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Purpose: This research reveals how a virtual exchange (VE) can foster transnational collaboration in higher education, assist students acquire key learning outcomes and raise awareness regarding the complexities affecting development policy and sustainability. The purpose of this paper is to address these issues. Design/methodology/approach: Overall 50 students from two universities in Spain and the United Kingdom, enrolled on two different degree courses (Global Studies and Marketing), cooperated in multidisciplinary teams to analyze real development policies and initiatives. The authors collected quantitative and qualitative data to assess the students' perceptions of the methodology. Findings: The students perceived the VE to be of great value, enriching their educational experience by having a positive effect on their overall learning and fostering internationalization. A high number of participants declared the teaching and learning methodology was useful to assist them in reaching crucial cognitive, skill-based and affective educational objectives, and to help them understand how development policy works while also raising awareness regarding real-world complexity. Practical implications: This methodology proved valuable in helping students acquire the set of skills expected from today's graduates in economics, political science and marketing. This active learning and pedagogical innovation component provides some interesting conclusions contributing toward widening the adoption of VEs in higher education contexts. Originality/value: The increasing complexity of the globalized world makes it challenging for higher education institutions to develop multidisciplinary approaches to education to foster sustainable development. The experience provided offered the students an online international experience at their home institutions. Consequently, the research elaborates on how VE can be applied in economics, business, management and political science courses to enrich learning experience by applying theory in a practical way. [ABSTRACT FROM AUTHOR]

Purpose: The UK is a popular educational hub for international students from different parts of the world. These students often face different transitional challenges, which have a significant impact on the success or failure of their studies. The purpose of this paper is to systematically investigate the issues and challenges confronting international students in the UK in their efforts to acquire academic knowledge and achieve personal development. Design/methodology/approach: A total of 104 UK-based international students in five higher education institutes in London from 25 countries participated in this study. The study was undertaken qualitatively through 21 semi-structured and 13 focus group interviews. Findings: The findings reveal that the process of transitional adjustment is affected by various issues, all of which determine the duration of the students' involvement in each stage of the transitional process. International students in the UK experience language/accent-related difficulties; impaired communication; and a difficult adjustment to the British education system and culture. Research limitations/implications: The extent to which the findings of this research can be generalised is constrained by the limited scope of the research. Practical implications: In choosing to study in the UK, international students primarily seek to obtain a qualification, other life experiences, and cultural assimilation. The students' parents, institutions and the UK authorities (such as the Department of Education) have an important role in ensuring that the students achieve success. While the roles of parents and the UK authorities are not the focus of this paper, their supportive roles certainly allow students to complete the different stages of the process of transitional adjustment quickly and smoothly. Originality/value: The study offers valuable insight into understanding the challenges facing international students in acquiring knowledge in a foreign land. The paper contributes to the pedagogic literature on this topic by proposing a three-stage scaffolding model. [ABSTRACT FROM AUTHOR]

Purpose: While there has been a significant amount of work involving marketing education, it is unclear how faculty members can increase the engagement and achievement of non-subject specialists. Accordingly, guided by Bloom's Taxonomy, this current study examines the ways that academics can teach marketing to non-marketing undergraduate majors, with a focus on enhancing their engagement and academic performance. Design/methodology/approach: Survey responses (and related archival information) were collected from 181 non-marketing majors in the United Kingdom (studying marketing modules as part of their undergraduate degrees). Such data passed a series of key robustness checks. The hypothesized and control paths were tested via covariance-based structural equation modeling. In addition, 20 semi-structured interviews were used to explore the underlying issues behind the statistical results. Findings: Two variables were positive drivers of engaging non-marketing students, namely, discussion-oriented interactions and relating marketing to non-marketing subjects. However, integrating theory with practice produced a negative, but non-significant relationship with engaging non-marketing students. In turn, engaging non-marketing students yielded a positive and significant association with academic performance. The follow-up interviews suggested that to best-engage non-marketing majors, educators should consider hosting guest speakers (e.g. owner-managers) to demonstrate how their university-level studies are applicable to "real-world" subject contexts, like sports management and engineering when they graduate. Originality/value: This current article strengthens the extant literature by identifying some actionable tools that can be employed to enhance the engagement and academic performance of non-subject specialists. This is important, since faculty members are under increased pressure to become effective teachers and facilitate student satisfaction (alongside their other duties, including research and administration). Hence, this paper assists such individuals to cope with the rapidly changing landscape of the higher education sector. In fact, Bloom's Taxonomy was a relevant pedagogical theory for unpacking how educators can teach marketing to non-marketing majors. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to develop a conceptual framework along with a set of hypotheses that reflects the dynamic relationships that operate within an entrepreneurial land-based university in order to then undertake empirical research.Design/methodology/approach This paper, through reflection on existing literature, critiques the interactions between student, academic, educational institution and industry in order to conceptualise the entrepreneurial modus operandi of a land-based university.Findings Specialist universities, such as those that serve the land-based sector, need to demonstrate multiple excellences not only in terms of the education they provide for students, but also in terms of consistently meeting or exceeding government, research community, employers and societies expectations. An institutional framework must be in place to facilitate and enhance the quadruple interface of academic, institutional, industry and student entrepreneurial behaviour. The social and economic factors that mediate the dynamics within this framework first underpin student development supporting them to reach their potential, second inform teaching excellence and research practice and finally, lead to outcomes that contribute to the global, national and regional economy.Originality/value This paper is of value for those working in the educational sector as the model outlined can be used to critically reflect on current principles and practice and derive options for action to embed entrepreneurship more deeply within the organisational culture of a university. [ABSTRACT FROM AUTHOR]

