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Last summer we published an article about the work of INCube Inc. ‐ a consumer‐led consultancy in New York that helps former psychiatric patients create their own jobs in businesses they have founded themselves. Such a lot of interest was created by this article ‐ and by the founder of INCube, Mimi Kravitz, at the Life in the day Annual Conference ‐ that we have decided to follow up on the development of this work. The first article presents the first results of the TAP (Technical Assistance Program for Recipients) programme.The unique features of the programme are described and discussed in detail ‐ the author is the programme director, Gerold Schwarz. The second article by Liz Ruddle of Milton Keynes MIND is an account of a visit to the programme in New York and her thoughts about INCube from a UK standpoint.

With financial support from the New York City Department of Mental Health, Mental Retardation and Alcoholism Services, INCube Inc., a consumer‐run technical assistance agency, helps people with mental health problems to start their own businesses. Gerold Schwarz has been seconded to INCube for the past year from FAF, the German social firm support agency. Here, he gives a general overview of the activities of INCube, Inc. and describes INCube's latest business development programme — TAP.

Presents a review on implementing finite element methods on supercomputers, workstations and PCs and gives main trends in hardware and software developments. An appendix included at the end of the paper presents a bibliography on the subjects retrospectively to 1985 and approximately 1,100 references are listed.

Accessibility to entrepreneurial education can be very restrictive because of associated barriers (e.g. add-on course/credit cost and prolonged duration) that prevent students from gaining entry into learning experiences. This study aims to provide an approach to address the gap of inaccessibility. This study proposes the integration of entrepreneurially minded coursework into aviation coursework using information literacy (IL) exercises by incorporating readings, videos, student-centered online discussions and student-facilitated presentations.

Students participated in an intervention consisting of five entrepreneurially minded online discussions where they watched a video or read an article and then responded to a series of questions. Upon completion of the intervention, participants completed a survey related to student learning outcomes and satisfaction.

The results from this study provide insight into changes in student perceptions after engaging in IL exercises designed to develop the entrepreneurial mindset. There is evidence that online discussions, journal article critiques and student-facilitated presentations are effective ways to integrate IL into aviation courses to cultivate entrepreneurial mindsets among students.

Several university-based approaches currently exist to help students develop an entrepreneurial mindset, including majors and minors in entrepreneurship, entrepreneurship coursework and centers for entrepreneurship that offer extracurricular learning experiences. Although these approaches offer a great foundation, they are typically viewed as “extra” with high barriers to entry. The limited focus on integration into coursework (whereby everyone gets an opportunity) prevents equitable access to a larger contingent of students. Therefore, in this study, we propose one approach to integrating the entrepreneurial mindset into coursework.