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Purpose: With the growth of entrepreneurship education adoption in higher education institutions (HEIs), the importance of assessments as a tool to gauge and enhance learning is of utmost importance. The purpose of this paper is to examine the influence and appropriateness of current assessment methods for engineering and technology students in Nigerian and British HEIs. Design/methodology/approach: The study employs a qualitative research method with a case study approach to investigate the impact and suitability of assessment methods currently used within entrepreneurship education in Nigeria and England. Findings: The results reveal that lecturers across both countries believed that assessment methods currently in use were appropriate, but were not uniform in its influence on learning. However, students were unanimous in that most assessment methods currently used were not effective at enhancing their learning, not very appropriate, and were not a good judge of their work and effort. The results were used in building a framework to understand the importance of assessment methods in entrepreneurship education. Originality/value: In light of the inadequate literature, this paper covers an acute gap in the field. This will allow policymakers and different interested parties to reassess the development of suitable assessment methods to involve students as key stakeholders. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to describe the work of Staffordshire University in engaging with local employers and local further education colleges in the development of a Foundation Degree in Applied Technology. Design/methodology/approach - Following an outline of current government policy in employer engagement, the paper identifies - from the literature and recent quality reviews of provision - some issues for higher education institutions in developing a work-based learning curriculum with industry. It then outlines a case study of the Foundation Degree in Applied Technology - a collaborative venture between Staffordshire University (the awarding body), Burton College (the deliverer of the award) and JCB (the employer). In conclusion, the paper evaluates the case study. Findings - Evaluation of the case study suggests that the Foundation Degree in Applied Technology, as designed by Staffordshire University and delivered at JCB by Burton College, is a model of good practice in employer engagement. Originality/value - The value of this paper is that the case study illustrates key success factors, for higher education institutions and further education partnerships, in engaging with industry to design and deliver a foundation degree for a major manufacturing employer in the private sector. [ABSTRACT FROM AUTHOR]

Purpose - This paper is of a complex and challenging collaboration. It aims to explore the challenges to both higher education (HE) and commissioners that stimulated different thinking and creative ways of delivering learning, assessing and the consequent impact on practice through a collaborative programme. The purpose of the collaboration was to design and deliver a postgraduate level programme focusing on the development of leadership practice in the health and social care sectors in London and on the development of a curriculum in leadership capabilities and knowledge leading to the award of a Masters in Work Based Learning Studies (Leadership). The two key players were the NHS as commissioners of the work and a London higher education institution (HEI), who worked in partnership to accredit the programme, Design/methodology/approach - This case study explores the processes, the problems and the rewards that evolved came from an emergent partnership between HE and senior health and social care professionals to develop a postgraduate programme that would meet professional and academic requirements. Findings - The outcome from this experience evolves around learning about the management of complexity in education partnerships; the importance of planning, and clarity; of roles, purpose and outcomes, and where authority lay. Each side gained a new respect for each other. Most importantly it was generally accepted by the commissioners, the university and the students themselves that the work made a difference to the way health care was delivered and managed, and thus to the patient experience. Originality/value - This paper should be of value to anyone interested in establishing joint programmes between employers or commissioners and HEIs [ABSTRACT FROM AUTHOR]

Purpose - The School of Nursing and Midwifery at De Montfort University has been consistently successful in producing student midwives who are, by the end of their chosen programme, fit for practice, purpose and award according to the DMU. This paper aims to investigate this claim. Design/methodology/approach - The paper looks at De Montfort University where an innovative tripartite assessment process has been developed to support midwifery students in practice. This involves the student, his/her personal tutor and his/her clinical midwife mentor. All three are involved in the planning of appropriate learning experiences to facilitate the student in meeting the clinical learning outcomes, utilising a personal professional portfolio. Findings - The paper finds that the close working relationships between the placement providers and the university have improved the assessment of practice and enhanced the student experience. Clinical midwife mentors have commented on how well the tripartite approach works and they appreciate the clear lines of communication that this relationship provides. The personal tutor role is well established in the School of Nursing and Midwifery and the midwifery team have developed this role to include the assessment of students within the tripartite structure. This is beneficial from a quality perspective; while clinical midwife mentors will obviously change due to differing student placements, the personal tutor is the variable that is the constant through the student's progression on the programme. Originality/value - The tripartite approach to the practice assessment of pre-registration midwifery education investigated in this paper has proved to be a robust approach to ensuring students are fit for practice, purpose and award at the point of qualification and eligible to register as a midwife with the Nursing and Midwifery Council. [ABSTRACT FROM AUTHOR]

West Yorkshire universities together with Yorkshire Forward, the Regional Development Agency (RDA) for Yorkshire and Humberside, are collaborating on a graduate entrepreneurship programme. This paper outlines the national and regional context for the role of entrepreneurial education in producing new business and a climate in which creativity and innovation may thrive. [ABSTRACT FROM AUTHOR]