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Entrepreneurs play a crucial role in fostering innovation and fuelling economic growth. China has recently sought to increase entrepreneurial intention in university students by providing entrepreneurship education based on the model deployed by universities in Western cultures. Additionally, a longstanding challenge for universities has been the wellbeing of their students. The COVID-19 pandemic exacerbated this issue, leading to enhancing the wellbeing of university students being declared a global priority. Consequently, by drawing on a framework of conservation of resources theory, the purpose of this paper is to conceptually develop and empirically validate a model for enhancing entrepreneurial intention and wellbeing in university students. The data were collected in December 2022 and January 2023. A total of 952 undergraduate students completed the questionnaire, with 476 responses from China and 476 from the UK. Findings indicate (i) positive associations between self-perceived academic performance and individual entrepreneurial intention, whereby self-perceived employability mediates the relationship, (ii) positive associations between serious leisure and wellbeing, whereby self-perceived employability mediates the relationship, and (iii) the country moderates the association between (a) serious leisure and wellbeing, and (b) serious leisure and self-perceived employability, whereby the association is stronger for China than for the UK. The theoretical contribution comes from constructing and empirically validating a model, evidencing alignment and divergence by country concerning acquiring specific personal resources via self-perceived academic performance, serious leisure, and self-perceived employability. Practical and policy implications arise from suggesting how higher education institutions can support their students to enhance individual entrepreneurial intention and wellbeing.

This paper reviews the opportunities and challenges for re-framing the purpose, process, product and assessment of final-year geography dissertations. It argues that the academic centralities of critical thinking, analysis, evaluation, effective communication and independence must be retained, but that the traditional format limits creativity and innovation. Re-imagining capstone projects has implications for students, faculty, departments and institutions, but greater diversity could enhance its relevance to students and employers, better aligning the student experience with the academic interests and future career demands of the 21st century graduate. (Contains 2 tables.)

Interest in higher education institutions (HEIs) as instruments for development has increased in recent years. The main objective of this paper is to address the contribution of HEIs to development through their missions, models, and challenges. With this purpose, we perform a historical analysis and characterise higher-education systems through the perspective of university models and missions, noticing relevant aspects regarding the evolution of this institution over time, as well as the transformations undergone. We also consider the main challenges that current higher education systems face in the 21st century. As methodological approaches, we carry out a literature review complemented by a comparative analysis based on data from the higher education systems of ten European countries. The findings show that HEIs can contribute to development through their missions, which are related to the models of higher education. Their first mission (teaching) contributes to improving human capital and attracting highly qualified people to their regions; the second mission (research) improves scientific knowledge which can foster innovative activities; and the third mission (community service) acts as a link between research and business, including patents, business incubators, and collaboration agreements. We also conclude that the challenges of higher education in the 21st century can be categorised essentially in three main areas: (1) globalisation and massification of higher education, as well as the internationalisation of HEIs' missions and diversification of the educational supply to attract new students; (2) new technologies related to the digitalisation of teaching and distance learning; and (3) higher education entrepreneurship, showing the importance of university-company relationships. This paper provides a global setting for a reflection on the role of HEIs in the 21st century, given their connection with society and the need for a more effective contribution to socio-economic development.

Universities globally are aspiring to grow through investing in the delivery of online learning programmes. However, the attrition rate for online learning is high. It has been noted that those students with a sense of belonging to their course experience increased enjoyment and reduced anxiety and are therefore less likely to withdraw. Yet too often programme design guidance to support a sense of belonging for student communities focuses on localised, full-time and young students rather than older, globally dispersed, time-starved students such as those in the online entrepreneurship programme that is the subject of this paper. The authors explore how a sense of belonging in entrepreneurship students can be supported effectively in a virtual learning space throughout their online degree studies. The research presented adopts an interpretivist perspective and includes interviews with eight students studying a 1-year top-up degree in a UK higher education institution. The teaching and support staff interviewed were based solely in the UK. The data collected were examined using thematic analysis. The paper contributes to the debate about what a sense of belonging means in a virtual space for entrepreneurship students and identifies how such students can feel connected and supported to finish their course.

The literature on innovation and regional economic development shows widespread references to 'systems' but relatively little application of systems thinking and problem structuring methods. Innovation models are thus under-theorised with operationally-based maps that link the structure of innovation systems to behaviour and possible policy levers. This conceptual paper addresses this shortfall by applying a systems mapping approach to regional innovation ecosystems which sets out the structural drivers and actor inter-relationships in regional economies with universities acting as focal points for knowledge application. A causal feedback map is hypothesised from participative research and the innovation literature, providing an integrative framework and enabling initial policy discussions about the drivers of regional innovation. Hence this model identifies the virtuous reinforcing behaviours that act endogenously within an innovation ecosystem to drive economic growth. Several policy questions concerning regional innovation and university-industry-government collaboration are surfaced by the model. Finally, possible policy interventions are proposed.

