Stakeholder analysis is an essential part of business education as students develop awareness of the different perspectives that influence business and the difficult decisions made by business, government and communities. An important aspect of learning is to think critically about who is presenting the viewpoint and the conclusions they have drawn. We have found that the Jigsaw Method is a powerful way to learn the importance of different viewpoints in the teaching of ethical practice and sustainability.
This article reports on a study for the Higher Education Funding Council for England on the impact of employability skills teaching and learning on graduate labour market prospects. The findings of the study cast doubt on the assumption that these skills can be effectively developed within classrooms. Detailed information gathered at university department level is drawn on to assess how academics perceive and engage in the teaching and learning of employability skills. It is argued that, despite the best intentions of academics to enhance graduates’ employability, the limitations inherent within the agenda will consistently produce mixed outcomes. Furthermore, it is argued that resources would be better utilised to increase employment‐based training and experience, and/or employer involvement in courses, which were found to positively affect immediate graduate prospects in the labour market and, therefore, support graduates in the transitional stage into employment.
We prove that groups acting geometrically on delta-quasiconvex spaces contain no essential Baumslag-Solitar quotients as subgroups. This implies that they are translation discrete, meaning that the translation numbers of their nontorsion elements are bounded away from zero.