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This study evaluates the effectiveness of an enterprise education (social innovation and enterprise) learning programme on the enterprising characteristics among interdisciplinary undergraduate enterprise education students from a general (without considering gender) and gender-specific perspective at a higher education institution in the United Arab Emirates.

Based on a convenience sampling approach, pre- and post-surveys were distributed among 180 undergraduate students from January to April 2019. An independent-samples t-test was utilised to evaluate the impact of enterprise education on students' learning for three sample classifications, which were (1) general or gender-neutral (no gender consideration), (2) male and (3) female.

This study found significant improvements in the enterprising characteristics of students as a result of undertaking the learning programme in enterprise education. There was a greater improvement among female students in comparison to male students. However, contrasts in enterprising enhancement trends between female and male students were recognised. While the greatest improvement for male students were identified in their risk-taking characteristics, for female students, the risk-taking characteristic evidenced the least influence. The differences between the enterprising levels in risk-taking, and locus of control, between male and female students, were prominent post completion of the learning programme.

Considering that a quantitative method of inquiry was adopted to address the dearth of research evaluating the effectiveness of our learning programmes in enterprise education (i.e. social innovation) on students' psychological traits through a gendered lens, qualitative insights could enrich the depth of the research findings. As this study was conducted on a limited number of students at a single university, the results do not claim generalisation to other contexts.

The outcomes of this research deliver valuable insights about the divergent influences of enterprise learning programmes on male and female students. The implications of the study suggest that policymakers and stakeholders should consider gender diversities when designing an effective and equitable entrepreneurship and enterprise learning programme that fosters and stimulates students' enterprising mindset and confidence for both male and female students. The implications are for academics, educational instructors and policymakers.

This study presents a literature review on the impact of entrepreneurship education by focusing on the key enterprising psychological characteristics and educational systems over the last two decades, and illustrates that most studies in the field of entrepreneurship are based on either general (gender-neutral) or gender-specified investigations. This work provides a comparison between these two perspectives in a relatively underexplored region of the UAE and demonstrates that relying solely on gender-neutral analyses hinders the opportunity to enhance and effectively harness females' entrepreneurial potential.

Enterprise and the enterprise culture are regularly referred to in everyday conversation but the term enterprise has a variety of meanings. In its broadest sense enterprise refers to a set of attributes, skills and behaviours which may be demonstrated by an individual. In its narrowest sense it is used synonymously with small business founding and management. In general, enterprising people take bold steps in setting up and managing projects and they require certain knowledge, skills and personal qualities if they are to be considered competent in this context.

The proliferation of enterprise education initiatives in Britain emphasises the importance of understanding the meaning of the term “enterprise competency”. Ironically, though the provision for enterprise education grows, there are few research and evaluation studies available to clarify the meaning of enterprise competency for education and assessment. A literature review of this area which is published by the Scottish Enterprise Foundation is summarised. Without precise definitions and research enterprise competency risks meaning everything and nothing to those involved with enterprise education and assessment.

Presents a case study and a model for course design in enterprise education and training. The model features three main stages (context or environment appraisal, commitment to purpose, producing a blueprint) each of which is an umbrella for other considerations plus a fourth (programme development themes) which proved to be irresistible to the course designers. Presents the model as a rationalization of a course committee process. The outcome was a course design which is modular and flexible, designed to accommodate multiple perspectives, open to changing client needs, anticipating development themes, and which met with immediate acceptance.

The purpose of this paper is to reflect upon the process that underpinned and informed the development and delivery of a “creativity-led” credit-bearing teacher training provision and to illuminate key factors of influence for the approaches to teaching and learning.

Based on the assumption that sustaining enterprise education involves developing educator capacity, networks of collaborating educators from different institutions and subject disciplines developed transdisciplinary pedagogical strategies. These were delivered to two pilot programmes, with a cohort of 18 in each.

