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The paper contends that in contrast to its well‐recognized role in assisting case users in the teaching/learning process, the teaching note’s importance in case writing has been inadequately appreciated. While accepting that its role to date, i.e. in supporting class‐room discussion on the case study, is extremely valid, it is suggested that if developed and formulated to its near final stage, the teaching note can provide an ideal template within which the planned case can be written. The proposition that the process of writing the teaching note in advance of the case is defended on two grounds: marketing theory and, perhaps the best of all reasons, “that it works”!

To provide insights into approaches for conceptualising and producing case studies that will be appropriate for inclusion in educational and training programmes.

The efficacy of a new process adopted in case writing, through “front loading” production of the teaching note, is described. An analogy is derived with crossword puzzle compilation and an approach to developing “entertaining” cases from the creative industries sector is provided. Experiences are recounted on production and use in classroom/examination sessions of Riverdance and Lord of the Dance studies.

Conclusions are drawn from primary research undertaken with nine cohorts, totalling over 320 students, (undergraduate/graduate, spread over three university campuses), in relation to the effectiveness of the case assessment process in end‐of‐term examinations.

The existing academic literature provides a limited information base on topics concerned with case writing and experiences in regard to student performances in case study discussion sessions/assessment procedures. The implication is that further original research is called for in the area.

Educators and trainers must be more immediately concerned with establishing the particular roles that case studies can play within their programmes. They should also ensure that the cost effectiveness of case production systems is optimised.

The paper fulfils a number of identified needs, including development of a more efficient method of case writing and supplementation of the limited knowledge base within the current literature on the topics covered. This is particularly so in regard to the efficacy of the case method in terms of student learning and assessment processes.

Attempts to assess the value of case study use in examination mode. In particular, it is concerned with an appraisal of the results of the examination performance of a large class of graduate students who had participated in a comparatively traditional “theory”/lecture course. Experience with the author’s “Riverdance” case study shows that if topics are sufficiently attention directing, a high participation rate can be achieved on case questions, even though “more conventional” questions are optional. Shows the advantages of researching student performances “by going back to basics”. Within classroom sessions, students can feel inhibited/intimidated by large class sizes. However, if a stimulatory environment and appropriate exam structure can be devised, a particular “one‐to‐one” rapport between lecturer and student can be established ‐ through the much maligned examination script.

Since 1980, there has been an increasing interest in the area of innovation, entrepreneurship and economic development. While the role of educational institutions in the entrepreneurship/new venture creation process has been recognized, little research has been done, particularly outside the US, to identify the type and extent of involvement in this area by these institutions. Looks at the activities of European third‐level educational institutions in Western Europe, Sweden, Finland, Eastern and Central Europe, and some of the Republics of the former USSR. Universities in these geographic areas were surveyed regarding the extent (if any) of their activities in four primary areas of entrepreneurship: educational programmes; training programmes; research; and enterprise formation. There were 109 of the 227 institutions from 23 countries which responded ‐ a 48 per cent response rate. Institutions were more inclined to be involved in research than education, training and actual venture creation.

Reviews literature highlighting a number of problems associated with entrepreneurship education and training programmes. The major problem relates to balance: too much of an emphasis on knowledge and not enough on competence; too much emphasis on information transfer learning methods and not enough on individual small group learning methods such as project teams, peer exchange, individual counselling and workshops. There is very little evaluation of the effectiveness of such programmes. There is a lack of evidence on how learning strategies influence the development of entrepreneurial competences and how these competences transfer into new project/venture formation. There is also a lack of comparative research to identify commonalities, and differences in terms of design and structure.

Considers six entrepreneurial education and training programmes and in particular the development of high‐technology/knowledge‐based venture entrepreneurs. Examines the design features of entrepreneurial programmes and the outcomes which accrued in terms of new projects, new ventures and employment. Suggests a number of predictive hypotheses.

Entrepreneurship is a source of innovation, job creation, and vibrancy for local and regional economies. As a direct result, there is a profound interest in creating an infrastructure that effectively encourages entrepreneurship and incubates entrepreneurial endeavors. Western State University has responded to this call by developing the Harvey Entrepreneurship Program, which is integrated in the Enterprise Residential College.The Harvey program provides a socially embedded experiential learning approach to entrepreneurial education. Faculty, students, entrepreneurs, and technical experts are drawn together in an environment that provides space for business incubators and an entrepreneurially focused curriculum. In this article, we present a case study in which we use qualitative research methods to explore the benefits and challenges of creating such a program.The delivery model that Enterprise Residential College provides for entrepreneurial education is examined through the perspectives of program administrators, faculty, and students. The findings reveal evidence that a residential college can form a powerful nexus of formal instruction, experiential learning, socialization, and networking to influence entrepreneurship. We discuss relevant findings that may aid others considering similar endeavors.

Book review by Lori Wagner. Henry, Colette, ed. Entrepreneurship in the Creative Industries: An International Perspective. Cheltenham, UK and Northampton, MA: Edward Elgar Publishing, 2007. ISBN 9781845426101

The purpose of this paper is to provide a brief history of the evolution of the Diana Project and the Diana International Research Conference. The authors examine the impact of the publications, conferences and research contributions and consider key factors in the success of this collaborative research organization. They discuss the ongoing legacy, suggesting ways to extend this into the future.

This paper uses an historical narrative and a citation analysis.

The Diana Project was founded by five women professors in 1999 with the purpose of investigating women’s access to growth capital. Following a series of academic articles, and numerous presentations, the first Diana International Conference was held in Stockholm, Sweden. At this convening, 20 scholars from 13 countries shared their knowledge of women’s entrepreneurship, venture creation and growth, culminating in the first volume of the Diana Book Series. Since then, 14 international conferences have been held, resulting in 10 special issues of top academic journals and 11 books. More than 600 scholars have attended or participated in Diana conferences or publications.

Contributions from the Diana International Conferences’ special issues of journals and books have advanced theory across topics, levels, geographies and methods. Articles emerging from Diana scholars are some of the top contributions about women’s entrepreneurship and gender to the field of entrepreneurship. Future research directions are included.

This analysis demonstrates the success of a unique woman-focused collaborative research initiative and identifies key success factors, suggesting how these might be expanded in the future.

To date, more than 600 scholars have participated in the Diana International Conferences or publications. Diana is the only community dedicated to rigorous and relevant research about gender and women’s entrepreneurship. Going forward, efforts to expand work on education for women’s entrepreneurship, women entrepreneurship faculty and careers, and women entrepreneurs, gender and policy will take place to extend this legacy.

The paper is unique in that it is the first to show the substantial legacy and impact of the Diana project since its inception in 1999. Further, it demonstrates how a feminist approach to entrepreneurial principles can yield insights about this unique research initiative and collaborative organization.