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Posits that every enterprise must institutionalize its workplace learning systems and opportunities in such a way that it radiates what it has already achieved and from this moves on to realize its full potential – in short, the enterprise itself is the key. Examines in successive chapters: the individual manager and questioning insights (Q); the major systems which the enterprise uses to capture and structure its learning; a SWOT analysis of the enterprise′s total learning; action learning, its contribution to the achievement of enterprise growth, and the role of programmed knowledge (P); the Enterprise School of Management (ESM) as a phoenix of enlightenment and effectiveness rising from the ashes of traditional, less effective management training initiatives; and, finally, the practical realization of the action learning dream, as evidenced by emerging examples of successful and profitable implementation worldwide. Concludes with a selection of pertinent abstracts.

For the basic problems on platform innovation, such as platform innovation connotation and characteristics, the driving mechanism and the influence mechanism are less been studied. This study aims to explore how to achieve platform innovation in traditional service enterprises.

Based on the theory of enterprise network and binary learning, respectively, this paper discusses the behavior of binary learning based on network structure and network impact on efficiency and innovative platform innovation, and analyzed the realization of the platform innovation path.

The research draws the following conclusions: the network structure-based exploitative learning can promote the efficiency platform innovation, while the network behavior-based exploratory learning can promote the novelty platform innovation. The interaction between network structure and network behavior embedded in traditional services is more conducive to exploratory learning so as to promote novelty platform innovation, and the platform innovation of traditional service enterprises is a process from efficiency-oriented to novelty-oriented. The innovation effect generated by exploratory learning based on network behavior is much higher than that generated by exploitative learning based on network structure. The theoretical contributions of this study are as follows: first, this study compares the similarities and differences between service innovation of platform-oriented enterprises and platform innovation of service enterprises. On this basis, it clearly defines the concept of platform innovation and divides it into two categories: efficiency platform innovation and novelty platform innovation. Second, it reveals the two paths for traditional service enterprises to realize platform innovation, and the interaction between these two paths are also explored, which promotes the scenario-based and dynamic study of platform innovation in traditional service enterprise. The conclusion of this study provides theoretical reference for traditional service enterprises to carry out platform innovation.

Theoretical contribution of this paper lies in: first, the concept of platform innovation is clearly defined. Current research about platform innovation is mainly around the innovation of platform enterprise and the platform innovation of traditional enterprise, but there is no document that makes clear distinction; some literature even equates innovation of platform enterprise with platform innovation of traditional enterprise. In this paper, through a detailed literature review and analysis, clearly define the concept of platform innovation and divided into efficiency platform innovation and novel platform innovation, which has made theoretical contribution to the depth of the research. Second, expand the platform innovation research of traditional service industry. In recent years, the platform innovation research of traditional enterprise has become a hot spot, but they focus on the attention of the platform transformation of traditional manufacturing industry, such as Haier; the traditional service industries seem to be “empty,” but, in fact, the traditional service industry platform innovation is of great significance and more worth looking forward to. In this paper, the longitudinal case studies can promote academic concerns focus on the traditional service industry, and also provides the theory instruction practice. Third, it promotes the platform innovation research of traditional enterprise and dynamic analysis. Based on the theory of enterprise network and binary learning, respectively, it discusses the behavior of binary learning based on network structure and network impact on efficiency and innovative platform innovation, and analyzed the realization of the platform innovation path. On the one hand, it enriches the research type of platform innovation; on the other hand, the dynamic evolution mechanism of platform innovation research can make up for the deficiency of the existing literature.