Purpose: This paper aims to propose a unified framework for understanding the development and distribution of value within and from enterprise and entrepreneurship education. In doing so, the authors trace the origins of value creation pedagogy back 100 years and reconnect this lost literature to contemporary thinking as to what constitutes value creation pedagogy. Design/methodology/approach: This conceptual paper identifies specific temporal-specific problems with current thinking in enterprise and entrepreneurship education vis-a-vis who gains the value from value creation pedagogies. To address this identified anomaly, the authors seek to develop a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education. The underlying aim of this approach is to provide clarity around who specifically benefits from value creation pedagogies, how and when. Findings: In developing a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education, the authors have successfully located all major forms of value creation pedagogies in an iterative manner that caters to the authentic development of value for oneself and others. The proposed model assumes that the creation of authentic value for others should be preceded by the development of specific capabilities in the value creators. Practical implications: There are important implications that arise for all enterprise and entrepreneurship educators in the discussions presented here. Most importantly, value creation pedagogies should be fueled by the ongoing development of purpose, agency and capability via cultivated reflection. Originality/value: This paper broadens the notion of what constitutes value creation pedagogy in enterprise and entrepreneurship education. In doing so, the authors elevate the importance of student creative competency development over value creation.

There is limited experience with innovation policies in rural areas, often based on a one-size-fits-all approach. However, rural businesses have diverse needs and there is difficulty in applying smart specialisation approaches for the use of European Union Cohesion funding in rural areas. A key resource in rural areas is the local university, and universities face increased demands to support local firms. This paper examines one particular case of a university in a rural region and its use of the European Regional Development Fund to support innovation activities. The challenges of working with rural businesses are explored, as is the focus on one-to-one support rather than the more collective smart specialisation approach. Universities need to take a pragmatic approach to ensure that the needs of firms can be balanced with the capacities of rural universities which are often smaller and more specialised than urban universities.

Marketisation has directed higher education institutions and policies to focus on student support and provisions that promote better experience and value. By contrast, expectations of university students are under-researched and understated, with less attention placed on what and how students should perform in higher education. This paper further develops the concept of the "ideal student" at university, which aims to promote transparency and explicitness about what is expected of students, and potentially alleviate inequalities driven by implicit and unspoken rules of higher education. We report on the development and findings of the ideal student survey, conducted with 1,043 university students and staff in the UK. Factor analysis revealed eight dimensions of the ideal student, which we have tentatively described as "Diligence & Engagement," "Organisation & Discipline," "Reflection & Innovation," "Positive & Confident Outlook," "Supportive of Others," "Academic Skills," "Employability Skills" and "Intelligence & Strategic Approach." Each factor is discussed with a focus on the differences between the views of staff and students. We conclude with a discussion of how the concept of the ideal student has the potential to promote better equality and opportunities for student success, by making explicit what is expected of university students.

In this paper we explore collaboration in the context of the educational services industry (ESI). We look to literature from the communication field to consider ethical strategies and methods for ensuring the validity of the outcomes of collaborative working. Drawing on Collaborative Product Development and conversation theory we devise four principles that can guide the collaborative process within an education-based partnership project. We then use a case study to consider how these principles supported the outcomes of a cross-national partnership project. Finally, we draw on these principles to consider the lessons for project management in education public private partnerships.

In the construction of "Double First-class" universities, how to establish an evaluation system of universities' scientific and technological innovation capacity with Chinese characteristics and international standards will determine the direction and level of improvement of Chinese university?s technological innovation capacity. The system of scientific and technological innovation in university is a complex system, and the existing evaluation index and evaluation system may be difficult to meet the actual needs of the national construction of "Double First-class" universities in the new situation, so the evaluation index should be a breakthrough and innovation. This paper probes into the existing problems in the evaluation system of scientific research in China, systematically investigate the common and different features of scientific research evaluation in Britain, America, France and Australia, puts forward the new connotation of the structure dimension of Chinese universities 'scientific and technological innovation capacity, and points out the basic criterion of constructing the evaluation system of university scientific and technological innovation capacity: First, design of indicators should reflect the development trend of the world, and reflect the cultural characteristics and historical background of Chinese universities. Second, it is necessary to according to the "world standard", reflect the value orientation and practice standard of Chinese university construction. Third, taking differentiated design and establishing a classification evaluation standard. Fourth, the evaluative dimension should reflect the diversification of the evaluation's content, especially considering to optimize overall scientific research ecology.

How do teachers respond to a mathematics curriculum innovation? This paper reports some of the findings from a UK Research Council (ESRC)-funded project investigating how teachers in English secondary schools (students aged 12-16 years) responded to innovation. A Gatsby Foundation funded program implemented new materials; the project investigated processes and expectations of implementation. In this paper, we consider the "gap" between innovation and proposed practice from the position of the practitioner, employing the work of Foucault (1995) and Deleuze and Guattari (1998) as a framework for analysis. The paper takes a theoretical position, arguing that teachers construct individual and constantly changing amalgams of practice. These are founded on "difference" and understood in ways, which are shifting, and partial rather than "known" via a sense-making process. Expectations of a strong correspondence between innovation and teacher response have undermined alternative perspectives that regard the interruption and re-routing of innovation as productive of viable outcomes in sites of practice.

The concept of action learning looks at how people learn, which is using gained knowledge to create needful and beneficial change. As a result, real problems and concerns are the contexts for which programmed knowledge and questioning insights are set to allow for unlearning and learning. Using Reg Revans theory which assumes action learning as programmed knowledge and questioning insight (P + Q) and Jack Mezirow's theory on transformative learning which engages critical thinking to create new perspectives, this paper reviews a radio show that discusses conceptual views and lived experiences of women entrepreneurs. It brings together practitioners and scholarly concepts in an engaging manner to encourage critical thinking and enable new perspectives for research, teaching and practice. Using an innovative technique to evaluate learning, we examine the social and relational dynamics of a radio programme, which examines the complexities of doing entrepreneurship of two female entrepreneurs who operate in Africa (Nigeria and South Africa) and three who operate in the UK. The paper uses a reflective writing approach and narrative analysis to interpret the findings that evidence action learning in the process.

