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Purpose – The purpose of this paper is to explore the views of academics, senior university managers and employer representatives on the design and implementation of an innovative work-based learning (WBL) programme in UK higher education. Design/methodology/approach – The research project draws upon case study research and utilizes data from semi-structured interviews and documentary analysis of policy papers. The experiences of university staff and employer representatives were analysed methodologically using the organisational story-telling framework. Findings – The paper exposes voices which are rarely heard in the public domain and provides insights into the challenges involved in introducing new practices within higher education. The themes that have emerged are: the intensity of the learning experience; tensions amongst academics delivering the programme; and, academic support for students, particularly in relation to the importance of face-to-face contact. Originality/value – The paper addresses key gaps in the WBL literature, most notably a dearth of critical accounts of practice within WBL programmes from the perspective of university staff and employer representatives. This type of research is also needed given the increased priority by governments in relation to forging links between business and higher education. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to develop knowledge about the nature of student assessment practice in entrepreneurship education. Design/methodology/approach – This paper introduces general assessment practice issues and highlights key considerations. It explains prior research on assessment practice in entrepreneurship education and argues that there is too little empirical research on the subject. Finally, it outlines a typology of entrepreneurship education that highlights variation between different: forms; learning outcomes; subjects; and, possible methods of assessment practice. The methodology for the study gathers data from course outlines (syllabi) and explains how these were collected and analysed. Findings – The results show that educational practice in entrepreneurship education continues to be dominated by the "About" form and highlight that there are different cultures of assessment practice in the UK and the USA. The paper finds compelling evidence that different forms are using assessment in different ways. Research limitations/implications – This paper identifies that there have been few studies exploring assessment practice in entrepreneurship education and argues that further research is required in this area. It also highlights a need for a focus on assessment practice in disciplines beyond the business school. The work demonstrates that further research could explore other stakeholders in the assessment process and seek to understand how these external assessors affect student learning. Practical implications – In conclusion, the paper highlights that assessment generally needs to become more innovative, more reflective in nature and include more stakeholders in the process. Originality/value – Understanding is enhanced because the paper explores what entrepreneurship educators actually "do" when they assess entrepreneurship education and, therefore, the research moves beyond prescriptive accounts and provides a detailed understanding of actual practice. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this paper is to estimate the extent of |!|#34;over-qualification|!|#34; (i.e. holding a qualification which is above that required to gain entry to the job being done) and |!|#34;skills under-utilisation|!|#34; (i.e. being in a job which does not make use of the knowledge and skills possessed) in the United Kingdom and to examine whether these conditions are correlated with age. Design/methodology/approach |!|#8211; The paper makes use of the 2006 Skills Survey. Cross tabulations of both conditions with age are produced and binomial probit estimates of both conditions are reported. Findings |!|#8211; It is estimated that 38 per cent are over qualified; 15 per cent are in jobs which do not make use of the knowledge and skills they possess; and age is correlated with the probability of being over qualified but not with the condition of under-utilising the knowledge and skills possessed. Social implications |!|#8211; Skills policy in the United Kingdom focuses almost exclusively upon increasing the supply of more highly qualified individuals. Given the extent of over-qualification and skills under-utilisation demonstrated in the paper, more effort should be made by policy makers to design and implement policies which increase the demand for highly skilled labour. Originality/value |!|#8211; The paper answers three questions: How prevalent are qualification mismatches? How prevalent are skills mismatches? To what extent are the two conditions of being over-qualified and being in a job which does not offer scope to make use of the knowledge and skills possessed correlated with age? [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this paper is to evaluate the effectiveness of using several commercial tools in science, technology, engineering and maths (STEM) subjects for enterprise education at Newcastle University, UK. Design/methodology/approach |!|#8211; The paper provides an overview of existing toolkit use in higher education, before reviewing where and how tools are used across science and engineering disciplines. Feedback was collated from Newcastle educators and students to determine whether the projected enterprise learning outcomes were achieved. STEM learning outcomes were also mapped to the NCEE entrepreneurship learning outcomes framework. Findings |!|#8211; The paper investigated the use of three key enterprise toolkits across the Faculty of Science, Agriculture and Engineering and the Faculty of Medical Sciences, where the focus is on innovation and product/service development, rather than on the desire to |!|#34;be an entrepreneur|!|#34;. This reflection on practice evaluates the benefits and student perceptions of workshop tools for enterprise, decision making and teamwork. It makes comparison between the perceived employability needs of these students, and addresses the intended and actual outcomes of these tools. Research limitations/implications |!|#8211; Evaluating toolkit use within a single university is constrained by common internal workings, however as exemplars of good practice this is of value to other UK higher education institutions. Practical implications |!|#8211; Consideration is given to entrepreneurial support and development, and whether using existing tools should be used for summative or for formative assessment. It also questions whether tools are fit for purpose. Originality/value |!|#8211; This paper reveals patterns of tool use and their effectiveness across science and engineering. [ABSTRACT FROM AUTHOR]

