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Purpose - This introduction to the special edition aims to focus on the issues that surround putting work-based learning into practice in the UK. Design/methodology/approach - The introduction is a brief survey and commentary on the issues surrounding work-based learning. A selection of papers is drawn from the timely 2006 University Vocational Awards Council (UVAC) Annual Conference. UVAC, an international membership organisation has championed higher level vocational learning, particularly higher education (HE) engagement with employers and the workforce, and the selection of conference papers demonstrates the seriousness with which HE educators are taking this work forward. Findings - The introduction finds that a rebalancing of the priorities of HE institutions to make available relevant, flexible and responsive provision that meets the high skills needs of employers and their staff has arrived which requires us to reevaluate the university offer and as Waterhouse argues, "it is not that they can teach, nor even that they can sell research, but that they can assess: they accredit learning and are awarding bodies. It is this social certification of successful learning that individuals, employers and ultimately society pay for." The next reinvention for the sector is contemporary vocationalisation and responsiveness to economic imperatives rather than learning. Research limitations/implications - A wider survey of practice, particularly the use of employer standards, is now required to establish a common language between industry and HE. Practical implications - Implications are a progressive change to HE offering and an increased engagement with workforce development which requires changes to assessment and a greater use of accreditation and validation in the workplace. Originality/value - The introduction provides a succinct analysis of the work based learning and employer engagement in HE. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this paper is to obtain a shared understanding of entrepreneurship education and to evaluate the effectiveness of employability and enterprise division in current fashion courses and amongst the students between a British and a Chinese university (UClan and SCAU). Design/methodology/approach |!|#8211; It is a three-stage action-oriented PMI2 project (Second Prime Minister|!|#39;s Initiative for International Education) in fashion entrepreneurship, which was funded by the British Council. This paper presents the findings of the first stage of the research project. A combination of literature reviews, participant observation, semi-structured interviews and focus groups were employed to deliver the results at this stage. Findings |!|#8211; The findings represent similarities and differences between UClan and SCAU related to enterprise entrepreneurship education: identify rationale of evaluating fashion entrepreneurship education; and clarify a shared understanding of entrepreneurship education and the purpose of evaluating the effectiveness. Research limitations/implications |!|#8211; Due to geographical restrictions and limited resources, smaller-scale samples were selected to gain a deeper insight into different approaches to fashion enterprise and entrepreneurship education between UClan and SCAU. Practical implications |!|#8211; This research will be valuable to academics who wish to develop or enhance fashion entrepreneurship education, in particular with regards to forging links between universities in the UK and China. Social implications |!|#8211; This paper will increase awareness of fashion entrepreneurship amongst students, graduates and academics. Originality/value |!|#8211; This research contributes to the current knowledge and best practice of fashion entrepreneurship education. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this paper is to discuss the value of social learning from group work that emulates a professional community of practice. Design/methodology/approach |!|#8211; A thought piece that first, examines the role of group-work projects as part of social learning, then outlines key arguments for social learning based upon applying a |!|#34;communities of practice|!|#34; approach and finally, discusses the experience of a leading UK university in light of Hoadley and Kilner|!|#39;s |!|#34;C4P|!|#34; communities of practice framework. Some reflections are offered to help practitioners and academics who wish to adopt a similar approach. Findings |!|#8211; Developing a communities of practice approach using group work can promote social learning and workplace transferrable skills. The authors discussed five main elements of the C4P communities of practice framework in light of a group project at a leading UK university: |!|#34;purpose|!|#34; |!|#8211; to emulate an IT consultancy environment and create energy and results as part of the final year group-work project; |!|#34;conversation and connections|!|#34; |!|#8211; to promote information exchange between group members through meetings, e-mail, or wikis; |!|#34;content and context|!|#34; |!|#8211; drawing upon organisational knowledge and directing groups to improve the quality of project deliverables. Some key reflections include: emulating real world practice helps develop transferrable skills; building membership of a community through simulated teamwork roles encourages motivation; and group leadership helps achieve common purpose. Originality/value |!|#8211; The paper offers a unique insight and applies a communities of practice framework for analysing and developing group work as part of social learning. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to quantify the relative importance of four key entrepreneurial characteristics identified in the literature (proactiveness, attitude to risk, innovativeness and self-efficacy) in predicting students' entrepreneurial intention (EI) across a range of faculties offering different subjects at a UK higher education institution (HEI). This approach will help to identify whether there are variations across the faculties in the predictors of EI. This enables recommendations to be made with regard to the development of educational delivery and support to encourage and develop the specific predictors of EI within the different subject areas. Design/methodology/approach: This research uses a 40-item questionnaire to obtain information on students' demographics, entrepreneurial characteristics and EI, based on a five-point Likert-type scale. Principle component analysis, correlation analysis and multiple hierarchical regression analysis are used to analyse the data from 1,185 students to develop models which predict EI for each of the six faculties. Findings: Individual models which predict EI are developed for each of the six faculties showing variations in the makeup of the predictors across faculties in the HEI. Attitude to risk was the strongest predictor in five of the six faculties and the second strongest predictor in the sixth. The differences, together with the implications, for educational approaches and pedagogy are considered. Originality/value: This research breaks down the level of analysis of EI to the individual faculty level in order to investigate whether different entrepreneurial characteristics predict EI in different academic disciplines across a UK HEI. This enables entrepreneurship educational approaches to be considered at a faculty level rather than a one size fits all approach. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of the paper is to describe the development and operation of an innovative, work based, distance delivered foundation degree developed by the University of Chester and the British Civil Service. The paper is both a case study in its own right but also the basis for a further quantitative and qualitative evaluation of the programme. Design/methodology/approach - The paper describes the development of the programme in the broader context of UK Civil service modernisation and the application of the University of Chester's established Work Based and Integrative Studies (WBIS) framework. Important features of the programme are described including academic content, learner support, assessment and management. Findings - The paper concludes by identifying three areas for formal evaluation. These are: the implications of employer involvement in the design and management of the programme; the differential nature of the learner experience and the factors underlying performance and the impact of the programme in meeting employer goals. Research limitations/implications - There are limitations in generalising from a particular case study. No formal research questions are posed in the paper or method suggested. Further work is necessary to develop a strategy for evaluation of the programme. Practical implications - The conclusions are exploratory, awaiting formal evaluation. Originality/value - The case study is of interest to educators engaged in flexible and distance work based learning. The issue of employer involvement in programme design, management and delivery is of considerable interest to those developing and delivering Foundation degrees and similar programmes. The issues in relation to the student experience are also of considerable interest to those engaged in workplace delivery. The organisational impact of the programme is of interest to employers and educators alike. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to explore the policy background, educational rationale, developmental stages, and the introduction and piloting of a foundation degree (FD). Design/methodology/approach - The approach is a description and discussion. The paper draws together, for the first time, the main policy documents and reviews and relates these to the pilot programme. Findings - This new qualification is an attempt to reduce the academic and vocational divide, improve intermediate skill levels, develop the qualifications progression ladder and effectively widen participation to higher education (HE) for non-traditional groups. Despite criticisms and hesitant take up FDs represent a significant development in British Higher Education producing some innovative and successful programmes such as the FD in Health and Social Care at Bradford University. Originality/value - Of value to those interested in developments in HE. A number of conclusions are drawn and questions are raised regarding the extent to which FDs might achieve their objectives. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to report on a study aimed at understanding the different conceptions that University of Northampton teachers hold of “Changemaker”, an institutional initiative to develop capacities for social innovation. Design/methodology/approach – The study took a phenomenographic approach to identify a small number of qualitatively different conceptions of Changemaker among teaching staff. Face-to-face, phenomenographic interviews were carried out with 30 teachers across the university. Transcript data were analysed using thematic inductive analysis. Findings – Five different conceptions of Changemaker were found: Changemaker as university strategy; Changemaker as critical thinking, perspective shifting and problem solving; Changemaker as employability; Changemaker as social betterment; and Changemaker as personal transformation. Research limitations/implications – The outcome space of conceptions represents the beliefs of teaching staff at the University of Northampton. The approach to research and plans for the practical