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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.

Purpose
– The purpose of this paper is to investigate the factors which influence Taiwanese students' destination choice for their overseas postgraduate studies. Constructs elicited from the literature were overall perception of education quality, available information, country characteristics and accrual of potential benefits.


Design/methodology/approach
– The paper takes the form of a literature review, from which the authors identified four constructs: quality of available information; overseas country characteristics; potential benefits; and perceptions of overall education quality. The data required for this research were collected by means of a consumer-type survey. A questionnaire was developed with 40 items adapted from previously validated scales. A non-probabilistic sampling procedure, i.e. convenience sampling, was adopted owing to the unavailability of a satisfactory sampling frame. Final-year undergraduate students from four universities in Taiwan were targeted. There was upfront a screening question which eliminated students who were not knowledgeable about overseas postgraduate education from continuing the survey. A total of 312 survey questionnaires were administered by trained interviewers, during a two-week period, and 301 completed questionnaires were collected.


Findings
– The research findings revealed that the overall perception of education quality in host country influences the choice of the destination country. Path analysis has shown the catalytic need for intermediation by potential benefits accrued. Postgraduate Taiwanese students, having a better appreciation of western acculturation and potential migration and job prospects, together with the constructs of quality of information and country characteristics, have a better overall perception of education quality of destination country.


Research limitations/implications
– Universities targeting Taiwanese postgraduate students need to highlight aspects of potential benefits in their marketing literature and promotional materials. The results of this study will certainly benefit overseas educational institutions and their marketing departments.


Originality/value
– This is one of the very few studies which uses partial least squares to address a complex situation associated with the hierarchy of determinants in the selection of a foreign university.

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Abstract Background Despite Hong Kong government's official commitment to the development of traditional Chinese medicine (TCM) over the last ten years, there appears to have been limited progress in public sector initiated career development and postgraduate training (PGT) for public university trained TCM practitioners. Instead, the private TCM sector is expected to play a major role in nurturing the next generation of TCM practitioners. In the present study we evaluated TCM graduates' perspectives on their career prospects and their views regarding PGT. Method Three focus group discussions with 19 local TCM graduates who had worked full time in a clinical setting for fewer than 5 years. Results Graduates were generally uncertain about how to develop their career pathways in Hong Kong with few postgraduate development opportunities; because of this some were planning to leave the profession altogether. Despite their expressed needs, they were dissatisfied with the current quality of local PGT and suggested various ways for improvement including supervised practice-based learning, competency-based training, and accreditation of training with trainee involvement in design and evaluation. In addition they identified educational needs beyond TCM, in particular a better understanding of western medicine and team working so that primary care provision might be more integrated in the future. Conclusion TCM graduates in Hong Kong feel let down by the lack of public PGT opportunities which is hindering career development. To develop a new generation of TCM practitioners with the capacity to provide quality and comprehensive care, a stronger role for the government, including sufficient public funding, in promoting TCM graduates' careers and training development is suggested. Recent British and Australian experiences in prevocational western medicine training reform may serve as a source of references when relevant program for TCM graduates is planned in the future.

The uncertainty over future student loan repayments means that the debate about whether the government contribution to the cost of higher education is too high will almost certainly continue. However, as our analysis makes clear, whatever the current estimate of the RAB charge, it is based on a large number of assumptions, many of which are likely to change in future (e.g. the rate of graduate earnings growth). It also depends hugely on the way in which we value expected future repayments in the present. It would thus be a mistake to undertake reforms solely on the basis of a single uncertain figure. The loan subsidy is just one part of a package of support that the government offers to students and universities which must be taken into consideration when deciding on the extent to which it wishes to subsidise higher education in England.

The topic, proposed for discussion, belongs to the fundamental problems of modern science, philosophy and social practice. Unfolding XXI century makes enormous challenges to traditional society, national states and cultures, the ways of preparing human life which are carried out primarily by means of education and training. In the late XX century the world became hardly recognizable again. It is difficult to reach a single glance, predict the main vector of development and offer preventive education and cultural innovation. However, the discernible trends of economic globalization and anti-globalization, the signs of the information society and interdependence of nations to strengthen democratic order and market reforms in a wider world space are seen quite clearly. The center of this paradigm is education developing as a response to the challenges of civilization and at the same time as a response to human needs to find its place and the possibility of self-realization in a new global environment. Current postgraduate education of teachers has developed an interdisciplinary theoretical base and a rich arsenal of means of practical implementation of ideas, concepts and attitudes. However, the claims of the society to the effectiveness of professional educators remain and cause the resistance to a "call" of post-graduate education - to strengthen its focus on the dramatic changes in the willingness of teachers to solve practical problems of modern schooling. As a current trend of postgraduate pedagogical education teacher training community declares the overcoming incomprehension between the results of postgraduate education, traditionally recorded in its process and outcome indicators, and expected success of teachers in subsequent careers. Thus, the purpose and goal of this article is to consider the problem of finding a new paradigm of man preparation to a human life, which would ensure not only adaptive man's relation to reality, but the reality development in accordance with the human dimension of life. ; Тема, которая выносится на обсуждение, принадлежит к фундаментальным проблемам современной науки, философии и социальной практики. XXI ст., которое разворачивается, делает грандиозные вызовы традиционному обществу, национальным государствам и культурам, способам подготовки человека к жизни, данные социальные тенденции осуществляются, в первую очередь, средствами образования и воспитания. Следовательно, цель и задача данной статьи заключается в рассмотрении проблемы, связанной с поиском новой парадигмы подготовки человека к жизни, которая бы обеспечила не только адаптивное отношение человека к действительности, но и развитие действительности в соответствии с человеческими измерениями жизни. ; Тема, що виноситься на обговорення, належить до фундаментальних проблем сучасної науки, філософії і соціальної практики. XXI ст., що розгортається, робить грандіозні виклики традиційному суспільству, національним державам і культурам, способам підготовки людини до життя, що здійснюється, насамперед, засобами освіти і виховання. Отже, мета та задача даної статті полягає в розгляді проблеми, пов'язаної з пошуком нової парадигми підготовки людини до життя, яка б забезпечила не лише адаптивне ставлення людини до дійсності, але й розвиток дійсності у відповідності до людських вимірів життя.