Feedback from the pilots suggest that creativity-based pedagogies are effective triggers. They motivate educators and enable specialists to develop subject-related content.

The paper highlights the need for a more developed understanding of creativity, innovation and opportunity recognition, so that enterprise education starts with ideas generation, not merely ideas evaluation.

Understanding creativity and innovation is emergent and there is a dearth of understanding, especially in teaching and learning for enterprise. The paper illuminates a developmental process that has responded to this shortfall.

A monograph which takes the form of a training manual. It begins with Induction: getting to know each other, finding out what each trainee wants to know and establishing skills levels, expectations, and the usefulness of working in a group. Six independent units follow: Job‐hunting Skills; Options; How to Apply for Jobs; Interview Techniques: Enterprise; and Voluntary Work. These last two emphasise that there are alternatives to employment. Each section first presents the unit \em\ a framework for working sessions with ideas for content and group techniques for delivery. This is supported by Instructor′s Notes for use as handouts and worksheets with the unit; as part of a self‐help manual; or for the guidance of instructors and material for working sessions. The Notes include quizzes, worksheets, assessment forms and examples of CV and application form formats.

The study seeks to shed light on the generative principles of enterprising by examining the practices of enterprisers in six lifestyle enterprises in Sweden. It presents a fresh approach to the study of lifestyle enterprises, resolving a nuanced treatment of the concepts of capital and habitus as often drawn upon in studies using the social theory of Pierre Bourdieu.

This study uses a grounded theory approach to examine enterprising practices in six lifestyle enterprises in Sweden. Study materials are derived principally from ethnographic observations and active interviews. The analytical procedure follows that of grounded theory, the analysis proceeding from the first field contacts and developing iteratively as the corpus expanded, with empirical themes giving way to formative concepts and sensitizing to the theoretical architecture of Pierre Bourdieu.

The findings offer insights into lifestyle enterprising, revealing how resourcing practices of capital deployment give shape to its practice. The findings reveal that capital deployment practices are not simply about conversion but may also involve practices, without substantive change to capital forms. Furthermore, the findings highlight that habitus significantly influences capital deployment practices.

Although the findings are limited to the study context, the study offers theoretical implications for study of enterprising. One is to highlight the importance of cultural capital in enterprising practices. Another is to highlight the variable construction of capitals, arising in connection to habitus. In pointing to the central generative role of habitus, the study suggests that cultural capital may underpin the formation of social capital. Overall, the findings indicate that researchers need to consider the mediating effects of habitus when investigating enterprising practices. More widely, this study responds and lends weight to, recent calls for more holistic and integrated treatments using Bourdieu's theory to further understandings of entrepreneurship as practice.

This study offers implications for policy relating to enterprising practice. In particular, findings suggest that it might be wise to consider the alignment of habitus between those who provide and receive support, or in other words, having providers with the right cultural competence to offer useful help. It may be important for policy agents to be able to relate to the worldviews of those they seek to support.

The study directly responds to recent calls for more holistic and integrated approaches to the nascent line of inquiry using Bourdieu’s theory to gain insight into entrepreneurship as a practice, particularly in relation to the undertheorized phenomenon of lifestyle entrepreneurship. In doing so, the study serves to advance the practice-oriented conceptualization of lifestyle entrepreneurship as lifestyle entrepreneuring. The paper also offers a conceptual framework to assist researchers investigating enterprising practice.

The purpose of this paper is to examine young learners’ attitudes towards enterprise education within the context of a university led initiative to construct a sustainable framework which benefits identified stakeholders.

The research used self-completed questionnaires with 117 business studies students in Stages S4-S6 from secondary schools across Dundee and business students from Years 1-4 at one university in Dundee, Scotland.

The research reveals that respondents positively engage with enterprise education and felt that their project management, creative thinking, communication skills and confidence were enhanced by the activity of real-world business challenges. The findings support the notion that an enterprising spine embedded in the academic curriculum better equip the learner with the necessary hard and soft skills required for the employment market but not necessarily to be entrepreneurial.

