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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 – This paper aims to explore the issues experienced in the delivery of a business challenge to a cohort of business undergraduate students at the University of Glamorgan. The challenge involved initiating and running a "real" business and returning a profit within a week. The students worked in groups of up to eight and were given start up capital. The paper seeks to evaluate the impact of the business challenge in terms of changing entrepreneurial attitudes and behaviour, and to examine the skills competencies acquired by the individual students. Design/methodology/approach – The study employs a mixed method approach to examine the respondent experience. The basis of the investigation involved a semi-structured questionnaire undertaken on completion of the challenge. In total, in excess of 50 students completed the research instrument. The questionnaire enabled the authors to quantitatively explore the overall impact of the business challenge by student age and gender. In addition, the semi structured design enabled the authors to explore the qualitative "rich data" of individual student experience based on their reflections. Findings – The findings reveal a positive impact in terms of enhanced attitudes towards the attainability and attractiveness of an entrepreneurial career. The findings reveal that the business challenge provided the students with a significant enhancement in generic enterprise skills including team working, leadership, communication and specific business skills such as sales and marketing behaviour. The students valued the opportunity and personal responsibility offered by the business challenge to apply their theoretical knowledge in a real world context. Several individuals reported that the positive experience with their business venture meant that they wished to continue the business alongside their graduate studies. Originality/value – The paper contributes to a limited literature in assessing the impact and benefit of business challenges. It will be of value to enterprise education providers in organising and planning such activities. [ABSTRACT FROM AUTHOR]

Purpose – International postgraduate education in business-related subjects has grown substantially in the UK. Both MBA and specialist Masters' programmes increasingly offer entrepreneurship as a core or option. The purpose of this paper is to explore the effectiveness of entrepreneurship education in meeting the expectations and motivations of international postgraduate students. Design/methodology/approach – The authors explored four questions through a survey of international students participating in entrepreneurship courses in two Business Schools: What is the typical profile of the international students' prior education and work experience? What do students expect from studying an entrepreneurship PG course in the UK? What are their experiences of, and learning outcomes from, the entrepreneurship course? What benefits regarding their skills and knowledge do they perceive result from participation? Findings – The results confirm that career development is a major motivator for international study in the UK. Entrepreneurship can help to address cultural tensions between postgraduate students' expectations and their experiences of UK business education. Practical implications – Suggestions are offered for educators on the effective design and delivery of entrepreneurship for international students in the rapidly changing and competitive postgraduate market. Social implications – Cultural integration, learning effectiveness and linguistic capability need to be addressed in designing learning programmes for international students. Originality/value – The paper contributes new evidence to the debate on meeting the career expectations and motivations of international postgraduate students participating in entrepreneurship education, especially in the light of new curricular guidance and UK government regulation. [ABSTRACT FROM AUTHOR]