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The purpose of this paper is to present the case for engineering departments to undertake rapid curriculum renewal (RCR) towards engineering education for sustainable development (EESD), to minimise the department's risk exposure to rapidly shifting industry requirements, government regulations and program accreditation. This paper then outlines a number of elements of RCR.

This paper begins by proposing that Higher Education Institutions face a “time lag dilemma,” whereby the usual or “standard” curriculum renewal approach to embed new knowledge and skills within the curriculum may take too long, lagging behind industry, regulatory, and accreditation shifts. This paper then outlines a proposed RCR approach. This paper presents a number of preliminary “elements of RCR” formulated from a literature review of numerous existing but largely ad hoc examples of curriculum renewal within engineering and other discipline areas, together with the authors' experience in trialling the elements.

This paper concludes that a strategically implemented process of curriculum renewal to EESD can help a department address its risk exposure to likely and impending shifts in industry, regulations and accreditation. A number of examples of implementing “elements of RCR” are emerging and this literature can inform a strategic approach to curriculum renewal.

The aim of this paper is to highlight the potential risks and opportunities for engineering departments as they consider “how far” and “how fast” to proceed with curriculum renewal for EESD, along with providing an overview of a range of options for implementation.

This paper fulfils an identified information/resources need.

Career planning quickly becomes a search for information. This information is likely to be found in different locations throughout a community, school system, or college campus, and the library is one of these. While the library may not be the focus of career planning services, it plays a strong complementary role to established services. In particular, libraries can provide information that helps high school or college students or recent graduates explore their career options. This article will present a method for building library collections in career planning and suggest sources that help meet diverse student needs.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

Early paradox research in organization theory contained a remarkable breadth of inspirations from outside disciplines. We wanted to know more about where early scholarship found inspiration to create what has since become paradox theory. To shed light on this, we engaged seminal paradox scholars in conversations: asking about their past experiences drawing from outside disciplines and their views on the future of paradox theory. These conversations surfaced several themes of past and future inspirations: (1) understanding complex phenomena; (2) drawing from related disciplines; (3) combining interdisciplinary insights; and (4) bridging discourses in organization theory. We end the piece with suggestions for future paradox research inspired by these conversations.

The mathematical science approach to the study of social affairs has been much debated not least among scholars of international relations. Wight (2002, p. 37) reviews the current debate – discussing the views of Michael Nicholson and Steve Smith quite extensively – and comments:all of this adds up to a very confused picture in terms of the philosophy of science. IR has struggled to incorporate an increasingly diverse set of positions into its theoretical landscape. In general, the discipline has attempted to maintain an unsophisticated and outdated two-category framework based on the science/anti-science issue.…Currently there are three continuums that the discipline seems to consider line up in opposition to each other. The first of these is the explaining/understanding divide (Hollis & Smith, 1990). The second is the positivism/post-positivism divide (Lapid, 1989; Sylvester, 1993). The third is Keohane's distinction between rationalism and reflectivism (Keohane, 1989). The newly emerging constructivism claims ‘the middle ground’ in between. (Adler, 1997; Price & Reus-Smit, 1998; Wendt, 1999)