and a half years, compared to inconsistent responders.

Our results extend previous research on educational outcomes for nonheterosexual adolescents, suggesting there are sustained differences in long-term educational outcomes for nonheterosexual adults and supporting earlier analyses of the AddHealth survey data. This study contributes to the existing literature by examining educational attainment as measured by continuous years and cut-points, using two measures of sexual orientation, providing estimates for all Wave 4 sexual minority identities (i.e., not collapsing any sexual minority category), and controlling for adolescent school geography and type. Moreover, we find early identification of sexual orientation and stability of sexual orientation may be an important source of variation in identifying LGBTQ adolescents who are at greater academic risk or who may benefit from increased social support.