Purpose: A case study was undertaken to evaluate the use of self-reflection in enterprise education in a UK university, where the taught content was tailored to ensure relevance to the students who were from a variety of subject disciplines. Design/methodology/approach: Enterprise taught content was established in masters level 7 programmes across a range of subject disciplines. Taught content was designed using problem based learning, and evaluated using self-reflective methodologies. The paper reflects on the current position of enterprise education and asks the research question of whether the use of self-reflective teaching methodologies are valid for enterprise education. Findings: Results suggest that the students appreciated the introduction of enterprise into their course and in the main did not view it as disjointed or irrelevant to their wider aims. More so, the students commented favourably towards the integration of enterprise into their primary discipline, and noted an enhanced learning experience because of this integration. Research limitations/implications: For the University: A novel approach to enterprise teaching has been developed at a UK university, focusing on teaching non-business students how to be more valuable to a business within their degree subject context. This has empowered the students with an enhanced understanding of commercial issues and increased employability (Rae 2007; Huq and Gilbert 2017). This has also led to enhanced relationships with industry and given students a wider understanding of their degree area. Practical implications: For the educator: The use of self-reflective teaching methodologies (Hayward 2000) are noted to be vital in order to deliver enterprise education in a way that is relevant to the student cohort body. By reflecting on one's teaching style and delivery method, the authors were able to engage non-business students in enterprise education, and receive a high level of student satisfaction. It is noted that self-reflection was a valuable process for delivery to each degree discipline. By employing problem based learning and self-reflective teaching methodologies, an increased synergy between the business taught elements and the science subjects was created. Originality/value: This approach is shown to empower the students with an enhanced understanding of commercial issues and an increased employability. This has led to enhanced relationships between academia and industry, and given students a wider understanding of their degree area; the enhanced relationships with industry offer students a wider commercial understanding of their degree area. A gap in the current knowledge base in enterprise education has been identified: enterprise education with the aim of educating the student to be more valuable to a business as opposed to starting a business. The use of self-reflective methodologies has offered a novel approach to enterprise teaching in a UK university. [ABSTRACT FROM AUTHOR]

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]

Purpose The purpose of this paper is to understand the experiences of students undertaking higher education in a further education setting in the UK. Since the 1960s, there has been a policy commitment in the UK to widen participation in education to social groups previously under-represented (Thompson, 2000; Burke, 2012). The consequence is a discourse in which it is argued that higher education has been “dumbed down” to include non-traditional students frequently ill-prepared for academic challenges (Haggis, 2006). This research explored an alternative discourse, proposing that education should be a catalyst for significant social, emotional and intellectual growth, culminating in a transformative experience (Mezirow, 1978a, 1991; Cranton, 2006).Design/methodology/approach In total, 12 non-traditional graduates from a full-time BA programme at a Scottish College of Further and Higher Education were interviewed to determine if graduates experienced significant social, emotional and intellectual growth as a result of participation; what teaching and learning settings make this possible; can it be proposed that graduates can be transformed by the experience of higher education in further education?Findings The findings of the research indicate that the participants all experienced some significant shift in attributes such as confidence, independence and willingness to try new things. How they experience, conceptualise and participate in their social worlds has become more discriminating. The authors conclude by proposing that higher education in further education (HE in FE) can have the potential to provide transformative experiences for non-traditional students.Research limitations/implications The implications of this study lie as much in the nature of the transformative learning experience as in the structures in which education is provided. Additionally, it is proposed that transformative teaching and learning theory may be as significant now as it ever was in understanding the changes which learners experience in higher education study. Limitations of the study include the small number of interviewees who were interviewed more than once in some depth, and the particular setting of one further education college. As in all such research generalisation might be difficult.Practical implications Practically, the research suggests that the authors can learn from how students like the ones featured in the transformation stories experience learning in HE in FE. Despite being seen as “non-traditional” students who return to education with weak learning histories and fragile learner identities, the research has shown that if a nurturing, student-centred approach is adopted by teaching staff, a significant shift in how students see themselves and their place in the world can be achieved. This has significant implications for teaching practice. The findings could be an inspiration and guiding principle for other HE in FE tutors and help them find commonalities in their own work.Social implications The authors argue that education should not be regarded only as an economic-driven activity insofar as most HE in FE programmes are vocational and are geared towards preparation for the workplace. The authors’ key proposition is that education can be a life changing experience that might be considered a transformation. The social implication is that participating in HE in FE could be a catalyst for the development of confident and engaged citizens, ready to make a real contribution to the social world beyond and out-with only the workplace. Within a Freirean framework, this might be transformative education’s most significant contribution to society.Originality/value Transformative learning theory research has mostly been undertaken in informal learning contexts and higher education institutions. There has also been research undertaken on diverse contexts not immediately related to education. In terms of empirical research, however, transformation learning theory in HE in FE is yet unexplored. Yet, it is an ideal learning site to promote transformation because of the relatively small, intimate milieu, typical of colleges. The originality lies in the paucity of other research focused on transformation in an FE context. The value lies in its showing that particular teaching approaches can transform students in this context. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to examine the effectiveness of smartphone apps in fostering effectual thinking. The paper considers both the effectual development of entrepreneurial ideas and the associated change in entrepreneurial confidence and perceived entrepreneurial skills of students at a UK Higher Education Institution. Design/methodology/approach – The research was conducted with 60 first year undergraduate management students who had not previously undertaken enterprise education. Students were divided into three groups: the first was given a process-based briefing on developing entrepreneurial ideas; the second the process-based briefing and an additional method-based briefing on developing entrepreneurial ideas; while the third the same process-based briefing and use of the smartphone application as a method-based learning tool. Findings – The results show the value of method-based teaching and the potential value of smartphone based learning tool to support independent method-based learning. Compared to the process-based approach, the method-based approach is shown to have an increased effect on the development of entrepreneurial ideas, as well as increasing entrepreneurial confidence and entrepreneurial skill of the participants. Practical implications – Implications for the future development of enterprise and entrepreneurial education are presented, referring to factors which enable entrepreneurial ideas to be developed and how pedagogical approaches shape this. Originality/value – The study adds to the emergent literature on enterprise education by evidencing the need to develop new approaches and identify in what ways these may be informed by a more effectual approach. [ABSTRACT FROM AUTHOR]