UK drug discovery and development is increasingly being shaped through a complex interaction of research, policy and practice. However, our understanding of this innovation system is partially due to the dearth of systems-level empirical studies and to simplistic conceptual approaches. This study uses a Triple Helix systems approach to illustrate how a novel database of Research Excellence Framework 2014 impact case studies may be used both to advance empirical understanding of UK drug discovery and development and for theory development. The authors refine the Triple Helix system by identifying relationships between its three components (academia, government and industry) and various social actors. The paper also make two contributions to practice, concerning the relative unimportance for impact generation of geographical clusters relative to strategic alliances, network linkages and knowledge spillovers, and the strong bias towards national and Anglo-American academic--practitioner linkages with few or no links to emerging knowledge economies.

The provision of sustainable housing should factor energy efficiency, the use of sustainable building methods and materials and address the current associated barriers. This consideration triggered an ongoing study in UK which has so far conducted a bibliometric analysis of 275 papers using the VOSviewer software. More papers have been published in the last 5 years compared to the previous 15, and the UK is less engaged in successful collaborations in comparison to other economically developed nations. The lesser use of innovation in the UK has been identified. Also, the uses of sustainable methods and materials in residential housing are not fully exploited for achieving energy efficiency. A future research direction emerging is the potential to study the combined impact of using innovative materials and methods to achieve greater energy efficiency in UK housing provision. Through technological innovations and the need to move from fossil fuels (for example, through the use of heat pumps) a new approach can move the UK closer to achieving net-zero in housing provision and operations. [ABSTRACT FROM AUTHOR]

This paper examines the potential contribution of engagement between accounting education researchers and practitioners. Drawing from a case where researchers and practitioners worked together to improve student employability, the paper examines researcher:practitioner engagement from both sides by exploring the potential benefits of participating in a collaborative process. Drawing from the existing literature, the paper notes the implications for accounting education of a perceived gap between accounting research and practice. Next, the paper examines how greater engagement might address this gap and make a contribution to accounting education research. Then, drawing from data accumulated by working with a group of accounting practitioners over a five-year period, the paper reports on the benefits identified by the practitioners of engaging in a collaborative process. Having examined engagement from the perspective of both researchers and practitioners, the paper concludes by discussing the implications of the engagement process for researchers and for future research.

This paper explores selective literatures in the two fields of action learning and innovation, and seeks insights into the processes of, and connections between, innovation, engagement and implementation. We searched the action learning articles for references to innovation, beginning with the work of Revans, who highlights the innovation paradox, which becomes a key theme of this paper. We searched the very large innovation literature for references to innovation as a learning process and as a factor in organisational learning. The paper surveys the factors said to enable innovation, and briefly outlines some inhibitors, before considering Revans' contribution to thinking about innovation. This is followed by a consideration of developments in action learning and innovation since Revans. The findings suggest that paradox theory is a useful way of thinking about innovation, conceived of as a practical problem involving resistances and frequent failures of implementation and adoption, and also propose action learning as a means of working with and addressing paradox. A limitation of this study is its lack of empirical data. Further research could usefully interrogate examples of innovation practices and ask such questions as to why innovation remains so elusive, and how innovative capacities and capabilities can be developed and enhanced.

International policy changes that have prioritised increasing growth in the numbers of doctoral students have led to wide-ranging debate about the changing purpose of the doctorate. However, there has been little research aimed at investigating doctoral supervisors' views of the purpose of the doctorate, despite the significant role supervisors play in enacting any doctoral policy changes. This paper explores the purpose of undertaking a doctorate from the perspective of doctoral supervisors in a research intensive university in the UK, and the pedagogical strategies supervisors described using to achieve these purposes, showing the essentially integrated nature of purpose and pedagogy. The paper argues for the importance, for both doctoral education and supervisor professional development, of making variation in views of doctoral purpose explicit, and argues that the predominant focus on developing skills and abilities in research and supervisor training needs to be complemented by a concomitant focus on purpose and intentions.

This paper critiques the role of translanguaging in deaf education by examining how, and under what conditions, translanguaging practices can enhance learning and teaching. The paper explores the premise that translanguaging represents an additive view of bilingualism and multilingualism for deaf learners and offers an innovative departure from, and not a re-packing of, traditional teaching methods in deaf education. In this context, the additive aspects of translanguaging are conceptualised as ways of seeing and responding to the language resources of deaf learners and ways of teaching that recognise and promote bilingual and multilingual (sign and spoken/written) language skills. The innovative aspects of translanguaging are explained in terms of the focus on language as a social phenomenon, the emphasis on individual repertoires and attention to the mindful use of languages in the classroom. Examples of learner and teacher translanguaging are given that illustrate what translanguaging offers to deaf education in terms of understanding and supporting the language repertoires of deaf learners and for the development of pedagogy. The paper concludes by suggesting the conditions under which these benefits can be realised.