In 1989, the ERASMUS Bureau of the European Cultural Foundation of the Commission of the European Communities funded the development of a new 3-year curriculum for postgraduate education in orthodontics. The new curriculum was created by directors for orthodontic education representing 15 European countries. The curriculum entitled 'Three years Postgraduate Programme in Orthodontics: the Final Report of the Erasmus Project' was published 1992. In 2012, the 'Network of Erasmus Based European Orthodontic Programmes' developed and approved an updated version of the guidelines. The core programme consists of eight sections: general biological and medical subjects; basic orthodontic subjects; general orthodontic subjects; orthodontic techniques; interdisciplinary subjects; management of health and safety; practice management, administration, and ethics; extramural educational activities. The programme goals and objectives are described and the competencies to be reached are outlined. These guidelines may serve as a baseline for programme development and quality assessment for postgraduate programme directors, national associations, and governmental bodies and could assist future residents when selecting a postgraduate programme.

In 1989, the ERASMUS Bureau of the European Cultural Foundation of the Commission of the European Communities funded the development of a new 3-year curriculum for postgraduate education in orthodontics. The new curriculum was created by directors for orthodontic education representing 15 European countries. The curriculum entitled 'Three years Postgraduate Programme in Orthodontics: the Final Report of the Erasmus Project' was published 1992. In 2012, the 'Network of Erasmus Based European Orthodontic Programmes' developed and approved an updated version of the guidelines. The core programme consists of eight sections: general biological and medical subjects; basic orthodontic subjects; general orthodontic subjects; orthodontic techniques; interdisciplinary subjects; management of health and safety; practice management, administration, and ethics; extramural educational activities. The programme goals and objectives are described and the competencies to be reached are outlined. These guidelines may serve as a baseline for programme development and quality assessment for postgraduate programme directors, national associations, and governmental bodies and could assist future residents when selecting a postgraduate programme.

Abstract Background Despite decades of nutrition advocacy and programming, the nutrition situation in South Asian countries is alarming. We assume that modern training in nutrition at the post graduate level is an important contributor to building the capacity of individuals to think and act effectively when combating undernutrition. In this context, this paper presents a regional situation analysis of master's level academic initiatives in nutrition with a special focus on the type of programme we think is most likely to be helpful in addressing undernutrition at the population level: Public Health Nutrition (PHN). Methods This situational analysis of Masters in nutrition across South Asian countries viz. India, Pakistan, Bangladesh, Sri Lanka, Afghanistan, Maldives, Nepal, Bhutan was conducted using an intensive and systematic Internet search. Further, detailed information was extracted from the individual institute websites and library visits. Results Of the131 master's degree programmes we identified one that was in PHN while another 15 had modules in PHN. Most of these universities and institutions were found in India with a few in Bangladesh and Sri Lanka. In the rest of the countries, neither nutrition nor PHN emerged as an academic discipline at the master's level. In terms of eligibility Indian and Sri Lankan programmes were most inclusive, with the remaining countries restricting eligibility to those with health qualifications. On modules, no country had any on nutrition policy or on nutrition's interactions with agriculture, social protection, water and sanitation or women's empowerment. Conclusion If a strong focus on public health nutrition is key to reducing undernutrition, then the poor availability of such courses in the region is cause for concern. Nutrition master's courses in general focus too little on the kinds of strategies highlighted in the recent Lancet series on nutrition. Governments seeking to accelerate declines in undernutrition should incentivize the delivery of postgraduate programmes in nutrition and Public Health Nutrition (PHN) that reflect the modern consensus on priority actions. In the absence of PHN type programmes, the competence to scale up nutrition capacity is likely to be impaired and the human potential of millions of infants will continue to be squandered.