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The purpose of this paper is to show that lesson study by including elements from music and music education can sustainably expand and improve the dialogical space for teaching and learning in higher education, especially for primary and secondary teacher education students.

For the first time under the topic “Lesson Study: Music in Dialogue,” corresponding study programs were prepared at the University College of Teacher Education, Lower Austria. The data material from which answers to research questions can be generated are the “Didactic Design Pattern” and classical research lesson planning, observation and discussion instruments. Moreover, discussion protocols of the reflection meetings offered insights the participants gained through sharing their experience of a series of lesson study cycles including focussed collaboration between mentors, teachers, teacher education students and primary school pupils.

Within the lesson study groups, the space for cooperation and dialogue widened considerably and the interest in the work and expertise of each other increased. Based on the principles of a “community of practice,” this study shows the positive effects of professional collaboration on primary and secondary teacher education students and a lasting impact on their pupils’ learning. Thereby, the dialogical principle was found to play a central and important role. In connection with music- and art-related processes, previous limitations in teaching and learning with music can be exceeded for pupils, teacher education students and teachers.

This study, therefore, provides new insights into questions of organization and implementation, as well as scientific and didactic support in professional learning communities.

So far, there has been little practitioner research through lesson study in the field of music education. In particular, lesson study enhancing the cooperation between music education and other subject areas through dialogical-integrative work has brought about knowledge and insights of great importance for the further development of an appropriate didactic approach in dialogic music education.

The purpose of this paper is to present an implemented lesson study (LS) in English as a second language course for 11-year-old students in the fifth grade. The aim of the research lesson was to learn how to describe a person systematically.

Two LS cycles in two different classes were conducted and evaluated using systematic observation, case student interviews and student feedback. The data were analysed by the involved teacher team and the mentor.

The study shows that and how LS and variation theory promotes theory-based lesson preparation and postprocessing as well as team orientation among teachers without LS experience. Second, the lesson data show how elements of variation theory lead to a significant improvement in student learning activity.

This paper provides insights how teachers apply a first time LS and variation theory and how this effects student learning positively.

This paper aims to provide data on the self-perceived state of sustainability consciousness of first-year Hong Kong students.

Within a mixed-method research design framework, the authors conducted 787 questionnaires and collected 989 reflective narratives of first-year students of a university in Hong Kong, who were enrolled in the General Education course.

Attributed to students’ immersion in compulsory sustainability education modules within liberal studies programs in secondary through higher education (HE), the quantitative results revealed an increase in the self-perceived knowledge and behavioral aspects of sustainability consciousness of Hong Kong students and their low engagement in sustainability-related civic, campus or action groups. However, qualitative results revealed three aspects of the students’ sustainability consciousness: intentionality to make a difference; engagement with complex questions about identity, society and nature; and eschatological perspectives, which included imaginative, future-oriented and action-oriented approaches to critical reflection, supported by the rhetoric of hope, promises and commitment for better future.

The study provides insights into the challenge of implementation of the United Nations-based sustainable development model in the Hong Kong educational system through the formal liberal studies curriculum. It advances the field by constructing a momentum for conceptual changes in sustainability education research toward design of the non-linear and culturally sensitive frameworks for sustainability implementation in HE. This allows to utilize universities’ unique capacities for fostering students’ sustainability consciousness in a continuous and systemic way.

The starting point for the considerations the authors make in this paper are the special features of family businesses in the area of management discussed in the literature. It has been established here that family businesses sometimes choose different organizational setups than nonfamily businesses. This has not yet been investigated for cybersecurity. In the context of cybersecurity, there has been little theoretical or empirical work addressing the question of whether the qualitative characteristics of family businesses have an impact on the understanding of cybersecurity and the organization of cyber risk defense in the companies. Based on theoretically founded hypotheses, a quantitative empirical study was conducted in German companies.

The article is based on a quantitative-empirical survey of 184 companies, the results of which were analyzed using statistical-empirical methods.

The article asked – based on the subjective perception of cybersecurity and cyber risks – to what extent family businesses are sensitized to the topic and what conclusions they draw from it. An interesting tension emerges: family businesses see their employees more as a security risk, but do less than nonfamily businesses in terms of both training and organizational establishment. Whether this is due to a lack of technical or managerial expertise, or whether family businesses simply think they can prevent cybersecurity with less formal methods such as trust, is open to conjecture, but cannot be demonstrated with the research approach taken here. Qualitative follow-up studies are needed here.

This paper represents the first quantitative survey on cybersecurity with a specific focus on family businesses. It shows tension between awareness, especially of risks emanating from employees, and organizational routines that have not been implemented or established.