Purpose -- In order to compete for positional advantage in the graduate labour market students need more than a good degree classification. The evidence suggests that participation in extra-curricular activities (ECAs) can have a significant influence on labour market outcomes. The purpose of this paper is to examine the extent to which undergraduates engage in ECAs during their studies and analyses the factors influencing their participation in such activities. Design/methodology/approach -- This study is based on a sample of 21 undergraduates in the Business School at a "new" university. These students completed two questionnaires in their first year of study. These were followed-up by in-depth interviews which were carried out in their first and final year of study. Findings -- The study found that many of these students were not participating in ECAs because they lacked an appreciation of the value of ECAs to graduate employers. The students were also influenced by social and peer norms, especially the fact that their peers were not engaging in ECAs. Finally, the students often exhibited an extrinsic locus of control and dependency which was not conducive to engagement in ECAs. Research limitations/implications -- The generalisability of the findings may be seen as limited by the fact that the study is based on a relatively small sample of students from one university. This research, however, provides detailed insights into the factors influencing student participation in ECAs and adds new perspectives to this under-researched area. Practical implications -- The paper concludes by suggesting a range of inter-related approaches that higher education institutions could adopt in order to improve student participation in ECAs. These include careers education at all stages of the students' studies; the use of unfreezing techniques in conjunction with case studies; a more substantial role for personal tutors; and the development of an institutional habitus that encourages autonomy and agency. Originality/value -- Despite the importance of ECAs to graduate employers there have been relatively few studies into the factors influencing undergraduate participation in such activities. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to evaluate career impact of entrepreneurship education (EE) considering evidence drawn from a quantitative study of alumni within two UK higher education institutions (HEIs) from a retrospective perspective. The findings inform the value of the EE experience and its impact on both self-employability and wider employability career choices. This study will be of relevance to both enterprise support agencies and government policy makers.Design/methodology/approach This research study considers evidence drawn from an online quantitative survey of EE within two UK HEIs. The survey evaluated a range of issues including course design, programme satisfaction, impact, career outcomes and respondents demographics. Over 80 respondents completed the survey in full which was analysed using a range of bivariate techniques.Findings The evidence suggested here indicates that EE programmes provide value both in terms of helping to enable business start-ups and also in supporting other career paths, through the enterprising knowledge and skill sets graduates acquire during their specialised studies. This study contributes to the literature by recognising and measuring these contributions. For example, this study enables discernment between different EE course components and their value for different career outcomes.Research limitations/implications The study recognises the limitations of this survey data in terms of the size of the sample, number of HEIs evaluated and its point in time design.Practical implications The HEI sector must evaluate its practices and measure the effectiveness of its graduates in terms of achieving sustainable business start-up. In course design, the evidence suggested that students value both the enterprising and entrepreneurial skills and knowledge components and discern value between them in their later careers. The findings suggest that EE graduates typically experience portfolio careers with multiple occupations in different sectors and roles within both employment and self-employment. Thus it is important that EE programme design includes both enterprising and entrepreneurial components to meet the future requirements of their graduates postgraduation.Originality/value This study contributes new evidence regarding the value of EE in UK HEIs. This evidence should inform course design and policy makers regarding the value of EE in creating self-employment and creating enterprising employees. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to report on the challenges and approaches taken to address the issue of NEETs in North East England. The area around Redcar in East Cleveland has high levels of unemployment, particularly youth unemployment. This paper compared actions taken in England in the support offered to disaffected youth and reports on the strategy pursued in East Cleveland. Design/methodology/approach – The research was primarily desk-based, interrogating Government publications as well as that generated by executive agencies and local educational institutions. A number of key figures were surveyed in addition to obtain a grounded insight into the challenges that confront those who work in this area. Findings – This study identified areas of good practice that could be considered elsewhere. Its conclusions emphasise that solutions to the NEETs problem are to be found in bespoke and individually focused programmes that value the contribution of young people to society and aim to build their self-esteem and confidence. It also highlights the importance of inter-agency cooperation and joined up strategic planning. Research limitations/implications – This study would have benefited from the opportunity to survey the views of young people involved in support programmes. Given issues of confidentiality, this was not possible. Originality/value – This study adds to the literature generated by Government bodies and educational institutions on the issue of disaffected youth. Its value lies in its reference to a specific geographic area and its insight into the work of local professionals in tackling this complex social issue. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to explore current entrepreneurship and enterprise education policy in the UK. The way is which such education is defined and conceptualised in current policy discourse is discussed. The key question addressed in the paper is whether policy makers are expecting too much from current entrepreneurship provision in UK HE. Design/methodology/approach – This is a conceptual, perspective style paper, drawing mainly on entrepreneurship and enterprise education policy documents in the UK as well as related reports and academic literatures mainly published within the last decade. As such, its main intention is to prompt further debate and research in this area. Findings – The paper helps further our understanding of entrepreneurship and enterprise education as portrayed in current policy documents, and suggests that expectations of outcomes from its inclusion in higher education (HE) may have spiralled beyond what is both realistic and possible. The author argues for a more realistic and measurable perspective of the expectations of entrepreneurship and enterprise education in HE, particularly in non-traditional discipline areas, and suggests that policy in this regard is in need of realignment. Research limitations/implications – The paper is based mainly on UK entrepreneurship and enterprise education policy documents published within the last decade, as well as related papers. Practical implications – The paper has implications for educators and policy makers in terms of curriculum design and expectations. Originality/value – The paper should be of value to researchers, educators and those involved in curricula design in the area of entrepreneurship and enterprise education. The paper should be of particular value to policy makers in the context of helping them to be more realistic in relation to their expectations of such education. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to provide insight into the state of enterprise education and skills training at postgraduate level at UK higher education institutions (HEIs). Design/methodology/approach – A case-study research strategy was used to address the lack of existing research on enterprise training for postgraduate researchers (PGRs). The initial task was to identify those UK universities which provide enterprise and entrepreneurship training for their PGRs. Based on this desk exercise, five universities were selected according to the nature and structure of their training programmes and geographical spread such that one university was included from Wales, Scotland, South of England, Midlands and North of England. The next stage of the research focused on gaining in-depth understanding of the enterprise training available to PRGs at selected universities through face-to-face semi-structured interviews with key personnel responsible for the design and management of PGR enterprise education programmes. The data collected were analysed using the Rugby Team Impact Framework to explore the training and development provision and structure, internal and external profile raising and awareness, staff and skills required, research-based practices, the reaction of participants, behaviour and outcomes, stakeholder engagement and on-going strategy. Findings – The paper highlights the current best practices in enterprise education for PGRs. It identified key factors contributing to the success of selected programmes including the development of objectives, the modes and pedagogy of delivery and the involvement of stakeholders. Research limitations/implications – The results of the research enable universities across the UK to drive the development of a suite of learning opportunities tailored to the needs of the PGR population in order to overcome barriers to engagement and best promote entrepreneurial activity – both within employment and as new venture creation – as appropriate career options. Originality/value – The paper contributes to the limited literature concerning the state of enterprise training for PGRs which provides a detail analysis of current provisions useful for benchmarking and planning purposes and which can be useful to researchers and enterprise education providers. [ABSTRACT FROM AUTHOR]

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 - This practitioner paper aims to question basic assumptions about management education and to argue that a new paradigm is needed for UK business schools which embraces an oft neglected, yet economically vital, stakeholder group, namely family businesses. It seeks to pose the question of why we have forgotten to teach about family business management in the management portfolio. Design/methodology/approach - The paper adopts a stakeholder approach, building on nominal stakeholder theory to justify a change to the teaching paradigm in business schools. It builds on discussions in the extant literature about failures of business schools to address modern needs. Findings - The authors find that business schools in the UK need to begin to engage with family businesses through embracing the next generation from families in business. Policy needs to be developed that will support the next generation in a positive way by teaching about the family in business. Originality/value - The paper aims to stimulate discussion about key stakeholders and prompt review of neglect of this key area of business study in the UK. [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 – 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 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 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 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 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 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 |!|#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 – 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 - UK government strategies for higher education (HE) continue to emphasise the promotion and enhancement of students' employability skills and subsequent graduate opportunities. The purpose of this paper is to explore what this means for those HE learners already in work. Design/methodology/approach - The paper presents the findings of a national study on the impact of Foundation degrees (Fds) on students and the workplace, in the light of government's plans for the continuing expansion of HE, and discussions about employability. Findings - The study found that the majority of Fd students cited increased confidence as the main gain from their studies; such confidence was expressed in terms of how students' enhanced knowledge and understandings informed their workplace activities and tasks but these expressions did not necessarily fit neatly into narrow skills' definitions. Also the findings hint at some students facing difficulties in using their enhanced "skills" in the workplace. Research limitations/implications - Although based on a relatively small number of Fd programmes, the student voices represent a powerful message of the value of linking studies to their workplace practices and of the multi-dimensional nature of "confidence" based on personal experiences and trajectories. Practical implications - While the term "employability skills" is regularly used in the discourse of graduates' trajectories in to the labour market, more nuanced understandings are needed in relation to HE learners already in the workplace. Originality/value - Given government's expectation that the next phase of expansion of UK HE will embrace an increase in part-time study and work-based learning, the article represents a timely exploration of work-based students' perceptions of the development of employability skills and how they are able to deploy these in the workplace. [ABSTRACT FROM AUTHOR]

Purpose - The aim of this paper is to explore how creative disciplines education is taught, delivered, and assessed, and how this might inform the development of enterprise education UK. Design/methodology/approach - The paper makes use of empirical data from three main sources across creative disciplines: interviews with entrepreneurs; job adverts for lecturing staff; and a survey of educators. This approach offers multiple perspectives on hypothesis development as well as the validation of emergent result. Findings - The analysis of the three strands of data highlights the benefits of contextualized enterprise education. It confirms that ideas assessment techniques within creative disciplines are well embedded in practice and applied consistently within the context of an academic framework. Practical implications - An exploration of delivery styles and ideas assessment in the creative sector has highlighted a potential model which could be adopted by generic enterprise education in business schools and other faculties. Potentially, it offers educators a template for assessment of entrepreneurial ideas. Originality/value - This paper highlights characteristics of creative discipline education and ideas assessment, which might potentially be a model for teaching enterprise within an academic framework, which could be adopted by enterprise educators. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to explore the impact that entrepreneurship education can have on succession in ethnic minority family firms that operate in the highly competitive UK economy. Design/methodology/approach - The paper employs a complex conceptual model of ethnic minority graduates' economic activities and outlines the possible influence that entrepreneurship education can have on succession in their family firms. An illustrative case study is presented of an ethnic minority graduate who returned to work in the family firm. Findings - It emerges that entrepreneurship education provision in UK HEIs is insufficiently customised to, and focused on, the specific entrepreneurial needs of graduates. Educators should take into account the complex socio-economic and cultural differences between native and ethnic minority learning environments. Effective entrepreneurship education emerges as crucial to the survival and growth of ethnic minority family businesses in the UK and could contribute positively to ownership transfer in this type of firm. Research limitations/implications - The proposed theoretical model has not been empirically tested and it is only indicative of the impact that entrepreneurship education could have on succession in small ethnic minority family businesses in the UK. Originality/value - Although prior research has explored various aspects of ownership succession, this article focuses specifically on the impact that entrepreneurship education can have on succession in small ethnic minority family firms. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to explore the role of electronic simulation case studies in enterprise education, their effectiveness, and their relationship to traditional forms of classroom-based approaches to experiential learning. The paper seeks to build on previous work within the field of enterprise and management education, specifically in relation to the role of simulations and case studies in higher-education pedagogy, which have previously been considered as distinct techniques. Design/methodology/approach - Following the use of a specifically designed simulation case study of a small and large business, 57 undergraduate students in a UK university were surveyed using an electronic voting tool and their responses used as the basis for two focus groups, which were conducted with the same students. Findings - Students saw a link between using the application and learning, found the environment to be immersive and more engaging than a text-based case study, though opinion was divided over its entertainment value. Focus group results highlighted that students believed the environment felt "real" and that students were encouraged to engage in deep and double-loop learning. Students preferred the option of a mixed range of classroom learning experiences, though experienced gameplayers were less likely to find the simulation case entertaining than non-gameplayers. Research limitations/implications - This article builds on existing research on simulations and case studies, while going some way to show the common issues that these "models of reality" share, in terms of both design and utilisation in the special context of higher education. This paper highlights the value and need for further work appraising emerging educational media and the importance students place on these experiences in their study programmes. Originality/value - Given the increasing interest in e-learning within higher education, and subsequent attempts to improve the student experience through electronic media, this paper highlights the importance of focusing on effective learning opportunities in developing experiential enterprise education tools. [ABSTRACT FROM AUTHOR]

Purpose - This paper has the purpose of exploring the potential for entrepreneurship education within veterinary medicine. It aims to examine some of the key themes in the entrepreneurship education literature, discuss the make-up of the UK veterinary sector, consider veterinary curricula requirements and illustrate how entrepreneurship education can benefit veterinary students. Design/methodology/approach - The approach adopted by the authors includes a literature review, in-depth discussion and the development of hypotheses for further study. Findings - Entrepreneurship education has the potential to make a valuable contribution to veterinary medicine curricula. This is due to the fact that the majority of veterinary graduates will work in or even own/co-own a veterinary business (i.e. a small veterinary practice) at some point in their career. In this context, the authors illustrate how entrepreneurship education can enhance both employable and day one/year one skills. The high entry requirements for veterinary programmes and the gender shift towards a predominantly female under- and postgraduate population add further interesting dimensions to the paper and present possible avenues for further research. Research limitations/implications - This is a conceptual paper and it is fully recognised that the concepts and hypotheses proposed need to be further developed and tested at the empirical level. Some interesting avenues for future research that could contribute significantly to this field are also identified. Originality/value - The paper highlights the potential value of incorporating entrepreneurship education within veterinary curricula. It also identifies how such incorporation can enhance students' employable skills and deliver many of the skills included in veterinary medicine's day one/year one competences' agenda. [ABSTRACT FROM AUTHOR]

Purpose - Enabling entrepreneurial creativity is a key aim of UK Government; however, there is a dearth of constructively aligned models of teaching and assessment. This paper aims to introduce design-based pedagogies and to highlight cognitive approaches that develop innovative mindsets; it seeks to indicate their propensity for adoption in entrepreneurship education. Design/methodology/approach - A literature review plus empirical evidence from pedagogical approaches developed through the extended collaboration of specialists in creative design, financial management and brain-related occupational therapy inform this paper. Findings - Neuroimaging studies challenge the thesis that learning for creative output is entirely algorithmic; diverse ideas occur when the brain's right cortex has opportunity to bring its findings to the fore, usually via "relaxed cognition". Design-based entrepreneurship pedagogies embed these concepts. Research limitations/implications - The paper offers initial insights into how these understandings can be applied in transdisciplinary entrepreneurship-education contexts. Practical implications - Predicable assessment outcomes equal predictable students; which needs more working practices, behaviours and cultural environments that encourage innovation. Any educational environment that excludes these understandings is inherently flawed. Social implications - The case study/project "Free time is thinking time" implies that traditional 9-5 working practices are inappropriate for creative mindsets. Originality/value - This paper links emerging bodies of evidence; it provides a first response to calls for a more creative enterprise curriculum and offers constructively aligned assessment. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The paper aims to explore the nature and purpose of higher education (HE) in the twenty-first century, focussing on how it can help fashion a green knowledge-based economy by developing approaches to learning and teaching that are social, networked and ecologically sensitive. Design/methodology/approach |!|#8211; The paper presents a discursive analysis of the skills and knowledge requirements of an emerging green knowledge-based economy using a range of policy focussed and academic research literature. Findings |!|#8211; The business opportunities that are emerging as a more sustainable world is developed requires the knowledge and skills that can capture and move then forward but in a complex and uncertain worlds learning needs to non-linear, creative and emergent. Practical implications |!|#8211; Sustainable learning and the attributes graduates will need to exhibit are prefigured in the activities and learning characterising the work and play facilitated by new media technologies. Social implications |!|#8211; Greater emphasis is required in higher learning understood as the capability to learn, adapt and direct sustainable change requires interprofessional co-operation that must utlise the potential of new media technologies to enhance social learning and collective intelligence. Originality/value |!