Purpose – The objective of this paper is to examine the initiation of the University of the Heads of the Valley Initiative (UHOVI) project and evaluate the development of its focus, materials and structure. Design/methodology/approach – The methodology employs interviews with a purposive sample of local employer stakeholders. The rationale for this approach is that it allows identification of the key requirements that UHOVI will need to fulfil if it is to be successful in this endeavour, within a reasonable timeframe. The in-depth interviews also allow increased clarity in terms of the conclusions that can be drawn, particularly in terms of the recommendations for the next stages of UHOVI project. Findings – UHOVI's aim is to encourage social inclusion, through vocational education and training programmes explicitly suited to non-traditional learners in an area of high social deprivation. UHOVI is a strategic partnership backed by the Welsh Assembly Government and the European Social Fund, between the University of Glamorgan and University of Wales, Newport. The purpose of the project is to alleviate the long-term problems inherent within the Valleys area of Wales, which include low levels of professional and managerial jobs, limited qualifications and educational progression and high levels of economic inactivity, sickness and disability. Practical implications – This study can also act as a case study for other similar policies undertaken in similar economic geographies in the future. It also provides an important and original insight into the underpinning design of a large scale social inclusion educational project which will be of interest to policy makers, academia and enterprise support agencies. Originality/value – The paper provides an in-depth study of the significant UHOVI project, examining the requirements for such an initiative in terms of both content and delivery of vocational education, and how this can affect the role that an education and training programme can play in meeting a social inclusion agenda. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this paper is two-fold; first, to explore the Student Placements for Entrepreneurs in Education (SPEED) programme, which aims to help students gain real business start-up experience whilst at university and second to examine the impact of SPEED on the students. Design/methodology/approach |!|#8211; For the first part of the paper, the author explores the SPEED programme in the context of |!|#34;experiential learning|!|#34;. Second, the |!|#34;critical incident technique|!|#34; approach is explored and found to be a suitable approach towards obtaining |!|#34;real-life|!|#34; insights into students|!|#39; business start-up experience. Findings |!|#8211; The paper finds that the |!|#34;experiential learning|!|#34; approach and all |!|#34;critical incidents|!|#34; have been valuable learning experiences for the students on SPEED. SPEED has provided a platform for students to gain the experience, knowledge and confidence to either set up a business or use their new-found experiences to succeed in securing a job upon graduation. Research limitations/implications |!|#8211; As this programme is delivered across 13 higher education institutions in the UK, there is a need for further research on SPEED and for comparisons to be drawn for future practice. Originality/value |!|#8211; This paper provides an insight into student entrepreneurs within a university context, a relatively unexplored area. The results also indicate the value of |!|#34;experience|!|#34; and the |!|#34;experiential learning|!|#34; approach within an enterprise programme. [ABSTRACT FROM AUTHOR]

Purpose – This article is the first in a series of conceptual and empirical contributions that, individually and cumulatively, seek to analyse, develop and link two important fields of research: "entrepreneurship" and "entrepreneurship education". Design/methodology/approach – The paper undertakes a critical literature review and a methodical evaluation of current knowledge on topics related directly and indirectly to "entrepreneurship" and "entrepreneurship education". Findings – A critical evaluation of the literature on entrepreneurship and entrepreneurship education has highlighted a number of definitional, conceptual and contextual weaknesses inherent in these two interrelated fields of research. Importantly, both fields of knowledge share similar definitional weaknesses and methodological inadequacies. The paper proposes an encompassing working definition of entrepreneurship (including intrapreneurship) and a basic typology of relevant entrepreneurial and intrapreneurial activities. This converging approach combines the two units of analysis, i.e. the entrepreneur and/or the intrapreneur as well as the entrepreneurial and/or intrapreneurial firm. In terms of a basic typology, the paper recommends Westhead and Wright's suggestion that entrepreneurs can be categorised into three broad groups: "novice," "serial," and "portfolio,". This "converging approach" to entrepreneurship would bridge the most obvious aspects of empirical discord and provide better comparative and more generalisable research. Research limitations/implications – The evaluation and interpretation of emergent results represent the author's own perceptions, experiences and biases – and should therefore be viewed with caution. Thus, this article is subject to the usual bias and singular perspective which is generally attributable to "viewpoint" articles. Originality/value – The paper proposes an encompassing working definition of entrepreneurship and a basic typology of relevant entrepreneurial and intrapreneurial activities. [ABSTRACT FROM AUTHOR]

