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This chapter examines early childhood pedagogy in Germany. It developed in the wake of the Programme for International Student Assessment (PISA) education debate, and the expansion of higher education led to new types of application-oriented courses. For a long time, child day care in Germany was not seen as a subject of theoretical worth. Vocational training for kindergarten teachers, overwhelmingly employed in day care centers, has not yet been academized. The academic study of childhood pedagogy is a thereof separate project, taught especially at universities of applied science. Nevertheless, constructions of new disciplines are directed toward professional fields, for which they claim relevance with their academic training. With its focus on “Bildung” childhood pedagogy in Germany claims to offer a scientifically based solution to the practical problems of action in child day care. This chapter discusses the specific content of the curricula statistical figures of graduates at universities and in the fields of practice. It provides first empirical clarification on observable phenomena of a scientific “penetration” of cognitive rationality in kindergartens. It fosters an academic habitus that induces a distancing from direct interaction with children, leads to a diversification of tasks in day care centers, and promotes hierarchical processes of professional role differentiation in the field of childcare.

The purpose of the present paper is to examine the influence of the educational qualifications of board members, including the CEO, on the financial performance of Indonesian listed firms. Indonesia is a developing economy that adopts a two‐tier board system.

This study employs a sample comprising 160 firms listed on the Indonesia Stock Exchange (IDX). Tobin's Q and return on assets (ROA) are used as measures of financial performance. It uses four proxies for board members' educational qualifications, namely postgraduate degrees, degrees obtained from prestigious universities, degrees obtained from developed countries, and degrees in financial disciplines. Regressions are performed separately for the supervisory board, management board, and CEO.

This study provides empirical evidence that the educational qualifications of board members and the CEO matter, to a particular extent, in explaining either ROA or Tobin's Q. For example, CEOs holding degrees from prestigious domestic universities perform significantly better than those without such qualifications.

Even though intellectual competence should appear to be one of the considerations in the appointment of board members, educational qualification is not always a good proxy for superior advising or managerial quality. There may be many other factors that need to be considered, such as experiences, managerial skills, networks, and other skills obtained outside schools. As such, the establishment of a nomination committee, which is expected to provide independent recommendations on qualified candidates to serve in the boardrooms, plays an important role.

Empirical studies focusing on the influence of the educational backgrounds of board members and the CEO on financial performance are still rare in the literature. This study is among the first to address such an issue in the context of a developing economy.

The purpose of this case study is to explore the principles and practices of sustainable development (SD) in the university curriculum.

To explore the principles linked with the sustainable development goals (SDGs) and the learning and teaching practices in sustainability at the International University of Catalonia (Universitat Internacional de Catalunya, UIC, in Catalan), an empirical study was carried out by using a mixed methodology for data collection. Indicators related to SDGs found in the University curriculum (quantitative analysis) were measured using Excel, combined with in-depth semi-structured interviews to the deans of different faculties (qualitative study), which were analysed using Atlas.ti.

Several visions, difficulties and challenges were identified in this mixed-method study around the concept of sustainability, which allowed the authors to describe and portray a specific starting position in relation to the SDGs at the UIC.

The presence of dimensions linked to the SDGs in the University curriculum were analysed by means of a quantitative study. However, global competences related to education for sustainable development were not studied.

Special emphasis was given to the challenges and opportunities for training future graduates and the whole University community in SD.

This paper shows a methodological exploration of the principles related to the SDGs and the learning and teaching practices in sustainability in higher education.

The purpose of this paper is to improve future teacher training by assessment of university graduates’ satisfaction with their preparation in Basic Education teaching.

This descriptive study employed a self-administered survey questionnaire to a representative sample of 235 graduates between 2014 and 2016 from three universities in Chile. The questionnaire generated information about the graduates’ background (age, gender, parents’ education and prestige of secondary school attended); an evaluation of three dimensions of their degree program (instructional quality, infrastructure and employability), and experiences in the labor market (including salary). Analysis of variance was used to assess relationships between satisfaction, and other variables.

In general, graduates were satisfied with all aspects of their training. Satisfaction levels were higher from those assumed to have lower expectations. Contrary to this hypothesis, university prestige is not directly related to satisfaction. Instead, expectations and employability moderate the effect of prestige.

The sample is not representative of the 59 universities in Chile nor of the many other degree programs offered in those universities.

Program directors concerned about improving the public reputation or prestige of their program will benefit from efforts to improve the quality of the program and its infrastructure, and relevance for entrance into the world of work.