Bioinformatics--the so-called shotgun marriage between biology and computer science--is an interdiscipline. Despite interdisciplinarity being seen as a virtue, for having the capacity to solve complex problems and foster innovation, it has the potential to place projects and people in anomalous categories. For example, valorised "outputs" in academia are often defined and rewarded by discipline. Bioinformatics, as an interdisciplinary bricolage, incorporates experts from various disciplinary cultures with their own distinct ways of working. Perceived problems of interdisciplinarity include difficulties of making explicit knowledge that is practical, theoretical, or cognitive. But successful interdisciplinary research also depends on an understanding of disciplinary cultures and value systems, often only tacitly understood by members of the communities in question. In bioinformatics, the "parent" disciplines have different value systems; for example, what is considered worthwhile research by computer scientists can be thought of as trivial by biologists, and "vice versa." This paper concentrates on the problems of reward and recognition described by scientists working in academic bioinformatics in the United Kingdom. We highlight problems that are a consequence of its cross-cultural make-up, recognising that the mismatches in knowledge in this borderland take place not just at the level of the practical, theoretical, or epistemological, but also at the cultural level, too. The trend in big, interdisciplinary science is towards multiple authors on a single paper; in bioinformatics this has created "hybrid" or "fractional" scientists who find they are being positioned not just in-between established disciplines but also in-between as middle authors or, worse still, left off papers altogether.

This paper considers business and enterprise education through the lens of theatre and the creative arts, and identifies new pathways towards an interdisciplinary way of supporting the young innovators of the future, placing higher education as a central catalyst. Following a review of key criticism directed at traditional business and management approaches in the academy, the article problematizes the notion of experiential enterprise education in the curriculum and poses the question as to where and when students are afforded the opportunity to fail. Through an autoethnographic account, the key themes of authenticity, risk and failure, experiential approaches and embeddedness are presented. There is an urgent need for further and higher education institutions to develop a much more holistic and interdisciplinary approach to developing entrepreneurship in their students. These institutions are currently perpetuating pedagogical hypocrisy in that they preach productive failure while practising assessment success. An effective 21st-century approach would champion risk-taking and productive failure, place processes over outputs and acknowledge the important role of the post-course curriculum.

This paper returns to the question of whether business schools alone can meet the challenges of enhancing creativity and innovation in entrepreneurial education. Policy makers have side-stepped definitional argumentation in order to embrace a more nuanced potential for entrepreneurial competency development, using multidisciplinary practice in learning and assessment that can be found beyond business and management discourse. Insights from other disciplines can be missed as different terminologies and definitions apply. Design education is inherently multidisciplinary and has been instrumental in facilitating significant policy-level changes. To delve more deeply into this phenomenon, the authors illustrate what actually happens in a classroom in which business and design intersect. Neuroscience research into the learning brain informs learning, teaching and assessment related to creativity, visioning and dealing with ambiguity -- through the progressive development of flexibility and adaptability. The authors introduce the Crit, a common feature of Art and Design courses, as a tool of assessment, concluding that, before we dig deeper into business and management discourses, sideways glances into design education will continue to offer benefits.

This paper analyses the role of "disruptive" innovative technologies in higher education. In this country and elsewhere, Higher Education Institutions (HEIs) have invested significant sums in learning technologies, with Virtual Learning Environments (VLEs) being more or less universal, but these technologies have not been universally adopted and used by students and staff. Instead, other technologies not owned or controlled by HEIs are widely used to support learning and teaching. According to Christensen's theory of Disruptive Innovation, these disruptive technologies are not designed explicitly to support learning and teaching in higher education, but have educational potential. This study uses Activity Theory and Expansive Learning to analyse data regarding the impact of disruptive technologies. The data were obtained through a questionnaire survey about awareness and use of technologies, and through observation and interviews, exploring participants' actual practice. The survey answers tended to endorse Disruptive Innovation theory, with participants establishing meanings for technologies through their use of them, rather than in keeping with a designer's intentions. Observation revealed that learners use a narrow range of technologies to support learning, but with a tendency to use resources other than those supplied by their HEIs. Interviews showed that participants use simple and convenient technologies to support their learning and teaching. This study identifies a contradiction between learning technologies made available by HEIs, and technologies used in practice. There is no evidence to suggest that a wide range of technologies is being used to support learning and teaching. Instead, a small range of technologies is being used for a wide range of tasks. Students and lecturers are not dependent on their HEIs to support learning and teaching. Instead, they self-select technologies, with use weighted towards established brands. The use of technologies outside HEIs has implications for the monitoring of learning and teaching, and for the role of HEIs, which are no longer the gatekeepers to knowledge. (Contains 2 figures.) [This paper was published in the ALT-C 2012 Conference Proceedings.]

The topic of this paper has emerged from the work of Shelton (2000, 2003), Bernhardt, Kawagley and Hill (2000), Boylan and McSwan (1998), Bryden and Boylan (2004) and others on "place-based" and "consequential" education in rural areas, prompting the question: if place-based and consequential education is "good" for primary and secondary school education in rural contexts, why not also for further and higher education? Beyond that, several recent papers on the changing role of universities in general (Ehrlich, 2000), the role of universities in regional development, and on related issues of Innovation and (Regional) Innovation Systems (Thomas, 2000; Edquist, 2004) have fed my curiosity to deepen this question. Finally, my own recent move from an old established city-based university (Aberdeen) to a new or emerging "networked" university spread around the perimeter of the most sparsely populated and "rural" region of the UK (The University of the Highlands and Islands) has given a very practical and applied context for these issues. The paper raises rather than solves issues. It is based only tangentially on my own recent research and publications, and so it presents little or no new empirical data. Nevertheless, I believe that the issues raised are increasingly universal issues, and therefore worthy of intellectual examination. (Contains 4 footnotes.)

