Flipped and blended learning pedagogies are increasingly adopted and institutions that see in these novel pedagogies mechanisms that might contribute to improved student outcomes and, in the case of the institutions, student retention. However, the as yet limited research does not definitively demonstrate the empirical link between flipped and blended learning pedagogies and desirable student outcomes of engagement, performance, and satisfaction. Over four semesters, 348 responses were collected and analysed. Findings are that flipped and blended learning do positively influence perceptions of engagement, performance, and satisfaction, but that flipped learning mediates the effects of blended learning, underscoring that blended learning pedagogies are delivery mechanisms that do not influence learning. Furthermore, the engagement stimulated by flipped learning pedagogy is inherently satisfying to students independent of their perceptions of performance. These findings contribute to closing the gap between what we believe and what we confirm with respect to flipped learning pedagogies, and provide additional evidence that the financial, cultural and individual investment by education institutions in flipped learning pedagogies will lead to the outcomes sought.

Purpose -The aim of this paper is to examine the perceptions and attitudes towards enterprise education at secondary level in Ireland from a multi-stakeholder perspective. The key stakeholders involved in enterprise education are teachers, principals, pupils and parents. The examination encompassed profiling the Irish educational system and the evolution of enterprise education, appraising the role of the teacher in enterprise education and the identification and evaluation of the various programmes for enterprise at secondary level. Design/methodology/approach -The research methodology adopted for this study was a subject-specific questionnaire personally administered to 95 respondents comprising teachers, principals, pupils and parents. Findings -The research findings suggest that tangible and intangible learning is obtained from such programmes, which create awareness of the possibilities for self-employment, encourage more enterprising behaviour and result in important personal skills and competency development. It also indicates very positive feedback for the need and continued development of such programmes as an important intervention in creating a more entrepreneurial mindset in students. Originality/value -The research findings add value to the empirical base of research at secondary schools by addressing a number of stakeholders. The findings highlight and provide the rationale for the need by policy makers to consider the mainstreaming of enterprise education at secondary level. Furthermore, commitment by the Irish government to the provision of increased resources, the development of programme material and teacher training are fundamental to the effectiveness of these programmes. To encourage greater participation by teachers and pupils, there is a need for formal recognition and accreditation of such programmes within the curriculum. Finally, greater awareness of the benefits of the programmes needs to be communicated to parents for them to encourage their children to participate in such programmes.

Purpose -The purpose of this paper is twofold. First, the paper aims to identify and explain the behaviour and intentions of students in their decision to start entrepreneurial activities and establish an enterprise. Second, the paper aims to identify whether students in tertiary level institutions in Ireland display the personality traits of an entrepreneur, which are necessary to found an enterprise. Design/methodology/approach -In order to implement the study linkages with Ireland's Network of Teachers and Researchers in Entrepreneurship was utilized in the formation of a database. This resulted in a stratified random sample of tertiary level institutions being collected. Data were collected from 248 randomly chosen third-level students.Findings -The study presents some encouraging findings concerning the intentions of students to start a business. Some 82 per cent of respondents have had some thoughts or have started with the realisation and founded a business. This indicates that even at a young age Irish people are creative in their thinking and also see self-employment as a career option. The study further examined the personal background for entrepreneurial activities of the respondents. In applying aspects of personality to the respondents, the findings indicate that the majority are extroverted; they are highly compatible and conscientious and highly stable in terms of their emotions. These findings are quite heartening as these personality traits are important for entrepreneurs when establishing and running a business.Research limitations/implications -The study identifies areas of improvement such as the development of selling skills; making students aware of the sources of funding available in Ireland and the incorporation of non-business students into the entrepreneurship classroom. Originality/value -This paper presents original findings in a highly relevant, but under-researched field, that being tertiary level students and their intention to establish their own business.

Purpose -The purpose of this paper is to investigate whether small and medium-sized family businesses in Ireland have the potential to be classified as learning organizations.Design/methodology/approach -The research methodology adopted for this study is that of multiple-case studies. In this research, personal interviews were selected as the data collection method. On the basis of Eisenhardt's premise that a study of between four and ten cases is suitable for qualitative studies, a total of six owner-managers of family small and medium-sized enterprises (SMEs) were interviewed.

Purpose -The purpose of this paper is to examine the training and learning strategies adopted by family businesses in Ireland. Design/methodology/approach -In order to implement the study a database of family businesses was compiled. A number of sources were used to compile the database. Primary data from a stratified random sample of independent unquoted businesses were collected. Data were collected from 121 family businesses using a postal questionnaire. Findings -The key findings of this study are that family SMEs appear to prefer an informal learning strategy than a formal strategy and family SMEs are hindered by the lack of financial resources so as to enable learning and training to occur within the business. Research limitations/implications -This study used a single-respondent, selfadministered questionnaire. Future research should incorporate analysing other members of the family business -family and non-family members -so as to get a "wider" understanding of learning and training in family businesses in Ireland. Originality/value -This paper presents original findings in a highly relevant, but under-researched field -family businesses in Ireland, the issue of learning and training of family businesses.