|#8211; The practical relationship between low-carbon economic development, social sustainability and HE learning is based on both normative criteria and actual and emerging projections in economic, technological and skills needs. [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 |!|#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 paper aims to demonstrate how science and engineering graduates can be recruited and trained to Masters level in precision engineering as an aid to reducing the skills shortage of mechanical engineers in UK industry. Design/methodology/approach - The paper describes a partnership between three UK academic institutions and industry, creating an Integrated Knowledge Centre (IKC) in Ultra Precision Structured Surfaces. Within this project sits a Knowledge Transfer activity that seeks to channel graduate scientists and engineers through an MSc in "Ultra Precision Technologies" into the UK engineering industry. The creation and implementation of this pipeline, its systems and its processes, is the subject of this paper and its case study. Findings - In order to retain competitive advantage, the UK precision engineering industry requires a regular supply of technically proficient and organizationally prepared graduates. This paper has explained the approach taken at Cranfield University to increase the size of the pool of postgraduate precision engineers. The approach involves the design of a multi-level system, which draws on increased connectivity between the University, UK engineering companies, and the student. Academic institutions need to exhibit the appropriate flexibility to meet the demands of industry and the aspirations of the student. Research limitations/implications - The paper describes only the early stages of implementation, and further work is necessary. Practical implications - The systems model and case studies provide a framework and detail that is of immediate benefit to manufacturing industries and higher education establishments. Originality/value - The originality of the approach lies in the level of integration between the sub-systems that comprise the Open system, within which students and skills are forged together in a programme to produce employable engineering postgraduates. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to examine the evolution of an employee opinion survey and to evaluate its impact on the graduate training programme and associated employment relationships. Design/methodology/approach - The paper provides a detailed, longitudinal case study of one large-scale UK organisation. The approach recognises that discursive resources have a material existence in the sense that they are embodied in the social practices of individuals and the institutions and organisations within which these social practices take place. Drawing on qualitative and quantitative data, the paper demonstrates how the design, delivery and evaluation of the graduate programme formed a learning nexus between management, graduates and other stakeholders. Findings - The case study highlights the contested nature of organisational life, particularly in relation to matters of control and autonomy. However, improved graduate opinion survey ratings over time suggest that the evolving surveillance offered by internal research has been successful in achieving changed management behaviours. The case study has shown how graduate training, development and career management are best understood as discursive practices. Shared understandings about the nature of work are constructed though a communications nexus of key stakeholders. Originality/value - The main contribution of this paper is to highlight the pivotal role of the corporate training programme and associated communications in the development of shared understandings of the nature of the employment relationship. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to present the evaluation results of a training initiative, undertaken in Palestine, that targeted fresh graduates in information and communication technology (ICT) disciplines. It describes the implementation and results of a practical training model where industry and academia cooperate jointly to develop, upgrade and enhance students'' qualifications prior to their entrance into the labour market. Design/methodology/approach - This paper presents the short-term results, one to two years from completion, of a newly implemented technology training program which targeted more than 450 students throughout West-Bank and Gaza Strip. The researchers traced the trainees'' endeavours and behaviours through their pursuit of jobs utilizing focus group meetings, individual interviews with stakeholders, and semi-structured interviews, as well as questionnaires, surveys, observations of on-going activities and interviewing staff, graduates and students. Findings - The training program attempted to promote practical training and develop entrepreneurial capabilities. The vast majority of the surveyed trainees felt that they gained valuable knowledge and experience in their field of specialization, and believed that the training was critical to their successful job search. They clearly agreed that the practical training they received via the training program was a necessary supplement to their theoretical technical education in university ICT programs. Practical implication - The initiative involves the establishment of ICT Centers of Excellence in close proximity to Palestinian universities, which annually graduate large numbers of ICT students. The program serves multiple purposes in that it enables the ICT training centres, the Centers of Excellence, to generate revenues while also providing a needed service within the community, to equip fresh graduates with state-of-the-art technical skills, thus increasing the chance of fresh graduates being hired into positions related to their university degrees, and shortening their job search. Originality/value - The model and program, presented in this paper describes a modern training framework, where students receive practical training through a third party institute that works in cooperation with universities and industry. The model, when adopted, relieves universities from the pressure of constantly modifying their curricula to comply with the ever-changing needs of the technology market, allowing them to pursue their stated goal of providing their students with a theoretical technical education. The training program also helps the market to differentiate the large number of ICT students and graduates from one another, based not only on area of study but also on concrete skill sets. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to examine the nature of the types of adjustments appropriate to university teaching practices for students with emotional and behavioural difficulties in the UK higher education (HE) sector. Design/methodology/approach - A case study in a UK university was undertaken over a two-year period. Findings - A variety of types of adjustments may be necessary for UK university students with emotional and behavioural difficulties including adjustments to pastoral care, teaching and assessment. Research limitations/implications - The case study focussed on only three students with emotional and behavioural difficulties. However, given that the number of students entering UK universities with such difficulties is increasing, the results of this research can hopefully inform the teaching of future students. Practical implications - This paper addresses what UK university teaching staff may need to do to support students with emotional and behavioural difficulties. Originality/value - Although research has been conducted into the teaching of individuals with emotional and behavioural difficulties in schools, little if any research has been undertaken regarding teaching such students at university level. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to provide a personal perspective, of a contributor and Guest Editor, on the impact of Education + Training on promoting quality research and dissemination in the area of vocational education and training (VET) in small and medium-sized enterprises (SMEs). It has been written specifically to commemorate the 50th anniversary of the publication of Education + Training. Design/methodology/approach - The author adopts a reflective approach to evaluate critically the progression of this topic in terms of individual articles and Special Issues published since 1997, and reviews his close involvement with this journal. Findings - This journal is widely recognised as a leader in its field. In terms of VET in SMEs, Education + Training has made a significant impact upon academic research and dissemination and contributed to emergent policy making in the UK and elsewhere. Originality/value - This paper provides a succinct point of view on the impact and development of an academic journal. Its originality stems from the unique perspective offered by a contributor who, since 2000, also guest edited an annual double Special Issue on topics related to VET in SMEs. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to examine the need for, and development of, further education and practical training for recruits into industry. Design/methodology/approach - The paper discusses how, at the time of writing, many firms were developing and operating training schemes for industrial personnel. Firms benefit themselves from training individuals, and this also raises the levels of skill and experience throughout industry, enabling British industry to compete on a global scale. Findings - The paper outlines developments in industrial training schemes, and suggests that whereas once, personnel progressed from being craft apprentices through to being technologists, supervisors and technicians, now it is possible to train specifically in these areas. Group Training Schemes and local and county technological colleges are beginning to offer industrial training, as well as general education related to vocational interests. Senior industrial representatives need to work with technical colleges to establish a partnership and to ensure that courses are oriented towards the needs and developments of industry. Originality/value - The paper provides useful information on training in British industry in the 1950s. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to demonstrate the rationale for connecting enterprise education with employability and career development in the design of curricula and learning experiences within UK higher education. Design/methodology/approach - The paper reflects on the experiences of practitioners, including the author, in embedding enterprise education and in seeking to develop a holistic approach which connects enterprise and employability through personal and career development. Findings - The article presents "connected" models of individual learning and of the institutional integration of enterprise, personal and career development. These are located within a critique of existing approaches to graduate employability, including examples of innovative practices. Research limitations/implications - The article builds on the early experiences of connecting graduate enterprise and employability in the UK and proposes that further research is required as the field develops in experience and complexity. Practical implications - The article provides models, strategies and examples of effective practices for embedding enterprise and employability in higher education. Originality/value - The article is innovative at a conceptual level in arguing for a "connected" and holistic approach to employability and enterprise development for students and graduates. [ABSTRACT FROM AUTHOR]

Purpose - This introduction to the special edition aims to focus on the issues that surround putting work-based learning into practice in the UK. Design/methodology/approach - The introduction is a brief survey and commentary on the issues surrounding work-based learning. A selection of papers is drawn from the timely 2006 University Vocational Awards Council (UVAC) Annual Conference. UVAC, an international membership organisation has championed higher level vocational learning, particularly higher education (HE) engagement with employers and the workforce, and the selection of conference papers demonstrates the seriousness with which HE educators are taking this work forward. Findings - The introduction finds that a rebalancing of the priorities of HE institutions to make available relevant, flexible and responsive provision that meets the high skills needs of employers and their staff has arrived which requires us to reevaluate the university offer and as Waterhouse argues, "it is not that they can teach, nor even that they can sell research, but that they can assess: they accredit learning and are awarding bodies. It is this social certification of successful learning that individuals, employers and ultimately society pay for." The next reinvention for the sector is contemporary vocationalisation and responsiveness to economic imperatives rather than learning. Research limitations/implications - A wider survey of practice, particularly the use of employer standards, is now required to establish a common language between industry and HE. Practical implications - Implications are a progressive change to HE offering and an increased engagement with workforce development which requires changes to assessment and a greater use of accreditation and validation in the workplace. Originality/value - The introduction provides a succinct analysis of the work based learning and employer engagement in HE. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of the paper is to describe the development and operation of an innovative, work based, distance delivered foundation degree developed by the University of Chester and the British Civil Service. The paper is both a case study in its own right but also the basis for a further quantitative and qualitative evaluation of the programme. Design/methodology/approach - The paper describes the development of the programme in the broader context of UK Civil service modernisation and the application of the University of Chester's established Work Based and Integrative Studies (WBIS) framework. Important features of the programme are described including academic content, learner support, assessment and management. Findings - The paper concludes by identifying three areas for formal evaluation. These are: the implications of employer involvement in the design and management of the programme; the differential nature of the learner experience and the factors underlying performance and the impact of the programme in meeting employer goals. Research limitations/implications - There are limitations in generalising from a particular case study. No formal research questions are posed in the paper or method suggested. Further work is necessary to develop a strategy for evaluation of the programme. Practical implications - The conclusions are exploratory, awaiting formal evaluation. Originality/value - The case study is of interest to educators engaged in flexible and distance work based learning. The issue of employer involvement in programme design, management and delivery is of considerable interest to those developing and delivering Foundation degrees and similar programmes. The issues in relation to the student experience are also of considerable interest to those engaged in workplace delivery. The organisational impact of the programme is of interest to employers and educators alike. [ABSTRACT FROM AUTHOR]