application of findings may be of direct benefit to other education providers as they develop their own models for teaching and learning. Practical implications – The findings from this study will inform the next phase of the project, which involves the development of a skills/attributes/behaviours matrix for social innovation education. Social implications – An initiative, such as Changemaker, works to enhance the capacities of university students to work as agents of positive social change. By building a research programme around this initiative, the findings from this work can be disseminated and used by other higher education institutions. Originality/value – The findings of this study will address the absence of literature on teachers’ conceptions of phenomena related to social innovation, social entrepreneurship and intrepreneurship. Understanding teachers’ beliefs of such phenomena is relevant to the growing number of universities that address these subjects in the curriculum. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to provide insight into the state of enterprise education and skills training at postgraduate level at UK higher education institutions (HEIs). Design/methodology/approach – A case-study research strategy was used to address the lack of existing research on enterprise training for postgraduate researchers (PGRs). The initial task was to identify those UK universities which provide enterprise and entrepreneurship training for their PGRs. Based on this desk exercise, five universities were selected according to the nature and structure of their training programmes and geographical spread such that one university was included from Wales, Scotland, South of England, Midlands and North of England. The next stage of the research focused on gaining in-depth understanding of the enterprise training available to PRGs at selected universities through face-to-face semi-structured interviews with key personnel responsible for the design and management of PGR enterprise education programmes. The data collected were analysed using the Rugby Team Impact Framework to explore the training and development provision and structure, internal and external profile raising and awareness, staff and skills required, research-based practices, the reaction of participants, behaviour and outcomes, stakeholder engagement and on-going strategy. Findings – The paper highlights the current best practices in enterprise education for PGRs. It identified key factors contributing to the success of selected programmes including the development of objectives, the modes and pedagogy of delivery and the involvement of stakeholders. Research limitations/implications – The results of the research enable universities across the UK to drive the development of a suite of learning opportunities tailored to the needs of the PGR population in order to overcome barriers to engagement and best promote entrepreneurial activity – both within employment and as new venture creation – as appropriate career options. Originality/value – The paper contributes to the limited literature concerning the state of enterprise training for PGRs which provides a detail analysis of current provisions useful for benchmarking and planning purposes and which can be useful to researchers and enterprise education providers. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to evaluate career impact of entrepreneurship education (EE) considering evidence drawn from a quantitative study of alumni within two UK higher education institutions (HEIs) from a retrospective perspective. The findings inform the value of the EE experience and its impact on both self-employability and wider employability career choices. This study will be of relevance to both enterprise support agencies and government policy makers.Design/methodology/approach This research study considers evidence drawn from an online quantitative survey of EE within two UK HEIs. The survey evaluated a range of issues including course design, programme satisfaction, impact, career outcomes and respondents demographics. Over 80 respondents completed the survey in full which was analysed using a range of bivariate techniques.Findings The evidence suggested here indicates that EE programmes provide value both in terms of helping to enable business start-ups and also in supporting other career paths, through the enterprising knowledge and skill sets graduates acquire during their specialised studies. This study contributes to the literature by recognising and measuring these contributions. For example, this study enables discernment between different EE course components and their value for different career outcomes.Research limitations/implications The study recognises the limitations of this survey data in terms of the size of the sample, number of HEIs evaluated and its point in time design.Practical implications The HEI sector must evaluate its practices and measure the effectiveness of its graduates in terms of achieving sustainable business start-up. In course design, the evidence suggested that students value both the enterprising and entrepreneurial skills and knowledge components and discern value between them in their later careers. The findings suggest that EE graduates typically experience portfolio careers with multiple occupations in different sectors and roles within both employment and self-employment. Thus it is important that EE programme design includes both enterprising and entrepreneurial components to meet the future requirements of their graduates postgraduation.Originality/value This study contributes new evidence regarding the value of EE in UK HEIs. This evidence should inform course design and policy makers regarding the value of EE in creating self-employment and creating enterprising employees. [ABSTRACT FROM AUTHOR]

