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Over the past two decades, there has been an increased focus on designing STEM learning experiences for primary and second-level students. We posit that for teachers to design rich learning experiences for their students, they must first have the opportunity to develop their own STEM knowledge and competences, either during their pre-service teacher education or as part of their professional learning as in-service teachers. This systematic review of literature examines programmes which offer either pre-service or in-service teachers immersive learning experiences through placements in STEM roles in business or industry. A total of nine papers were identified in this review, featuring three unique programmes--one in the UK for pre-service teachers, and two in the USA involving in-service teachers. The findings indicate a variation in motivation and structures across the three programmes. The influence on teachers' personal and professional development, and their intentions to change their classroom practices or behaviours to incorporate more 'real-world' contexts into their STEM learning activities, inspired by their experiences in industry, is discussed. This study presents recommendations for the design and implementation of immersive learning placements in industry to support STEM teacher professional learning, as well as suggestions for further studies to examine the influence on their classroom practice.

Employment subsidies are important active labour market policy (ALMP) tools, suited to a variety of labour market challenges. This paper engages with recent ALMP categorisation debates by appraising Cronert's (2019) recent typology of employment subsidies. It uses empirical material to assess the typology's explanatory power and produce insights to inform further typological development. The illustrative case of the British ' Wage Incentive' (2012-2014) is used to assess the typology's analytical purchase. Cronert's typology helpfully identifies key distinctions in the distributional profiles of employment subsidies, but further understanding of the category is impeded by the practice of defining them as demand-side interventions. The paper argues for a reappraisal of their supply-side characteristics, maintaining that the (potential) worker should be included in the analysis, and that employment subsidies' relationship with training and job creation should be acknowledged. It proposes a redefinition of employment subsidies reflecting their real-world use, and suggests a framework for further exploring varieties of employment subsidy design from the perspective of beneficiaries. [ABSTRACT FROM AUTHOR]

This paper provides recommendations for embedding a market- and marketing-informed approach within the development process for a new international campus. It includes a brief outline of the current global profile of international campuses (as one form of transnational education) before highlighting the role of marketing at key stages of campus development from initial business case through to full operation. Recommendations for integrating marketing into campus development are derived from a series of structured interviews with eight senior staff at three UK universities, all with campuses in Malaysia. Some participants were UK-based, others Malaysia-based; all had responsibility for marketing the international campus at some level. The purpose of this paper is to provide evidence-informed marketing guidance and good practice that is relevant to institutions considering establishment of an international campus.

The complexities of developing a business based on a novel product may appear insurmountable. Stereotypical convention suggests that there are two major players: polarized inventors and "greedy" investors. Surely there is a way of aligning the inventor-investor relationship into something positive for both parties? In this paper Francis Hobbs explores how both inventor and investor can be incentivized in a virtuous circle through the creation of a formal link between an "IP holding" (inventor) company and an "exploitation" (investor) company which is then free to commercialize the idea as it sees fit. With grant funding provided by the government and channelled through the exploitation company, the investor maintains cherished commercial freedom while the inventor benefits not only from paid contract employment to develop his or her own idea in the short term but royalties and, perhaps, exploitation company equity rewards in the longer term when product sales commence. (Contains 4 figures and 5 notes.)

The late 20th century was an era of social, economic, technological, and political change, resulting in significant shifts in the perception of enlightenment, knowledge, and education. The impact of these changes have become quite apparent in higher education where there is now mounting pressure for faculty to deliver high quality education to an internationally mobile cohort and where institutions are striving to attract funding, researchers, research grants, top students, and teaching staff. To cope with the many challenges, new business models are needed. Introducing change, however, is fraught with many problems; in particular, institutional barriers among disciplines, management commitment, socio-economic factors, and cultural issues. In this paper, we take a look at and discuss three European higher education institutions currently undergoing transformation--a British, a Finnish, and a Russian--to draw attention to some of the inherent factors that higher education institutions face when they seek to implement new business models to manage the competitive environment for higher education.

Despite the growing importance of sustainability and the sustainable development agenda, and despite the growing presence of papers recognising the critical interaction between sustainability and accounting and finance (and, indeed, with all social science), there has been a relatively muted response apparent within the accounting education literature itself. This relative lack of literature may well be unexpected but what is not unexpected is the difficulty that accounting and finance teachers have in developing such demanding new ideas with accounting and finance students in the classroom. Without in any sense gainsaying the considerable impediments to innovation, this explicitly polemical essay seeks to address a more fundamental difficulty: that of the way in which sustainability is approached and represented in both the literature and the classroom itself. The contention is that, unless sustainability is "keeping you awake at night", you do not understand it. The paper seeks to support this contention and then offers an example of one undergraduate course that is explicitly designed to stop students sleeping peacefully.

