Interviews and surveys explored business perspectives on investing in higher-education placement services. Reasons for higher education to market its services and to understand organizational buying behavior were identified. (SK)

Comparison of student teams working on class projects and workplace teamwork finds similar characteristics of successful and unsuccessful teams. Differences include the relatively short duration of classroom groups, organizational culture, team formation, leadership, accountability, diversity, and type of task. (SK)

A British survey of 10,000 12- to 25-year olds identified their views on skills and knowledge, the educational system, teachers, further/higher education, and learning methods. Those surveyed were informed about and interested in learning issues; they wanted flexible and relevant curricula, accessible guidance, and assurance of future work and…

In an Irish bank, 135 applicants were evaluated in an assessment center. Results did not support the validity of such centers. Exercises lacked content validity, and criterion validity was similarly poor. (SK)

Describes the use of leaderless group discussions and peer assessment in undergraduate classes to develop teamwork skills and the capacity for independent thought and action students will need on the job. (SK)

Evaluation of the use of team-based and group-based learning sets supported by electronic mail in business education raised issues about group work in higher education. Confusion between the two models paralleled their blurring in workplace practice. Greater clarity about the role and purpose of group work is needed. (SK)

Concern that British further-education colleges are market driven led to recommendations for regional planning and collaboration. Interviews with five college principals and analysis of colleges' strategic plans found that colleges are unlikely to cooperate unless a sufficient degree of autonomy for individual institutions is provided. (SK)

Industry and education should work together to familiarize children with engineering and promote career possibilities. Technology-education departments should become involved in continuous engineering education from preschool to university. (SK)

Raising Pupil Achievement, a mentoring program for Years 7 and 12 in a British girls' secondary school, was evaluated through interviews, questionnaires, and analysis of scores. There was evidence of enhanced attitudes toward schoolwork and of increased motivation. The program had significant influence on higher achievement in Year 12. (SK)

Having business students work on commissioned projects from external clients provides an opportunity for problem-based learning. Projects should provide coherent strategies for curriculum support, potential for integration, specification of learning outcomes, emphasis on process as well as product, and occasion for reflective practice. (SK)

Part-time business students employed by small/medium-sized enterprises (n=22) generally considered course content relevant to small businesses, but thought guest speakers and case studies could improve courses. The students had problems finding enough time to assimilate learning. More flexibility in scheduling was desired. (SK)

Evidence from the occupational safety and health field suggests that much unintentional learning takes place in the workplace that is not a result of conscious decisions and lacks critical reflection. Such learning may have negative consequences. Action can be taken to identify and mitigate the effects of unintentional learning. (SK)

The accelerating pace of the creation of knowledge is increasing the value of research skills and the metaskill of knowledge integration. Education and training should focus less on delivering content and more on helping people learn to find out for themselves. (SK)

Assessing whether Britain's educational reforms are adequate to achieve the envisioned future, the author proposes the metaphor of a climbing frame with many different routes and mode of learning. She suggests the frame removes tracking barriers and the need for parity of qualifications and urges education that is transformative, not reproductive.…

Technological change requires greater conceptual thinking and understanding rather than memorization. A fundamental change in education is needed, focusing on individual responsibility, teamwork, acceptance of change, lifelong learning, and practice of learning skills. (SK)