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Presents the findings from a study of 48 Colleges of Further Education (FE) who have participated in a diagnostic benchmarking exercise using the learning probe methodology. Learning probe has been developed from the established service probe tool (developed originally by London Business School and IBM Consulting) to support colleges of FE in their pursuit of excellence. Examines five main areas of business practice and performance consisting of business leadership; service processes; people; performance management and business results. Goes on to highlight the key strengths of the FE sector and their main areas for improvement (as defined by the sample of participating colleges). Although there are a number of practice and performance areas that need attention in particular practices relating to service processes, the sample also identifies that a number of colleges demonstrate strengths in these same areas. These issues are discussed and compared with experiences and anecdotal evidence collated from working with the FE sector over a number of years. Additionally, a comparison is made with a separate, regional benchmarking exercise that considered a number of educational organisations. Using the findings, the paper suggests a way forward for colleges to use the information which has grown out of this research. It is intended that the database will continue to grow as an information resource as learning probe becomes more widely adopted within the FE sector. [ABSTRACT FROM AUTHOR]

The importance of new business start-ups cannot be over-emphasised. The UK government has taken actions designed to stimulate the growth of new businesses and aid their survival. The identification of barriers to entry is important, together with strategies to minimise their impact. The UK continues to lag behind the USA in its levels of entrepreneurship. The removal of barriers to start-up is key to rectifying this situation and stimulating the new business aspect of the economy. The paper highlights the government's position in furthering entrepreneurship, draws on initial primary research into student barriers to start-up and makes recommendations for how higher education institutions can assist in breaking down the barriers identified. [ABSTRACT FROM AUTHOR]