International entrepreneurship education: postgraduate business students experiences of entrepreneurship education

Objectives The study aims to enhance understanding of the effectiveness of entrepreneurship education in meeting the expectations and motivations of international postgraduate students participating in UK business & management education. Specifically, it explores within sample groups of learners: RQ1. What is the typical profile of the international students’ prior education and work experience? RQ2. What do students expect from studying an entrepreneurship PG course in the UK? RQ3. What are their experiences of, and learning outcomes from, the entrepreneurship course? RQ4. What benefits regarding their skills and knowledge do they perceive result from participation? Prior Work International Postgraduate education has grown substantially in the last decade (UUK, 2010). There has been significant growth in international postgraduate student participation in UK business related subjects, involving both MBA and other Masters’ programmes such as MSc in Management and a range of specialist awards, which increasingly offer Entrepreneurship as a core or option. Prior research focuses on transnational comparisons between France, Germany and Poland (Packham et al, 2010) USA, Spain and China (Pruett et al, 2009) Africa and Europe (Davey et al, 2011) China (Millman et al, 2010) and Poland (Jones, et al, 2011) with relatively little research specifically addressing entrepreneurship for international students on postgraduate courses in the UK (Hall and Sung, 2009, Liu, 2010). Approach This article originates in the authors’ experiences in running postgraduate entrepreneurship modules for international students in UK Business Schools. They found that students often experienced concerns about a ‘mismatch’ between their expectations of UK business and management education and their actual experiences, with experiences of cultural tensions between prior learning experiences and their acculturation to the requirements and norms of UK business education. The study is a microcosm of a wider issue as these concerns are shared more generally by international Postgraduate students. Results The results confirmed that career development was a major motivator for international study in the UK. Interest in entrepreneurship is increasing but there are tensions between the expectations of the postgraduate experience and the experienced reality. Entrepreneurship was in some cases seen as a distinctive ‘peak experience’, but cultural factors, learning effectiveness and linguistic capability need to be addressed in designing learning programmes. Implications The study contributes new evidence and ideas to the debate on entrepreneurship education in meeting the career expectations and motivations of international postgraduate students participating in entrepreneurship education, especially in the light of new curricular guidance (QAA, 2012) and UK government regulation. Value It offers suggestions for educators on the effective design and delivery of entrepreneurship for international students in the rapidly changing and competitive postgraduate market

How does enterprise & entrepreneurship education influence postgraduate students’ career intentions in the new era economy?

Purpose Enterprise & Entrepreneurship Education (EEE) is seen as a major contributor to economic growth and development in the post-2008 environment we term the ‘New Era’. The role of EEE in enabling graduates to develop entrepreneurial intentions and career plans is therefore of major importance. This paper explores how EEE can influence postgraduate entrepreneurship and career initiation in the context of the New Era economy at an international level. Methodology/Approach The paper explores the learning experiences of a group of 60 postgraduate international students who completed an Entrepreneurship programme at the University of Lincoln which included the development of personal learning narratives and career plans. The students were exposed to the Opportunity-centred entrepreneurship approach and the ‘Entrepreneurial Effectiveness’ model in the QAA guidelines (2012). Their narratives were analysed to assess: - Prior career intentions - Proposed career intentions resulting from the EEE programme - Application of learning arising from the EEE programme - A survey of students was used to validate the narratives Findings EEE has a wider influence on personal development and career planning than simply the intention to create new ventures. This paper builds on a prior study of international postgraduate students’ orientation to entrepreneurship education in their expectations of UK Higher Education, which confirmed that career development is a major motivator for international study in the UK (Rae & Woodier-Harris, 2012). The paper contributes new understanding of the relationships between EEE and graduate career intentions, especially at PG and international levels. The paper explores personal growth, confidence and identity development, formation of new career intentions and the application of learning. The international dimension is considerable and this is discussed. Implications The paper has implications for the marketing, design and delivery of EEE at international and HE institutional levels, as well as for the practices of educators in designing, validating and delivering programmes for entrepreneurial career development, at national and international levels. Originality/Value The paper contributes new understanding to the role of EEE in postgraduate career initiation at international level in a period of significant and complex economic transformation

Implementing service excellence in higher education

The purpose of this paper is to provide a critical analysis of the importance of service excellence in higher education. The research upon which this paper is based employed a phenomenological approach. This method was selected for its focus on respondent perceptions and experiences. Both structured and semi-structured interviews were conducted to collect relevant data on service excellence. The focus of the research study was on achieving and implementing service excellence in higher education. Findings are analysed and results are grounded in relevant theories and the principle of service excellence. Preliminary results suggest that implementing service excellence establishes a direct link between a workforce and successful competitive strategies. In order to compete efficiently and effectively in their niche market, higher education institutions need to implement service excellence to ensure both internal and external customer satisfaction. A strong institutional culture that values internal customers can help achieve a motivated workforce, loyalty, high performance, innovation and a distinctive institutional competitive advantage. The qualitative data collected for this study reflect respondent perceptions and opinions. Individuals perceive and experience things differently. Although the service excellence approach is applicable to service organisations, its transferability to other sectors might affect its validity. The paper investigates how service excellence is achieved in industry and how it could be applied to promote competitive advantage in higher education

