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Purpose: The purpose of this paper is to explore the level enterprise language is articulated within programme level documentation, and then, using EntreComp (Bacigalupo et al., 2016) as a framework, investigate the extent by which curricula is underpinned by enterprise competencies. Design/methodology/approach: This study adopted a qualitative approach firstly through a desk analysis of undergraduate programme documentation across one UK University (n=60), followed by face-to-face interviews with programme leaders (n=25). Findings: Findings revealed a lack of reference to enterprise in programme documentation as well as a confusion of the language associated with enterprise and entrepreneurship. However, all participants in the study were able to articulate opportunities afforded to students within the programme to practise entrepreneurial competencies from the EntreComp framework. Originality/value: Whilst the limitation of this study is that it has been carried out in just one university, the practical implication of these findings provide supporting evidence that the EntreComp framework can be used to build a whole programme approach to embedding enterprise. This remains to be tested in future research. As the EntreComp framework is relatively new, then this piece of research is original as it is amongst the first to report on the framework.

This study sets out to investigate physical education (PE) teachers' perceptions of the use of an online professional development resource to support making reasonable adjustment for learners with disability. The Equality Act (2010) called on all UK schools to ensure access to PE was equitable for all learners. This means schools have to adopt strategies for making reasonable adjustments so as not to disadvantage learners with any special educational need and disability. Teachers report that they are working towards an inclusive classroom; however, parents of learners with disabilities report that there remains a lack of opportunities for their children to engage with activity. Using purposive sampling, participants were selected for the study after which they were asked to complete a continuing professional development online training course on the subject of making reasonable adjustments for learning with disabilities. Through one-to-one interviews, qualitative data were collected and analysed through thematic analysis. The findings indicated that the online resource was greeted positively by staff and not only supported the PE teachers but also increased their awareness of different approaches to making reasonable adjustments. The findings also indicated that the issue of making reasonable adjustments and the use of the online development tool need to be driven from the school senior leadership team if it is to have value for the whole school community.

The Equality Act called on British schools to "avoid as far as possible by reasonable means, the disadvantage which a disabled pupil experiences". Teachers, therefore, must be creative and flexible in order to meet the needs and optimise the capabilities of all pupils. Using focus group interviews, this article explores the influence of an online resource on pre-service teachers' perceptions of making reasonable adjustments for children with special educational needs and disabilities. Pre-service teachers appeared committed to making reasonable adjustments, with reports of the online resource being particularly influential on their planning and assessing progress. The influence of the resource was less significant on those pre-service teachers with previous experience of making reasonable adjustments.

Purpose: The purpose of this paper is to explore from an employer's perspective the skills, attributes and capabilities required of a sports graduate, whilst also discovering how a student is expected to demonstrate these skills in the context of a sports organisation. Design/methodology/approach: This study adopted a qualitative interpretive case study approach through the use of face-to-face interviews with six employers from sports organisations involved in the delivery of sport. Interviews lasted between 30 and 42 minutes and were recorded. This was followed by a thematic review to allow for common themes to be selected and represented. The results were then reviewed and evaluated by a further 15 industry professionals and sports educators. Findings: The results suggest employers seek skills that are characteristically enterprise/entrepreneurship skills, together with an articulation of a "sports graduate" mindset. This mindset is described by the employers as being something which is demonstrated through a combination of behaviours and attributes. The paper concluded that in the classroom, the use of case studies and challenges, where students have to respond to and solve problems by the very nature of the activity, is optimal. Originality/value: The originality of this paper lies in both the context of study and the integration of enterprise and entrepreneurship skills that are needed for the changing world of work in sport. The value of the papers is in both the employer's description of the graduate mindset and also examples of how the skills can be applied in the context of sport.

Students spend 12 to 14 years in school settings learning in what could be considered a carefully controlled and structured environment. Higher education may not offer the same landscape to students and it appears that many enter with unrealistic conceptions of what is expected of them and are faced with different approaches to aspects of teaching, learning and assessment. This qualitative study explores the perceptions of second-year and final-year students in relation to their expectations whilst studying at university. Focus groups were used across two programmes in one university faculty to ascertain student expectations and what they perceived as important. From the thematic analysis, four areas were highlighted by the students as key to the transition into university these were directed time, non-directed time, support and relationships. Overall these students where positive about the university experience and the levels of support offered to them, particularly noting that working in peer learning groups (PLGs) was beneficial. Issues were raised around the timetabling of face-to-face contact time and the value of the experience and this is an area that needs further research as is understanding the complexity of the students' lives outside of the institution.

With graduate employability being high on many universities' agendas, it becomes vital that a curriculum delivers not only subject knowledge but also the opportunity for students to develop and enhance industry-specific skills. This paper is concerned with how a work-based project can support skill development and considers the views of students and employers as to the application of these skills in the context of a sports undergraduate programme in a UK university. Using a mixed-method approach to data collection, 30 students and 5 project hosts took part in the study. The research findings reported a mismatch between the students' and hosts' viewpoints on whether skills were developed as a result of the project. Students appeared to have a lack of understanding how to apply the skills in the context of a sports organisation and were viewed by the employers as having an inflated opinion of their ability.