In the early industrial age which with high intensity of machine and labor, using financial measurement index was good enough to tie in company’s mechanization and philosophy of management and been in efficiency. But being comply with “New Economic age,” a new economic environment is full of knowledge and information, the enterprise competition had changed from tangible assets, plants to intangible innovation ability of knowledge. As recognizing the new tendency by enterprise, they value gradually the growth and influence from learning. Practice of organization learning not only needs firm structure and be in coordination with both hardware and software, but also needs an affect measurement model to offer enterprise to estimate learning performance. It’s a good instrument of financial performance measure mold in the past years, But it’s for measuring the past, couldn’t formulate enterprise trend to future, hard to estimate investment for future, such as development of products, organization learning, knowledge management etc, as which intangible assets and knowledge ability just the key factors of being win around competition environment in the future. In 1992, Kaplan and Norton brought up Balance Scorecard (BSC) on Harvard Business Review, as an instrument helping enterprise to measure performance, which is being considered to be a most influence management instrument. It added non‐financial index such as customer, internal process and learning growth besides traditional financial index, as offering enterprise an index to measure and manage intangible assets and intellectual property. As being aware of organization learning is hard to be ignored in the new economic age, this research is based on learning and growth of BSC, and citing one national material company try to let the most difficult measurement performance of organization learning, to be estimate through BSC, analyze of factor and individual case, to discuss the company how to make the related strategy and vision of organization learning to develop learning and growth of the structure of BSC, subject the matter of out put factors to be discussed, and measure the outcomes as a result of research. The research affect offers (1) the base implement procedure of carrying out BSC; (2) the reference of formulating measurement index while enterprise using BSC to estimate performance of organization learning; (3) the possibility bottleneck maybe forcing while carrying out BSC, to be an improvement or preventive for enterprise.

The Technology Enhanced Enterprise Education project (TE3) promotes the use of learning technologies to enhance enterprise and entrepreneurship education in the 12 HEI partners of the Mercia Institute of Enterprise (MIE). This paper describes the formal processes and procedures underpinning TE3, describes issues around material development and use, and comments on the lessons learned and added value outcomes experienced by community members.

TE3 works as a community of practice with regular events and online support for the sharing of materials and experience. Materials developed with TE3 funds are made available to all partners to download, adapt, and use for educational or research purposes. Community learning is captured via quarterly progress and end‐of‐project forms which ask educators to reflect on the lessons they have learned, and to note any added‐value benefits that have emerged as a result of material development.

Since its creation in August 2003, over 13,000 students have been registered to learn about enterprise using TE3 developed materials, and over 500 members of staff have been involved with TE3 through projects or training events. Educators have reported that TE3 has led to increased skills and knowledge for both themselves and their students, and increased the pool of resources available. Added‐value outcomes include increased research output, increased links with small firms, and links between academics and educators from different institutions that may not otherwise have arisen.

TE3 demonstrates how enterprise educators can work together to share resources and expertise, whilst embedding enterprise education within a sustainable local context, either as a dedicated module, or within a student's normal programme of study. The lessons learned by TE3 as a whole will be of use to those supporting enterprise educators, and those learned by individual TE3 projects can inform good practice in the use of e‐learning to support enterprise students.

TE3 has successfully supported educators and facilitated the spread of enterprise education to students in West Midlands HEIs across all subject disciplines. It is now moving into a second phase which will concentrate on dissemination of the materials produced and in supporting the community of educators that has emerged.

Describes the efforts of the owner/directors of a private limited company to put into place a succession strategy. Considers three major themes: second generation entrepreneurs/management succession; action learning as a human resource development strategy and philosophy; and the learning organization. Concludes that people (and organizations) “learn” best from the priorities of the business, once they have been identified, and that organizational learning is really based on institutionalization of what has been learned – requisite learning.

Although the assessment of enterprise education activities has been widely highlighted as a key area of concern, it continues to be under represented in the literature. Questions remain as to how educators seeking to monitor student progression can capture quality data and measure relevant aspects of development, often leading enterprise education to be monitored rather than assessed. This article seeks to explore the challenges of assessing enterprise education in the secondary education sector. It aims to provide useful insights to help practitioners understand how to evidence the impact of enterprise learning by students.

The paper first presents a critical review of the existing literature with insights from specialist practitioners sourced through an online survey and a seminar. This provides a broad review of the field from a practitioner standpoint focusing on current assessment techniques and standards. Using these data a conceptual pedagogy is proposed for the delivery of enterprise education and a methodology for its assessment, to be developed in future work.

A critical review of the assessment of enterprise education is presented. This exposes challenges of a confused field, with pockets of good practice in schools often not shared or understood out of context. The development of a novel pedagogical model for teaching enterprise education is proposed, linked to a prototype assessment methodology which presents a new approach for enterprise teaching and learning.

