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This paper aims to analyse how learning levels differ within and between degrees and diplomas with specific application to the Bachelor of Applied Business Studies degree and the New Zealand Diploma of Business, which are delivered at a New Zealand polytechnic.

A literature review and content analysis of National Qualifications Frameworks was conducted to analyse how learning levels differ within and between degrees and diplomas with specific application to the Bachelor of Applied Business Studies degree and the New Zealand Diploma of Business which are offered at a New Zealand polytechnic.

A literature review and content analysis of National Qualifications Frameworks reveals that learning levels are differentiated by level of complexity, degree of abstraction, depth in a major subject, research competency, learner autonomy and responsibility, relative demand placed on students and increasing complexity and unpredictability of operational context. This analysis failed to find any difference in learning level between Bachelor of Applied Business Studies and New Zealand Diploma of Business papers nominally at the same level on the New Zealand National Qualifications Framework. The degree comprises a portion of papers at a higher learning level than the diploma and it is at this level that the difference is realised.

Future research should investigate learning level differences between disciplines, qualifications and institutions.

This paper provides a framework on which to base course design, delivery and assessment of the Bachelor of Applied Business Studies degree and the New Zealand Diploma of Business and credit transfer between them.

This case study addresses the increasingly important issue of the compatibility of learning levels between different qualifications. As many economies acknowledge the necessity for increasingly skilled workforces, credit transfer to enable seamless transfer between qualifications is becoming a focus in seeking to facilitate lifelong learning. There are few studies that focus on National Qualifications level descriptors and the implications for different qualification types.

The study aims to examine the vertical integration of the sustainable development goals (SGDs) in Portuguese public higher education institutions, namely, at the level of undergraduate and master’s degrees, and the extent to which Portuguese higher education institutions (HEI) are preparing for the United Nations’ call to promote SDGs.

A content analysis of the designations and objectives of the 2,556 undergraduate and master’s degrees (in 33 Portuguese public higher education institutions) was done to determine whether they promote at least one SDG.

The results show that 198 courses directly address at least one SDG; on average, each higher education institution (HEI) has six courses that explicitly address at least one SDG; universities have more courses in SDG areas than in polytechnics; more master’s degrees embrace SDGs than undergraduate degrees; and most of the courses addressing SDGs are from the social sciences and humanities areas and from natural and environmental sciences.

This paper serves to raise the awareness of Portuguese HEIs of their role and responsibility in furthering SGDs.

This study had the following general goals: (a) map some of the political and social factors that prompted the establishment of two-year Technological Universities in Mexico; (b) describe the main features of the model and how it differs from other models; (c) discuss Neoliberal Human Capital Theory as one of the main theoretical backdrop for expanding this kind of institutions; and finally (d) assess the model's strengths and weaknesses. To accomplish these goals, the study drew data from existing policies and from a set of six interviews to human resources directors in Monterrey area, Northern Mexico. These recruiters belonged to the most important areas of production and services in the region. Findings show that graduates with two-year degrees have higher chances of getting hired. Thus, poor students may have better opportunities, one of the basic purposes of this type of degree. However, data evidenced some level of negative stratification for key positions that goes against general belief of continuous improvements for people with diplomas. Also, some of the Human Capital Theory's central assumptions seemed to be challenged by the way jobs develop in Mexico. In addition, the Mexican Technological University System faces several challenges and competition with existing forms of tertiary institutions. This chapter is a significant contribution for policymakers who need to understand what employers expect from the Technological University and its graduates. Policy alternatives are discussed.

This study aims to conceptualise the role of knowledge transfer offices (KTOs) as knowledge brokers (KBs) and identify which factors are most significantly related with their performance for supporting public‐private research organizations (PROs), testing the authors' hypothesis for the Spanish case.

An empirical analysis is conducted based on data from RedOTRI 2008 annual report about 63 Spanish KTOs. A multiple lineal regression model is carried on each of the selected variables representative of KTOs' performance (number of priority patents, revenues from industry collaboration and number of spin‐offs) in order to establish possible relationships with some factors related to the knowledge process that characterize KTOs' activity.

A theoretical framework conceptualizing the KTOs' role as knowledge brokers is suggested. Factors positively influencing KTOs' performance are PRO's total annual expenses, the type of PRO, the KTO age, the existence of a science park, the explicit regulation of intellectual property rights, the number of specialized full‐time staff of the KTO and the availability of a patent stock.

The practical implication is the identification of those critical factors for the day‐to‐day operation of Spanish KTOs in their different ways of transferring knowledge, drawing managerial and organisational practices that may improve their performance.

This paper provides two original contributions for literature on knowledge transfer: a theoretical framework for the conceptualisation of KTOs as KBs, and the categorisation and further analysis of factors closely related to the performance of KTOs. A set of managerial implications for a better improvement of such institutions is presented.

Women in Management Review Volume 9 No. 1 of this journal contains five articles of interest. In the first, entitled “Power, Sex and Systems”, Virginia E. Schein examines the power‐related properties of professional and organisational systems and considers their influence on reactions to sexual harassment. It is argued that, when the socio‐cultural power model of male dominance operates within pluralistic/political professional and organisational systems, these systems can become breeding‐grounds for sexual harassment behaviours that are tolerated rather than told on. A contrast between careers within systems and less system bound jobs illustrates the influence of context on decisions to tell or tolerate.

The purpose of this work is to analyze the current state of implementation of sustainability development (SD) in Portuguese higher education institutions (HEIs).

A questionnaire was developed to measure the level of implementation of SD practices in HEIs as well as the number of rankings, certifications and declarations of these institutions. The questionnaire was sent by e-mail to all rectors, presidents, directors of faculties, departments and schools of Portuguese universities and polytechnics. A sample of 53 leaders was obtained.

Portuguese HEIs are mainly engaged in the social dimension of sustainability. The economic dimension emerges in second place and the institutional in third; the environmental dimension is the least developed. Except for a few specific topics (e.g. related to research on SD, and the offer of degree courses in SD), there are no significant differences between universities and polytechnics in the implementation of SD practices. Only 11 per cent of HEIs are innovators in the implementation of SD practices, and a majority of HEIs have implemented less than 34 per cent of the SD practices studied.

This research has a national scope, and the results should be interpreted only in the Portuguese context. Future studies should include a larger range of institutional actors within the faculty.

This study provides valuable insights and theoretical and methodological guidance for future implementation processes supporting the transition to sustainability in HEIs.

This is the first study conducted in Portuguese HEIs with the aim of determining their efforts to implement and promote sustainability.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.