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In the January issue Mr Wellens presented an interpretation of the Government Proposals on industrial training. This month he takes a closer critical look at what many people regard as the missing link — the over‐all guiding body or training commission — about which the Government made no proposals in the White Paper. This study involves a survey of the many bodies already involved in industrial training — bodies whose efforts will surely need some co‐ordination. Next month: the Levy, the Training Boards and the relation between these Boards and the Ministry … or Training Commission

The paper and paper products industry is made up of a number of diverse industries which make or handle paper and board in their many grades. They range from the suppliers of raw materials through a wide variety of converting operations to the waste paper merchants.

Paper and products made therefrom are an important and necessary part of modern society, having wide applications and uses in everyday life in commerce, industry and the home. Daily newspapers, books, magazines, catalogues and brochures are all printed on papers of differing characteristics and qualities. So too are banknotes, postage stamps, postal orders, legal documents, stationery, and many other kinds of printed matter in common daily use.

I was discussing the Henniker‐Heaton report on day release with a most fervent, earnest young engineering managing director. We talked about the target increase of 250,000 more juveniles over a period of five years, the target set by the committee. We recalled that a similar target had been set in 1956 in the White Paper and that it had not been achieved. The engineer gripped me by the arm and said, excitedly and with a feeling of intense impatience at society for being so dense as not to see his point, ‘Of course it was not achieved. How could it be. There was no feedback’.

THhis response has been prompted partly by No. 3 in the series ‘The Teaching of Craft Subjects’ (Vol. 3, No.1, TECHNICAL EDUCATION), partly by the recent White Paper on ‘Better Opportunities in Technical Education’, but mainly because of difficulty experienced with City and Guilds Course 194 in what might be called a ‘special’ area.

The implementation of the proposals contained in the 1961 White Paper Better Opportunities in Technical Education has led to the now familiar pattern of courses in technical education — diagnostic General (G) courses leading to either Ordinary National Certificate (ONC) courses or Technician (T) courses, and Craft (C) courses. Besides the creation of the new G courses, almost all the ONC, T, and C courses have been revised to fit the new pattern.

It is now ten years since the Industrial Training Act was placed on the statute book. Progress in this decade on the training front has been vast. However, continuous assessment and modifications have been made via the 1972 Green Paper the subsequent White Paper and Bill and, more recently, the Employment and Training Act, 1973.

Further Education has manfully struggled to implement the course and examination arrangements set up as a consequence of the 1961 ‘Better Opportunities’ White Paper. Criticisms have abounded — the G course is too rigid; the ONC is too strenuous; the new HNC Engineering has been down‐graded, etc — and industry generally has never been quite clear what was the function of a technician, or how he should be trained (educated?). In fact some industrialists regard the technician (as produced by the specific Technician Courses) as being a product of Further Educationalists more than a requirement of industry.

Charting is a method of improving the effectiveness of meetings, by continuously recording the progress of discussion in a form that everyone can read. Typically this means writing with a broad felt‐tipped pen on a large pad of white paper fixed to a wall or blackboard. Some benefits of charting are

‘The Government are concerned that employers should increase their support for further education by making full use of all its facilities, particularly those offered part‐time — not only for employees in initial training but for those over 18 in need of up‐dating and retraining', reads the new White Paper, Education: A Framework for Expansion. ‘In this context,’ it continues, ‘plans are far advanced to give effect to the recommendations of the Haslegrave Committee on the organisation of technician courses.’

IT IS NOW possible to observe the pattern developing in craft and technician courses following the reorganisation prompted by the Government's White Paper. The City and Guilds of London Institute's Mechanical Engineering Craft Practice course (No 193) has been running for four years and the Mechanical Technicians' course for two years. Electrical Technicians and Installation courses have been in operation several years, although the latter scheme was modified two years ago in order to provide an alternative craft course; these electrical courses must now be considered part of the new comprehensive scheme. This year the examination for the General Engineering course was held for the first time, and in September the intake to the new Ordinary National Certificate course had to conform to the higher entry standards.