Building regional capacity: lessons from Leadership South West

publication-status: Publishedtypes: ArticleAuthors' draft; final version published by Emerald; available online at http://www.emeraldinsight.com/Purpose: In this paper the authors present their experiences and insights from an HE-led initiative to build leadership capacity within the South West of England in order to the shed light onto the processes and mechanisms of regional capacity building. Methodology/approach: The approach was one of participative action research, whereby the authors were actively involved in the shaping and delivery of the initiative, responding to ongoing feedback and reflection. The account given within this paper is an autoethnographic case study that identifies the main phases and lessons learnt from the initiative. Findings: The paper identifies a number of discrete phases within the initiative, some of the challenges and how they were confronted and concludes with a set of ten principles that may help support regional capacity building initiatives for management and leadership. Originality/value: Despite increasing emphasis on capacity building and a tendency to promote leadership as a lever for change, limited academic research has been conducted into either of these processes at a regional level. This paper seeks to contribute to both theory and practice in these areas by combining the insights of an academic and a practitioner involved in one such initiative and highlighting the underlying and emergent processes therewith

Enterprise and entrepreneurship in English higher education: 2010 and beyond

Objectives This article reports the results of a complete survey of enterprise education in all Higher Education Institutions (HEIs) in England, undertaken in 2010 by the Institute for Small Business & Entrepreneurship (ISBE) on behalf of the National Council for Graduate Entrepreneurship (NCGE). The survey builds on prior work undertaken by the NCGE in England in 2006 and in 2007 (NCGE, 2007; Hannon, 2007). Approach The survey aimed to establish a complete picture of curricular and extra-curricular Enterprise & Enterpreneurship education. The survey uses a similar structure to the previous survey, enabling comparison to be made with enterprise provision over the 2006-2010 period, as well as with the 2008 European survey of entrepreneurship in HE (NIRAS, 2009). Results The results provide a stocktake of enterprise education provision in participating HEIs and highlight the connections in institutional strategies between enterprise education, incubation/new venture support, graduate employability, innovation and academic enterprise. It reveals ‘hotspots’ and gaps in enterprise provision and offers ‘benchmarks’ for the sector. Implications The article offers a summary of the implications for the future development and sustainability of enterprise education in HE, in relation to policy, funding and other changes in the sector. It also considers these issues in relation to recommendations from professional educators and Government policy for future development of enterprise in HE and comments on the policy impact of this work. Value The timing of the survey, in May-July 2010, was important as it reflected the end of a period of over ten years of sustained investment in enterprise in Higher Education by the previous Labour Government in the UK, through a range of funding initiatives. As major public expenditure reductions in support for HE and enterprise activity followed, this represented the ‘high water mark’ of publicly funded enterprise activity in the HE sector, and raised the question of how enterprise education and support activities would become sustainable for the future. The report analyses existing provision, assesses its development over the 2006-2010 period, and provides conclusions and recommendations covering future policy, development, resourcing, and sustainability of enterprise and entrepreneurship provision in Higher Education

I still love IP: a spotlight on 10 years of designing the student experience

Topic There is a broad range of Intellectual property rights (IP) ; trademarks, patents, designs and copyright, designed to ensure that innovators are rewarded for their endeavours and to stimulate a competitive market (EPO/OHIM, 2013). The World Intellectual Property Office, observe that IP education should support learners to become IP creators, advocating that ‘their creativity should be developed, and they should be educated to respect the IP rights of others’ (OHIM, 2015, 11). Industries using Intellectual Property Rights intensively account for 1 in 3 jobs in Europe and seventy six per cent of Europeans feel that innovation and intellectual property go hand in hand (OHIM, 2014) and yet, in their UK study of HEI’s, Soetendorp et al (2016, 35) observe that less than a third of students surveyed had received any information about the topic whilst they were in school, college or University and moreover, that only 40% of students consider their current awareness of IP to be enough to support them in their future career (IPAN/IPO/NUS, 2012). Aim This study responds to calls within the entrepreneurship education literature, policy and guidance for students to have an understanding of intellectual property, to protect their own creativity and to avoid infringing the rights of others (QAA, 2012, Bacigalupo et al, 2016). The paper considers the evidence for integrating intellectual property into the entrepreneurial curriculum, addressing two specific questions, if entrepreneurship is seen as applied creativity (Rae, 2007), what are the implications of IP for educators? What approaches can be taken to incorporate IP in the enterprise educators’ toolkit, as an enabling strategy for developing the nexus between creativity and business? Method This is a single case study (Yin, 1994) using multiple sources of evidence to support a holistic investigation (Feagin et al, 1991) into the educational landscape in order to contribute to construct validity (Stake, 1995, Yin, 1994). The study was initiated by drivers and pedagogic approaches that were designed and developed 20 years ago by two educators, within a UK HEI, for raising awareness of Intellectual Property amongst students across all disciplines. Subsequently two of the papers authors have been advising UKIPO in a range of educational approaches and bring these insights to the debate. The evidence comprises; a review of entrepreneurship literature and policy for intellectual property to theoretically underpin the study, which are considered alongside anecdotal and observational contributions (Marshal and Rossman, 1989), from learners, graduates, educators and policy makers. Emphasis is placed on evidence collated within the past 10 years Contribution If IP is a key driver of innovation (Wang and Chang, 2005) and we accept the view that a sense of ownership is a critical factor in entrepreneurial success (Kirby, 2003, Gibb, 1993) a responsibility lies with those taking forward the entrepreneurship agenda to embed of awareness of IP within the curriculum. There are examples of good practice across the HE sector for integrating IP education, many of which are supported by the UK’s Intellectual Property Office (IPO, 2014, 2015) and Enterprise Educators UK (2017). However, the synergies between IP education and the enterprise educator have yet to be fully articulated. The study updates findings and discussions presented to the ISBE Conference in 2007, and then further contribute in terms of: • Evidencing the need for enterprise educators to raise awareness of intellectual property as a feature of their provision • Proposing potential ideas for intellectual property education, including considerations relating to adaption for educators’ own contexts

