This paper examines the history of entrepreneurship education (EE) in the United Kingdom (UK), exploring different forms and types as they have emerged over time. The study uses a wide range of sources, including both secondary (e.g. published papers, historical records of specific programmes, and enterprise policy documents) and primary accounts that document the lived experience of educators. It constructs these sources into a chronology, identifies different types of practice and constructs these into four primary forms. From this work, the paper presents an enhanced understanding of entrepreneurship education. It synthesizes influential types, illustrating how and why practice has evolved, and concludes by arguing for a more sustainable pathway via a new approach of 'Harmonious Entrepreneurship Education.'

Purpose This paper aims to discuss how over the past 180 years, a succession of largely unrelated entrepreneurs of differing capabilities have either created or recognised and exploited opportunities offered by this enduring company, their heritage and brand. Design/methodology/approach Primary data was provided from discussions with Fabergé experts and the new owners of the brand. Extensive secondary data was also used and analysed. Findings The original Fabergé creations numbered some 200,000, but their creator is remembered best for 65 unique Imperial (and other) Eggs. Many pieces have survived, although the business disappeared in 1917. Since then, dealers and collectors have intervened symbiotically to protect the brand equity – supported by serendipitous popular cultural interventions – although a series of parallel entrepreneurial but parasitic interventions meant the brand and the original products became separated. This changed in 2007 with new owners acquiring the brand and resurrecting high-end jewellery production with a new business model. Their contemporary journey is both informed and shaped by Fabergé’s tumultuous past. Research limitations/implications Reinforces that while a universal theory of entrepreneurship eludes us that these three key elements – opportunity, uncertainty and resources – help explain the related behaviour of a series of different intervening entrepreneurs. This framework is offered for wider use and testing. Practical implications Advances the understanding of how entrepreneurs spot and enact opportunity. Originality/value Develops a model embracing parasitic and symbiotic interventions in the history of a brand, and a conceptual entrepreneurial model capturing three key elements that explain entrepreneurial behaviour. These being: opportunity seeking and exploitation, addressing uncertainty and deploying appropriate resources.

Art is everywhere; we see it every day. Whilst much of it is created by artists and designers, some is natural. It might be art in a building, street art, sculptures or monuments, flowers in a garden or public landscaped space. These are often simply ‘there’ and free to see; but some people will pass by without really ‘seeing.’ Others might choose to visit a gallery or national park, knowing there is a charge. These encounters affect both their mood and feelings about that physical place. Because art adds value – economic, cultural (artistic and aesthetic), social, and enjoyment – it plays an important role in place attractiveness and place building. Art, though, can have both positive and negative influences; it can enhance a place and encourage visitors, whilst for others reducing the attractiveness. Some collectors pay significant sums for an original Banksy piece; others dismiss it as undesirable graffiti. Here: a taxonomy evaluating the contribution of art and value-creating artistic entrepreneurs in place building is offered and relevant themes are contextualised by 10 vignettes, two conceptual frameworks of the value-creation processes are presented; and opportunities available to those concerned with place building and place management are discussed.

Purpose The purpose of this paper is to explore the provision and reported outcomes of Experiential Entrepreneurship Education (EEE), from learner, educator and university perspectives, in order to reflect upon the progress of the Entrepreneurial University. It proposes a conceptual framework for integrating the multiple stakeholder perspectives for an “education led” and student-focused Entrepreneurial University, something yet to be identified from existing research and, consequentially, future research. Design/methodology/approach A reflective literature review explores the depth and breadth of EEE provision in Universities, noting: what is taking place, who is involved, where EEE is situated (within the university context), and how the knowledge base is informed. From these reflections, a conceptual framework is proposed as a means of exploring and categorizing progress towards a student-focused Entrepreneurial University through education experiences. Findings The literature review is largely informed by case studies developed by educators reflecting on student learner experiences for the purpose of course enhancement. These case exemplars provide the resource for emergent, bottom-up strategy that could support the Entrepreneurial University. However, the role of the University is less researched, in terms of providing context and external strategic relationships to resource EEE and deliver a more planned approach to the Entrepreneurial University. The Entrepreneurial University and EEE are mainstream agendas and the development of both must consider the role and contribution of the University in terms of strategy formulation and implementation. Originality/value This study takes a holistic view, seeing EEE and the Entrepreneurial University as connected agendas. The student-focused Entrepreneurial University cannot result from emergent, bottom-up strategy alone and thus there is a need to address the role of top-down resource-based University strategy in creating real progress. The paper provides a conceptualization, for the purpose of analysing and informing the relationship between EEE and the Entrepreneurial University that places the University as a key stakeholder, and in doing so asks that scholars and educators build the knowledge base not only from cases of good practice but also from the review of strategic management within Universities.