Purpose: The purpose of this paper is to take the emergence of the knowledge mobilization as an opportunity to develop an understanding of needs for catching up appropriate knowledge application in SMEs in the Republic of Croatia, Poland and the UK. It draws upon the "frame mobilization" literature, which illuminates the role that acts as interpretation play in instigating, promoting and legitimating collective action with aim to provide "quality entrepreneurial education". Design/methodology/approach: A questionnaire survey based on a literature review built by Stimulating Learning for Ideas to Market (SLIM) project partner was employed to test the given perspective. A total of 380 businesses completed the survey from 12 to 20, November 2013. Participants have different profiles, act in diverse roles and industrial sectors. Identification of appropriate types of support, education, training and advice was made to recognize what small businesses need and can use to improve their operations. Findings: Empirical research evidence conducted among entrepreneurs, 213 were from Croatia, 100 were from Poland and 67 were from the UK, respectively. Results identified the nature of management education according SMEs' needs to increase innovative activities and intellectual property adapting a more business-like approach, scanning the horizon and identifying new markets and opportunities for growth. It discussed the impacts of formal and informal ways of intellectual property protection in sales and exports market (SLIM) project partner was employed to test the given perspective. Research limitations/implications: Main limitation lay in unequal sample response among countries. However, results proofed very similar response in all questions among three countries even size, entrepreneurial development, GDP or historical background are highly different. Practical implications: Therefore, the original contribution of the paper lies in the authors' empirical investigations into the current thinking and practice of existing entrepreneurs by suggesting some implications of this point, which should be of interest to all stakeholders who design courses in IP and who engage in social mobilization. Social implications: There are important organizational culture barriers with this target group, such as the emphasis on the need to publish and an unstable/unavailable IP budget. The integration of IP tools into curricula is an important step to improving the use of IP tools by future researchers. There is an indisputable case for integrating IP as an R & D output and increasing the valuation of IP for academic promotion. Originality/value: This paper illustrates the current challenges on SMEs' educational needs and intellectual property rights carried out in among 380 entrepreneurs across the Republic of Croatia, the Republic of Poland and the UK. Most intriguing suggestion, perhaps, is that the role knowledge cooperation with universities may play as a breaking point to fully exploit SMEs' innovative potential. Surprisingly, needs for establishing a classification of diverse IP-management and collaboration-management tools useful in university-enterprise collaborations, within a general context of IP and open innovation has not been recognized.

Purpose: Focusing on the specific context of two European old industrial regions--South Yorkshire (UK) and North Region of Portugal--this paper aims to identify and conceptualise a set of relational capabilities that business leaders perceive to play a key role in industrial rejuvenation. Design/Methodology/Approach: A qualitative research design operationalised via case studies was followed for the empirical analysis. Data collection was developed through in-depth interviews with managing directors in small and medium-sized enterprises (SMEs) belonging to the metal and engineering industry and the textile and footwear sectors in the two old industrial regions. Data analysis followed the techniques of data categorisation, within case-analysis and cross-case analysis. Findings: The study identifies relational capabilities that firms use to identify, access and leverage new knowledge: frequent meetings with customers; frequent meetings with suppliers; dialogue with government to influence policy that encourages research and technology transfer; partnership actions for the commercialisation of products and services; active membership with sector associations; immersion in science and technological parks; intentionally establishing links with entrepreneurship-supporting entities; human resources development by technical training institutions; and systematic links with the University. The relational capabilities identified require structured communication processes and alliance management practices to enable and support absorptive capacity and learning in inter-organisational networks. Practical Implications: The relational capabilities identified can help position regions in specific markets and value chains, contribute to improving regions' internal and external connections and assist in combining regions' strengths to create industrial capability in high-growth-potential areas. Originality/Value: This paper highlights the role of relational capabilities as a way to secure access to knowledge and competencies needed for firms' innovation and avoidance of competency traps. This is particularly relevant in the context of European smart specialisation policy, where key regional stakeholders collectively engage in the identification of areas of competitive strength, enhanced coordination and strategic alignment of resources. The study is not without limitations, as findings are based on case studies of SMEs operating in the manufacturing industry and the analysis of relational capabilities is focused on knowledge novelty.

This paper reports the findings of a thematic narrative review of peer‐reviewed articles exploring innovation in UK independent homecare services published between January 2009–August 2021. Our analysis of 15 papers reveals four broad innovation types: personalised funding, operational models, workforce development and assistive technology. We conclude that research focused on innovation in independent homecare offers important insights into the positive and negative outcomes of different types of innovation for providers, care workers and people receiving care. There are, however, also areas which are neglected and need further elaboration, including more robust evidence of outcomes and clearer articulation of innovation processes. [ABSTRACT FROM AUTHOR]

In order to facilitate their teaching design, more teachers are beginning to engage in collective efforts, with some Chinese teachers also now sharing their resources online to plan their teaching. The learning design support tool described here (the Learning Designer), resulting from an interdisciplinary research project in the UK, provides a new form of collaboration between teachers. This paper tests the value of the tool for cross-cultural sharing of learning designs. It documents the process of a Chinese teacher who tries to represent and share his language teaching planning by using this innovative web-based prototype. The paper reflects on the issues that arise from this cross-cultural study, and the implications for the future of pedagogical innovation.