PurposeThe purpose of this paper is to describe a dynamic and continuous process for evaluating entrepreneurship pedagogies to implement continuous improvement of entrepreneurship education in order to achieve increased student engagement in face-to-face classes. Pedagogy is argued to be a significant contributor to entrepreneurship education programmes, consisting of dynamic activities and initiatives within the scope of defined entrepreneurship education ecosystems.Design/methodology/approachA “minute paper” was used as a quick and convenient method to obtain qualitative data on student perceptions of different pedagogies. The research adopted an action-research strategy where data were analysed using concept mapping to identify key themes that the educator can use to further develop or modify the pedagogy during course delivery.FindingsThe research identified student perceptions of the nature of engagement with pedagogies, and of possible improvements that were used by the educator to increase student engagement during course delivery. Different pedagogies were found to have varying outcomes on students’ engagement with entrepreneurship learning, and as such, contextual and spatial factors have to be taken into account when implementing new and/or adjusted pedagogies.Research limitations/implicationsRepeated application of the research method to different pedagogies was carried out in several deliveries of an undergraduate entrepreneurship foundation course in one university. As such, further research requires testing in various institutional and delivery contexts as well as comparisons of learning and other outcomes including entrepreneurial intentions between classes where particular pedagogies may or may not be used.Practical implicationsThe approach described is relatively straightforward to implement, with marginal resource and time. It provides rich data that gives insights into student perceptions of engagement with an individual pedagogy that the educator can use to modify to modify in order to increase student engagement.Originality/valueThe paper describes a practical method for educators to evaluate and develop optimal pedagogies for a particular class or group of students. This method can be applied to small as well as large class sizes, and data analysis can be carried out in real time to make improvements during course delivery. Although this method is described in the context of entrepreneurship education, it can be applied to other fields of instruction.

Purpose The purpose of this paper is to investigate entrepreneurial competencies of students in practicums within departments of electrical engineering and computer sciences (EECS) in universities of technology. In total, 71 faculty members who advised in entrepreneurial competitions in universities of technology were participants in the questionnaire survey to find the entrepreneurial competencies during practicums of the EECS students. Design/methodology/approach Analysis was carried out based on the literatures related to off-campus internship in universities of technology and entrepreneurship competency. Then, through the questionnaire survey, the authors can understand what the entrepreneurial abilities should have when they after off-campus internships. The entrepreneurship competency expected of off-campus internship students within EECS was analyzed to derive at the important conclusion in this study. Findings As the results of this study, the authors found that entrepreneurial processes, entrepreneurial traits/behaviors, communications and interpersonal skills, and digital skills are the entrepreneurial competencies that are emphasized during practicums. Originality/value The paper suggests that, first, the EECS students take up innovative entrepreneurship programs and take electives such as marketing management, financial management, and related business administration courses. Second, respective universities of technology and internship organizations may co-arrange the incorporation of project-based learning (PBL), PBL into the internship work content. Third, establishing a platform that bridges communication for off-campus internship students.

Purpose The purpose of this paper is to evaluate the perceived quality of the service environment, regarding the use of the flipped classroom, through a survey of MBA students. Design/methodology/approach Four hypotheses were developed from the literature in marketing and quality services in higher education. The hypotheses were tested using linear regressions. The data were collected using a structured questionnaire. The sample had 981 effective responses. Findings The results of the statistical analysis show that the evaluation of the perceived quality of the educator and course are positively affected by the use of the flipped classroom. Research limitations/implications Only one higher education organisation was studied. The variables analysed have no mediation and moderation, which is a suggestion for future studies. Originality/value This paper contributes to studies of higher education services and quality, as it shows the influence of the process on the educator. In higher education, the educator is usually considered independent, having a strong influence on perceived quality. The study contributes to the theme by showing the flipped classroom as an effective teaching strategy that requires further empirical study.

