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Life cycle stages may see, result from, and/or cause, changes in culture and climate as the right‐brain attributes of both managers and their co‐workers. A four‐stage model is used to perceive these possible changes. Findings are tested in Slovenian enterprises. Differences per stages may be crucial and should therefore be known to managers/owners. Based on the case study research, this paper aims to suggest that enterprise awareness of importance of ethical climate can be of essential meaning for its long‐term success. The purpose of this paper is to discover differences in enterprise ethical climate in different enterprise life cycle stages and to identify their importance for active ethical climate care by the enterprises.

In this paper, the qualitative research is applied. The research cognitions on ethical climate are discussed in application of the dialectical systems theory.

The paper finds that there are some differences in enterprise ethical climate for enterprise life cycle stages and indicates a significant presence of the “rule”, “law and code” and “instrumental” ethical climates. Movement towards a more bureaucratic method of enterprise functioning, as an enterprise moves from the pioneer stage towards the stage of turn‐over, was also found.

This paper gives us some insights in the state of ethical climate in Slovenian enterprises. In a frame of practical implications, a further research should be done to show which measures of such ethical climate implementation should be used to stimulate the enterprises' innovative behaviour in accordance with the state of enterprise's life cycle stage.

The available literature does not provide for a similar research of linkage between the ethical climate and enterprises' life cycle.

This paper aims to explore the well-being impacts of social enterprise, beyond a social enterprise per se, in everyday community life.

An exploratory case study was used. The study’s underpinning theory is from relational geography, including Spaces of Wellbeing Theory and therapeutic assemblage. These theories underpin data collection methods. Nine social enterprise participants were engaged in mental mapping and walking interviews. Four other informants with “boundary-spanning” roles involving knowledge of the social enterprise and the community were interviewed. Data were managed using NVivo, and analysed thematically.

Well-being realised from “being inside” a social enterprise organisation was further developed for participants, in the community, through positive interactions with people, material objects, stories and performances of well-being that occurred in everyday community life. Boundary spanning community members had roles in referring participants to social enterprise, mediating between participants and structures of community life and normalising social enterprise in the community. They also gained benefit from social enterprise involvement.

This paper uses relational geography and aligned methods to reveal the intricate connections between social enterprise and well-being realisation in community life. There is potential to pursue this research on a larger scale to provide needed evidence about how well-being is realised in social enterprises and then extends into communities.

Entrepreneurship can refer to business start‐up, but now sometimes has wider connotations. This paper aims to explore what entrepreneurship means for the promoters of entrepreneurship education and what might be appropriate for the students who consume it.

The paper assesses the work of NICENT (The Northern Ireland Centre for Entrepreneurship) in the University of Ulster in its approach to addressing the requirements of both its funders and its consumers.

Funders often want to pursue entrepreneurship as part of a business creation agenda but even the word “entrepreneurship” can be off‐putting to students. NICENT, therefore, asked not “How to teach entrepreneurship?” but “What do students need?” As a result NICENT broadened its approach from “enterprise for new venture creation” to “enterprise for life”. This, NICENT believed, was more appropriate to the needs of the majority of students and was a foundation on which “enterprise for new venture creation” could later be built.

NICENT funders had an economic development focus, and wanted to see new high‐growth businesses. However, to spread entrepreneurship education throughout the university, NICENT had to “sell” its services to university staff and, in turn, to their students: who want respectively to deliver and receive an enhancement to future life and work effectiveness.

This paper explores the different requirements of the various stakeholders involved in entrepreneurship education and considers the need to reconcile them.

With the unbridled demand for entrepreneurship in higher education, the purpose of this paper is to identify how pedagogy can inhibit students in making the transition to graduate entrepreneurship. Along the way, the concept of what and who is a graduate entrepreneur is challenged.

The paper reports upon the pragmatic development of enterprise programmes in Ireland and Australia. Despite different starting points, a convergence of purpose as to what can be realistically expected of enterprise education has emerged.

This study reinforces the shift away from commercialisation strategies associated with entrepreneurial action towards developing essential life skills as core to any university programme and key to developing entrepreneurial capacity among students. Despite similar government intervention, university policy and student demand for practical‐based entrepreneurial learning in both cases, graduates tend not to engage in immediate entrepreneurial action due to the lack of fit between their programme of study and individual resource profiles, suggesting that graduate entrepreneurship is more than child's play.

There are practical implications for educationalists forced to consider the effectiveness of their enterprise teachings, and cautionary evidence for those charged with providing support services for graduates.

Given the evolutionary approaches used at the University of Tasmania to develop students as “reasonable adventurers” and at the University of Ulster to develop “the enterprising mindset” the paper presents evidence of the need to allow students the opportunity to apply entrepreneurial learning to their individual life experiences in order to reasonably venture into entrepreneurial activity.

Both enterprise education and social enterprise have become fashionable but what, if any, should be the connections between them? The purpose of this paper is to explore those connections and to reflect on what relevance the two concepts might have for each other.

Both enterprise education and social enterprise have a number of different interpretations. Therefore those ranges of interpretation are first considered and then compared to see what there might be in common between the two concepts and to identify the desirability and practicability of linking them.