Purpose - This study adopts an action research approach with the aim of improving the process of career decision making among undergraduates in a business school at a "new" university in the UK. Design/methodology/approach - The study utilised unfreezing techniques, multiple case studies in conjunction with the principle of analogical encoding, and lecture input to influence the values underpinning the way students intend to engage in the process of career decision making. The paper draws on evidence collected over three cycles of an action research project and from different data sources, i.e. questionnaires, interviews and observations. Findings - The study found that students from working class and middle class backgrounds exhibited similar types of career decision making behaviour. The students tended not to have a future orientation; they relied on informally absorbed information and their intuition rather than rational approaches to decision making; and they demonstrated an unwillingness to be instrumental and operate as "players". The series of interventions (i.e. the unfreezing exercise, the case studies and the lecture input) resulted in shifts in attitude to career decision making and preparation, particularly for those students who engaged in all three stages of the intervention The unfreezing exercise was seen as particularly important in encouraging students to critically reflect on their career decision making. Originality/value - This research provides new insights into the factors influencing the way undergraduates approach career decision making. It also provides suggestions for encouraging students to critically reflect on how they make career decisions and prepare for the transition to the graduate labour market. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to explore the role of electronic simulation case studies in enterprise education, their effectiveness, and their relationship to traditional forms of classroom-based approaches to experiential learning. The paper seeks to build on previous work within the field of enterprise and management education, specifically in relation to the role of simulations and case studies in higher-education pedagogy, which have previously been considered as distinct techniques. Design/methodology/approach - Following the use of a specifically designed simulation case study of a small and large business, 57 undergraduate students in a UK university were surveyed using an electronic voting tool and their responses used as the basis for two focus groups, which were conducted with the same students. Findings - Students saw a link between using the application and learning, found the environment to be immersive and more engaging than a text-based case study, though opinion was divided over its entertainment value. Focus group results highlighted that students believed the environment felt "real" and that students were encouraged to engage in deep and double-loop learning. Students preferred the option of a mixed range of classroom learning experiences, though experienced gameplayers were less likely to find the simulation case entertaining than non-gameplayers. Research limitations/implications - This article builds on existing research on simulations and case studies, while going some way to show the common issues that these "models of reality" share, in terms of both design and utilisation in the special context of higher education. This paper highlights the value and need for further work appraising emerging educational media and the importance students place on these experiences in their study programmes. Originality/value - Given the increasing interest in e-learning within higher education, and subsequent attempts to improve the student experience through electronic media, this paper highlights the importance of focusing on effective learning opportunities in developing experiential enterprise education tools. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this article is to explore how higher education (HE) institutions are responding to the workforce remodelling agenda of public services and the emergence of "para-professions" within traditionally low paid/low status employment. Design/methodology/approach - With reference to recent research, the article reviews the authors' experience of foundation degrees (FDs) in education and explores tensions in managing the competing needs of the varying stakeholders. Findings - A model of work-based learning (WBL) results from the study, which includes consideration of the following key areas: employer engagement; CPD and professional bodies - external validation and professional recognition; progression into HE through the workforce; and pedagogy of WBL Research limitations/implications - This article identifies a need for the systematic examination of the issues raised by the implementation of FDs as CPD for employed staff. The assumption that FD provision for employees results in more effective WBL is challenged. The importance of FDs in accreditation for a range of occupations in the Children's Workforce also suggests a need for research into the "professionalisation" of these occupations. Practical implications - The issue of employer engagement is fundamental and that paper argues that HE has a crucial role to play but that ensuring employer engagement requires responsiveness on the part of university structures, as well as the capacity to stimulate employer engagement and/or sanction lack of employer engagement at the level of individual programmes. Originality/value - This article provides information about the new phenomenon of implementation of FDs to support workforce development. [ABSTRACT FROM AUTHOR]