Purpose The purpose of this paper is to address the role of accelerators as authentic learning-based entrepreneurial training programs. Accelerators facilitate the development and assessment of entrepreneurial competencies in nascent entrepreneurs through the process of creating a start-up venture. Design/methodology/approach Survey data from applicants and participants of four start-accelerators are used to explore the linkages between accelerators and the elements of authentic learning. Authentic learning processes are then mapped onto the start-up processes that occur within the accelerators. Findings Accelerators take in nascent entrepreneurs and work to create start-ups. This activity develops the participants’ entrepreneurial competencies and facilitates authentic self-reflection. Research limitations/implications This study explores how accelerators can be useful as authentic learning platforms for the development of entrepreneurial competencies. Limitations include perceptual measures and the inability to conduct paired sampling. Practical implications Entrepreneurship training is studied through the lens of authentic learning activities that occur within an accelerator. Participants develop and assess their mastery of and interest in entrepreneurship through tasks, exposure to experts and mentors, peer learning, and assessments such as pitching to investors at Demo Day. Originality/value This paper reports on the authentic learning processes and its usefulness in competency development and self-appraisal by accelerators participants. The opportunity for competency development and self-appraisal by nascent entrepreneurs before escalating their commitment to a start-up may be an accelerator’s raison d’être.

Purpose The purpose of this paper is to report on the test of a pedagogical intervention to enhance students’ entrepreneurial mindset on a university course. Design/methodology/approach The course where the authors tested the new course design is a mandatory one in the business school’s undergraduate business program. Pre- and post-evaluations of the students’ opportunity recognition (OR) and individual entrepreneurial orientation (IEO) were carried out to measure the effects of an intervention aimed at enhancing these capabilities. Findings The results from paired-samples t-tests indicate significant positive changes (enhancements) of the students’ OR and IEO. The positive effects of the intervention methods are accounted for as evidence of the benefits of applying pedagogical methods that fit the learning style of young adults. Practical implications The findings suggest that students’ mindsets can be positively affected by an intervention tailored to enhance their OR and IEO capabilities. The findings have implications for curriculum development because the strengthening of these capabilities is a precondition for further development of the participants’ innovative and creative thinking, as well as their entrepreneurial orientation. Since innovative and entrepreneurial activities have a positive impact on economies worldwide, the authors encourage the adaption of the intervention methods applied in this study in other settings. Originality/value This paper reports the results of a pedagogical intervention aimed at enhancing students’ entrepreneurial mindset. The findings from the study demonstrate that the applied intervention method supports the development of functional skills, which complement the conceptual knowledge gained from other courses in the undergraduate program.

Purpose The purpose of this paper is to present and develop models of educational approaches to entrepreneurship that can provide complementary analytical structures to better study, enact and reflect upon the role of entrepreneurship in higher education. Design/methodology/approach A general framework for entrepreneurship education is developed by using theory as well as practical experiences from the fields of business, engineering and pedagogy. The paper is mainly conceptual where the unfolding Swedish practice is used as contextual backdrop. Findings The FOR/IN/THROUGH/ABOUT (FITA) taxonomy is presented and used to develop three models of how to approach entrepreneurship in higher education depending on purpose. As there exists a didactical divide between entrepreneurial education for business and entrepreneurial approach to teaching and learning, educators and researchers ought to let their specific context influence the adoption of the taxonomy as well as the presented models. Research limitations/implications The differentiations suggested by the presented models can be used to both structure the designs and limit claims of future research. More heuristic research is called for. Practical implications The use of FITA in the designing of entrepreneurship education offers new opportunities for enhancing complementary student learning in higher education. Social implications The study suggests that any political or scholarly initiative must acknowledge the diversity of entrepreneurship education and chose different approaches depending on what is to be achieved. Originality/value The multidisciplinary approach has made it possible to present and create models that denote a common ground for a productive discussion on how to better understand and make use of entrepreneurship in higher education.