This paper describes a social partnership model based on the living lab concept to promote the professional development of educators through formal and informal capacity-building initiatives. The aim is to have a broader impact on society through community outreach educational initiatives. A Living Lab is an environment for user-centered innovation, based on the observation of everyday user practice and experience for solving problems but is also based on users' active participation, with an approach that facilitates their influence in the open and distributed innovation process (participatory design). It is defined as 4P innovation, namely, Public-Private-People-Partnership. The objectives are thus political and strategic, focusing on the social role of innovation, i.e., trying to totally realize human potential by increasing creativity. In 2009, the Virtual Centre for Innovative Learning Technologies (VCILT) embarked on the SIDECAP project, funded by the EU-ACP in a consortium led by the Open University of the UK. The work of the VCILT in the context of the SIDECAP project was essentially focused on the repurposing of Open Educational Resources to fit in the local Mauritian Context. At the same time, the VCILT received an internal grant to work on the development of interactive learning materials using the integration of text-to-speech technology in instructionally designed PowerPoint presentations. During the same period, the Centre launched an innovative online training programme for in-service educators to allow them to top-up their qualifications in the field of educational and instructional technologies. The set of activities described in the paragraph above, resulted in a succession of action-reflection cycles which developed into the concept of a Living Lab. We report the Living Lab setup at the University of Mauritius, by showing how the research activities at the VCILT led to a series of development and applications in a real-world context, related to the formal teacher training courses and informal continuous professional development of educators via the establishment of a social entity in a partnership with Microsoft Indian Ocean and French Pacific under the Partners in Learning Program. The model is referred to as a multiple-impact social partnership model. Therefore, there are three major components that would form the backbone of our Living Lab, namely, Research and Development, Teacher Education and, finally, the social entity that links the private and public sectors, and educators, in a social partnership.

This paper discusses how art and design pedagogy can further entrepreneurship in societal, economic and educational contexts, so that students may thrive in a world full of complexity and flux, empowered to create sustainable futures of their own making for themselves and their communities. The author touches on some of the methodologies inherent in art and design pedagogy for teaching creativity and innovation and provides a broader overview of how the values and attitudes inherent in this pedagogy can further the current concepts of innovation and entrepreneurship and their societal and economic contexts. The paper highlights how the values, attributes and attitudes associated with art and design pedagogy translate into the economic focus of most current entrepreneurship thinking.

This paper explores how, in the light of global economic downturn and rising student populations, new academic-industrial models for research collaboration based upon specific technological expertise and knowledge can be developed as potential mechanisms for preserving and extending central university research infrastructure. The paper explores two case studies that focus upon the new serious games sector: the UK-based Coventry University's Serious Games Institute--a hybrid model of applied research and business, and the Netherlands-based TU-Delft University's Serious Game Center--a networked model of semi-commercial funding and public-private co-operation between industry, public sector and research partners. To facilitate these kinds of academic-industrial collaborations, the paper introduces the Innovation Diffusion Model (IDM) which promotes innovation diffusion by bringing academic and industrial experts into close proximity. Overall, the benefits include: sustained intellectual property development and publication opportunities for academics, employment creation, accelerated development and real commercial benefits for industrial partners.

This paper uses methods derived from the field of futures studies to explore the future of technology-enhanced assessment. Drawing on interviews and consultation activities with experts, the paper aims to discuss the conditions that can impede or foster "innovation" in assessment and education more broadly. Through a review of relevant research, the paper suggests an interpretive model of the factors sustaining the conservatism of educational assessment: the utilitarian view of education, dominant beliefs about academic excellence, and market or quasi-market dynamics. In the central section of the paper, three scenarios of innovation in assessment are described, developed through an iterative process involving researchers, representatives from the e-assessment industry, and experts from British awarding organisations. In the final section, a critical discussion draws attention to the implications that data pervasiveness and computer-generated predictive models may have for the future of education.

Purpose: The purpose of this paper is to qualitatively describe an attempt to enhance curriculum design and delivery processes in universities through the development and introduction of new information systems and procedures. Design/methodology/approach: The author examines the experiences of five out of the total 27 institutions involved in the UK JISC Curriculum Design and Delivery programme as they attempted to implement campus-wide changes. Findings: Common themes that emerged across all five projects were the interconnectedness of university systems, proliferation of alternative "feral" systems, a tendency for project remits to drift, resistance from other parts of the institution, planning imperatives, staff turnover and dependency failures. Conclusions are that cultural change underpins effective innovation and that cultural change is harder than technical innovation. Practical implications: Change is best achieved through participatory, campus-wide approaches, although a "submarine" strategy may be necessary to deflect opposition. Stakeholders should be kept informed about benefits to them and it is important for projects to be responsive and adaptive and to recognize that participatory approaches may be institutionally risky. The paper concludes with practical recommendations for achieving lasting large-scale change in the higher education environment. Originality/value: The JISC Curriculum Design and Delivery programme was arguably the largest single co-ordinated Information and Communication Technology-based change management programme yet seen in the UK and the findings of this study provide insights into common barriers to effective change in universities and how to overcome them.