Temporary public art sculpture trails (T-Pasts) have been used for over 20 years around the world to fulfil a number of objectives. They can help to generate revenue for host towns and cities; they can contribute to place branding; they can provide entertainment for residents and visitors; and they can raise funds for designated charitable causes. They typically feature object characters that have a relevance for the host place and they invariably utilise the same operational model. They receive significant local publicity and various claims are made concerning their economic, social and aesthetic impact. But there is a case to be made that they are 'hidden in plain sight' as some people will walk or drive past exhibits without ever seeing them. In this article, we track the history of T-Pasts, categorise them into different types, examine their value for different stakeholders, discuss their various impacts and offer a conceptual impact model. We conclude the article with a discussion that contextualises T-Pasts in relevant themes, including place enabling and place building, and also the significance of the temporary element.

Purpose Little is known about how experiential entrepreneurship education approaches contribute toward enhancing the engagement of students in the learning process. Using a purposive and convenience sample of individual student reflective journals, the purpose of this paper is to critically evaluate how the process of constructive misalignment enhances the level of student engagement through a team-based experiential entrepreneurship education assessment. Design/methodology/approach Data were gathered from a purposive and convenience sample of reflective journals, an individual “performance assessment” element of three Masters-level courses (courses 1, 2 and 3) that included an “active” group business ideas generation presentation and a report. These texts were analyzed through content analysis that critically evaluates and summarizes the content of data and their messages. Findings While expected learning outcomes included teamwork and communication, the higher levels of active learning and student engagement related to innovation and generating a business idea was much more modest. Rather, the study finds that significant learning opportunities were apparent when students experienced unexpected aspects of constructive misalignment, such as linguistic–cultural challenges, nonparticipation and freeriding. Originality/value Building on Biggs’ (2003) model of constructive alignment in course design and delivery/assessment, this paper elucidates various unexpected and surprising aspects. It suggests that constructive misalignment could provide major learning opportunities for students and is thus more likely in these team contexts where entrepreneurship students experience constructive misalignment. Educators should, therefore, continue to design experiential entrepreneurship courses and their performance assessments through team-based approaches that achieve higher levels of engagement as well as more active learning.

Objectives: Despite extensive research on experiential entrepreneurship education (EEE), we know little about how these approaches contribute towards effective achievement of learning outcomes (LOs), particularly in terms of opportunity discovery and exploitation. We critically appraised how experiential approaches enhance the achievement of learning outcomes (LOs) in teamwork-based entrepreneurship education assessment. Prior Work: Extant EEE research tends to focus upon “good practice”, rather than establishing its impact upon students. The argument for experiential approaches is two-fold but with a missing third fold (Scott et al, 2016): (1) ‘Traditional’ programmes, which rely upon lectures or other directed, non-experiential approaches to entrepreneurship education, are not effectively achieving their objectives, or these objectives are not ambitious enough to achieve effective outcomes; (2) Experiential approaches are an interactive, participative, realistic, viable and potentially more effective alternative to these ‘traditional’ approaches and include, for example, simulation etc; and (3) There is a lack of evidence on their effectiveness, though with some relatively recent exceptions, alongside a continuing debate about whether entrepreneurship can even be taught. Approach: We adopted an exploratory qualitative analysis of reflective diaries to achieve our objectives. Data were gathered from a purposive and convenience sample of reflective diaries, an individual assessment element of three Masters-level modules (modules 1, 2 and 3), in which there are also group business ideas generation presentations and a report. We subjected the text to rigorous content analysis (Silverman, 2004, 2010; Eriksson and Kovalainen, 2008; Curtis and Curtis, 2011), which often adds a positivistic epistemological flavour to qualitative research, and our text was partially quantified to enable in-depth qualitative analysis. Results: Our analysis of student reflective diaries revealed that, while a number of LOs were met in relation to teamwork and communication, those related to innovation (i.e. generating a business idea) were much more modest. Yet, students experienced negative aspects which have become learning opportunities, such as linguistic-cultural challenges and overcoming nonparticipation/freeriding. Although Biggs (2003) has argued the need for constructive alignment in course design, in fact some of these unexpected LOs suggest the possibility that constructive misalignment could, in certain circumstances (e.g. experiential entrepreneurship education), be a positive pedagogical outcome. Implications and Value: There is, however, still little evidence that EEE is more effective than other approaches that have traditionally been adopted.