Purpose The purpose of this paper is to review the use of “competence” as a concept and through the use of occupational competence standards in six European countries. Design/methodology/approach Partners in an Erasmus+ project in each of the six countries prepared a review of the use of “competence” in their countries using a common template. The authors of this paper reviewed additional literature, summarised the individual country reviews and provided an analysis and commentary. Findings “Competence” is becoming a widely used concept across Europe, but its interpretation and application both vary. Between them, the countries in the study illustrate the use of separate occupational standards, both as a national strategy and developed by self-governing professions; as well as competence embedded directly in qualification and training specifications. The use of separate standards as a mandatory component in national vocational education and training systems is questioned, while the use of appropriate standards for licensing and qualified status is largely endorsed. Research limitations/implications The country reviews were conducted principally from the perspective of informing the developments taking place in the project, so were not comprehensive and also differed in emphasis between countries. Practical implications The study points to the need to avoid promoting any particular model of occupational competence at a European level, as opposed to seeking common ground that will aid mutual recognition of qualifications. It also cautions against the uncritical transfer of models and policies from one national system to another. Originality/value The paper provides additional evidence against “policy borrowing” without careful consideration of context, and contrasts the use of competence standards as part of a system-wide strategy with their tailored application for specific purposes.

Purpose – The purpose of this paper is to identify and discuss the drivers behind the rise and fall of the Australian Doctor of Business Administration (DBA) and to assess its future. Design/methodology/approach – Data covering the period 1993-2013 was sourced from the Commonwealth Department of Education and Training to provide a comprehensive analysis of the rise and fall of the Australian DBA. Findings – In Australia, the DBA was introduced in 1993. In the first 11 years of the programme, enrolments increased from only nine candidates in 1993 to 1,505 candidates in 2004. However, by 2013, the number of candidates had fallen to 869 candidates. The authors argue that the principal rationale for the dramatic fall in enrolments points to the challenges and issues of managing overseas candidates by second tier and regional universities rather than a decline in the market per se. Practical implications – The challenge for universities is to determine whether they can or are able to offer the DBA under a quality framework that requires academic rigour equal to the PhD. Originality/value – This paper presents – for the first time – the most comprehensive description of trends in the Australian DBA programme from its inception to the present day. It also offers valuable insights and cautionary lessons for other countries thinking of introducing or expanding their current DBA programmes.

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.

Purpose – The purpose of this paper is to reflect upon the process that underpinned and informed the development and delivery of a “creativity-led” credit-bearing teacher training provision and to illuminate key factors of influence for the approaches to teaching and learning. Design/methodology/approach – Based on the assumption that sustaining enterprise education involves developing educator capacity, networks of collaborating educators from different institutions and subject disciplines developed transdisciplinary pedagogical strategies. These were delivered to two pilot programmes, with a cohort of 18 in each. Findings – Feedback from the pilots suggest that creativity-based pedagogies are effective triggers. They motivate educators and enable specialists to develop subject-related content. Practical implications – The paper highlights the need for a more developed understanding of creativity, innovation and opportunity recognition, so that enterprise education starts with ideas generation, not merely ideas evaluation. Originality/value – Understanding creativity and innovation is emergent and there is a dearth of understanding, especially in teaching and learning for enterprise. The paper illuminates a developmental process that has responded to this shortfall.

Purpose – Workplace learning (WL) is a key part of vocational education and training (VET) because it allows students to develop their skills in a work environment, and provides important information about how well VET studies prepare skilled workers. Therefore, the purpose of this paper is to develop and validate an instrument to evaluate WL efficacy in VET. Design/methodology/approach – The research presented in this paper was based on a quantitative design, after having identified factors that influence training efficacy. The factors to evaluate transfer in WL (FET-WL) questionnaire was formed of 57 items (five-point Likert scale) and applied to a stratified probabilistic sample of 1,026 VET students in the Barcelona area (Spain). Findings – After conducting an exploratory factor analysis, the model explained 48.42 per cent of the variance and six factors merged: coherence of the training of the school with the WL, school tutor’s sole, host company tutor’s role, the possibilities of developing the WL, integration into the company and student’s motivation. Originality/value – Results show that the FET-WL may be a useful tool for the various agents involved in WL since it may improve the organization and management of VET and thereby increase its efficacy.