Purpose - This paper sets out to examine the contribution of employer co-funding of publicly-funded vocational education and training in the UK (i.e. training initiatives that are available to all qualified applicants but funded jointly by the public and private sectors). Design/methodology/approach - The paper draws on qualitative research undertaken with more than 30 employers in a cross-section of economic sectors. Findings - The evidence from this study suggests that there is no model for how and why employers start to become engaged in co-funding publicly-funded training. Originality/value - The paper identifies key issues for public policy-makers. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of the research reported in this paper was to examine the potential usefulness of animated learning materials for supporting students with dyslexia in a UK higher education setting. Design/methodology/approach - An experiment was conducted with a set of 13 undergraduate computing students with dyslexia and a control group of 13 non-dyslexic undergraduate computing students. Findings - Overall it appeared that appropriate animated learning materials were perceived as being more useful than equivalent static learning materials by both the students with dyslexia and the control group of non-dyslexic students. However, the control group appeared to find them more useful than the students with dyslexia. Research limitations/implications - Although the experiment reported in this paper was small in scale it did appear to indicate that animated learning materials may potentially be useful for undergraduate students with (and without) dyslexia. Originality/value - There appears to have been little research done in the area of animated learning materials in a higher education setting and in particular with regard to students with dyslexia. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to develop the understanding of the challenges and considerations of how new and innovative entrepreneurship education programmes may be inculcated into UK higher education institutions (HEIs). Design/methodology/approach - The paper employs an action research approach to provide insights into entrepreneurship education andragogy in the first instance and in the second instance evaluate the success of such a programme then discuss the challenges of embedding it within universities. Findings - The paper provides substantial evidence for the effectiveness of innovative programmes and concludes that it would be difficult to embed such a programme within HEIs in the UK due to: resource limitations; lack of training in synergistic methods; keeping the freshness alive; finding suitable entrepreneurs to take part in the programme; finding the right space in academic timetable and curriculum. Research limitations/implications - In this paper the evidence for the success of the programme comes from one cohort of students who were followed for a 12-month period and the assessment of suitability for embedding in universities is based on this one experience. Practical implications - The paper shows issues about the structural problems of embedding entrepreneurship programmes that employ new pedagogic methodology seem significant. The question of whether or not universities should make the effort to try to embed new learning and teaching methods is broached and the conclusion is that it is unlikely that any such programmes could be adopted in any substantial way. Originality/value - The paper has developed a tripartite approach to delivering entrepreneurship education, which involves new synergistic learning techniques. The paper broadens the discussion about the challenges of bring such programmes into UK HEIs. [ABSTRACT FROM AUTHOR]

Purpose - This paper is the second in a series of conceptual, contextual and empirical contributions that, individually and cumulatively, seek to analyse, develop and link two important fields of research: "entrepreneurship" and "entrepreneurship education". Part 2 aims to provide a critical evaluation of entrepreneurship education and its impact upon graduate entrepreneurship in the UK. Design/methodology/approach - A comprehensive literature review and a structured evaluation of current knowledge on topics related directly and indirectly to "entrepreneurship education" in the UK. Findings - It appears that conceptual, contextual, design and delivery differences can have a considerable influence upon entrepreneurship education courses delivered in the UK. There are significant definitional as well as conceptual and contextual issues affecting the design of relevant programmes and the delivery of the chosen curriculum. Consequently, a number of actual and perceived barriers need to be overcome in order to facilitate a better understanding of stakeholder needs and learning patterns. Research limitations/implications - The evaluation and interpretation of relevant research results represent the author's own perception and experiences, and should therefore be viewed with caution. It is suggested that the content of this paper is subject to the usual bias and singular perspective generally attributable to "viewpoint" articles. Practical implications - The paper measures the outcomes of entrepreneurship education is still proving difficult and inconclusive. More in-depth research is needed on current UK entrepreneurship education provision and initiatives in order to gain a better understanding of the scope and limitations of a wide range of entrepreneurship education programmes. Originality/value - This paper provides a critical evaluation of entrepreneurship education in the UK. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to review the progress made by UK higher education institutions (HEIs) to deliver the enterprise education agenda. The key areas for research included the type, content and delivery methods of graduate enterprise education being offered in the UK. Design/methodology/approach - A questionnaire was e-mailed to 123 HEIs in the UK, together with a brief introduction stating the purpose of the research. These were followed up by telephone calls to request responses. Findings - The paper finds that provision of entrepreneurship education is varied, with both entrepreneurship and innovation courses on offer. Entrepreneurship education is most often offered at postgraduate level and on a part time basis. Overall, delivery methods proved to be more traditional than anticipated, with few instances of action learning or the use of technology to support learning. There were differences between pre- and post-1992 HEIs, and little attention was given to topic areas evident in relevant UK policy initiatives. Research limitations/implications - Supports entrepreneurship education, key capacities need to be addressed within HEIs, at senior and other levels, so that graduate enterprise embodies the entrepreneurial spirit and delivers the expected results of governmental focus and intervention. Originality/value - This is one of the first surveys to explore how enterprise education is delivered within UK HEIs. [ABSTRACT FROM AUTHOR]

Purpose ? This paper seeks to report on the current state and attitudes towards Enterprise Curriculum within higher education (HE) for the creative industries sector. It is based on preliminary findings from the Creative Enterprise Conference (2006) held at UCE Birmingham, which examined the role of HEs in developing future entrepreneurs in this important sector of the UK economy. Design/methodology/approach ? This paper explores issues related to enterprise curriculum development in HE through in-depth qualitative analysis of plenary sessions, focused discussions and workshops. A number of stakeholders, including policy makers, academics, researchers and practitioners were invited to explore relevant issues appertaining to ?creative enterprises? in the UK. Findings ? This paper presents a critical evaluation of the growing specialist literature, activity and research in creative industries, notably: research needs, paucity of pedagogical materials, characteristics of ?creative entrepreneurs? as well as how, when, where and in what way should ?creative? students be taught about entrepreneurship and self-employment. Practical implications ? The study offers stakeholders a critical perspective on current attitudes and practices within creative industries. This paper offers interested parties an opportunity to consider and reflect on how HE can develop relevant curriculum and deliver enterprise education that is pertinent to students who intend to operate in this important sector of economic activity. Originality/value ? By capturing current attitudes and good practice in creative industries, this paper emphasises enterprise curriculum development and implementation in a relatively underdeveloped aspect of educational research. It makes tentative suggestions and recommendations on how HE and policy makers might respond to current and future enterprise education needs. [ABSTRACT FROM AUTHOR]