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 consider the statistical evidence on the effects that ill health has on labour market participation and opportunities for younger and older workers in the East Midlands (UK). Design/methodology/approach |!|#8211; A statistical analysis of Labour Force Survey data was undertaken to demonstrate that health issues affect older and younger workers alike. This has an equalling effect on labour market opportunities, which should reduce any potential for intergenerational conflict within the workforce. Findings |!|#8211; Although health problems that limit activities and affect the amount and kind of work an individual can undertake increase with age, there are high levels of ill health of these kinds within all age groups, including the youngest workers. Research limitations/implications |!|#8211; The regional statistical analysis can only provide indications, and further research is required to differentiate which groups of younger and older workers suffer from which types of illnesses, as this has direct implications for their employment. Practical implications |!|#8211; A more direct consideration of health in employment, education and training policy is required to enable the development of healthy and long-term working lives that benefit individuals and the economy. Social implications |!|#8211; The consideration of the effects of health issues on the labour market should lead to a reconsideration of the rhetoric, and the reality of intergenerational conflict. There might be less reason for such competition than is generally perceived. Originality/value |!|#8211; The paper considers intergenerational conflict in a labour market context and suggests that health issues have an equalising effect for the relative positions of older and younger workers. [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 value of social learning from group work that emulates a professional community of practice. Design/methodology/approach |!|#8211; A thought piece that first, examines the role of group-work projects as part of social learning, then outlines key arguments for social learning based upon applying a |!|#34;communities of practice|!|#34; approach and finally, discusses the experience of a leading UK university in light of Hoadley and Kilner|!|#39;s |!|#34;C4P|!|#34; communities of practice framework. Some reflections are offered to help practitioners and academics who wish to adopt a similar approach. Findings |!|#8211; Developing a communities of practice approach using group work can promote social learning and workplace transferrable skills. The authors discussed five main elements of the C4P communities of practice framework in light of a group project at a leading UK university: |!|#34;purpose|!|#34; |!|#8211; to emulate an IT consultancy environment and create energy and results as part of the final year group-work project; |!|#34;conversation and connections|!|#34; |!|#8211; to promote information exchange between group members through meetings, e-mail, or wikis; |!|#34;content and context|!|#34; |!|#8211; drawing upon organisational knowledge and directing groups to improve the quality of project deliverables. Some key reflections include: emulating real world practice helps develop transferrable skills; building membership of a community through simulated teamwork roles encourages motivation; and group leadership helps achieve common purpose. Originality/value |!|#8211; The paper offers a unique insight and applies a communities of practice framework for analysing and developing group work as part of social learning. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The aim of the paper is to examine the consequences of students engaging in part-time employment during their studies. It reports the results of a survey of part-time employment among university students. The research examined the possible consequences of combining part-time employment with full-time study, with particular reference to stress. Design/methodology/approach |!|#8211; The research consisted of an institution-wide Web-based survey of full-time undergraduates within a post-1992 university in the UK. Findings |!|#8211; The survey found that part-time employment, in common with many previous studies, is a majority experience for full-time undergraduates. It also found that some students were spending longer in their chosen employment than in time-tabled classes. A central finding was that unlike much previous research, it emerged here that students reported more positive than negative outcomes. Practical implications |!|#8211; The data shows that students continue to engage in part-time employment at a significant level and for some studying is almost a secondary activity. This perhaps raises questions about the existing model of higher education delivery and the need for institutions to consider offering more support mechanisms for individual students. Originality/value |!|#8211; The paper is of value in seeking to clarify the nature of the consequences for students seeking to combine employment and studying. Furthermore the paper builds on our understanding of the continuing growth of student part-time employment. [ABSTRACT FROM AUTHOR]