Purpose– The purpose of this paper is to discuss major criticisms of traditional undergraduate accounting programmes and to introduce virtual internships as a curriculum innovation that addresses these criticisms.Design/methodology/approach– The main aim of the paper is to inspire curriculum innovation in accounting programmes though the introduction and discussion of virtual internships as a contemporary teaching model.Findings– The paper provides a detailed outline of the virtual internship model, its advantages and disadvantages, and its development in practice.Originality/value– The paper is likely to be most relevant for academics in undergraduate accounting programmes because it provides a practical guide to the development of this curriculum innovation.

Purpose– Drawing on the resource-based view (RBV), the purpose of this paper is to develop a framework and instrument to measure the organisational capabilities of university schools/departments. In doing so, this study provides evidence of the way competitive resources are bundled to generate organisational capabilities that give university schools/departments a sustainable competitive advantage.Design/methodology/approach– A questionnaire to measure the resources that contribute to the capabilities of university schools/departments was developed. Constructs were determined, and the questionnaire was refined based on an analysis of responses from 166 Heads of schools/departments across all 39 Australian public universities.Findings– Heads conceive of the development of capabilities within their schools/departments along the core operating functions of research, teaching, and networking. Reliability and supplementary analysis confirm these constructs have strong convergent and discriminant validity as well as internal consistency.Research limitations/implications– The findings confirm that effective management and coordination of research, teaching, and networking with important stakeholders are keys to success. The framework and instrument developed in this paper also provides the opportunity to investigate university performance through the perspective of the RBV, which will enhance the understanding of the determinants of universities’ performance.Practical implications– The framework and questionnaire developed in this study can be utilised by Heads as a diagnostic tool to gain an understanding of their department’s/school’s organisational capabilities in the areas of research, teaching, and networking.Originality/value– This paper is the first study to develop a framework and questionnaire to measure organisational capabilities for university academic schools/departments.

Purpose – The purpose of this paper is to explore how university-based entrepreneurship programs, incorporating real-life venture creation into educational design and delivery, can bridge the gap between entrepreneurship education and technology transfer within the university environment. Design/methodology/approach – Based on a literature review and snowball sampling over a two-year period, 18 entrepreneurship education programs were identified as applying a venture creation approach. Ten of these programs were selected for case study, including direct interviews and participatory observation during a two-day workshop. Empirical findings were iteratively related to theory within entrepreneurship education and technology transfer. Findings – The paper identifies the bridging capabilities of venture creation programs (VCP) across five core themes, illustrating the potential benefits of closer collaboration between entrepreneurship education and technology transfer in a university environment. Research limitations/implications – A definition for “VCP” is tested empirically. These programs are shown to be sophisticated laboratory environments, allowing for clinical research towards the understanding of entrepreneurship and technology transfer processes. Practical implications – Findings identify practical benefits of combining entrepreneurship education and technology transfer activities, such as increased value creation through not only new firms, but also an entrepreneurially equipped graduate population. VCPs allow for “spin-through” of innovative ideas in the university environment, while simultaneously contributing to entrepreneurial learning. Originality/value – This paper presents findings from the first multiple case study into entrepreneurship education specifically designed to develop real-life venture as part of the core curriculum. Findings provide basis for investigating the value of integrating entrepreneurship education and technology transfer at the university.

Purpose– The purpose of this paper is to examine how a foresight project supports institutional positioning efforts through joint sensemaking.Design/methodology/approach– This paper describes a case study that investigated the design, implementation, and outcomes of a foresight project at a Finnish higher education institution that selected sales and services as its institutional focus areas. According to the institutional strategy, all students should have acquired solid sales and service skills before the completion of their studies. The foresight methods used in this study were e-Delphi, futures workshops, and futures narratives. The data gathered in this iterative foresight process resulted in the delineation of eight future sales and service roles and their related competences, which were subsequently used for redesigning curricula, new programme development, and personnel training.Findings– With the careful choice of foresight methods, the organisation was not only able to define future competence needs based on the collective wisdom of its stakeholders, but also fostered the organisation’s strategic transformation process.Practical implications– This paper gives insight into how to use a foresight process to foster institution-wide change.Originality/value– This is one of only a few studies on how higher education institutions could implement their positioning strategies.