If enterprise education focuses on a narrow, private sector, business-creation interpretation of enterprise, and if the advocates of social enterprise insist on clearly separating it from other enterprises, then there will be little connection between the two. But if enterprise education takes a wider view of enterprise as part of life skills, and if social enterprise is seen as essentially enterprise, albeit with social objectives, then there is a clear case for linking the two and including social enterprise in enterprise training.

The implications of these conclusions are that, while some interpretations of enterprise education and social enterprise may suggest that they have little common ground, interpretations which link the two, and therefore the deliberate adoption of such interpretations, may actually be beneficial for the practice of both.

Little of the existing literature on enterprise education and social enterprise links the two concepts. This paper seeks to rectify that.

In entrepreneurship education there are different interpretations of entrepreneurship which leads to considerable confusion. The purpose of this paper is to consider whether it is the word entrepreneurship itself which is the source of this problem.

This paper seeks, not to examine the different meanings of entrepreneurship in an education context, but instead to explore the confusion those different meanings can cause.

The word entrepreneurship is used as a label for what sometimes are essentially different things. But, even when a difference is acknowledged, the application of the same label implies a misleading commonality. A result is that false parallels can be drawn and differences among the requirements of funders, providers and consumers of entrepreneurship education can go unrecognised and not addressed. Attempts to restrict the label “entrepreneurship” to some uses and to use the label “enterprise” for others fail because it is only partially done and the two words are still often used interchangeably. Therefore, because the label “entrepreneurship” is the source of this problem, it is suggested that its use should be dropped.

Dropping the word entrepreneurship would force the various stakeholders in entrepreneurship education to specify more clearly what they want and/or expect to get from it. That could lead to clearer debate and better resolution of misunderstandings.

Possibly because we are accustomed to using the word entrepreneurship in different ways we fail to see and address the confusion that causes. This paper suggests a change.

The purpose of this paper is to explore the level enterprise language is articulated within programme level documentation, and then, using EntreComp (Bacigalupo et al., 2016) as a framework, investigate the extent by which curricula is underpinned by enterprise competencies.

This study adopted a qualitative approach firstly through a desk analysis of undergraduate programme documentation across one UK University (n=60), followed by face-to-face interviews with programme leaders (n=25).

Findings revealed a lack of reference to enterprise in programme documentation as well as a confusion of the language associated with enterprise and entrepreneurship. However, all participants in the study were able to articulate opportunities afforded to students within the programme to practise entrepreneurial competencies from the EntreComp framework.

Whilst the limitation of this study is that it has been carried out in just one university, the practical implication of these findings provide supporting evidence that the EntreComp framework can be used to build a whole programme approach to embedding enterprise. This remains to be tested in future research. As the EntreComp framework is relatively new, then this piece of research is original as it is amongst the first to report on the framework.

The Enterprise Education Experience Manual was developed by Durham University Business School. It gives practical help and advice to those within schools whose task it is to organise in‐service training for their staff. The manual was produced in order to disseminate nationally successful work in partnership with northern schools

The purpose of this paper is to examine the attitudes and impressions of pre-service Further Education teachers towards enterprise education. It also looks at the potential impact on their future teaching practices and aspirations. This study builds on the literature in this area by bringing a teacher education focus and by providing views from the underserved further education sector.

A qualitative research approach was used to evaluate pre-service further education teachers' understanding of and attitudes towards, enterprise education. Data were collected through semi-structured interviews with 15 students in their final year of an initial teacher education degree.

Findings emerged through constant comparative analysis of interview transcripts. These findings indicate that exposure to enterprise education greatly increased understanding of its importance and relevance, while also encouraging pre-service further education teachers to recognise the benefits of incorporating enterprise education into their classrooms of the future.

While there is an array of literature on entrepreneurship and enterprise education outside of business contents, very few studies exist, which examine enterprise education in an initial teacher education context. Fewer still examine enterprise education from the perspective of further education. This study provides a unique qualitative view of pre-service further education teachers' impressions of enterprise education and their aspirations for the future.

The paper ethnographically explores modes of urban resistance emerging in tandem with climate change mitigation programs in Copenhagen.

Building on 11 months of fieldwork with a Danish construction enterprise, the paper examines the politics of urban climate change mitigation programs through the lens of a group of builders' struggles to rethink and resolve dilemmas related to environmental concerns in construction and urban development.

Based on an analysis of a specific construction project connected to a larger urban climate change mitigation program in Copenhagen, the paper shows how the builders deliberately move between different perspectives and positions as they navigate the shifting power relations of urban planning. The paper argues that this form of crafty resistance enables the builders to maneuver the political landscape of urban planning as they seek to appropriate the role of “urban planners” themselves.

Taking up recent discussions of “resistance” in anthropology and cognate disciplines (e.g. Theodossopoulos, 2014; Bhungalia, 2020; Prasse-Freeman, 2020), the paper contributes an ethnographic analysis of struggles between diverging and, at times, competing modes of engagement in urban climate change mitigation programs and thus sheds light on how professional actors negotiate the ambiguity of “sustainability” in urban planning.