Nineteen young Europeans from across the Continent took part in in‐depth interviews where a wide range of consumer‐related issues were explored. These issues ranged from specific consumer behaviours and consumer value gained to consumer protection and other aspects of policy. Respondents were postgraduates studying at Scottish universities or young professionals currently working in Scotland. The interviews were structured around a number of key themes that were developed both from the literature and from an in‐depth pilot study. One of these themes was designed to explore the respondents’ attitudes towards saving and borrowing, in particular, consumer credit; and this forms the focus for the current paper. The theme had been developed initially with reference to Hofstede’s cultural dimension of ‘uncertainty avoidance’. However, it also successfully illuminated some of the other cultural dimensions in Hofstede’s typology. As anticipated, respondents tended to benchmark consumer culture in their home country against that of the host country (Scotland). What was surprising was the consensus with which they considered the Scottish/British consumers to be the ‘odd ones out’. This observed convergence appears to indicate that historical cultural differences between continental and Anglo‐Saxon cultures survive and may be stronger and more sustained than any differences between the post‐World War II socialist and market democracies.

This paper presents the findings from a pilot study which explored the impact of embedding work-related learning activities in the first-year computing curriculum at Glasgow Caledonian University. Students worked in teams on practical projects which were formally assessed and the researchers gathered student feedback using two online surveys (n=159) and focus groups (n=29). The findings indicate that 85% of the students felt that their learning on the module had improved their employability skills but that their confidence levels in most skills were lower at the end of the module. The paper suggests that first-year students' realistic awareness of their own skills gaps leads to more focused learning in their remaining years of study.

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The discourse about internationalising higher education has often been dominated by discussions about the needs of international students in a UK classroom. These students have already taken the first step towards improving their international awareness and are still a minority in our classrooms. What about the vast majority of our home students who are often local and have not had the opportunity to study abroad? Given that the uptake of physical mobility schemes is still low in the UK using technology to connect students with their peers in other countries offers a cost effective way of enhancing their cultural awareness. This paper presents the results of a pilot study in entrepreneurship education which used the COIL (Collaborative Online International Learning) approach to internationalisation at home. Students at Glasgow Caledonian University (GCU) worked in teams with their peers at a Japanese institution using a Wiki, Skype and Facebook. During their six-week collaboration the Scottish students were monitored for their perceptions of their own intercultural sensitivity and their understanding of innovation and entrepreneurship in Japan and Scotland. Drawing on the results from an online evaluation survey this study makes a contribution to the pedagogical debate in entrepreneurship education which has not always paid sufficient attention to the relevance of intercultural skills in entrepreneurial activity. The data shows that students increased their awareness of the demands of cross-cultural team-working and improved their knowledge of entrepreneurship, innovation and trade across nations. On a more general note, this paper also reflects on the benefits and challenges for academic staff who collaborate with colleagues across national borders using internet based tools.

A convenience sample of 27 European Union (EU) citizens and two Romanians residing in the Scottish Central Belt took part in in‐depth interviews to explore a wide range of consumer decision‐making scenarios which ranged from borrowing and saving to impulse buying and ‘value for money’ choices. The aim of the research was to identify and assess how well educated young EU consumers perceive the consumer education process and the precise nature of consumption specific skills. Given the focus of the present paper on consumer judgement, the role of values received particular attention. The Schwartz Value Inventory served as a conceptual framework for analysing the responses. The results show that the family in its role as primary creator of values was considered the most important agent in the consumer education process because it establishes a routine pattern of decision making. Further support from social networks in the wider community and real‐life experience through trial and error were cited as equally significant for acquiring useful consumer skills. There was consensus that the influence of schools was limited to providing generic citizenship education rather than specific consumer studies classes. The findings of this study point to the need for changing the current focus of consumer education and consumer policy from an emphasis on training the vulnerable consumer to a more inclusive agenda which concentrates on value education for all market players including producers and marketers.