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Purpose: The purpose of this paper is to quantify the relative importance of four key entrepreneurial characteristics identified in the literature (proactiveness, attitude to risk, innovativeness and self-efficacy) in predicting students' entrepreneurial intention (EI) across a range of faculties offering different subjects at a UK higher education institution (HEI). This approach will help to identify whether there are variations across the faculties in the predictors of EI. This enables recommendations to be made with regard to the development of educational delivery and support to encourage and develop the specific predictors of EI within the different subject areas. Design/methodology/approach: This research uses a 40-item questionnaire to obtain information on students' demographics, entrepreneurial characteristics and EI, based on a five-point Likert-type scale. Principle component analysis, correlation analysis and multiple hierarchical regression analysis are used to analyse the data from 1,185 students to develop models which predict EI for each of the six faculties. Findings: Individual models which predict EI are developed for each of the six faculties showing variations in the makeup of the predictors across faculties in the HEI. Attitude to risk was the strongest predictor in five of the six faculties and the second strongest predictor in the sixth. The differences, together with the implications, for educational approaches and pedagogy are considered. Originality/value: This research breaks down the level of analysis of EI to the individual faculty level in order to investigate whether different entrepreneurial characteristics predict EI in different academic disciplines across a UK HEI. This enables entrepreneurship educational approaches to be considered at a faculty level rather than a one size fits all approach. [ABSTRACT FROM AUTHOR]

Much importance is now placed upon the evaluation of outreach interventions by higher education institutions (HEIs). Accompanying this focus are requests that HEIs prepare evaluation plans. Yet, whilst some now have plans in place, others do not. One of the challenges for those preparing such documents is that official guidance is not prescriptive in what these should include. Instead, institutions are asked to ‘build’ their own plans. Whilst there is a rationale to this approach, given the autonomy of HEIs, there is also a recognised value in the provision of case studies and the sharing of practice. Accordingly, this paper describes the framework developed by one institution in preparing its evaluation plan – a process informed by desk research. To assess the wider value of this ‘five-point framework’, the views of practitioners in three other HEIs who are involved in their own institution’s evaluation plans were sought. Evidence from these interviews confirms the value of the framework in terms of guiding the preparation of new plans and in informing existing ones. Whilst the paper lends support to the case for a structured approach to evaluation practice, it also acknowledges the limitations of planning and the need to recognise plans as working documents. [ABSTRACT FROM AUTHOR]

This paper investigates the development of teaching practice of the multinational staff delivering UK programmes in a higher education institution in Oman hosting these programmes. It presents a tool to evaluate the teaching practice, and points to those elements of an academic development framework that were found to be most useful in supporting staff in moving towards a student-centred, learning-focused teaching approach. The majority of the lecturers made this shift. We therefore conclude by arguing for long-term CPD aimed at enhancing teaching quality to be part and parcel of a partnership. [ABSTRACT FROM AUTHOR]

For many universities around the world, internationalisation means the recruitment of fee-paying international students (so-called export education) for primarily commercial reasons. For UK universities, international (non-European Union) students account for approximately 13% of their annual revenues, making them highly dependent on international student recruitment. This paper discusses the attempt by one UK university to change direction and develop a new approach to internationalisation which puts an international learning experiencefor all studentsat the heart of its new strategic plan. It discusses the obstacles to changing direction in this way and shares some of the lessons learned about how to roll out an alternative university-wide internationalisation strategy. [ABSTRACT FROM AUTHOR]

This paper examines the future of Western higher education. Situated midway between an analysis and a polemic, it concerns itself with how we might begin to actively design the universities of the future. That will require a productionist account of higher education which is so far sadly lacking. But there are signs that such an account might be possible if we could at least begin to remove the blinkers provided by the tired old narratives of what universities are like. [ABSTRACT FROM AUTHOR]