Purpose – Although the assessment of enterprise education activities has been widely highlighted as a key area of concern, it continues to be under represented in the literature. Questions remain as to how educators seeking to monitor student progression can capture quality data and measure relevant aspects of development, often leading enterprise education to be monitored rather than assessed. This article seeks to explore the challenges of assessing enterprise education in the secondary education sector. It aims to provide useful insights to help practitioners understand how to evidence the impact of enterprise learning by students. Design/methodology/approach – The paper first presents a critical review of the existing literature with insights from specialist practitioners sourced through an online survey and a seminar. This provides a broad review of the field from a practitioner standpoint focusing on current assessment techniques and standards. Using these data a conceptual pedagogy is proposed for the delivery of enterprise education and a methodology for its assessment, to be developed in future work. Findings – A critical review of the assessment of enterprise education is presented. This exposes challenges of a confused field, with pockets of good practice in schools often not shared or understood out of context. The development of a novel pedagogical model for teaching enterprise education is proposed, linked to a prototype assessment methodology which presents a new approach for enterprise teaching and learning. Research limitations/implications – The work is limited at this stage since participants in the research were drawn from one geographic area in the East of England, and examples of qualifications reviewed were not exhaustive, but these limitations can be addressed in future research. Practical implications – The paper provides a conceptual model for structuring enterprise education which may have relevance across the secondary sector and beyond. Originality/value – The article investigates the problems of assessing enterprise in secondary education, examining what does and does not work, and providing practitioners with useful guidance. In this important topic it is vital that new approaches are developed which can create a broader debate especially at a time of such great change in the educational landscape. This paper provides a platform for further development in the field. [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 – The aim of the paper is to locate and understand VET provision for young people in England and Scotland as a set of policies and practices that can also be located within a broader Europe-wide discourse. Design/methodology/approach – The research drew upon findings from a longitudinal study that comprised interviews with young people who were in JWT at the outset of the research. The work was conducted in the South West of England in 2007 and 2008 and comprised in-depth interviews with 13 young people, supported with 155 telephone interviews, a focus group session with three young people, and a participative research seminar with 25 key stakeholders. Findings – The research showed that although there are nuanced differences in approach, the fundamental basis of the policy rhetorics is the same. Whilst the issues and questions in this paper have been informed by the position in the UK and in particular England, it would seem that the same or similar issues and concerns have become part of the mainstream discourse, certainly within the OECD countries and beyond. Research limitations/implications – The methodology brings a narrative approach (focused upon individual young people), to bear upon a set of policy discourses within the education and skills agenda. Whilst the approach of the paper does not allow for generalisation, it does highlight the problem with a policy focus that fails to take account of what those most affected by the policies actually value and believe. Originality/value – This paper draws together policy narratives and the experiences of young people. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to provide a conceptual viewpoint which proposes the use of the post graduate Knowledge Transfer Partnership (KTP) approach to learning in undergraduate education and practice-based training. Design/methodology/approach – This is an examination of the KTP approach and how this could be used effectively in undergraduate education and training to encourage and increase practice-based learning and employer engagement. The methodology consists of a literature review, and a case study of the KTP approach. The literature reviewed examines the KTP approach, employer engagement in education and strategic government approaches to stimulate investment in knowledge and skills for workforce development, and the development of practice-based learning in the UK. The KTP provides a case study to illustrate a successful model of employer engagement, which benefits all parties to it, and assists with the strategic development required by successive governments. Findings – The suggestions are based on the authors' investigation and their understanding and experience of: the KTP approach; practice-based learning; undergraduate education; and learning and teaching approaches. The paper suggests that the KTP approach (normally a post-graduate model) could be extended to undergraduate education to provide sustainable practice-based learning that fits well with the strategies and ideologies of government, employers and academia. Practical implications – Barriers to employer and academic engagement, such as that linked to the confused terminology used to describe practice-based learning, and competing political ideologies, should be researched further to gain a better understanding of how to mitigate these in order to make the KTP approach in undergraduate education successful. The implications are that synergistic development of the KTP approach in an increased range of academic and workplace partnerships needs to be done before a fully tested model could be agreed. Originality/value – The originality is the idea of utilising a well acknowledged post-graduate model of learning within an undergraduate environment. The value is to increase the awareness of the benefits of the KTP and how the approach could be adapted for use in undergraduate environments for the eventual benefit of students, academics, employers and policy makers. [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]

