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Purpose This study aims to explore marketing strategies that UK fish farming businesses can use to gain a competitive advantage. The marketing strategies examined include product branding and core competencies, sales promotion, market positioning and segmentation. Design/methodology/approach A survey through an online questionnaire was mailed to five randomly selected trade associations of UK fish farming businesses and distributed to their registered members, of which 200 responded. Both male and female genders with different age groups and levels of experience in the UK fish farming business participated. In addition, ten articles were sampled for a systematic review. Findings Results show that UK fish farming businesses could increase sales by using ecolabels in product branding to attract premium prices, build consumer confidence and using high-quality packages for fish products will keep fish fresh for a longer period. Research limitations/implications The scope of this research is limited to the UK. The findings cannot be generalised and used for other jurisdictions because of variable economic and market conditions. Originality/value A significant recommendation from this case study is that fish farming businesses need to be creative and innovative in ways such as leveraging branding, sales promotions and core competencies to win the trust and confidence of consumers. Most importantly, each fish farming business should know the specific marketing strategy that works for them; this case study shows that not all branding and sales promotion techniques enhance competitiveness. The scope of this research is limited to the UK. The findings cannot be generalised and used for other jurisdictions because of variable economic and market conditions.

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