Universities, across the globe, are increasingly judged on social and economic impact. An important initiative in the UK is the Research Excellence Framework (REF) 2014, which assessed the wider impact of university research. The Impact Case Studies, produced for REF 2014, provide a rich new source of information to explore the wider impact of Business and Management (B&M) research. Each B&M case study, from a structured sample of 194, was read and analysed for this paper. The detailed findings show significant differences between sub-disciplines in demonstrating impact and illustrate why some research reaches a wider audience. The findings show a relatively low level of Mode 2 knowledge production, but a wide range of levels and types of engagement with research users across disciplines. The implications of the findings are discussed in relation to building a more nuanced theory on modes of knowledge production and in relation to policy and academic practice.

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.

Research on sustainability and innovation-driven economic growth has exposed a lack of sufficient knowledge in the governance literature about the appropriate extent of government involvement. This paper focuses on the governance of innovation and the intermediary role of the state. The author synthesizes the literature on governance and regulation and introduces the concept of intermediation in the innovation process. The paper employs the Triple Helix model, which describes interactions and intermediation between government, industry and universities, and extends it by looking at the role played by intermediaries, including public and private institutions, government bodies and independent organizations. A new theoretical framework for the analysis of intermediation and the governance of innovation is developed and applied to four case studies of intermediaries in the health technology cluster in the Greater South East region of the UK. The empirical findings demonstrate the heuristics of the intermediation concept and the application of the intermediation framework. (Contains 2 tables and 3 figures.)

For over a decade policy-makers have claimed that advanced industrial societies should develop a knowledge-based economy (KBE) in response to economic globalisation and the transfer of manufacturing jobs to lower cost countries. In the UK, this vision shaped New Labour's policies for vocational education and training (VET), higher education and skills, and it continues to be influential. Learning for the KBE, according to policy-makers' claims, requires individuals to acquire measurable knowledge or skills in the form of qualifications through formal education and training, which will allegedly improve national economic competitiveness and productivity. This paper argues that quite different conceptualisations of learning for the KBE can be drawn from the fields of economic geography and regional studies; in particular, the "cluster" literature, which analyses the processes which underpin innovation and learning in regional agglomerations of economic activity. The paper argues that the cluster literature can and should be used to open up a debate about the nature, scale and location of the learning processes that support the KBE; the implications of which have not yet been fully appreciated in the fields of VET and skills policy. Moreover, when these insights are combined with those from social theories of learning, a more holistic understanding of how innovation occurs emerges. The paper concludes with some recommendations for the Coalition Government as it develops policies to rebalance and grow the UK economy, and suggests that these recommendations may also be relevant for other countries facing similar challenges.

Purpose: This paper offers a retrospective on the launch and first volumes of this journal. It describes the history of a unique period in our discipline when founding fathers in the US and UK collaborated with industry and each other to create a new field. Design/methodology/approach: The authors interviewed founding editor Professor Martin Christopher and coeditor in Chief Professor Doug Lambert, conducted a bibliometric review of the first volumes of the journal and informed the analysis by approaches taken in other retrospectives published in the journal. The authors also feature historical artifacts from the journal. Findings: The editorial focus during the early days of the journal demonstrate how the roots of the field are in cost modeling and technical work but quickly moved toward customer orientation and managerial focus. The editorial approach during the early days of the journal was on innovative research and publishing, scholarship engaged with industry, a focus on relevance and industry impact as well as leveraging research in education. Originality/value: There have been retrospectives on the journals most recent volumes but what the authors aim to do is to reflect upon the launch and the first volumes of the journal. The authors expand and further detail the timeline of the development of the logistics field. In the process, the authors identify several historical roots for topics of greater focus in logistics and supply chain management in later years. The authors also find that many of the essential approaches and lessons learned in the period leading up to the launch and shortly after the launch of the journal do not only capture the early development of the discipline it also offers an approach and model for scholarship worthy of consideration still today. On top of that, several of the lessons learned in that period hold high relevance still today and they imply part of the path forward for the discipline and the journal, the authors develop questions for future research and research and editorial strategies. [ABSTRACT FROM AUTHOR]

This paper considers the case of Intercultural Understanding (IU) as a component part of foreign language learning and teaching in the upper stage of primary schools (roughly ages 7-11 years) in the UK. It is set within a specific context of curriculum innovation, namely recent policy changes which have introduced IU as a key part of primary modern foreign languages (PMFLs). The paper begins with setting out the background to this policy and the place of IU within it. It then addresses the following questions: how is IU defined and what is the theoretical rationale for it occupying such a prominent position in the PMFL curriculum? Is there a link between the theoretical justification for IU inclusion and its practice? Is there the danger that the rhetoric surrounding IU promises more than it delivers? The way in which IU is treated in the PMFL curriculum in the UK is then contrasted with a range of other IU schemes and taxonomies. Finally, it raises a number of pertinent issues with respect to IU and assesses its potential role in future developments in PMFLs.