The work is limited at this stage since participants in the research were drawn from one geographic area in the East of England, and examples of qualifications reviewed were not exhaustive, but these limitations can be addressed in future research.

The paper provides a conceptual model for structuring enterprise education which may have relevance across the secondary sector and beyond.

The article investigates the problems of assessing enterprise in secondary education, examining what does and does not work, and providing practitioners with useful guidance. In this important topic it is vital that new approaches are developed which can create a broader debate especially at a time of such great change in the educational landscape. This paper provides a platform for further development in the field.

The purpose of this paper is to examine learning strategies for competence development at the enterprise level, and how these can be actualised in practice. The authors focus on three influential aspects, namely: the highest valued employee skills, main triggers for learning and investment in learning, as well as the most successful types of learning.

The empirical research was designed according to abductive reasoning. The data draw on research we undertook between 2013 and 2015, including semi-structured interviews with management, human resources and union representatives, as well as questionnaire responses from a total of 31 EU and 163 EU-competitors, across 53 industries and 22 countries.

Competence development requires flexible, learner-centred strategies for initiatives that respond to immediate business needs. Additionally, despite soft competences being so highly valued and sought after, investment (financial and other) by enterprises in developing them is low, relative to the investments poured into hard competences. Also, there is a clear employee demand gap for learning that develops soft competences.

Findings and recommendations are based on a large-scale empirical study, providing state-of-the-art knowledge, upon which we can renew our current learning strategies in workplaces.

This paper helps explain the impact and potential for companies to better leverage knowledge and organisational learning from their portfolio of projects. It offers a model based on analysis of the development of the Boeing Company and from change management theory of a way to achieve an enterprise project management culture through organisational learning. The paper provides insight into and a rationale for improvement of project management practice for organisations that currently possess the ability to intelligently use knowledge gained from many projects to service their stakeholders. This ability provides the feedstock for organisational reinvention that can be a survival mechanism in reacting to changed circumstances as well as providing a proactive mechanism for developing new markets. In doing so, the paper draws attention to both the requisite enterprise knowledge management infrastructure and the required organisational culture that supports commitment and enthusiasm.

The purpose of this paper is to propose a research model exploring the link between open innovation, customer knowledge management and radical innovation. It seeks to answer these research questions: is there any difference among the effects of different types of open innovation activities on radical innovation? How does the organizational learning ability influence the impact of customer knowledge management on radical innovation?

The paper is based on the data collected from a sample of 165 modern service enterprises located in the Yangtze River Delta region. The authors conducted a structural equation modeling analysis using SPSS and MPLUS to test the proposed hypotheses.

The results showed that different kinds of open innovation activities had different impacts on the path to radical innovation. Inbound open innovation activities directly influenced radical innovation while the effect of outbound open innovation activities on radical innovation combined with the organizational exploitative learning ability is indirect. Similarly, the empirical results also proved that customer knowledge management had an indirect effect on radical innovation through the organizational learning ability, and the influence of the exploratory learning ability was more prominent.

Under the background of the national innovation driven by the development strategy, this paper studies the impact mechanism of radical innovation from the perspectives of open innovation and customer knowledge management. Therefore, it is suggested that the enterprise should adopt open innovation activities to foster innovation performance, formulate a customer-oriented innovation strategy and invest information and communication technologies to enhance the organizational learning ability of the enterprise.

This paper aims to demonstrate the rationale for connecting enterprise education with employability and career development in the design of curricula and learning experiences within UK higher education.

The paper reflects on the experiences of practitioners, including the author, in embedding enterprise education and in seeking to develop a holistic approach which connects enterprise and employability through personal and career development.

The article presents “connected” models of individual learning and of the institutional integration of enterprise, personal and career development. These are located within a critique of existing approaches to graduate employability, including examples of innovative practices.

The article builds on the early experiences of connecting graduate enterprise and employability in the UK and proposes that further research is required as the field develops in experience and complexity.

The article provides models, strategies and examples of effective practices for embedding enterprise and employability in higher education.

The article is innovative at a conceptual level in arguing for a “connected” and holistic approach to employability and enterprise development for students and graduates.