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The present evaluation concerns a project under taken by Florida International University, Miami, USA; the Economics University of Varna, Bulgaria; the World Academy in Sofia, Bulgaria; the University of Utah, USA; and Westminster College, Utah. USA. The project was undertaken during the summers of 1999, 2000, 2002 and 2003. The project entailed the visit of students from four US academic institutions to Varna, Bulgaria and Sofia, Bulgaria for a period of four weeks, They were joined by students from the Bulgarian academic institutions under the supervision of professors from Bulgaria and the US. The program of the project consisted of lectures on entrepreneurship and small business management during the mornings were as the afternoons were dedicated to developing a business plan for actual businesses operating in the Varna and Sofia region. The findings and recommendations were presented at the end of the four week period to the participating parties.The evaluation was conducted through surveys by and interviews with the participating parties as well as an analysis by the participating professors in terms of the objectives set at the initiation of the project.

Cultural diversity has become a major issue in the United States. Issues of cultural diversity are more focused, especially in the classroom setting. There are several techniques that may be applied to teaching to accommodate students of diverse backgrounds. Teachers must first be aware of stereo types, ethnocentrism, and prejudice. They should apply management techniques to the physical space as well as students’ behaviour. Multiple intelligence theory, active learning, technology and multicultural education are among some of the techniques that may be applied to teaching in the classroom. In addition to teaching modifications, teachers must include the parents in the classroom activities. Teachers should be familiar with the obstacles they may face when implementing the techniques. These methods also have future implications in the higher education setting. Professors may utilise these techniques in their lectures. Students who have had these practices integrated into their learning will also be better prepared for higher education and for the workforce.

Current research suggests that increases in the number of women studying engineering and related courses have not been matched by a similar increase in women engineering professionals. This sug ests that although women are attracted to engineering, their experiences in higher education (HE) discourage them from pursuing their chosen career path. The paper explores whether the masculine culture of the engineering sector permeates the culture and curriculum in engineering HE, and if it does, what impact this has on women engineering students. This is achieved through semi‐structured, qualitative interviews with a range of female engineering students from both the pre and post 1992 university sectors. Findings indicate that while women are not deterred from pursuing their chosen engineering career, the culture and structure of the engineering education system has been designed for a male audience. This suggests that engineering HE does not benefit most female students to the same extent as male students. It is recommended that HE engineering must review its structure, culture, practices and curriculum if it is to retain female engineering graduates and to attract more women into the sector. This paper fulfils an identified gap in research on women in engineering and will be of interest to university engineering departments and faculties and the Engineering Council, as well as to those in the fields of social policy, education and equal opportunities.

While the debate about the value of teaching multiculturalism has continued, recent political events have made the task more difficult. University students affected by these events are likely to bring prejudices with them to the classroom. This article presents steps that an individual Instructor can take to apply multicultural education to an existing curriculum without systemic change to institution or curriculum. The topic is addressed in the context of a US Legal Environment of Business course. Multicultural education is defined and explained, and causes of prejudice are explored. Reactions to terrorism are addressed. Assignments, projects and strategies are presented. The article concludes with a business perspective on the value of multicultural education and its role in economic development, which will be a necessary component to eradicate the causes of terrorism.

Outlines the dissatisfaction of US accountant graduate employers in relation to graduates’ communication and problem solving abilities. Cites that technical abilities are good and reviews prior research in this area. States that whilst progress is being made in training and graduates are in fact stronger than in previous years, employers’ expectations have yet to be reached. Argues that this may be that other countries are developing their training at a faster rate. Advocates a strong partnership between academics and businesses.

From a roundup of recent literature on the effectiveness of the current accounting curriculum in the USA, identifies a consensus that additional education is needed to better prepare students for their careers in the accounting profession and seeks to determine which areas need to be addressed if substantial improvement is to be achieved within the curriculum; analyses data collected from the results of students’ tests undertaken over three consecutive semesters at a US Midwest university to assess students’ quantitative, verbal and problem‐solving skills, and finds that performance in the latter two areas was consistently less impressive than in the former. As each of these areas is seen as important to accounting careers, suggests that more attention should be paid to communication and problem‐solving skills as part of the curriculum, although not at the expense of technical skills; tabulates and briefly discusses a number of other findings from the research, for example with regard to gender differences across the skill areas.

What are the communication experiences associated with educating active citizens and activating youth to address social problems? How does this happen in the context of Bulgaria defining its national as well as European and global identity? This study conducted during the academic year 2003‐2004 specifically looks at how Bulgarian English language teachers are using democratic methods and projects to meet the goals of improved English language and citizenship skills to prepare their students to be active citizens of Bulgaria and future citizens of the European Union. Findings are still preliminary, and this paper will focus on background, methods, highlights and raw data.

There continues to be a perception that online education is inferior to traditional education. In the U.S. online learning is more developed than in the U.K. This paper provides insights into a U.S. provision and takes a close look at what are per ceived as weak nesses of on line learn ing and ar gues that these are not necessarily inherent weaknesses of this form of educational delivery. Then, results of two major studies, undertaken in the U.S. are provided comparing the effectiveness of online education to traditional education as perceived by current MBA students and past graduates. Results of these studies suggest that students of MBA modules and MBA graduates perceive the quality and effectiveness of online education to be similar to, if not higher than, the quality and effectiveness of traditional modules and programmes.

Presents the findings of a qualitative study of university science, the Student Focus Project, as it relates to the concept of service culture as defined by McCormack, Neil and Triplett. Assessed 24 focus groups of undergraduate students to find out opinions on positive and negative aspects of student life. Concludes that the approach highlighted reliable themes regarding successes and failure of the university service culture.

The curriculum and instruction model, My Place, Your Place, Our Place (MYOPlace), is a vehicle for implementing internationalization of teaching and learning in elementary and secondary schools by creating partnerships across borders to create learning projects to supplement existing local educational goals within a global con text. The model was developed at the University of Tennessee in Knoxville, Tennessee USA and Bourgas Free University in Bourgas, Bulgaria. It has been field tested in elementary and secondary schools in schools in rural Appalachia (a mountain region( of East Tennessee and in urban schools in Bourgas on the Black Sea coast.