This paper describes a three-year project led by Hereward College (The National Integrated College for Disabled Students), Coventry, UK, that was carried out as part of the Widening Participation initiative to encourage under-represented groups to take up places in higher education. The paper describes the methodological approach adopted (qualitative interviews) to explore the barriers that disabled students, and in particular those with complex learning support needs, encountered. The main thrust of the activities that resulted from the research findings was to "close the gap" between further and higher education. Partnership days, a summer school, and insight weeks were designed to bring disabled students into the higher education ethos, and vice versa, and to make university staff more aware of the needs, opinions, hopes and fears of potential students with complex difficulties. The project proved to be effective in significantly increasing the numbers of disabled students who subsequently made successful applications to higher education from the college, with an increase of 300 per cent over a three-year period. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to present the results of a comprehensive study on the specialisations or career tracks supported by the Information Systems (IS) curriculum in the UK. Design/methodology/approach – The study utilises the recently published IS curriculum guidelines (IS 2010) to develop a method for ranking the career tracks of undergraduate IS courses in the UK. Findings – The research presents a prioritised list of graduate IS careers by taking into account the entire IS course provision in the UK. At the same time, it offers data about the size of the IS curriculum in terms of universities in the UK and the number/type courses they offer. Research limitations/implications – The study relies on a previously undeveloped method for measuring career specialisations for UK IS graduates. Additional work is needed to validate the results through comparisons with alternative methods of measuring the careers supported by IS degree courses. Practical implications – By having concrete data about the state of the IS curriculum in relation to its employability opportunities, the IS academy can make more informed decisions about future curriculum development. Further comparative research can be undertaken to support arguments about the relevance of the IS curriculum to industry needs. Originality/value – There has been no similar UK study on this scale which examines the state of the IS curriculum in relation to the career opportunities it offers. The development of the method for this study also offers insights into the structure and recommendations presented by IS 2010. [ABSTRACT FROM AUTHOR]

The article focuses on the study which investigates the mechanisms for managing the transition from several schools, college and work to university for disabled students. It states that it is important for the students with a disability who admits in the university must identify themselves earlier so that appropriate adjustments can be made for them including teaching, assessment and pastoral care. It also mentions that it has been found that the number of students with a disability entering Great Britain higher education is likely to increase and higher education institutions need to be aware of the adjustments that may potentially be required, as well as the timeliness of such adjustments.

The article discusses a research paper which explores possible implications for graduate employability of economic changes which are affecting the United Kingdom 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. The research is based on current surveys and analysis of the graduate employment market, the labor market and the economy. It comments on the increasing connections between enterprise and employability which are being made by universities. It presents summary of 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.

The article focuses on the study which investigates the benefits of pre-employment education and training and its impact on the students’ choice of career paths. It mentions that this was conducted for finding partnership between Teesside University, Great Britain and a North East Police Force, England. It informs that the formation of a partnership approach to the delivery of a pre-employment programme, and researches its impact on decisions for career selection and provides a model for future pre-employment education and training.

The article presents a case study, which focuses on embedding enterprise education into the curriculum at a research-led university, based on data collected from 19 academic Schools of the University of Birmingham. It aims to explore how the embedding enterprise education initiative was marketed to academic Schools and discuss the levels of engagement across campus, and provide examples of embedding enterprise education funded projects. It informs that six embedding enterprise education projects have been fully approved and several more applications are in progress. Findings suggest that enterprise education can be integrated into he curriculum without enterprise-related learning outcomes having to replace subject-specific outcomes.

The article focuses on the study which promotes the employability skills development at the University of Nottingham, Great Britain. It suggests that employability skills must be considered and several programs should also be implemented for promoting it in the research-intensive university. It mentions that there is a great importance of employability skills as it helps the students in several aspects including for building careers awareness, providing opportunities for active, and experiential learning. It also informs that there are different factors that informed the programme's establishment.