Purpose– The purpose of this paper is to identify and examine the antecedents that enable or constrain the adoption and diffusion of eLearning in higher education (HE). The key focus of the study is on the examination of how the organisation's diffusion structures, systems or processes influence the individual adoption of eLearning. The findings from this literature review contribute to practice through providing a better understanding of the issues associated with institutional diffusion mechanisms that aid the adoption of learning technologies.Design/methodology/approach– An extensive search of the literature was conducted. The selected references were analysed into a number of categories; macro-level studies examining HE context of eLearning, micro-level studies focusing on individual and social factors and articles focusing on management issues of adoption and diffusion of technological innovations. Finally, over 300 articles were used to compile the findings of this paper.Findings– The paper argues that future research studies should not model the adoption and diffusion of eLearning based primarily on either an individualist (Micro) or structuralist (Macro) perspective, but by using a more interactive approach to examine the complexity and multiple levels and dimensions of social reality.Research limitations/implications– A significant exclusion and one which clearly calls for further research, is the aspect of institutional structures such as library systems, virtual learning environments, administrative support systems and other technical systems such as enrolment, registration, assessment and students, with respect to the adoption of eLearning. Future studies may want to explore the interplay between these structures and agency.Practical implications– The study findings contribute to practice through providing a better understanding of the issues associated with institutional diffusion mechanisms that aid the adoption of learning technologies. Considering the slow and often disappointing adoption of eLearning within higher education institutions (HEIs), the study reveals the nature of adoption that may inform the development of institutional eLearning diffusion structures.Social implications– The paper identifies that the importance of individual factors influencing the adoption of eLearning has been acknowledged by the above studies, and the underlying message has emerged that levels of eLearning adoption would be higher if strategic managers recognised the social dimensions of eLearning innovation and diffusion, such as: academic and professional goals, interests and needs; technology interests; patterns of work; sources of support; and social networks. The argument is that currently eLearning is geared towards technically “literate” and innovative staff, and this strategy reduces the likelihood of mainstream faculty actually adopting instructional technology for their own teaching.Originality/value– A review of the eLearning literature shows that there only a few substantive theoretical accounts which adequately integrate multiple levels of analysis and explain adoption and diffusion of eLearning in terms of the interplay between structural influences and individual action. The paper argues for future research to be integrated in a general analytical framework.

Purpose– The purpose of this paper is to describe an approach for utilising a critical incident method within the context of an online business simulation game in order to provide an effective framework for reflective learning.Design/methodology/approach– The paper presents a review of pertinent literature to place the critical incident technique within the novel context of simulation gaming. Through presenting a case study of practice, it goes on to describe a blended learning approach that combines online simulation with post-simulation reflection based on the critical incident method. An action research approach is adopted as a framework for reflection on practice.Findings– From a conceptual perspective, there are a number of potential benefits to employing a critical incident approach combined with simulation gaming. The ability of educators to compress time frames and manage the introduction of critical incidents allows students to learn in a way that would not be possible in the real world. Furthermore, carefully designed post-simulation debriefing, structured around a critical incident framework, has the potential to enhance the learning impact of online simulation.Research limitations/implications– The research is limited in that a single case study context is described. Further evaluation research is required to fully assess the benefits of the approach adopted.Originality/value– The study explores the use of the critical incident approach within the novel context of online simulation gaming. It provides educators with a blended learning method that can be employed to enhance the impact of e-learning through structured reflection.

Purpose – The aim of this paper is to investigate the type of activities carried out by young people in a range of jobs that are typically undertaken by school students. The research examines opportunities for skill development in these jobs. Design/methodology/approach – The research consisted of a nationally representative survey of school students. Multivariate analysis was used to examine the variables which predict the likelihood that a school student will be employed in a job which has a higher “job activity score” as measured by the frequency and number of activities undertaken. Findings – In total, 38 per cent of school students were working at the time of the survey. The survey demonstrates the diversity of the employment experiences and the opportunities it provides for skill development. The analysis supports the view that this first exposure to employment may offer opportunities for skill development. Unlike previous research in Britain the study is able to explore the extent of variations between jobs. Practical implications – The data demonstrates the extent to which school students combine full-time education with part-time employment and the value of this experience. This raises questions about whether schools should engage with naturally occurring employment experiences. Originality/value – The paper uses a unique British data set to investigate what school students do in their part-time jobs, extending the hitherto limited research in this area. By addressing this issue the paper contributes to the debate regarding the value of this early exposure to the world of work.

