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PurposeThe purpose of this paper is to investigate the practice of teacher trainees on science and the relevance of science education. The study focuses on teacher trainees' practice on science teaching and its relevance to understanding science education.Design/methodology/approachThe study employed a survey method using questionnaires. The samples consist of 80 teacher trainees, majoring in Science Education, from a teachers training institute in Malaysia. The teacher trainees were asked to complete a set of questionnaires on the relevance of their content knowledge of science to Science Education, application of student's home culture in classroom science and in infusing moral education in classroom lessons. The data obtained from the questionnaires were analyzed using descriptive statistical and inferential statistical (independent samples t‐test).FindingsThe results showed that the female trainees' practice of science and the relevance of science education is significantly higher than that of their male counterparts. Besides that, the findings indicate that there is no significant difference between the male and female trainees on their practices of students' home culture applied in classroom science and applying moral education in teaching science. The findings also indicated there is a need to bring in students' home culture into the teaching and learning of science.Practical implicationsFindings of this paper suggest one approach that could be adopted to make science education more relevant to the students understanding is by incorporating teaching strategies that are designed to promote content learning through a cultural relevant curriculum. This will make schools a better place to inculcate environmental concerns for a sustainable future.Originality/valueThis paper highlights the need to educate trainee teachers (male and female) and bring them closer to gain cooperation and commitment to achieve sustainability. The paper also proposes the need to bring in students' home culture, priorities and concern into the teaching and learning of science.

PurposeThe purpose of this paper is to present a pedagogical approach for designing a coursework curriculum that aims to meet the growing need for skilled professionals that have competencies in both business and sustainability, and that understand the nexus between the two.Design/methodology/approachThe paper uses a pedagogical approach discussed in the education for sustainability literature to analyse the CESM program. The pedagogical approach focuses on developing students' knowledge, skills and attitudes (behaviours) in sustainability.FindingsThe Knowledge‐Skills‐Attitudes (KSA) framework is a suitable pedagogical approach to guide the design of sustainability management education programs that prepare students for systemic organizational change. A KSA approach to designing sustainability management education curricula can also address the criticisms of current business management curricula by other scholars.Originality/valueThe discussion of the MCESM program in this article provides guidance to faculty on one approach to creating sustainability‐centric business curricula and may provide a catalyst for sharing learning experiences in integrating sustainability into existing business curricula. It may also provide some ideas for developing new programs that address the business and sustainability nexus.

PurposeThe aim of this paper is to respond to calls for higher education institutions to address sustainability within the curriculum. Institutions that aim to graduate citizens with prescribed attributes relevant to sustainability may need to develop teaching and learning support‐programmes appropriate to the varied nature of students' worldviews.Design/methodology/approachThe research described here used the NEP (Revised New Ecological Paradigm) and statistical cluster‐analysis to explore if individuals within cohorts of students could reasonably be clustered into subgroups with identified sustainability attributes relevant to the design of learner‐support programmes.FindingsAll seven programme cohorts in one institution's annual intake clustered into three subgroups with identifiable attributes.Practical implicationsThe results are discussed in relation to how post‐compulsory education institutions can define the sustainability characteristics of their students and to the pedagogic literature that addresses diversity in student groups.Originality/valueThe approach may help higher education institutions better understand the needs of individual students within large groups and to develop appropriate support programmes for students with similar attributes and needs.

AbstractManuscript TypeEmpiricalResearch Question/IssueIn this paper, we empirically investigate whether US listed commercial banks with effective corporate governance structures engage in higher levels of conservative financial accounting and reporting.Research Findings/InsightsUsing both market‐ and accrual‐based measures of conservatism and both composite and disaggregated governance indices, we document convincing evidence that well‐governed banks engage in significantly higher levels of conditional conservatism in their financial reporting practices. For example, we find that banks with effective governance structures, particularly those with effective board and audit governance structures, recognize loan loss provisions that are larger relative to changes in nonperforming loans compared to their counterparts with ineffective governance structures.Theoretical/Academic ImplicationsWe contribute to the extant literature on the relationship between corporate governance and quality of accounting information by providing evidence that banks with effective governance structures practice higher levels of accounting conservatism.Practitioner/Policy ImplicationsThe findings of this study would be useful to US bank regulators/supervisors in improving the existing regulatory framework by focusing on accounting conservatism as a complement to corporate governance in mitigating the opaqueness and intense information asymmetry that plague banks.

Die Verfahrensautonomie der Mitgliedstaaten der Europäischen Union zählt zu den umstrittensten Leitfragen des Europäischen Verwaltungsrechts. Christoph Krönke rekonstruiert die mitgliedstaatliche Verfahrensautonomie auf der Grundlage eines prinzipientheoretischen Ansatzes im Spannungsverhältnis von nationaler Eigenverantwortung und europäischer Integration. Dabei erweisen sich das Äquivalenz- und das Effektivitätsprinzip als spezifischer Ausdruck des Grundsatzes der Verhältnismäßigkeit. Dies führt zu einer umfassenden Kritik der Rechtsprechung des Europäischen Gerichtshofs im Hinblick auf die Bestandskraft von Verwaltungsakten und die Rechtskraft von Gerichtsentscheidungen.