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There's nothing new in the disappearance of small shops. “A sign of the times” or “no place nowadays for the small trader” were once familiar comments as the for sale signs appeared over the corner shops. Now there are questions in the House and academics research into the difficulties of shopping in small rural communities. The problem is not confined to the UK; in this article David Kirby reports on recent Scandinavian legislation which provides for grants to help with modernisation, expansion or just everyday running costs for these small shops which, the Scandinavians believe, “play a vital role in the community”.

In America, as in other societies where volume‐trading and out‐of‐town retailing are established features of the distributive system, the problems of the small retail unit have been evident for some time. Since 1939, the number of grocery outlets in America has been reduced from 427,500 to 198,130 in 1974. In recent years, however, evidence has emerged which suggests that the small retail unit is beginning to play an important part, once more, in the American retail system. Convenience stores (defined as small, compact, self‐service stores with an annual turnover of up to $250,000) increased in number from 5,000 in 1965 to 22,700 in 1974. Over the same period, their share of the total U.S. turnover in groceries increased from 1.1 to 4.1 per cent and it has been estimated that they are likely to double this achievement by the turn of the century. The aim of this paper is, therefore, to examine the nature of this development and to determine whether the phenomenon has implications for Britain.

The structure of the retail trade in Holland has been compared to that in the UK; certainly they have the same apparent dominance by declining independents and a relatively large proportion (20.3%) in the hands of steadily growing multiples — although they are necessarily much smaller than ours. In this article Dr Kirby looks specifically at retail planning policies and at direct government involvement.

Entrepreneurship education is rapidly growing, both in the number of schools offering programs and in the range of courses. But, survey data shows that entrepreneurship education is more likely to focus on how to evaluate business opportunities, write a business plan, present a proposal to investors, and conduct analytical exercises to determine value. The success of a venture begins with the entrepreneur, and as students become entrepreneurs, they will need to wear a variety of “hats” and serve as the primary finance, marketing, human resources, and operations person. High self-efficacy, emotional intelligence, and well-developed interpersonal skills have been shown to equate to a firmʼs success.These skills are rarely polished and perfected in the classroom. But, because they are so critical, more concentration on their development is needed in the entrepreneurship curriculum. This article presents the case and provides a model for developing “Use of Self” skills in the entrepreneurship classroom.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

iNNoVaNDiS started in 2005 at the University of Deusto (Spain) as a program that aimed to train students to perform as entrepreneurs. The aim of the chapter is to share the story of this 10-year old experience.

The chapter follows a case study approach, describing in a narrative form the evolution had by the program, from the perspective of the people that have been involved in it. It draws on the analysis of the different stages the program has gone through, over these 10 years, until the current structure of the program has been defined. Primary data are used to explain this evolution.

The chapter illustrates how the approach followed in iNNoVaNDiS has always been action-oriented. The rationale is that being entrepreneurial and innovative is a way of thinking, a mindset, and a personal identity. To achieve this different contexts are built during various workshops, working with real challenges faced by local organizations.

The program is run by a team with very different profiles, including consultants, researchers, academics, coaches, artists, engineers, entrepreneurs, actors, etc. This diversity allows the program to be in constant renewal. The program demystifies prejudices about the entrepreneur, the business idea and failure.

The philosophy behind the program is that entrepreneurship and innovation are not goals or disciplines to learn, and their purposes go far beyond starting a business. The scope of the initiative has not been the development of a business but rather to foster ethical entrepreneurship and innovative behavior in everyday life.

In 2014, the UK Government introduced a new form of apprenticeship, the Degree Apprenticeship, which extends across all undergraduate degree and master’s degree levels, maps to professional standards, and which is now embedded within governmental levies of large businesses. The purpose of this paper is to share early experiences of developing these Degree Apprenticeships, and consider the processes deployed to achieve it.

This paper combines desk research with reflections on the experience of developing the new Degree Apprenticeships within higher education institutes (HEIs) and considers the implications of this upon current and emerging HEI practice and research.

There were a number of key resources which facilitated the approval of the Degree Apprenticeship, and these included a pre-existing, flexible work-based learning framework, the associated mechanisms of accreditation, existing professional networks, and a professionally oriented interface between the university, employer and professional body.

As the context is currently at the early stages of implementation, and the policy context is rapidly changing in the context of Brexit, so too will the related scholarship. This means factors others than those highlighted within this paper may emerge over the coming year or two.

There are a number of practical implications for the development of Degree Apprenticeships from this research that are reflected in the findings, and include the development of flexible and collaborative processes, resources and networks.

This paper is one of the first published accounts of the development of a Degree Apprenticeship within the new policy context in the UK.