Purpose |!|#8211; The purpose of this paper is to explore the choices learners have in steering their way through the educational system in the UK. Design/methodology/approach |!|#8211; The paper draws on data from two studies, one conducted in a state secondary school and the other in a Further Education College, both based in the north-west of England. Both used interviews (either individual or focus-group) to collect data, which were then analysed using a grounded approach. Findings |!|#8211; In linking the two studies the authors highlight how the impact of symbolic violence and the relations between groups and classes at school continue into the |!|#34;choices|!|#34; the learners make during adulthood and also into the learner|!|#39;s working life, and that these |!|#34;choices|!|#34; are often a large-scale consequence of many |!|#34;micro-choices|!|#34; arising from day-to-day situations. The acts of symbolic violence described in the college group are not of themselves very different from those described by the school group, though the consequences for the school group cannot yet be known. Research limitations/implications |!|#8211; The participants in the two groups are unconnected in that they attend different institutions and are at very different stages of their education. However the authors contend that there is a connection in terms of the participants|!|#39; experience of symbolic violence. Originality/value |!|#8211; The paper draws attention to the existence of symbolic violence in everyday school life, and highlights how these instances can have significant impact. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this paper is to explore the issues around a multiple generational workforce and more specifically, the challenges and benefits for education providers and employers. Design/methodology/approach |!|#8211; Reviewing research papers, analysing academic texts, interrogating market intelligence and contextualising case studies, the paper examines the |!|#34;experience|!|#34; or |!|#34;qualifications|!|#34; debate alongside the similarities, differences and overlaps of the cross-generational workforce, with a view to offering education/training solutions. Findings |!|#8211; Demographic forecasts suggest that the UK workplace will imminently be dominated by older, experienced employees. As the composition of the workplace shifts, examining the inter-relationship between groups of workers of different ages/profiles who have different skills, attitudes, expectations and learning styles is vital. The synergy caused by this inter-mingling cannot help but impact on employers, sectors and higher education institutions. Research limitations/implications |!|#8211; Data around the |!|#34;older|!|#34; graduate is not readily available |!|#8211; there is still an implicit belief that |!|#34;graduate|!|#34; means approximately 21/22 years old. Whilst many general demographic forecasts are produced, the future is still relatively unknown. Originality/value |!|#8211; The paper builds upon the authors|!|#39; own original research into the employment market from an HE perspective. Little has been so far published around how the generations might usefully work together, especially the idea of adapting the skills and maximising on the overlaps of different generational profiles. The exploration of the hybrid graduate is also a new area for academic research. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this paper is to investigate and understand whether students who complete a work placement as part of their degree course achieve a better classification of degree than those students who do not include a placement. Design/methodology/approach |!|#8211; The study was conducted by extracting the profiles of computing students from the database of a UK based university. Data collected included the marks and academic performance throughout the course of the students|!|#39; degree, educational background, age and gender. In total, the profiles of 290 students were analysed to understand the impact of a work placement on their degree. Findings |!|#8211; The results show that 58 per cent of those students who had been on a work placement achieved an upper second or first class degree, whereas only 37 per cent of non-placement students achieved the same academic standards. Furthermore, this study also established that this result is not because work placement students are academically more capable to begin with, as originally believed by many researchers. Practical implications |!|#8211; Direction for further research would involve investigating different cohorts of students and in different subject areas. However, the initial findings from this study could be used as a starting point in an attempt to encourage students to include a work placement as part of their degree. Originality/value |!|#8211; Rather than simply performing a comparison of degree classifications between the placement and non-placement students, this study goes further and investigates student performance during their entire three or four year degree course. Furthermore, this study also considers influences such as age, gender and educational background on the results. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this paper is to explore the value of an alumni and employer engagement mentoring initiative in a hospitality and tourism school within a UK university. Design/methodology/approach |!|#8211; The paper uses the survey method and interviews to provide qualitative and quantitative data on the participants|!|#39; reactions to the initiative. Findings |!|#8211; The main components of successful mentoring programmes; matching, preparation, interaction and evaluation are explored to help identify the long- and short-term challenges and benefits of mentoring students as they transition into the graduate labour market. The findings highlight the benefits to mentors and mentees and the challenges for ensuring participant engagement and ongoing development. The article concludes with an agenda for further mentoring developments in the midst of the dynamic challenges facing UK higher education institutions and the hospitality and tourism industry. Practical implications |!|#8211; The article highlights the importance of a systematic approach to developing a mentoring programme and engaging industry in a distinctive way with the transitioning of undergraduates into the workplace. Originality/value |!|#8211; This article offers unique evidence of an employer engagement initiative aimed at supporting sector specific management graduates as they transition from university into industry. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to investigate the factors that influenced seven graduates in the creative and digital industries to start their own businesses in Barnsley, South Yorkshire, UK – an area with lack of employing establishments and locally registered businesses. Design/methodology/approach – Questionnaires and semi-structured interviews identified the constraining and enabling factors graduates may encounter when attempting to start a business, and explored the impact of support provided. Findings – Perceived constraining factors were: lack of general business knowledge, contradictory advisory support from external agencies, lack of sector-specific mentors, lack of finance, and experience of familial entrepreneurship. Perceived enabling factors were: co-mentoring from business partners, course content, financial gain, creativity and innovative ideas, control and risk taking, and the overarching package of support. Linkages between internal and external support could be improved. Research limitations/implications – The study provided insights into constraints and enablers to self-employment for a small cohort of recent graduates looking to start-up in the creative and digital industries. Further studies are required to explore the suggested effect of the "creative identity", and of sector-specific family entrepreneurial background. Practical implications – The support provided by universities can facilitate the transition from early stage ideas to actual graduate business start-up. Issues such as provision of specialist advice and links with external parallel and follow-on support need to be considered. Originality/value – University start-up units provide an important contribution to the development of graduate entrepreneurs and their role in the growth of national and global economy. Suggestions for improvements in performance, such as closer links with external business development agencies and support providers, are discussed. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this paper is to evaluate how a UK business school is addressing the Government|!|#39;s skills strategy through its Graduate Certificate in Management, and to identify good practice and development needs and to clarify how the Graduate Certificate is adapting to the needs of Generation X and Millennial students. The paper also aims to test Kolb and Kolb|!|#39;s experiential learning theory (ELT) in a business school setting. Design/methodology/approach |!|#8211; A case study methodology was adopted. In order to get a cross-section of views and triangulate the data, three focus groups were held, supported by reading documentation about the programme of study. Findings |!|#8211; The skills strategy is not just an ambition for some business schools, but is already part of the curriculum. Generation X and the Millennials have more in common with the positive attitudes associated with older generations than stereotyped views might allow. ELT provides a useful theoretical framework for evaluating a programme of study and student attitudes. Research limitations/implications |!|#8211; The research findings from one case study are reported, limiting the generalisability of the study. Practical implications |!|#8211; Good practice and development needs are identified which support the implementation of the Government|!|#39;s skills strategy and address employer concerns about student skills. Originality/value |!|#8211; New empirical data are reported which supports the use of ELT in evaluating programmes of study and student attitudes to work. [ABSTRACT FROM AUTHOR]