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Purpose – The purpose of this paper is to conduct a critical appraisal of how experiential approaches can more effectively enhance the achievement of desired learning outcomes in entrepreneurship education. In particular, the authors critique whether actual learning outcomes can be profitably used to measure effectiveness; and consider how student performance can be evaluated through the twin lenses of implementation or innovation. Design/methodology/approach – The authors undertook a review of both traditional and experiential approaches to entrepreneurship education. In addition to comparing these approaches, the authors critiqued a number of “taken for granted” assumptions regarding the effectiveness of experiential approaches to entrepreneurship education and made recommendations. Findings – Although there is a large body of research on experiential approaches towards entrepreneurship education, the authors know little about how these approaches contribute towards the effective achievement of desired learning outcomes. Whilst many authors claim that such approaches are effective, such assertions are not supported by sufficient robust evidence. Hence the authors need to establish more effective student performance evaluation metrics. In particular: first, whether actual learning outcomes are appropriate measures of effectiveness; and second, the authors should evaluate student performance through the lenses of the two “Is” – implementation or innovation. Practical implications – Whether actual learning outcomes are used as a measure of effectiveness at all needs to be critiqued further. Implementation involves doing things that are determined by others and matching against their expectations, whereas innovation comprises producing multiple and varied solutions that respond to change and often surprise. Originality/value – Through revisiting the discussions on the art and the science of entrepreneurship education, this paper represents an initial critical attempt – as part of an ongoing study – to fill a gap in entrepreneurship education research. The paper, therefore, has significant value for students, entrepreneurship educators and policy-makers.

The objective of this research is to take a single-case approach to evaluate the role of entrepreneurs and enablers in the effective regeneration of a town centre, and the consequent social and economic impacts. The study is in Rotherham in South Yorkshire, which was selected to receive national funding as part of the Mary Portas initiative. Secondary research was based on relevant bid documents prepared by Rotherham Investment and Development Office. Primary research included semi-structured interviews with several retailers in the regenerated Rotherham high street, local enablers who had a direct impact on the entrepreneurship and external stake-holders with a relevant perspective and interest in the events. In addition, visitors to the high street in Rotherham were sampled and questioned on their feelings and experiences. This paper will help those interested in the regeneration of our town centres and high streets to understand better both the challenges and possibilities for creating sustainable social and economic value and improvement. The basic premise is that initiatives such as the Portas project need the engagement and intervention of local entrepreneurs and enablers if they are to result in valuable outcomes. It is what actually happens and the execution of the ideas proposed in bid documents more than the creativity and persuasiveness of the bid itself that matter. By taking a people-centred approach to the investigation and analysis, valuable insights into town centre regeneration can be provided.

Purpose – Drawing on the Gestalt approach the purpose of this paper is to propose a holistic framework for enterprise education (EE) research based on Social Constructionism, illustrating how the latter supports research into experiential learning in EE in seven UK Higher Education (HE) pharmacy schools. Design/methodology/approach – This paper is based on a qualitative empirical study involving educators in UK Higher Education Institution pharmacy schools in semi-structured interviews, and investigates the delivery of EE through experiential learning approaches. Social Constructionism is proposed as a suitable underlying philosophical paradigm. Findings – A Social Constructionism paradigm, which adopts relative realism ontology, transactional epistemology, and Gadamer’s hermeneutic phenomenology, offers a relevant, multi-perspectival philosophical foundation for EE research, supporting transactional relationships within contexts of multiple possibilities. Research limitations/implications – Social Constr...