This paper explores the role of higher education institutions in enhancing the small and medium-sized enterprise (SME) ecosystem in Brunei Darussalam, particularly with regard to improving the spirit of entrepreneurship and the motivation to seek opportunities independently to propel the country’s transition economy forward. A qualitative methodology was adopted for data collection, using semi-structured interviews with Bruneian and German SME owner/managers and sales representatives. The economics perspective of the institutional framework was employed to identify the formal and informal constraints faced by SMEs in Brunei Darussalam. Recommendations are offered to inform the relevant stakeholders about the key issues faced by SMEs so that appropriate forms of guidance and benchmarking can be provided to facilitate the country’s economic development.

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Following Hyland's model of metadiscourse, evidential is defined as an expression that references information from other texts. Evidence in traditional academic writing may include peer-reviewed articles, published books and personal communication with field experts. With a sharp increase in the use of online teaching and learning environments by education providers, such as Google Classroom and Canvas, and a vast range of sources of evidence available in non-traditional forms, are types of evidence in students’ academic writing changing and, if yes, how? In this study, we analysed the use of evidentials in course discussion forums by students at the Universiti Brunei Darussalam, revealing the types of evidence included in the writing. Our findings show that students’ academic writing in online teaching environments expands what is traditionally considered academic evidence to some extent, but more targeted teaching intervention may be needed to broaden the range and quality of evidentials used by students.

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