Purpose – Recent research on entrepreneurship education has emphasised school, college and university students, with less attention being paid to entrepreneurial learning among people in older age groups. However the ageing population of the UK and other developed countries means that there is a need for an increasing proportion of the existing working population, from a broad social and demographic background, to develop entrepreneurial skills in mid-career in order to find new opportunities for economic activity and to extend their working lives. This goal requires better understanding of the learning needs and processes of mid-career entrepreneurs (MCEs) between the ages of 35 and 55. This article aims to enhance the understanding of mid-career entrepreneurial learning by exploring how and why people develop entrepreneurial skills in mid-career, how these skills are deployed in working on opportunities, what types of learning are most effective, and conclusions for the design of MCE learning experiences. Design/methodology/approach – A research method was used with emergent MCEs participating in a postgraduate entrepreneurship module. This evaluated learning, skill acquisition and practice to inform both learner and educator. Findings – This paper explores the types of opportunities identified and the learning methods used. It proposes implications for mid-career learners based on a framework for entrepreneurial learning, in the context of the broader perspectives of mid-career and mid-life change and development. It develops a career stage model for entrepreneurship, and discusses the implications for the design of learning programmes for MCEs. Research limitations/implications – MCEs have enhanced lifelong and work-based learning and experience compared with younger people, but display great variety in their aspirations, work and career experience, educational attainment, ethnic and national diversity, and participation in social networks. The article proposes ways of enhancing mid-career entrepreneurial learning. Originality/value – This paper makes a distinctive contribution to the understanding of entrepreneurial learning in a significant age group. [ABSTRACT FROM AUTHOR]

Beginning with the 1970s, policy makers, academics and industrial commentators in Britain have increasingly focused their attention on the development of the domestic small business sector. The macro-economic potential of this sector of the economy had progressively come to be viewed as the panacea to Britain's "relative" economic decline. Very soon, however, it had become obvious that in comparison with those of other industrially developed nations, the British labour force was poorly educated and trained. This paper explores the dynamics of workplace training in the small business sector of the British economy. The study upon which this paper is based involved three complementary research methods. It included an investigative telephone survey during which attitudinal, sectoral and compositional data on training were collected from 2,000 randomly selected businesses from the West Midlands region of Great Britain. Although the vast majority of respondents claimed to hold positive attitudes to training, a large proportion of them admitted not to have provided any during the 12 months prior to the interviews. According to them, this apparent "training paradox" has its roots in a number of "directly" and "indirectly" relevant factors. Significantly, the vast majority of respondents felt that in recent years training policies in Britain lacked the necessary focus, coherence and continuity. A number of tentative recommendations are suggested, which could benefit the concerted efforts of the present Labour government directed at this important area of economic policy. [ABSTRACT FROM AUTHOR]

In spite of the central role accorded to small and medium-sized enterprises (SMEs) in recent government White Papers on competitiveness and national vocational education and training (VET) policies, the involvement of small firms in national training efforts remains disappointingly marginal. Studies over 2,000 SMEs in the West Midlands region and indicates a worrying gap between interest and attitudes to training and actual take-up of training opportunities, particularly in relation to programmes linked to national vocational qualifications(NVQs). Recommends that, given the low awareness of and low value assigned to NVQs by SME owner/managers, training policies for SMEs are distinguished sharply from national training efforts concerned with NVQs and the achievement of national targets. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to explore the university course trajectories of students from entry to a 3-year full-time undergraduate programme, to graduation with an honours degree, in the light of their self-reported motivations to study. This small-scale investigation took place at a UK Higher Education Institution (HEI). Design/methodology/approach – A small-scale survey using the Academic Motivation (to study) Scale was administered to 102 students on entry to a full-time undergraduate degree course in an interdisciplinary information-based department in a UK HEI. The students' motivation profiles were assessed in relation to their trajectory through the degree course and selected students were interviewed just prior to graduation. Findings – The report focuses on the pattern of student motivations – in general students who achieved "good" degrees were likely to have lower motivation and students achieving "not so good" degrees were likely to self-report higher levels of both autonomous and controlled motivations. Whilst the small sample size and individual variation may partly explain these results, interviews with a small number of participants allowed some further explication of these patterns. Research limitations/implications – Because of the complexity of variables potentially involved in studies relating to motivation, the focus of this study was practitioner reflection. Thus, it examines self-reported motivations measured on a established scale and "success' in terms of progression and attainment. The research findings were from a small cohort study in a convenience sample of 102 students in a particular context, so there are necessarily limits on the generalisability of the study. Practical implications – Elements around student achievement and progression related to their motivation are identified, and may contribute to effective design of learning experiences that students "can be arsed" to engage in. Originality/value – New empirical data are reported which provide an insight into student attitudes to study and the applicability of teacher responses, which are briefly discussed in relation to socio-cognitive and socio-cultural perspectives. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to present the results of a comprehensive study on the specialisations or career tracks supported by the Information Systems (IS) curriculum in the UK. Design/methodology/approach – The study utilises the recently published IS curriculum guidelines (IS 2010) to develop a method for ranking the career tracks of undergraduate IS courses in the UK. Findings – The research presents a prioritised list of graduate IS careers by taking into account the entire IS course provision in the UK. At the same time, it offers data about the size of the IS curriculum in terms of universities in the UK and the number/type courses they offer. Research limitations/implications – The study relies on a previously undeveloped method for measuring career specialisations for UK IS graduates. Additional work is needed to validate the results through comparisons with alternative methods of measuring the careers supported by IS degree courses. Practical implications – By having concrete data about the state of the IS curriculum in relation to its employability opportunities, the IS academy can make more informed decisions about future curriculum development. Further comparative research can be undertaken to support arguments about the relevance of the IS curriculum to industry needs. Originality/value – There has been no similar UK study on this scale which examines the state of the IS curriculum in relation to the career opportunities it offers. The development of the method for this study also offers insights into the structure and recommendations presented by IS 2010. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this article is to explore the role and importance of numeracy skills in graduate recruitment within a diversity of employment sectors. Design/methodology/approach |!|#8211; The results of a mixed-methods study, involving three online surveys (including an employer survey), student focus group sessions and interviews with tutors, are presented. Findings |!|#8211; The results reveal the importance that employers attach to graduates|!|#39; numeracy skills and the extent to which employers use numeracy tests in graduate recruitment. They thus highlight the potential for poor numeracy skills to limit any graduate|!|#39;s acquisition of employment, irrespective of their degree subject; especially since numeracy tests are used predominantly in recruitment to the types of jobs commensurate with graduates|!|#39; career aspirations and within sectors that attract graduates from across the diversity of academic disciplines, including the arts and humanities. Research limitations/implications |!|#8211; Since participants were self-selecting any conclusions and inferences relate to the samples and may or may not be generalisable to wider target populations. Practical implications |!|#8211; The paper highlights what actions are necessary to enhance undergraduates|!|#39; numeracy skills in the context of graduate employability. Social implications |!|#8211; The vulnerability of particular groups of students (e.g. females, those not provided with any opportunities to practise or further develop their numeracy skills whilst in higher education, those with no (or low) pre-university mathematics qualifications, and mature students) is highlighted. Originality/value |!|#8211; The article is timely in view of national policy to extend the graduate employability performance indicators within quality assurance measures for UK higher 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]