HRD in SMEs - a research agenda whose time has come

As can be seen from its website, and reiterated in numerous editorials (e.g., Anderson, 2017; Nimon, 2017; Reio & Werner, 2017), Human Resource Development Quarterly (HRDQ) provides a central focus on human resource development (HRD) issues as well as the means for disseminating empirical research across the breadth of the discipline. Furthermore, the listing of keywords on its website indicates the importance HRDQ places on knowing more about learning in workplace settings as it includes words and phrases such as workplace issues, workplace learning, organizational studies, and workplace performance. This is in line with general increased interest in organizational learning in recent years (Higgins & Aspinall, 2011). Therefore, it is concerning that HRDQ seldom reports on an area of workplace learning in a sector that, in many countries throughout the world, encompasses approximately 99% of all businesses, provides over 50% of employment, and can generate around 50% of national turnover (Chartered Institute for Personnel & Development [CIPD], 2015; Coetzer & Perry, 2008; European Commission, 2016; Federation of Small Businesses, 2015; Hamburg, Engert, Anke, & Marin, 2008; Matlay, 2014; Mellett & O'Brien, 2014; U.K. Parliament, 2014; U.S. Census Bureau, 2012). If you have not yet guessed, this area of learning, which is vital to economies across the globe, occurs in small and medium‐sized enterprises (SMEs). Consequently, in this editorial, we seek to explore the extent of this omission, not only in HRDQ but also in other journals, and then investigate possible reasons for this. We hope that by emphasizing both the importance of and the lack of reported research into HRD in SMEs, we will encourage further dialogue and submissions related to this important topic

Re-Focusing - Building a Future for Entrepreneurial Education & Learning

The field of entrepreneurship has struggled with fundamental questions concerning the subject’s nature and purpose. To whom and to what means are educational and training agendas ultimately directed? Such questions have become of central importance to policy makers, practitioners and academics alike. There are suggestions that university business schools should engage more critically with the lived experiences of practising entrepreneurs through alternative pedagogical approaches and methods, seeking to account for and highlighting the social, political and moral aspects of entrepreneurial practice. In the UK, where funding in higher education has become increasingly dependent on student fees, there are renewed pressures to educate students for entrepreneurial practice as opposed to educating them about the nature and effects of entrepreneurship. Government and EU policies are calling on business schools to develop and enhance entrepreneurial growth and skill sets, to make their education and training programmes more proactive in providing innovative educational practices which help and facilitate life experiences and experiential learning. This paper makes the case for critical frameworks to be applied so that complex social processes become a source of learning for educators and entrepreneurs and so that innovative pedagogical approaches can be developed in terms both of context (curriculum design) and process (delivery methods)

Capturing complexity: developing an integrated approach to analysing HRM in SMEs

This article presents a framework to evaluate HRM in small and medium-sized enterprises (SMEs), using an open systems theoretical perspective. In presenting an open systems perspective the objective is to overcome the limitations of existing theorising in HRM, in particular to facilitate a move away from the ‘small is beautiful’ versus ‘bleak house’ stereotypes evident in much of the literature concerned with HRM in SMEs. The evidence is drawn from six SMEs operating in the Republic of Ireland, using a case study method. The findings show that a complex interplay of external structural factors and internal dynamics shaped HRM in each of the companies. HRM was not the coherent set of practices typically identified in the literature but rather was often informal and emergent. It is argued that the open systems theoretical framework enables a move beyond mere recognition of the complexity and heterogeneity of HRM in SMEs, towards an understanding, accommodation and explanation of particularistic factors