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Explores the practical and theoretical issues involved in the evaluation, quality assurance and engagement of operating an e‐learning programme as a distance learning service on an international basis for people in employment. Focuses on the experiences of delivery of e‐learning of a case at the University of Wales, Lampeter that has been adapted from a project into mainstream provision. Suggests that the current emphasis of the prefix “e” in learning application needs to shift from electronic to the more supportive descriptions of engagement, enhancement and execution of the student learning programme. Reviews the current quality assurance recommendations in the context of e‐learning. Concludes with the evidence emerging from the particular case of e‐learning provision at Lampeter and the key findings of the programme.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/03090599610128827. When citing the article, please cite: Ian Roffe, (1996), “Transforming graduates, transforming small firms”, Journal of European Industrial Training, Vol. 20 Iss: 8, pp. 3 - 9.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/03090599810204307. When citing the article, please cite: Ian Roffe, (1998), “Strategic planning for the development of a training innovation”, Journal of European Industrial Training, Vol. 22 Iss: 2, pp. 57 - 65.

Examines the strategic planning issues involved in starting and developing a training innovation. Highlights the growing European momentum behind innovation and the practical necessities for the systematic search for opportunity as well as the assessment of uncertainty in the timing of an investment decision. Analyses the strategic choices for a training innovation in a competitive market with a proprietary or a shared option. Finally, explores the implications for an organization in pursuing an innovation in the training process and proposes that the boundaries on an innovation are set by its scale, the application area and the requisite speed of response.

Describes the origin and development of a new training programme for subtitling in translation, launched in September 1990, as a collaborative scheme between University of Wales, Lampeter and the Welsh‐Medium Broadcasting Authority Sianel Pedwar Cymru, Cardiff, in response to a shortage of trained subtitlers in TV Production Companies. Traces the programme from first recognition of training need through collaborative development of the programme and reports on an extension to other European Linguistic contexts.

To explore the influence of competitive strategy in entrepreneur‐led SMEs and the effects on e‐learning HRD.

Performance consulting company reviews provide holistic information on nine case studies on small and medium sized enterprises drawn from the printing, agri‐foods and media industries.

Competitive strategy is a major influence on an entrepreneur and value chain investments, such as e‐learning HRD. E‐learning benefits and limitations are recognised, and influences categorised through a four‐learning influences model. Embedded e‐learning activities in value chain activities are highlighted. The perception of the entrepreneur, the physical adoption of ICT, the company culture, and the presence of knowledge workers appear to determine the adoption of e‐learning rather than industry sector.

Competitive strategy appears as key influence for entrepreneurs in their choice of prioritisation of resource for value chain activities, including e‐learning. E‐learning embedded into work processes is becoming widely used by knowledge workers, but the informal nature of learning means that it is not recognised immediately as a HRD support activity by line managers or employees. Certain knowledge workers are developing personal learning environments.

Analyses the influences of competitive strategy on the secondary value chain activities of e‐learning HRD from the perspective of an entrepreneur directing an SME. Knowledge workers use informal, embedded learning in these cases, without its explicit recognition as e‐learning. A tension appears to exist between the perception of some entrepreneurs of the Internet as a leisure activity for employees and its use by knowledge workers as a catalyst for informal learning.

E‐learning is such an attractive opportunity for training providers to reconfigure delivery and support that it presents compelling reasons to engage with the practice. A broad range of provision is therefore available for every type of market segment, including small firms. Sustaining a competitive advantage from a host of offers is a practical challenge for providers. In many industries, competitive advantage lies in the value of intangibles presented by an enterprise. In this paper, dimensions of perceived value are examined in the context of delivery to SMEs. Competences for a training provider can be grouped into specific operational and system competences of value assurance, enhancement and innovation.

Distinguishes between “goal” and “goal‐free” training and highlights the growing significance of the latter for applications in training for creativity as well as with initiatives aimed at training innovation. Examines the general reasons for evaluation together with certain accompanying complications. The conventional approaches to assessment are reviewed and also their relevance for applications involving innovation. The differences in choice between innovation of a training product are compared with a training service and a typology for defining and categorising an innovation in training via a process of idea screening is considered. Three vital aspects of the evaluation of “goal‐free” innovation are considered: the client’s requirements, the effectiveness of the initiative, and acquiring and providing feedback. Five core axioms are presented that appear to apply in most assessments involving “goal‐free” innovative training initiatives. Concludes with an assessment of key contemporary questions that need to be answered by research in order to progress this topic further.

Examines the practical and theoretical issues involved in starting and sustaining an innovatory learning programme by analysing the case of screen translation. Considers the strategic development of programmes as well as student groups, and discusses the managerial needs and continuous quality improvement involved in maintaining a dynamic to the learning innovation. Finally, proposes an adapted curriculum development model to include the managerial impetus required to maintain innovative momentum.