In the past, too many government sponsored initiatives have presented valuable learning resources which have been wasted because the target small business audience have failed to utilise them. This paper explores the issue of offering learning materials to small- to medium-sized enterprises in a manner which recognises their working environment, mode of operation and preferred learning methods, and after addressing these, outlines differing methods at present being tested in the UK and Ireland. The two methodologies are different in that one programme is aimed at distance learning in primarily small businesses, whilst the other is aimed at face-to-face learning primarily in micro-enterprises. It is the contrast between the two which we hope will indicate those common elements in the two methodologies that can specify an ideal path for educating/training micro and small enterprises – the vast bulk of EU organisations. [ABSTRACT FROM AUTHOR]

The main focus of this paper is a case study of the progression links onto a new undergraduate business programme (Business Enterprise) that have been established for modern apprentices between Coventry Business School and Coventry and Warwickshire Chamber of Commerce, Training and Enterprise. The context of the relationship between the two is initially established and this leads to an overview of the findings generated by a research study designed to highlight the views and expectations of major stakeholders in the apprenticeship scheme. In turn, this subsequently leads to an exploration of the implications for the design of higher education programmes targeted at apprentices. [ABSTRACT FROM AUTHOR]

This paper describes an experiment making use of a Usenet Newsgroup to accelerate the evolution of a learning resource artificially within a group of level one students of computing and information systems at the University of Brighton. The author discusses how evolutionary processes may be perceived in most learning environments, and how Internet-based learning (IBL) systems can provide an effective "jungle" to encourage rapid evolution so that resources adapt to the needs of learners. The experiment draws on the students' own comments and reflections on the process. The conclusion drawn is that the newsgroup is an effective aid to learning and a useful but imperfect tool for accelerating evolution. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this article is to present the challenges raised within a UK HEI between business and non-business educationalists engaged in the provision and integration of entrepreneurship education. Design/methodology/approach – Shows a single case experience with biology science undergraduates and educators at an English university. Findings – Clearly more institutions are making more entrepreneurship education offers to their students. Embedded within these offers are fundamental and diverse beliefs about the meaning of enterprise and entrepreneurship. Such differences create a number of key issues concerning what should be offered, where it should be positioned institutionally, to whom it should be offered and by whom, and how it should be delivered. Such issues relate to conceptual and philosophical challenges, design options, and institutional capacity and capability factors. Research limitations/implications – A single case approach is contextually bounded. However such contexts are likely to apply across other UK HEIs and hence the findings have relevance and utility. Practical implications – There are numerous challenges faced by entrepreneurship educators and there is a need for enhancing learning from experiences and for exploring how the learning modes that are embedded within the practice offered within many entrepreneurship education activities are adopted. Originality/value – No other published UK study has explored the relationships between educators across different disciplines in embedding entrepreneurship education with university students. [ABSTRACT FROM AUTHOR]

Today's challenging economic situation means that it is no longer sufficient for a new graduate to have knowledge of an academic subject; increasingly it is necessary for students to gain those skills which will enhance their prospects of employment. Employability skills include the following abilities: the retrieval and handling of information; communication and presentation; planning and problem solving; and social development and interaction. The University of Luton has established an initiative to ensure that each of its students engages with these skills and has embedded this within the academic curriculum for all disciplines. Central to the initiative has been the creation of detailed templates that describe the University's expectations for each undergraduate level. The article describes the Luton initiative and includes some initial comments on its impact. [ABSTRACT FROM AUTHOR]

