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This article presents the results from a recent survey into the provision of electronic books within academic libraries in the UK. Where relevant the results are supplemented by data from two other surveys concerned with e‐book provision and electronic information services undertaken by the authors. Incidence of provision of e‐books from individual publishers and through aggregators is reported. Reasons for non‐provision and attitudes towards the medium are discussed, and issues concerned with bibliographical access are explored. The article concludes with a discussion of the role and influence of the E‐book Working Group set up by the UK body responsible for networking and electronic resources in higher and further education: the Joint Information Services Committee (JISC).

This article describes the role of the E‐Books Working Group of the Distributed National Electronic Resource )DNER).

The purpose of this paper is to argue that evaluations of enterprise education need to develop beyond the economist viewpoint of business start‐up and business growth and promote the notion that evaluations of enterprise education should encompass prime pedagogical objectives of enterprise education, enabling students to grow and develop and to shape their own identities in the light of their learning experiences.

The paper reports on one of the key findings (self identity and the entrepreneur) from a PhD study of 18 case studies/life stories of graduate entrepreneurs and their experiences of enterprise education from one university.

It is found that graduates who start their own businesses are reluctant to call themselves “entrepreneurs”; they question the meaning of the word and its relevance to them and findings suggest that “Entrepreneur” is a label given to them by educators and peers.

The present study provides a starting point for further research of evaluating enterprise education, through the lens of students and graduates that have taken/are taking part in accredited and non‐accredited enterprise education whilst at university.

The study has proven to be useful in improving the format, content and delivery of enterprise education on campus and also the development of appropriate evaluation tools.

This paper is a critique of the “Enterprise in Education” initiative, which has been implemented, supported and developed at the University of Glamorgan. The purpose of the paper is to critique the initiative so that best practice in enterprise education can be identified and embedded in the future.

The methodology for this paper was to review the related literature and use this to identify conceptual frameworks relating to entrepreneurial learning; distinguish between “for” and “about” entrepreneurship courses and better understand the informal learning experience. This was then followed by reflective critical analysis of the formal and informal learning activities at the university.

The analysis supports the notion that lack of support, resources and finance are barriers to self‐employment and access to entrepreneurial learning. Even with funded support for their learning, undergraduates are likely to face the barrier of lack of work experience and suggest postgraduate study as the space for “for” entrepreneurship courses. But whatever level of study there is a need for a seamless provision of “formal” and “informal” entrepreneurial learning.

Whilst there is a need for longitudinal studies relating entrepreneurial learning with entrepreneurial activity and sustainability, some of the outcomes of this case study have been fed into policy and practice: the continuation and further development of specialist “for” entrepreneurship courses at postgraduate level.

This paper provides a case study of entrepreneurial learning in the university context and as such will be valuable to those developing courses in the field of entrepreneurship and those involved in developing university policy surrounding entrepreneurial learning.