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Purpose – The purpose of the paper is to present evidence on the impact of enterprise education on young people still at school in London, UK. The study was designed to measure the effect of participation in a Young Enterprise (YE) Company Program on young people's attitudes toward starting a business, and on their enterprise potential. Design/methodology/approach – A longitudinal pre and post test design was used, with a sample of 276 young people. A control group provided a method of isolating the impact of the programme and was used as a test for self-selection bias. An attitudes to enterprise test was administered at the start of the programme and again at the end, nine months later. Findings – It was found that participation does have a positive impact on young people's enterprise potential, however this is moderated by other factors such as gender, ethnicity, socio-economic background and type of school attended. Research limitations/implications – The paper demonstrates the added value of a longitudinal design and the use of a control group. The relatively small sample size limited the extent of multivariate analysis that could be carried out. Practical implications – The paper provides an example of a robust evaluation methodology for the evaluation of enterprise education programmes in schools. Social implications – The paper highlights the importance of context in the delivery of enterprise education. The impact of enterprise programmes is likely to be moderated by a number of other factors such as socio-economic background. Originality/value – The paper cautions against a one-size fits all approach to enterprise education, and is relevant to policy makers and providers. The research design used attempted to overcome some of the criticisms often made of evaluations studies. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this paper is to obtain a shared understanding of entrepreneurship education and to evaluate the effectiveness of employability and enterprise division in current fashion courses and amongst the students between a British and a Chinese university (UClan and SCAU). Design/methodology/approach |!|#8211; It is a three-stage action-oriented PMI2 project (Second Prime Minister|!|#39;s Initiative for International Education) in fashion entrepreneurship, which was funded by the British Council. This paper presents the findings of the first stage of the research project. A combination of literature reviews, participant observation, semi-structured interviews and focus groups were employed to deliver the results at this stage. Findings |!|#8211; The findings represent similarities and differences between UClan and SCAU related to enterprise entrepreneurship education: identify rationale of evaluating fashion entrepreneurship education; and clarify a shared understanding of entrepreneurship education and the purpose of evaluating the effectiveness. Research limitations/implications |!|#8211; Due to geographical restrictions and limited resources, smaller-scale samples were selected to gain a deeper insight into different approaches to fashion enterprise and entrepreneurship education between UClan and SCAU. Practical implications |!|#8211; This research will be valuable to academics who wish to develop or enhance fashion entrepreneurship education, in particular with regards to forging links between universities in the UK and China. Social implications |!|#8211; This paper will increase awareness of fashion entrepreneurship amongst students, graduates and academics. Originality/value |!|#8211; This research contributes to the current knowledge and best practice of fashion entrepreneurship education. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this paper is to discuss the proposal that curriculum designed for and about enterprise education can be sustained via a cyclical model of evaluation. Such an approach takes into consideration an important aspect of enterprise education which is |!|#34;context|!|#34;, a significant aspect overtly linked to the differing subject disciplines offering such curriculum. Design/methodology/approach |!|#8211; The design of this research project was driven by the authors|!|#39; suggestion that to evaluate the impact of enterprise education pedagogy different factors to those that are currently prescribed need to be taken into consideration. Current evaluation practice is to take a global, generic approach, often utilising quantitative techniques, but the authors argue that evaluation of enterprise education should consider local, contextual factors only |!|#8211; key contextual factors being subject discipline, along with the lecturer|!|#39;s own context, teaching and learning materials and implicit and explicit notions of enterprise education. The research utilised two different modules and approaches to evaluation: first, a questionnaire designed using module materials such as learning descriptor and module outcomes which produced quantitative data that could be linked directly to the module learning and teaching inputs as well as lecturer|!|#39;s approach; and second, a focus group-type approach undertaken with students on a completely separate and distinct module returning qualitative data, The former module was explicitly enterprise education and the latter module had a very implicit nature in relation to enterprise education. The students for the latter module were not aware of the enterprise connotation of the module. Findings |!|#8211; The authors|!|#39; notion that contextual evaluation has real value was upheld in each case. Both lecturers used the data collected to improve and make productive changes to their module content and teaching and learning materials for the following cohorts of students. Practical implications |!|#8211; It is the authors|!|#39; belief that contextual evaluation offers enterprise education pedagogy the opportunity to be evaluated in a more useful and practical forum, with results not only illustrating the impact on students but also on the module content and how this has been instrumental in the students|!|#39; progress. Originality/value |!|#8211; Those wishing to embed and sustain enterprise education by keeping the topic up to date on an annual basis will find this case study useful and, upon request, may have access to the evaluation methods used by the authors. [ABSTRACT FROM AUTHOR]