This study provides information not previously available about graduate satisfaction in teaching degree programs in Chile.

A few years ago, some forty years after the beginning of the first hotel and catering course in a United States University, almost simultaneously two such degree courses were established at British Universities — at the University of Strathclyde in Scotland and at the University of Surrey in England. This paper first describes the origin, background and structure of the two degrees. Secondly, it discusses briefly the concept of University education in this field.

This paper reports the findings of a study of how new universities train research students in accounting and finance from a student perspective. The purpose is to provide evidence of the problems faced by the new universities in offering research degrees in accounting and finance, and how these problems are addressed. It was found that the new universities have made a major commitment to research students’ training since 1992. Financial incentives were offered to attract research students. Experienced supervisors were borrowed from other subject areas and established universities to make up for the internal shortage. Despite these efforts, students might suffer from a lack of an appropriate research culture and environment. Nearly half the students could not obtain advice from persons other than their supervisors, and more than half the number of students responding to the questionnaire did not take any formal research method course. The majority of the students found it relatively hard to surprise their supervisors by progress, to make their relationship with their supervisors amicable and enjoyable, to make a workable time schedule, and hard to obtain advice from non‐supervisors. They also expressed their wish for their supervisors to treat supervision as a higher priority, and be more knowledgeable and more available when needed.

The purpose of this paper is to gain a better understanding of the antecedents of the quality of graduates’ jobs when they enter the job market after university graduation.

Survey data collected from 173 Spanish bachelor and master’s degree university graduates at two time points (two months before and six months after graduation, approximately) were analyzed by means of path analysis.

A moderated mediation model was tested, where the relationship between the horizontal fit (HF) between the university degree subject and the student’s job and the quality of the graduate’s job after graduation is mediated by self-perceived employability and moderated by the time devoted to a student job. Results showed that the relationship between HF and job quality was partially mediated by self-perceived employability. However, contrary to the proposed hypothesis, this relationship did not depend on the time devoted to a student job.

This study contributes to improving the understanding about how and why university students’ work experience is related to the quality of their jobs as fresh graduates.

Describes the new trends in German library and information science (LIS) education and the status of the international degrees in Germany, referring to changes to the Framework Act of 1998, which enabled the institutions of higher education to award Bachelor’s degree on completion of undergraduate study courses and Master’s degree on completion of postgraduate study courses. Describes the introduction of credit point systems, the shift from a system based on the number of lecture hours to a credit system based on the number of hours of student workload. In Germany different credit point systems exist. This paper focuses on the most important model of credit point systems used by the German LIS faculties. Finally the special problems in Germany with the change from the diploma to the Bachelor and Master are mentioned.

This study aims to explore the role of formal education in managerial career attainment and how this role has changed over time.

The personnel records of two cohorts of managers who entered the firm at different times in a large internal labor market company were examined. The study encompassed years of education, subject of degree, timing of degree conferral, and quality of educational institution. Career attainment was regressed on the control variables and the hypothesized predictor variables using hierarchical multiple regression analysis.

The research suggests that the importance of having an undergraduate degree seems to be increasing, while the importance of the selectivity of the university seems to be decreasing with respect to career attainment. Also, majoring in business continues to be an important factor related to career attainment.

Future research focusing specifically on the differences in managerial career attainment of individuals who stay with their initial firm versus those who change employers would be beneficial. It would also be interesting to focus on the different reasons why people go back to school to obtain a degree.

Obtaining a degree after entering the firm was not related to career attainment. Universities have advocated the benefits of obtaining a degree to students who are already in the workforce. These results must be investigated further.

The data for this study were obtained from occupational records and allowed a more detailed analysis of an actual internal labor market organization and a longitudinal look at the changing role of education in relationship to career attainment.

Production/operations management (POM) is today a key element for the competitivity of companies, and the demand by Spanish companies for university graduates qualified in this area is significant. Therefore, in this discipline, the correct education and training of future business managers is an evident need to be addressed; however, little is known about the current situation of POM teaching in Spanish universities. Hence, to obtain reliable and useful data, a comprehensive empirical study of the total population of university teachers of this discipline in Spain has been undertaken. The present paper concentrates first on the analysis of the characteristics of the POM faculty in Spanish universities, then considers the teaching and assessment methods and the didactic material employed in the teaching of this discipline. In both cases, a critical analysis has been made of the various problems observed, and alternative solutions have been proposed. The analysis of the content of POM programs is the subject of another article published in this journal.