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.

PurposeThe Teen Entrepreneurship Competition (TEC) was an annual inter‐school competition that aimed to promote entrepreneurship education (EE) in Hong Kong (HK) secondary schools. This paper aims to: review and evaluate the implementation of the TEC over the years from 2003‐2010, and use the TEC as a case to demonstrate how EE can be advanced through capacity building in various ways and levels.Design/methodology/approachThere were two key milestone phases for the TEC. This paper will describe and discuss the achievements made in Phase I and the capacity building for advancing the TEC in Phase II in details. Then, a critical analysis of capacity building for advancing TEC in Phase II will be made with a careful consideration of the TEC's design rationales, the research findings in Phase I and the three inter‐related levels of capacity building. Finally, suggestions will be recommended for further strengthening EE in schools.FindingsThe sustainability and advancement of the TEC are closely related to: advancing “Character Building” at the individual level, advancing “Partnership Building” at the institutional level, and advancing “Social Responsibility” at the societal level. However, the TEC might still overlook an alignment with the existing curriculum development. A further capacity building of course development and policy making should be sought.Originality/valuesThis is a precious illustrative case study for the purpose of sharing useful information and genuine experience with those who are interested in promoting teen EE in schools.

PurposeThe 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/approachThe 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.FindingsThe 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/valueThe 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.

PurposeThe purpose of this paper is to examine and question aspects of the culture of the modern business school, and to investigate the possibilities for a more student oriented, more responsive, more flexible and performance‐driven culture.Design/methodology/approachThe paper is a critical discourse on the cultural conservatism of contemporary business schools, analysing the impediments to change, and examining the transformation in the business education market and among students, that demand greater responsiveness.FindingsThe paper finds that while the traditional culture of business schools is deeply embedded in professional practices and axiomatic disciplines, the seismic changes occurring in technology and social practices beyond the business school are impelling business schools to adapt and become more agile.Research limitations/implicationsWhile recognising the significance of the changes that are already occurring, it also acknowledged that there is a deeply embedded set of professional and cultural practices in university business schools that are long established and will not be readily changed, with more likely an ongoing tension between modernity and tradition.Practical implicationsThe paper provides insights into how a more flexible and responsive business school would operate and engage students.Originality/valueThe paper provides a fresh assessment of where the business schools are, and where they will have to go to continue to engage the changing demands of business and managers.

PurposeThe purpose of this paper is to introduce the key themes in the area of the impact of demographic change on young workers and older workers in relation to education, skills and employment, as discussed in the papers included in this section. The authors have also drawn upon data from their project “From Young Workers to Older Workers” as a context for the papers.Design/methodology/approachThis paper draws out the main themes from the papers contained within this section and presents original data from interviews with 97 older workers who were interviewed at two points in time – labour market entry and labour market exit.FindingsThe selection of papers in this section is outlined, as well as offering some findings from the authors’ research on older workers.Originality/valueThe papers in this section, including this paper, offer an overview of some of the key debates in relation to the impact of demographic change on both young workers and older workers.

PurposeThe purpose of this paper is to provide description and analysis of how a traditional industry is currently using e‐learning, and to identify how the potential of e‐learning can be realised whilst acknowledging the technological divide between younger and older workers.Design/methodology/approachAn exploratory qualitative methodology was employed to analyse three key questions: How is the Australian rail industry currently using e‐learning? Are there age‐related issues with the current use of e‐learning in the rail industry? How could e‐learning be used in future to engage different generations of learners in the rail industry? Data were collected in five case organisations from across the Australian rail industry.FindingsOf the rail organisations interviewed, none believed they were using e‐learning to its full potential. The younger, more technologically literate employees are not having their expectations met and therefore retention of younger workers has become an issue. The challenge for learning and development practitioners is balancing the preferences of an aging workforce with these younger, more “technology‐savvy”, learners and the findings highlight some potential ways to begin addressing this balance.Practical implicationsThe findings identified the potential for organisations (even those in a traditional industry such as rail) to better utilise e‐learning to attract and retain younger workers but also warns against making assumptions about technological competency based on age.Originality/valueData were gathered across an industry, and thus this paper takes an industry approach to considering the potential age‐related issues with e‐learning and the ways it may be used to meet the needs of different generations in the workplace.

