If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This paper aims to examine the impact of enterprise education on entrepreneurial attitude within European higher education institutions (HEIs) in France, Germany and Poland. The research seeks to consider whether differences between cultural and industrial heritage can influence entrepreneurial attitude and mediate the effectiveness of enterprise education. Design/methodology/approach -Research argues that Europe requires more entrepreneurs willing to innovate and create new ventures to facilitate economic growth. This research builds on prior studies, which have examined the impact of enterprise education and training on business start-up. In particular the study utilises the concept of entrepreneurial attitude to measure how enterprise education influences students' perceptions of, and motivations towards, entrepreneurship as a viable career option. The study contrasts and compares the impact of a short enterprise course on entrepreneurial attitude among undergraduate students in French, German and Polish HEIs. A quantitative methodology employed a research instrument utilising five-point Likert arrays to contrast attitudes and opinions of students both prior to, and after, the delivery of the course. Findings -Enterprise education has a positive impact on entrepreneurial attitude of French and Polish students. Conversely, the course had a negative impact on male German students. It was also found that while female students are more likely to perceive a greater benefit from the learning experience, the impact of enterprise education on entrepreneurial attitude is actually more significant for male students. Practical implications -The research findings are of interest to academia and policy makers. The study suggests that entrepreneurial attitude among European students can be influenced by exposure to enterprise education. The results also indicate that gender, cultural and industrial heritage can moderate the impact of enterprise education. Originality/value -The paper provides evidence that differences between gender, culture and regional settings need to be considered in the design and delivery of enterprise programmes if they are to have the desired impact on en...

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to examine the impact and success of a business incubation project on its participants. The study aims to consider the impact of the project in terms of developing and supporting entrepreneurial activity within Wales. It seeks to build on and enhance existing business incubation literature and contribute to the field by identifying "good" practice and considers the measurement of success within such projects. Design/methodology/approach -This study employs an individual case study methodology which evaluates all aspects of the Graduate Teleworking Initiative (GTi) project. A range of qualitative and quantitative methods is utilised to capture the views of aspiring entrepreneurs. In addition the progress of entrepreneurs is compared with "distance travelled" methodologies developed by other EU programmes, using the experiences of GTi businesses as individual case histories. In addition, this paper looks at additional ways to measure the success of this type of project, based on a study of the current academic literature and work currently being undertaken with funding agencies in Wales in respect of economic regeneration. The case study method is recognised as the most effective research strategy to capture the "rich" experience of complex projects. Findings -The study finds that, if incubation facilities are to receive continuing support, the measurement of success needs to be broader than a set of statistical outputs. The academic literature queries whether business incubation works, and invites us to decide if the end result is of value or not. This paper considers additional ways to measure the success of this type of project. Applications for public funding in support of business incubators as part of an overall economic regeneration strategy should be able to provide a wider evaluation of effectiveness, and this paper seeks to develop a model to this purpose, to assist the ongoing development of incubator facilities in Wales. Practical implications -This study will be of interest to business incubation providers and entrepreneurial researchers in identifying valid and achievable success measures and should inform developments in this f...

This study examines the causes for student withdrawals experienced in the E-College Wales BA Enterprise programme. These key causes, identified by interview with former students are contrasted against the existing literature. The study found that successful e-learners were typically female, non-HE qualified, self employed and aged between 31 and 50. Eight prime causes of withdrawal were identified including technical problems, pressure of work and lack of time, which where categorised as extrinsic or intrinsic. Intrinsic factors were identified as internal course related barriers, which could be influenced by the course team. Extrinsic factors are barriers to e-learning, which are external to the University such as employment issues and personal problems. This study contributes to knowledge in providing a conceptual framework for managing withdrawals and retentions illustrating key bodies and their interactions and identifying key strategies to overcome their negative influence. This paper will assist e-learning providers in identifying and differentiating between causes of student withdrawal and creating strategies and systems to monitor and improve student retention.

PurposeThe purpose of this paper is to investigate whether, and in what areas, graduate entrepreneurs are significantly different from non‐graduate entrepreneurs, both generally and in terms of external resources (advice, finance and public procurement contracts).Design/methodology/approachThe available literature was evaluated to identify issues affecting enterprise generally, and external resource access and use and educational attainment specifically. The data used were generated from the 2008 UK Federation of Small Businesses Survey, providing over 8,000 usable responses for this analysis. Quantitative analysis identified significant general characteristics of graduate entrepreneurs compared with non‐graduate entrepreneurs. Factor analysis was then used to identify the sets of advice, finance and public procurement customers of greatest interest, with independent samples t‐tests used to compare graduate and non‐graduate use thereof.FindingsGraduate entrepreneur‐owned firms were statistically significantly more likely (than non‐graduate‐owned firms) to have younger owners, be younger and more export‐oriented businesses, in high knowledge services, to have intellectual property, make more use of web sites and be of high growth potential. In terms of external resources, graduate‐owned businesses were more likely to have received beneficial business advice from informal networks/trade associations, government business services, friends and family, customers and suppliers, and to have public procurement customers at the national/international level.Originality/valueThe study provides important empirical baseline data for future quantitative and qualitative studies focused on the impact of enterprise education specifically.

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