This paper reports an innovative continuing professional development (CPD) project for academic staff in a UK university. The aim of the project is to develop academics' skills in relating to the business environment. The project has a number of strands, but the principal focus of this paper is upon a mentoring initiative. Much CPD in universities relates to teaching, research and administration. What makes the project reported here innovative is its focus on academics' relations with the world of business. The main sources used in this paper are interviews with the mentors and the answers to questions put to a focus group of those involved with business engagement. These questions explored the forms of business engagement, the reasons academics were involved with business, the qualities needed to be a "business engagement mentor" and the identification of good practice in mentoring in this field. The conclusion considers the outcomes of the project as a whole.

This paper provides insights into the human capital development of a group of young entrepreneurs, all of whom have built growth businesses with turnovers of between 1M British Pounds and 90M British Pounds. Their development of knowledge and skills was investigated before and during the creation of their first main ventures. This is significant in the context of current UK government policies to encourage young people to consider entrepreneurship as a career. The study considers the relevant skills and knowledge the young entrepreneurs developed prior to starting their businesses, the influences they experienced and how this pre-entrepreneurial learning affected their venture creation activities. Finally, the paper considers the challenges the entrepreneurs faced as they grew their businesses. (Contains 3 notes and 1 table.)

The paper explored key factors that might lead to successful agri-environmental social learning and collective action in order to deliver landscape-scale resource management within agri-environment schemes. Using the theory of collective action as an analytical framework the paper examined findings from in-depth interviews with 20 members of two co-operative initiatives in Wales and two participatory workshops. Consideration of the theory helped in understanding how individuals come together to provide public goods, and the conditions that make this activity a success. Factors of importance for organising and delivering collective agri-environment schemes were: locally adaptable engagement strategies; working with group members previously known to each other; institutional arrangements that limited group size and which allowed groups to develop their own solutions and implementation rules; and external support offering the services of a local facilitator and funding for both planning and management stages. A clear finding from the research was the extent to which both business and social confidence can grow within such groups which opens up further development opportunities. The paper identifies key factors that could be used to encourage and enhance the success of co-operative groups in delivering landscape-scale agri-environment schemes. The research findings identify appropriate mechanisms for the design and delivery of collective agri-environment schemes and environment management in the UK, which can also be applied to other parts of Europe. (Contains 2 tables.)

Higher education institutions (HEIs) in the UK and elsewhere are having a hard time, pushed into the marketplace with the turn to "academic capitalism" and now suffering the effects of the economic downturn. Increasingly, the discourse of "excellence" is being invoked as HEIs are held to account and public funding for research is predicated on the basis of "impact". What effect is this having on the long-established ideals appealed to in "the idea of a university" (if such an idea can be said to exist)? This paper adopts an autoethnographic approach in order to examine the ways in which dominant discourses are operationalised in the university through everyday communications and how, in turn, this impacts on the development of academic identities. The aim of this paper then is to examine the often uncomfortable point of insertion between the personal and the institutional in and through which subjectivities and identities are constituted as a means to understand the state we're in. (Contains 11 notes.)

This paper examines the process of transition from student to graduate entrepreneur. The aim is to develop a typological framework that captures the key person-environment dimensions involved in this transitional journey. This paper draws upon interview data from 15 graduates, all of whom had established their own business within five years of graduation. The paper engages with two dimensions that, we argue, usefully capture an important dynamic of the student-to-entrepreneurship transition: (1) the entrepreneurial maturity of the individual; and (2) the complexity of the business idea. The paper maps qualitative data from the graduates onto a framework based on these dimensions. This offers the basis for an enhanced understanding of the graduate entrepreneurship process. The paper concludes with a discussion of implications for theory and practice and, importantly, further research. (Contains 3 figures and 1 note.)

This paper examines the changing form and scope of higher education in the UK with a specific focus on contemporary "globalising" developments within the sector and beyond. Situated within an analysis of transformations under way in the wider global and regional economy, and drawing on Jessop's strategic relational approach (SRA), I examine the way higher education in the UK has been restructured through the mobilisation of three key logics (corporatisation, competitiveness, commercialisation) to play a central role in the realisation of a globally-competitive education services sector and imagined "knowledge-based economy". The main argument of this paper is that from the early 1980s onward, successive rounds of neo-liberal political projects--shaped by these logics--were mobilised to rework the basis of capital accumulation. A central outcome was to structurally predispose UK HEIs, over time, toward new regionalising and globalising horizons of action.