Purpose – The information a student receives after they have completed a piece of work is often known as "feedback" and this can be provided in a range of formats. Despite its importance, results of the National Students Survey in the UK consistently suggest that feedback is an area where significant improvements are needed across the higher education sector. The purpose here was to explore and advance a better understanding of the way feedback is given by lecturers as part of teaching and how students perceive and use it in their learning. Design/methology/approach – In all, three methods were used for data collection in 2010-2011. First, semi-structured interviews with 52 students helped to acquire a preliminary understanding of their feedback experiences. Second, a questionnaire completed by lecturers helped to identify their feedback provision methods. Third, a questionnaire completed by 194 students across all year groups helped to obtain their views about the usefulness of various methods of feedback provision. Findings – A content analysis of the data shows the main methods used in Part 1 to provide feedback on assignments are verbal 1:1 and generic feedback in the classroom. The main methods used in Part 2 to provide feedback on assignments are comments written on the submission or a separate sheet. In Part 3, the main methods used to provide feedback are generic feedback given in the classroom; verbal 1:1; a standard template; and comments written on the submission or a separate sheet. However, a majority of students responding to this research prefer one-on-one and personal feedback which can clearly be time-consuming for lecturers. Originality/value – The originality here lies in the use of multiple methods to ascertain feedback practices from both the perspective of its provision by lecturers and its use by students. [ABSTRACT FROM AUTHOR]

Contextualises a number of concerns related to the usage of National and Scottish Vocational Qualifications by both employers and employees in Britain. It provides an analysis of the main factors that are likely to affect the ways in which the newly formed Learning and Skills Council interacts with this well established, but controversial system of vocational qualifications. [ABSTRACT FROM AUTHOR]

This special issue of Education + Training looks at ways of keeping the workforce up to date and adaptable, and so capable of achieving the Government's aims. It contains a number of précised articles exploring the relationship between employers and the world of education. It pays particular attention to the ways in which business – particularly UK business – is using education. Usual issues of Education + Training contain substantive, reflective, research-based articles which have been subject to peer review. This special issue, in contrast, is case-study oriented, containing vignettes of best practice. [ABSTRACT FROM AUTHOR]

Covers a special issue of this journal (E+T) which looks at various ways of keeping the workforce data specific and able to adapt. States that some of the articles explore the relationship between employers and the education world of business. Draws on experiences from the USA, the UK and Europe; and among the businesses discussed are: Microsoft; IBM; Maytag corp.; Vauxhall; St John Ambulance; McDonald"s; Bradford Management Centre; Bayer; Newcastle upon Tyne City Council and the University of Northumbria; University of Leuven (Belgium); and Stanford University Office of Technology licensing. Proposes that the overriding theme herein is that the lethargy within UK companies must be overcome if the UK is to remain an economy with competitiveness as its catchword. Concludes that the recruitment of the right people, allied to training, will lead to retainment of the staff and increases in creativity and productivity. [ABSTRACT FROM AUTHOR]

A sample of 1996 undergraduate students from the University of Central Lancashire were surveyed soon after graduation. Responses were obtained from 143 graduates of the University from an initial census of 315 (45 per cent) drawn from six departments. Although the initial purpose of the survey was to assess the usefulness of survey methodology as a means of assessing graduates' skills development, the research also addressed a number of key questions relating to the importance and quality of graduates' generic transferable skills and competencies. Basic findings in terms of skills development are threefold: graduates tend to rate the importance of particular skills more highly than their own ability in those skills; graduates tend to rate their level of ability lowest in IT skills and highest in their ability to work without supervision; and there are possible differences between the views of males and females. The research has implications for undergraduates, employers and careers advisers. Furthermore, academic departments facing teaching quality assessment might find that this approach offers useful evidence for their self-assessment. [ABSTRACT FROM AUTHOR]

Argues that a lack of stability in assessing and implementing training needs has led to the UK lacking a flexible and long-term policy to address the problems of skills needs, demographic shifts and changes in the character of employment. Examines the developments of the past 40 years, showing how changes in government policy and ideology have led to the lack of a cohesive and coherent approach. Describes the various approaches adopted; from apprenticeships, to training boards, retraining, the setting up of the Manpower Services Commission, and concerns about training becoming subordinate to those about unemployment. Commends the new Labour Government's commitment to training but questions whether it will lead to substantial improvements. Argues that industry must shoulder more of the responsibility for training. [ABSTRACT FROM AUTHOR]

Compares the "Payment by Results" system in nineteenth century British education with recent trends. Indicates that the partnership between the state and local authorities, which was created formerly, has been disbanded in the Government's desire to cut costs and centralize control. Suggests that the expressed notion that internal markets can be compared with free markets is a self-deception when Government regulates price and other variables, and concludes that Britain has a training system which is under-funded and significantly below the standards of its competitors. [ABSTRACT FROM AUTHOR]