Purpose: The purpose of this paper is to propose meta-synthetic ideas and knowledge asset management approaches to build a comprehensive strategic framework for Beijing City in China. Design/methodology/approach: Methods include a review of relevant literature in both English and Chinese, case studies of different types of support frameworks in the UK, the USA, Singapore and Hong Kong, formulation of a meta-synthetic support framework for Beijing City, and justification of its application to policy development by various studies. Three stages of meta-synthetic support frameworks are proposed. Findings: The suggested meta-synthetic support frameworks are highly appropriate for the optimisation of, and innovation in, management and services systems of government information resources. The proposed knowledge asset management approaches offer significant practical value in improving the competence and capabilities of service-oriented government, providing a set of solutions to identified, urgent problems, including a joint administration system for creating value, a release and distribution management system for sharing and protecting value, and a licensing and authorisation management system for adding value. Research limitations/implications: This paper focuses on the formulation of a theoretical support framework for the reuse of government information resources and the justification of its effectiveness to guide policy development at strategic level. Case studies of its application at operational level are ongoing and will be discussed in future papers. Practical implications: The suggested meta-synthetic support frameworks support the efficiency, effectiveness and economy of intelligent traffic administration, good governance of value-added services based on government information resources, and intellectual activity around city travel and traffic. The study has wide implications for the improvement of service-oriented government performance, public satisfaction and the image of government. Originality/value: The paper presents the adaptation of meta-synthetic ideas and knowledge asset management approaches to collaboration, optimisation, innovation and compliance management issues in the reuse of government information resources. The advantages of different types of support systems and frameworks are integrated as a coherent whole for a strategic framework of legal, regulatory and standards support to China and Beijing. (Contains 3 figures and 3 tables.)

This paper focuses on the academic involvement in the design and delivery of new teaching and learning spaces in higher education. The findings are based on research conducted at 12 universities within the United Kingdom. The paper examines the nature of academic involvement in the design and decision-making process of pedagogic space design, revealing some of the complexities and the tensions within this area of academic leadership. The research found that innovation and creativity on particular projects is often restricted by the project management decision-making processes and that broader institutional aims are often underplayed once the design process goes into project mode. The paper concludes by calling for greater academic involvement in the design process in ways that allow for critical reflexivity based on discussions around the concept of "the idea of the university".

Purpose: The purpose of this paper is to present a study of the understanding and usage of social networking sites (SNS) as a knowledge management (KM) tool in knowledge-intensive enterprises. Design/methodology/approach: In terms of research approach, the study has taken an interpretitivist framework, using a higher education (HE) institution as the case-study, which is characterised by the need to generate process, share and use knowledge on a daily basis in order to remain competitive. The case study was analysed using qualitative research methodology, composed of interviews and utilised narrative analysis as a means of data analysis, thus deriving a characterisation of understandings, perceptions and acceptance of SNS as a KM tool. Findings: The study provides evidence that even in HE, where it is generally acknowledged that there is a need to adequately capture, store, share and disseminate knowledge, as this can lead to greater innovation, creativity and productivity, participants were suspicious of the nature of the technology and the fact that it could intertwine their professional and social life. As a result, they were not prepared to invest the relatively high effort required in employing SNS as a KM tool as they also have difficulty in establishing the added value. Consequently, in order to employ SNS for KM purposes cultural, behavioural and organisational issues need to be tackled before even considering technical issues. Originality/value: The paper provides an insight into KM and social networking in HE. This also highlights issue for international HE.

New categories of leadership are continually being invented. Because the ways we think are productive of the ways in which we act, it is important to hold these rhetorical innovations to account. This paper focuses on the latest of these categories--creative leadership. Mobilising a Foucauldian notion of "discourse" I deconstruct the notion of creative leadership as it has recently been represented in five published texts. I suggest that the interpretation on offer has a determinist view of the future, ignores the history of debates about creativity, offers creativity as a generic skill and underestimates what it is that teachers and leaders might need to do in order to work creatively. I show that the notion of creative leadership on offer is strongly connected with that of creative learning, and put the "recipe" offered by one set of texts into conversation with a body of empirical evidence about what is happening in schools that aim to promote creative learning. I argue that what is evident from the dialogue between the texts and the empirical studies is that it is pedagogical leadership that is absent but is actually most required, embedded in leadership/management principles and practices that promote social justice. (Contains 2 tables and 51 footnotes.)

This paper draws on my own recent experience of local artistic engagement with the British government's counter-terrorism strategy, Prevent(ing Violent Extremism). "Not in My Name" uses verbatim theatre techniques to negotiate dialogue within and across communities around a controversial agenda, and has received national acclaim for its innovative response to a pressing political concern. Revisiting Theodor Adorno's fluctuating pronouncements on the dialectical tension between the inadequacy and yet indispensability of culture beyond Auschwitz, this paper explores the creative and ethical dilemmas embedded within a contemporary artistic response to recent terrorist atrocity. Through examining both the moral responsibilities of community engagement and the ambiguities of theatrical representation in relation to acts of remembered rather than imagined terror, this paper highlights the shared vulnerabilities of precipitated interaction between commissioned artists and audiences deemed "at risk" of potential radicalisation. The paper consequently argues for further consideration to be given to the development of an appropriate ethical dimension to support and challenge the aesthetic choices of artists engaging directly with Prevent or other comparable counter-terrorism agendas. (Contains 20 notes.)