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Last month, John Thompson and John Forge examined some of the oft‐quoted shortcomings of British management and concluded that too much senior executive time was devoted to issues which have traditionally been the responsibility of middle‐managers. Here, they set out to identify further causes of mis‐spent time and the repercussions that are likely to follow if influence and authority are not re‐delineated from shopfloor to boardroom.

This paper aims to discuss how over the past 180 years, a succession of largely unrelated entrepreneurs of differing capabilities have either created or recognised and exploited opportunities offered by this enduring company, their heritage and brand.

Primary data was provided from discussions with Fabergé experts and the new owners of the brand. Extensive secondary data was also used and analysed.

The original Fabergé creations numbered some 200,000, but their creator is remembered best for 65 unique Imperial (and other) Eggs. Many pieces have survived, although the business disappeared in 1917. Since then, dealers and collectors have intervened symbiotically to protect the brand equity – supported by serendipitous popular cultural interventions – although a series of parallel entrepreneurial but parasitic interventions meant the brand and the original products became separated. This changed in 2007 with new owners acquiring the brand and resurrecting high-end jewellery production with a new business model. Their contemporary journey is both informed and shaped by Fabergé’s tumultuous past.

Reinforces that while a universal theory of entrepreneurship eludes us that these three key elements – opportunity, uncertainty and resources – help explain the related behaviour of a series of different intervening entrepreneurs. This framework is offered for wider use and testing.

Advances the understanding of how entrepreneurs spot and enact opportunity.

Develops a model embracing parasitic and symbiotic interventions in the history of a brand, and a conceptual entrepreneurial model capturing three key elements that explain entrepreneurial behaviour. These being: opportunity seeking and exploitation, addressing uncertainty and deploying appropriate resources.

A major difficulty identified many years ago in psychiatric care is the shortage of appropriate instruments with which to carry out valid and reliable therapeutic assessments which are behaviourally based and therefore appropriate for use in a variety of contexts. The aim of this project was to ascertain the utility of a forensic nursing risk assessment tool - Behavioural Status Index (BEST-Index). The paper aims to discuss these issues.

A multi-site cross-sectional survey was undertaken using mixed method design. Quantitative data was generated using BEST-Index to allow comparisons across three different levels of security (high, medium and low) in Scotland and Ireland. Qualitative data were gathered from patients and multi-disciplinary team (MDT) members using semi-structured interviews and questionnaire.

Measured over an 18-month period, there was a statistically significant improvement in behaviour, when comparing patients in high and medium secure hospitals. Two key themes emerged from patient and staff perspectives: “acceptance of the process” and “production and delivery of information”, respectively. The wider MDT acknowledge the value of nursing risk assessment, but require adequate information to enable them to interpret findings. Collaborating with patients to undertake risk assessments can enhance future care planning.

Studies using cross-section can only provide information at fixed points in time.

The BEST-Index assessment tool is well established in clinical practice and has demonstrated good utility.

This project has served to highlight the unique contribution of BEST-Index to both staff and patients alike and confirm its robustness and versatility across differing levels of security in Scottish and Irish forensic mental health services.

Little is known about how experiential entrepreneurship education approaches contribute toward enhancing the engagement of students in the learning process. Using a purposive and convenience sample of individual student reflective journals, the purpose of this paper is to critically evaluate how the process of constructive misalignment enhances the level of student engagement through a team-based experiential entrepreneurship education assessment.

Data were gathered from a purposive and convenience sample of reflective journals, an individual “performance assessment” element of three Masters-level courses (courses 1, 2 and 3) that included an “active” group business ideas generation presentation and a report. These texts were analyzed through content analysis that critically evaluates and summarizes the content of data and their messages.

While expected learning outcomes included teamwork and communication, the higher levels of active learning and student engagement related to innovation and generating a business idea was much more modest. Rather, the study finds that significant learning opportunities were apparent when students experienced unexpected aspects of constructive misalignment, such as linguistic–cultural challenges, nonparticipation and freeriding.

Building on Biggs’ (2003) model of constructive alignment in course design and delivery/assessment, this paper elucidates various unexpected and surprising aspects. It suggests that constructive misalignment could provide major learning opportunities for students and is thus more likely in these team contexts where entrepreneurship students experience constructive misalignment. Educators should, therefore, continue to design experiential entrepreneurship courses and their performance assessments through team-based approaches that achieve higher levels of engagement as well as more active learning.

