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Purpose: This paper seeks to discuss the Investors in People (IIP) initiative in relation to SMEs and to consider the value of IIP in helping to inculcate a learning culture within this sector. Design/methodology/approach: A case study investigating the work of a Business Link (BL) in relation to IIP and SMEs highlights the conflicts advisers face in delivering the government agenda and in fulfilling the education and training needs of SMEs. The case identifies the particular challenges that the advisers face in trying to deliver a consultancy service to SMEs which is valuable to them and which also satisfies the government's requirement for commitment to and recognition of attainment of IIP. The research involved in-depth interviews with IIP advisers at a Business Link which sought to understand the nature of their work, the methods they use and what they saw as the issues and challenges in meeting customer needs. The key issues regarding IIP generally, and in relation to SMEs, are elicited from the literature. Findings: The research confirms previous studies detailing the difficulties in matching IIP requirements with the individual requirements of SMEs. It also highlights the fact that Business Links need to "play the system" in order to reach the government-set targets. IIP advisers are caught in the undesirable position of trying to deliver a useful consultancy service (which may not lead to IIP recognition) to the firm and the need to achieve specified commitment and recognition rates. Research limitations/implications: While it is recognised that a single case has its limitations in terms of universal applicability, this example provides an aspect of IIP that has not previously been explored. The views of those charged with implementing government initiatives are rarely sought, although considerable research has been undertaken with the firms themselves. Originality/value: This paper suggests that a more market-led approach to education and training within the SME community might bring a more positive reaction to learning opportunities and a more appropriate targeting of government funds.

Purpose: The purpose of this paper is to examine the perceptions and perspectives of students with regards to self-determined learning in an entrepreneurship education (EE) context and its potential contribution to employability. Design/methodology/approach: This research used a mixed-methods approach with a sample of 25 students currently attending a UK higher education institute. The students had access to participation in EE modules but self-determined learning-informed modules or programmes were not currently offered. Students were invited to attend focus groups and as a result of emergent themes, a business school-wide survey was developed. Findings: This research makes two tentative contributions to the EE field. First, the findings of this student cohort are similar to those found throughout the UK and the EU with regard to the perception of the value of a degree by students; its contribution to the hidden curriculum; and the importance of practical experience. The research also adds to the field by considering the value of a self-determined learning approach to developing the capabilities and competencies of graduates. This approach to learning in a context of EE was in general well received by potential students, particularly the applied aspect of the programme. However, there is a perception of risk about this approach to learning and students are concerned about the value of a programme like this to employers in general. Originality/value: The study contributes to discussions on the value of EE on perceived employability and in particular self-determined learning through entrepreneurship activity.

Purpose: The purpose of this paper is to investigate the impact of using summative peer assessment to develop enterprise skills within higher education. Design/methodology/approach: An empirical investigation analysing students own perceptions of the peer assessment process to evaluate its impact. Findings: Participating students indicate that peer assessment aided the achievement of an enterprise learning outcome relating to persuading and influencing. They also report developing skills that will be useful for the workplace, and identify additional learning benefits. Qualitative feedback suggests some discomfort with the inherent non-traditional instructor-learner relationship. Research limitations/implications: Acknowledging the limitations of using students' own perceptions, the narrow focus on one course and the singular experience of summative peer assessment this investigation highlights the need for additional research into the impact of pedagogies where "teachers" deliver more of a facilitation role. Practical implications: The study reinforces the need for educators to invest time and effort in explaining the processes and issues involved with peer assessment. It highlights the contribution that creative industries' educators might be able to make to the wider development of enterprise skills across higher education disciplines. Originality/value: The study contributes to two important but under-explored areas of educational research: the development of enterprise skills outside the business school and the use of peer assessment within enterprise education. It provides a case study for non-traditional assessment and identifies a key challenge associated with the emergent pedagogical approach of heutagogy.

Purpose: The employment market means students need to be equipped with wide-ranging enterprising skills and experience. With small- and medium-sized enterprises crucial to the health of the UK economy providing graduates with the skills to start-up their own business is also of increasing pertinence. The purpose of this paper is to analyse universities' provision and delivery of student support in developing their enterprise knowledge, skills and experience outside of the curriculum. Design/methodology/approach: An e-survey of universities alongside three follow-up semi-structured interviews with participants and an in-depth case study was gathered. The e-survey quantified what enterprise support activities the sample institutions currently offered and the interviews and case study examined the delivery of those activities through the perceptions of university staff/students. Findings: The respondents offered a range of enterprise support activity outside of the curriculum but delivery was hindered by a limited means to track proceedings. Support activities were predominantly concentrated both in delivery and receipt within business schools rather than across departments. Support typically consisted of networking events, business advice sessions and workshops as opposed to intensive provisions such as incubation space or start-up loans. The presence and influence of student-led enterprise groups was apparent. Practical implications: The results will inform those staff involved in the planning and delivery of enterprise support activity at UK universities. Originality/value: This research extends a limited literature mapping extra-curricular enterprise support provision at universities with qualitative data on the delivery of these activities as perceived by staff/students.

Purpose: This paper aims to investigate the factors that influenced seven graduates in the creative and digital industries to start their own businesses in Barnsley, South Yorkshire, UK--an area with lack of employing establishments and locally registered businesses. Design/methodology/approach: Questionnaires and semi-structured interviews identified the constraining and enabling factors graduates may encounter when attempting to start a business, and explored the impact of support provided. Findings: Perceived constraining factors were: lack of general business knowledge, contradictory advisory support from external agencies, lack of sector-specific mentors, lack of finance, and experience of familial entrepreneurship. Perceived enabling factors were: co-mentoring from business partners, course content, financial gain, creativity and innovative ideas, control and risk taking, and the overarching package of support. Linkages between internal and external support could be improved. Research limitations/implications: The study provided insights into constraints and enablers to self-employment for a small cohort of recent graduates looking to start-up in the creative and digital industries. Further studies are required to explore the suggested effect of the "creative identity", and of sector-specific family entrepreneurial background. Practical implications: The support provided by universities can facilitate the transition from early stage ideas to actual graduate business start-up. Issues such as provision of specialist advice and links with external parallel and follow-on support need to be considered. Originality/value: University start-up units provide an important contribution to the development of graduate entrepreneurs and their role in the growth of national and global economy. Suggestions for improvements in performance, such as closer links with external business development agencies and support providers, are discussed. (Contains 3 tables.)

Purpose: The purpose of this paper is to explore the possible implications for graduate employability of the economic changes which are affecting the UK in the wake of the "credit crunch". It explores the changing economic context and its implications both for HEIs and for graduates starting their careers. Design/methodology/approach: The article uses current surveys and analysis of the graduate employment market, the labour market and the economy in general to identify and comment on possible trends and scenarios. Findings: There appear to be variations between general media coverage of "the state of the UK economy", which tend to emphasise bad news and survey data, which suggest that the outlook for graduate career prospects and employability remains reasonably strong. The article comments on the increasing connections between enterprise and employability which are being made by universities and summarises current developments in graduate employability and enterprising learning in order to assess how well-prepared graduates are for the emerging economic environment, and the associated implications for HEIs and educators. Practical implications: The article has practical implications for enterprise educators and careers and employability professionals within universities as well as for students. It recommends that graduates need a higher level of economic literacy in order to make informed career changes in the changing economic context. A proposal for further research to explore the topic is suggested. Originality/value: The article is intentionally speculative and aims to inform the discussion on the changing nature of graduate employability and enterprise in the context of rapid economic changes. (Contains 1 table.)