A limitation of this research was the sample size, which although representative of the pupil and student cohorts associated with the various stages of education being studied at the particular time of data collection, and is suitable for an exploratory study, the research would have benefited from being both larger and complimented by more of a qualitative component beyond the inclusion of open-ended questions.

As an exploratory study which informs a wider comparative study into enterprise education, the research examines learner’s perspectives and the measures they feel are required for effective engagement with enterprise education activities in schools and universities. The findings should assist education providers to deliver a better learning experience and the learners with improved enterprising and social skills, particularly the building of confidence.

As an exploratory study which informs a wider comparative study into enterprise education, the research examines learner’s perspectives and the measures they feel are required for effective engagement with enterprise education activities in schools and universities. The findings should assist education providers to deliver a better learning experience and the learners with improved enterprising and social skills, particularly the building of confidence.

The research should prove useful to educational establishments who are considering the implementation of, or further engagement with, enterprise education and involvement with the business community and how such activities impact on their learners.

The purpose of this paper is to propose a framework of reflection that opens the way to a fuller understanding of what is meant by learning to be enterprising in schools, particularly during the basic schooling of students (at both the primary and secondary levels). Working from Dewey's philosophy of experience, the paper advances a new definition, in processual terms, of being enterprising and a related model of learning to be enterprising.

The backdrop of this theoretical article is enterprise education, currently associated with a broader view of entrepreneurship. The text begins with a critique of existing definitions of being enterprising, showing their limitations from an educational point of view. It then proposes an exploration of Dewey's philosophy of experience and its educational corollaries, all with a view to sketching out a model of learning to be enterprising.

John Dewey's philosophy of experience provides a basis for characterizing the notion of being enterprising in relation to two distinct phases – namely, charting a guiding direction for the action to be undertaken and putting the plan of action to the test in experience. Dewey also highlights the importance of reflexivity throughout this entire process. The coherent structuring of these elements lays the groundwork for a model of learning to be enterprising that simultaneously takes into account action and reflection in the classroom entrepreneurial experience.

Being enterprising is closely bound up with action, thus prompting many authors to set out a parallel between enterprise education and experiential learning, with most working from the model proposed by Kolb. The paper returns to the philosophical bases elaborated by Dewey and his vision of experiential learning, associated with his oft‐quoted maxim of “learning by doing.” The value of this conceptual effort consists in acquiring a more operational representation of learning to be enterprising in schools.

Entrepreneurial education is gaining traction in Ghana. The purpose of this chapter was to assess the influences of social enterprises in promoting entrepreneurial education, using Ghanaian social enterprises as a case study. The study adopted a qualitative research approach. A multiple case study analysis examined the influences of social enterprises in Ghana. Four in-depth qualitative case studies offer insight into social enterprise practices. Sustainability, innovation, control and employment issues stand out as key effects of Ghanaian social enterprise practices. The social practice theory framework is used to draw the linkages of the structure and agency relationships. Sustainability emerges as the most dominant impact of social enterprise practice followed by innovation, control and employment. These four descriptive terms summarise the universal effects of Ghanaian social enterprises' practices. The study identifies and assesses the role of social enterprises in social entrepreneurial education in addressing social ills and environmental challenges facing Ghana. The emphasis placed on each of the identified four constructs describes the plausible roles of Ghana's social enterprises in achieving productive entrepreneurship through entrepreneurship education. The result shows the pursuit of multiple practices is a common feature of social enterprises. The limitations of the study stem from methodological approach as it is qualitative approach bias and a single country case. Likewise, the subjectivities of the samples direct the results of the study. The study draws the attention of stakeholders and policymakers to the goodwill of social entrepreneurship education in Ghana. Many studies have been conducted on entrepreneurial education in the contextual setting of this study. This present study focused on the practices of social enterprises in Ghana that influences entrepreneurial education.