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Based on an in‐depth comparison of 20 multicultural university curricula, this article aims to provide practical and implementable suggestions about how to improve such curricula in order to ensure highest and globally compatible academic quality. The recently founded developmental Master's curriculum “Global Studies” (GS) at the University of Graz, Austria serves as a case study.

Through an academic web‐based process of authoring and reviewing, over a dozen students and practitioners in Global Studies have compiled this analysis. Such an approach shows that education technologies significantly enhance peer‐oriented scientific culture. Further networking among universities from every continent, and their students, is also facilitated.

Analyses conducted by over 50 contributors during 2010‐2013 show first that the Graz‐based curriculum has achieved international quality standards by spanning multiple faculties, disciplines, professional roles, and perspectives regarding globalisation. Secondly, suggestions for improvements pertaining to nine aggregated issues are provided: partner universities, semester abroad, interdisciplinarity, didactics & lectures, practicals, languages, electives, admission of students, and exams.

The present specific recommendations serve as valuable evidence‐based and authentic input for quality assessment procedures at Graz University, and similarly for other academic curricula elsewhere.

Peer‐oriented higher education profits greatly from student input that has undergone an academic peer review procedure. Such quality assurance is favourably implemented via collaborative education technologies such as web platforms with discussion fora.

Students as the core target group in higher education institutions express their own opinion and are valued as experts and stakeholders in a genuinely democratic procedure.

This paper examines home-to-career interference (HCI), i.e., the extent to which employees perceive that their private life has constrained their career decisions to date, from a couple perspective. Building on scarcity theory, the authors expect higher levels of HCI among couples that need more and have less resources and, within couples, among the partner who is most likely to take care of home demands. Therefore, the authors explore the role of children and social support as between-couple differences and gender, relative resources and work centrality as within-couple differences. Moreover, the authors examine how one partner's HCI is related to both partners' life satisfaction.

Hypotheses are tested using hierarchical linear modeling and APIM-analysis with a sample of 197 heterosexual dual-earner couples (N = 394).

As hypothesized, employees in couples with more children and less social support reported more HCI. No support was found for within-couple differences in gender, educational level or work centrality. Next, HCI was negatively related to employees' own life satisfaction but not to their partner's life satisfaction.

The authors enrich the understanding of HCI by examining this phenomenon from a couple perspective and shed light on couple influences on career experiences.

The gap between the information poor and the information rich is widening in the modern societies of western countries and continues to divide East and West, the developed and the developing countries. The transformation from collection‐oriented to access‐oriented libraries and information centers too often neglects the cultural precondition of differing societies, but must be taken into account in organising training and other forms of continuing education. In this context, workshops and training seminars are being organised by the Foreign Relations Office at the German Library Institute in Berlin and are described in brief here.

States that the participation of men and women in the German academic and scientific system is unequally distributed. Shows that the higher the status at the university, the lower the female proportion and that women also choose different subjects to men. Asks why more men choose science and engineering and what social cognitive characteristics do women show who opt for a “male” subject. Presents the theoretical background to the above before providing some insights using surveys carried out in Germany.

The purpose of this editorial is to discuss the problems inherent in examining the effectiveness of corporate governance without explicit consideration of the environment faced by firms. It advocates a contingency approach to the research area, illustrating its ideas by reference to the research papers contained in this issue.

The paper discusses several papers in the literature, placing the papers in this special issue in context, and making recommendations for future research.

It is apparent that the mixed results from the vast body of research in corporate governance are potentially due to failure to adequately consider all factors affecting optimal governance practice.

Researchers should beware of assuming research findings from one environment will be replicated in another environment.

Policy makers should not assume that transferring “best practice” from one regime to another will lead to the same outcomes

Criminological, historical, and sociological research has continually underestimated women’s violent potential in the German Neo-Nazism movement. Contemplating this leads to questions about female agency in the Third Reich, a link that has not been established yet. This chapter seeks to expose this link, arguing that regardless of social environment, changing gender roles or political situation, Neo-Nazi women and women, in general, have a potential for violence in the public sphere.

The chapter looks at female perpetrators in both the Third Reich and the contemporary Neo-Nazi period and examines their involvement from the overarching theoretical viewpoint that women are not any less capable of violent crimes than men.

The scope of Neo-Nazi women’s aggression and violence is not a modern phenomenon or an exception. Their invisibility is not a result of their suggested passive involvement; it stems from the public’s and institutions’ inability to perceive them as agents of violence. Bourdieu developed the concept of symbolic violence to characterize the violence experienced by victims who accept their societal subordination. It is shown that because researchers, officials, and the public reified the concept; they overlooked the reality that women can exercise their agency beyond the limits of their roles as wife and mother and commit violent acts.

Reliable data are not available on the number of violent female Neo-Nazis. It is likely, however, that the numbers given are an underestimation.

Law enforcement agencies have long overlooked women as potential offenders. A basic change in perspective is needed to better identify female perpetrators.

The chapter is based on the murders of ten immigrants between 2000 and 2006, which puzzled investigators over a decade. Nobody suspected a woman was a key member of the group thought to be responsible for these murders.

To apply Heinz von Foerster's ideas on learning and testing to the teaching of literature in German higher education.

Based on a lengthy interview and on his published talks von Foerster's ideas are applied to the teaching of literature in German higher education.

The distinction between decidable and undecidable questions, the reflection of knowledge on a meta‐level, student responsibility for defining their areas of study and research, as well as their needs for factual information, the assessment of work by self‐assessment, reciprocal assessment or the presentation of work in performance or publication are analysed as instruments of an education that is informed by Heinz von Foerster's spirit: respect for the individual, curiosity and a permanent reflection of the contents and forms of teaching and learning, “from a higher point of view”.

Provides an assessment of how von Foerster's ideas would change the teaching and testing of German literature.

On the invitation of the Editor I am publishing in the JOURNAL OF DOCUMENTATION a selection of lists of music publishers' numbers, with an indication of the date of issue of their publications so numbered.

The authors consider a group of commercial vendors who may be potential agents or players in electronic document supply. The group examines five potential providers of products/services: Dow Jones, Geac, OCLC, Faxon, RLG using Malone's 1989 comments on electronic markets as a framework, and using Porter's analytics to describe competition, and the role of technology in conferring advantage. The authors suggest that electronic document supply has produced an observable shift in exchange relationships between suppliers and buyers: the former are regrouping into partnerships which offer a confusing range of options to clients.

AFTER some unsuccessful negotiations during the period when the first full‐time schools of librarianship were being established, the Birmingham School was founded in the autumn of 1950. Circumstances were not entirely favourable—the immediate post‐war generation of enthusiastic ex‐service students had already passed through other schools; the accommodation available was indifferent; the administrative support was bad; resources were weak, both in books and in equipment. There was, more importantly, a strong local tradition of part‐time classes in librarianship and little or no conviction that full‐time study was necessary or desirable.