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The global prominence of languages and Saudi Arabia’s Vision 2030, which supports the necessity of German proficiency for the nation’s socioeconomic evolution, necessitate a deeper understanding of German teaching in Saudi international schools. This study delves into the influence of various teaching strategies on students' German writing skills. The research particularly focuses on traditional and innovative methods and considers the factors that drive these teaching approaches.

Data were collected from 304 students in Riyadh, Saudi Arabia, through a questionnaire. The relationships between teaching strategies and students' German writing abilities were analyzed using regression techniques.

The results indicate that both traditional and innovative teaching strategies positively influence students' writing skills. The regression analysis shows that the independent variables (traditional teaching strategies, innovative teaching strategies and factors influencing teaching strategies) collectively account for 68.9% of the variation in students' German writing skills. Even though a variety of techniques influence students' academic performance, the study’s findings indicate that several strategies – such as self-evaluation, pair work, oral feedback, grammar instruction and translation – have a major impact on students' German writing abilities.

This research brings unique insights into the German teaching realm of Saudi international schools, emphasizing the harmony between Vision 2030 goals and effective teaching methodologies. It elucidates the considerable influence of both traditional and innovative strategies on student writing outcomes. For educators in Saudi Arabia’s international educational environment, the study’s findings underline the importance of adopting student-centric approaches in the writing process, ensuring students evolve as proficient writers. Additionally, the research underscores the significant role of variables affecting teaching strategies, spotlighting their pivotal role in shaping student outcomes.

This article seeks to analyze retrospective and emergent narratives in a changing organization. It aims to uncover the emic meanings of resistance to diversity change.

This article is based on interpretative research in a German high‐tech company, informed by the anthropological frame of mind.

The organization studied needs to cope with an increasing number of foreign employees. As narrative analysis showed, English language and diversity are associated negatively with an organizational dark age. In the past, a focus on sameness and on German language has been a successful counter‐strategy. Yet, in the present, this strategy forces German and non‐German employees into a dichotomist relationship that hinders diversity change. Through narrative analysis, other values of the past, such as caring for each other, and the metaphor of organization as family, are discovered. These concepts are highly adaptable to the new present and should be supported and facilitated in order to create trans‐cultural sameness.

The contribution of this article is to show how to utilize identity‐based resistance for organizational change, in this case diversity change. Emergent and retrospective narratives of the self are a viable tool of analysis.

Identity‐based resistance to change originates in the inability to link the past collective self to present conditions. This is often seen as an obstacle to change. This article uncovers the emic meanings of resistance, thereby utilizing it for diversity change.

The purpose of this paper is to uncover similarities and differences among emphasized information literacy (IL) skills for the disciplines of political- and social sciences, economics, educational sciences, law sciences, mathematics, life sciences, history and German studies, based on an analysis of IL teaching materials.

Eight issues of the German language publication series Erfolgreich recherchieren (Succesful Research Strategies) are compared by using a structuring content analysis. The category system is based on the IL standards and performance indicators of the Association of College and Research Libraries (2000), extended with additional categories.

The results, first, suggest that the biggest similarities and differences among the disciplines are found concerning the determination of the nature and extent of the needed information, especially in the area of identifying potential sources of information. Second, some of the disciplines focus more on international sources, whereas others focus on country- and language-specific sources. Third, the criteria to define the appropriate retrieval system differ among the various disciplines. Fourth, approaches to narrow the search results differ among the various disciplines. Fifth, the critical evaluation of sources is addressed in all disciplines but relates to different contexts.

This approach only addresses one book per discipline out of a German language book series. Further research is needed.

This paper is unique in its approach and one of few papers on disciplinary differences in IL perception.

This study aims to reflect how German business schools respond to the diffusion of the triple accreditation: AACSB (Association to Advance Collegiate Schools of Business), EQUIS (European Quality Improvement System), and AMBA (Association of MBAs).

This study applies a multiple case study to conduct a qualitative analysis of perceived drivers, value and limitations of AACSB, EQUIS and AMBA accreditation in German business schools.

International accreditation is a seal of excellence for business schools to enhance international competitiveness and global networking, providing evidence of quality, performativity, transparency and accountability for stakeholders. International accreditation offers business schools international comparability and compatibility. International accreditation adds value and benefits to business schools. However, business schools may prioritize institutional strategies and resources to meet the requirements of international accreditations rather than a broader concept of good governance. Business schools should critically review their decisions on international accreditations in line with institutional strategic goals, mission, vision, core values and sustainable development.

This study only focuses on international accreditations of German business schools. Further studies may focus on comparisons of national and international accreditations, impacts of international accreditation and perceptions of international accreditation from policymakers, accreditation bodies, academics and students.

This study offers guidance for the strategic decision-making of business schools on international accreditations, valuable feedback to international accreditation agencies and a reference for quality assurance practitioners, policymakers and accreditation bodies.

This study discusses the social-cultural impacts of international accreditation and accreditation discrimination arising from the selectivity and the exclusivity of international accreditation. International accreditation may further enlarge their comparative advantages over non-accredited schools. International accreditation adds value and benefits to accredited business schools but puts non-accredited business schools in disadvantageous positions.