PurposeThe purpose of this paper is to introduce an approach to business simulation with less dependence on business simulation software to provide innovative work experience within a programme of study, to boost students’ confidence and employability.Design/methodology/approachThe paper is based on analysis of existing business simulation literature, which is synthesised with contemporary pedagogic trends and the outputs of the authors’ longitudinal research on improving the effectiveness of business simulation as a teaching method.FindingsThe use of business simulation as a pedagogic tool can be considerably extended beyond built‐in functionality to match the needs of various business‐related disciplines. Learning from their own mistakes enabled students to appreciate the gap between theory and its application.Research limitations/implicationsBusiness simulation can provide an innovative provision of work experience for students, if its design utilises continuous formative feedback and reflective practice amongst other pedagogical elements rather than relying on sophisticated business simulation software.Practical implicationsThis paper offers a blueprint for the provision of business simulation exercises in higher education as means for equipping participants with a work‐like experience.Originality/valueThe article presents a fresh view on the use of business simulation in the educational process, while contributing to the long‐standing debate on bridging the gap between theory and practice.

PurposeThe purpose of this paper is to explore how enterprise education was adapted from a UK higher education institution (HEI) setting into an international context through collaboration with two Sri Lankan universities. It demonstrates the value of enterprise education in different cultures, and presents learning from the challenges faced by both staff and students in moving away from a traditional delivery method.Design/methodology/approachAdopting a case study approach, the paper describes a blended, incremental implementation strategy aimed at developing staff and students’ understanding of enterprise education in a gradual, supportive and culturally‐sensitive manner. Evaluation is conducted through an analysis of formal assessment performance and qualitative module review.FindingsThe paper demonstrates the impact of enterprise education in an international context and a capability amongst most students to engage with it successfully, whilst also highlighting the challenges of delivery in a different culture.Practical implicationsThe adaptation of enterprise education to an international setting can be shown to add value in various ways, including the development of soft skills and building confidence in team working and communication. It can also be shown to empower staff in delivering teaching using non‐traditional techniques. However, consideration of context is essential to effective delivery.Originality/valueThis study makes a contribution to the fields of transnational education and enterprise education in international contexts. It shows the value of enterprise education in challenging traditional delivery methods and the acceptance of such by both staff and students.

PurposeThe purpose of this paper is to argue that evaluations of enterprise education need to develop beyond the economist viewpoint of business start‐up and business growth and promote the notion that evaluations of enterprise education should encompass prime pedagogical objectives of enterprise education, enabling students to grow and develop and to shape their own identities in the light of their learning experiences.Design/methodology/approachThe paper reports on one of the key findings (self identity and the entrepreneur) from a PhD study of 18 case studies/life stories of graduate entrepreneurs and their experiences of enterprise education from one university.FindingsIt is found that graduates who start their own businesses are reluctant to call themselves “entrepreneurs”; they question the meaning of the word and its relevance to them and findings suggest that “Entrepreneur” is a label given to them by educators and peers.Research limitations/implicationsThe present study provides a starting point for further research of evaluating enterprise education, through the lens of students and graduates that have taken/are taking part in accredited and non‐accredited enterprise education whilst at university.Originality/valueThe study has proven to be useful in improving the format, content and delivery of enterprise education on campus and also the development of appropriate evaluation tools.

PurposeThe 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/approachThe 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.FindingsThe 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 “be an entrepreneur”. 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/implicationsEvaluating 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 implicationsConsideration 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/valueThis paper reveals patterns of tool use and their effectiveness across science and engineering.