The purpose of this paper is to explore the provision and reported outcomes of Experiential Entrepreneurship Education (EEE), from learner, educator and university perspectives, in order to reflect upon the progress of the Entrepreneurial University. It proposes a conceptual framework for integrating the multiple stakeholder perspectives for an “education led” and student-focused Entrepreneurial University, something yet to be identified from existing research and, consequentially, future research.

A reflective literature review explores the depth and breadth of EEE provision in Universities, noting: what is taking place, who is involved, where EEE is situated (within the university context), and how the knowledge base is informed. From these reflections, a conceptual framework is proposed as a means of exploring and categorizing progress towards a student-focused Entrepreneurial University through education experiences.

The literature review is largely informed by case studies developed by educators reflecting on student learner experiences for the purpose of course enhancement. These case exemplars provide the resource for emergent, bottom-up strategy that could support the Entrepreneurial University. However, the role of the University is less researched, in terms of providing context and external strategic relationships to resource EEE and deliver a more planned approach to the Entrepreneurial University. The Entrepreneurial University and EEE are mainstream agendas and the development of both must consider the role and contribution of the University in terms of strategy formulation and implementation.

This study takes a holistic view, seeing EEE and the Entrepreneurial University as connected agendas. The student-focused Entrepreneurial University cannot result from emergent, bottom-up strategy alone and thus there is a need to address the role of top-down resource-based University strategy in creating real progress. The paper provides a conceptualization, for the purpose of analysing and informing the relationship between EEE and the Entrepreneurial University that places the University as a key stakeholder, and in doing so asks that scholars and educators build the knowledge base not only from cases of good practice but also from the review of strategic management within Universities.

The purpose of this paper is to highlight the diverse world of social enterprise.

This paper profiles 11 different social enterprises from around the world. These range from a profit‐achieving business in a very competitive industry, but one with strong social principles, through a profitable workers' co‐operative to ones needing to find financial sustainability if they are to continue their social aspirations. The paper discusses a number of key issues in defining an organisation as a social enterprise and highlights the central issue of measuring success and impact.

In some of the enterprises the important contribution of a pivotal social entrepreneur is apparent. The need to create and add value for customers and clients is always apparent, as is the need to find effective routes to market. It can be concluded that whilst certain beliefs and principles are routinely evident, social enterprises most certainly cannot be described as “one‐size‐fits‐all”.

The paper presents a collection of social enterprise stories.

Reinforces the need for organisations to seek appropriate measures of corporate and competitive performance. Develops a cause‐manifestations‐outcomes model to embrace the relevant issues and possible measures. Discusses the relative value of various financial, stakeholder, admiration, reputation and corporate logic approaches. Concludes with a holistic framework from which organisations can select an appropriate and comprehensive set of measures.

To develop a model that bridges the gap between CSR definitions and strategy and offers guidance to managers on how to connect socially committed organisations with the growing numbers of ethically aware consumers to simultaneously achieve economic and social objectives.

This paper offers a critical evaluation of the theoretical foundations of corporate responsibility (CR) and proposes a new strategic approach to CR, which seeks to overcome the limitations of normative definitions. To address this perceived issue, the authors propose a new processual model of CR, which they refer to as the 3C‐SR model.

The 3C‐SR model can offer practical guidelines to managers on how to connect with the growing numbers of ethically aware consumers to simultaneously achieve economic and social objectives. It is argued that many of the redefinitions of CR for a contemporary audience are normative exhortations (“calls to arms”) that fail to provide managers with the conceptual resources to move from “ought” to “how”.

The 3C‐SR model offers a novel approach to CR in so far as it addresses strategy, operations and markets in a single framework.

As an American participant in ‘Management and Financing of Hospital Services’, the DRG Convention held in London on llth‐13th December, 1986, I had looked forward to the presentations with a great deal of happy anticipation. That may seem a strange attitude unless one recognises that the life of a ‘DRG expert’ in the USA today is not necessarily a happy one. Like it or not, we are viewed as policemen. Much of the continuous, carping and often self‐serving criticism levelled against us can be described as woeful pleas from a band of corsairs; not very bloodthirsty ones mind you, but rapacious nonetheless.

Discusses the terms entrepreneur and entrepreneurship, emphasises the economic and social importance of entrepreneurs and summarises key research findings to produce a model of outcomes and capital created by entrepreneurs. Shows how entrepreneurs can be found in many walks of life, not just business, and explains that they are responsible for creating social and artistic capital as well as financial wealth. Concludes with reflections on the challenges faced, in part by educationalists, in trying to develop both more entrepreneurs and more enterprise in organisations.