Business schools need to critically review their institutional strategies and decisions on international accreditation in line with institutional strategic goals, mission, vision, core values and sustainable development. The rational decision of business schools to adopt international accreditation should consider drivers, value, benefits, limitations, organizational effectiveness, transparency, social responsibility and accountability for all stakeholders. Business schools need to take effective strategies to ensure a higher quality of management education through high-quality teaching and good governance. When single accreditation is sufficient, promoting mutual recognition is advisable rather than the “beauty contests” of multiple accreditations at the national and international levels.

This conceptual chapter re-actualizes the Didaktik-inspired discussions in entrepreneurship education, initiated by Kyrö, Blenker et al., and Bechard and Toulouse over 15 years ago. Didaktik in the German educational tradition is a pedagogical sub-discipline which, unlike the Anglo-American understanding of “didactics” as teaching methods, focuses on the relations between the subject, teacher, and students, and considers questions regarding what to teach, how to teach, and why, as being interdependent. A review of literature on entrepreneurship education published in the last decades shows that research in the German Didaktik tradition is sparse, and that the awareness of the differences between Didaktik and “didactics” has been overlooked. This chapter has practical implications for entrepreneurship educators as it presents Didaktik as an approach which comprises planning, implementing, and evaluating teaching in a way that includes an awareness of the learners’ relationship to the subject without excluding the teacher’s key role in education. In a theoretical perspective, the chapter challenges the Anglo-American understanding of “didactics” and proposes Didaktik as an approach to developing entrepreneurship education research and practice to be scientifically based in two fields and encompass transformative learning and critical perspectives, rather than being driven by political agendas and focusing on results.

The purpose of this paper is to link two modes of governance (transactional and transformational) to organizational learning by examining the example of academic teaching. Consequently, the “transformational” strategies of best practices that have been used by German universities to achieve teaching excellence are interpreted as double-loop learning. In delineating two exemplary cases of double-loop learning concerning the university-wide implementation of a new teaching formats as part their institutional strategies to develop teaching excellence, the authors want to answer the following research question: Which kind of governance is required to manage double-loop learning processes?

The purposive sample comprised four universities that had won awards for their teaching excellence. In 2014, a total of 21 semi-structured expert interviews were conducted in these universities within the following status groups: members of the rectorate, full professors, and university management professionals. The coding procedure followed a directed content analysis.

Both forms of governance are required for the management of double-loop learning. In the case of a top-down instigation of organizational learning, transformational governance is especially required in terms of idealized influence and inspirational motivation. In the case of a more bottom-up trigger of organizational learning, intellectual stimulation becomes more important. Transactional governance is required for the university-wide implementation of new routines (e.g. a mandatory quality management tool, obligatory coaching for newly appointed professors or competitive teaching grants).

This paper contributes to the empirical research on organizational learning in higher education institutions by adding a governance perspective.

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.

Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

Vietnam’s 11th National Party Congress prioritised integration, modernisation and industrialisation as the new key orientations for Vietnam. It outlined Vietnam’s integration with the world, not only economically, but also in terms of the social, cultural, educational, scientific and technological areas that can support social and economic development and sustainability. Vocational education has been recognised as pivotal to the nation’s sustainable workforce development and transformational changes. The purpose of this paper is to analyse how foreign approaches and practices have been filtered and appropriated to bring about sustainable development and transformational changes for Vietnamese vocational education.

The paper is derived from a study that involves documentary analysis, observation and semi-structured interviews with vocational learners and staff across three different vocational education and training (VET) sites in Vietnam. The overall study includes three vocational education providers and 22 participants altogether, but this paper involves observation and semi-structured interviews with eight participants, including one leader, two teachers and five students. It focusses on a Germany-funded vocational college in the northern central area of Vietnam that came under the management of the Ministry of Labour, Invalids and Social Affairs, and the local province where the college located.

The findings of the study show a critical need to develop a new “Vietnamese VET pedagogy” that filters international influences and flexibly and creatively combines them with the existing local pedagogy. To meet the local and global demands and bring transnational changes for Vietnamese vocational education, new VET pedagogies need to align with both Vietnamese historical and political situations, especially the emergent demands of the open market socialist economy and to capitalise on international influences – Confucian, French, Soviet and Western. Such a balance will ensure Vietnam makes use of both international forces and local strengths for sustainable development and transformational changes rather than passive dependence on foreign practices.

The research provides valuable insights into the appropriation of foreign practices and principles in Vietnamese vocational education. However, it focusses only on three vocational education sites in central Vietnam. Further studies with larger scale of participants and across a variety of vocational education settings including public and private institutions, community centres and family workshops will offer broader findings related to this important topic.

The study suggests practical implications for institutions to deal with the challenges associated with the adaptation of international forces into the vocational education context in Vietnam. It outlines the transformational changes in pedagogical practices related to the increased requirement to move from the traditional didactic teaching to more self-directed learning, to meet the requirements of a modern vocational education system.

This study provides unique insights into the practices and challenges of filtering foreign VET practices and principles to bring about transformational changes in Vietnamese vocational education. It, therefore, responds to the paucity of literature in this area. In addition, it examines internationalisation in Vietnamese VET, an under-researched area in the field of internationalisation of education as most of the literature in this field concentrates on the higher education sector.