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The case describes a hypothetical hedge fund manager who is examining whether to invest in bitcoin. The case discusses potential risks and rewards of investing in bitcoin, the role of bitcoin and digital currencies more broadly, and financial innovation in the space, such as ICOs. It can be taught as part of a second-year MBA elective course in investments, financial institutions/capital markets, or fintech.

This case invites students to assess the impact that Brexit, the withdrawal of the United Kingdom from the European Union, might have on a New York–based hedge fund's portfolio and, specifically, its UK assets. The case is designed to prompt students to make market assumptions and investment hypotheses based on a combination of numerical data and qualitative information. It requires no numerical computations; instead, it asks the student to interpret both markets' short-term reactions to the Brexit vote and strategy shifts from UK and European business leaders in order to evaluate longer-term implications for the economies of the United Kingdom, Europe, and the world.

This study aims to examine usage and deployment trends of e‐business technologies within the small and medium‐sized enterprise (SMEs) community in Wales, since the turn of the millennium. Analysis of prior surveys such as the Department of Trade and Industry and Federation of Small Business reveals poor adoption levels of basic information and communication technology deployment and minimal uptake of sophisticated technologies in comparison to other UK regions. Uptake of e‐business was assessed through a quantitative survey of SMEs and contrasted against prior studies undertaken within Wales since 2000 to identify trends and levels of adoption.

The study is comprised of a survey of 500 SMEs including a representative population from diverse geographical and economic regions within Wales. The survey deployed a proportionately stratified and representative sampling technique, whereby two‐thirds of the enterprises selected were micro sized classified enterprises with no employees to ensure compatibility with the Welsh SME population.

Levels of e‐business uptake within prior surveys varied significantly, due to the contrasting nature and size of the samples. As a consequence, several previous surveys presented an overly optimistic picture of e‐business adoption and results must, therefore, be treated with caution. The authors' own survey revealed lower utilisation levels of e‐business than prior studies, suggesting sophisticated use of e‐business was limited, especially within the smaller SME size classifications.

To achieve increased e‐business uptake, it is critical that there is a long‐term strategic vision by policy makers to ensure coordinated action by relevant public and private sector groups. Short‐term strategies must be avoided and policy makers must drive an agenda for change by ensuring bodies, such as enterprises support agencies, academia and public and private sectors undertake complimentary activities that encourage e‐business adoption. This study will be of value to academia, the SME community and key public sector stakeholders in the formulation of policy for e‐business development and deployment.

The purpose of this paper is to examine organisational learning as a mediator among small-scale manufacturing enterprises (S-SMEs) which comprise the majority of economic activity in an emergent/developing economy. This study offers further understanding regarding the mediating role of organisational learning in developing world economies, due to its potential regional influence.

A cross-sectional survey of Indian S-SMEs was undertaken from the District Industrial Center. The study employed a systematic sampling technique to contact owner/managers. Overall, 204 S-SMEs owners/managers participated in the study and 192 usable survey instruments were received.

The study offers novel insights to the following questions. First, the factors that prompt entrepreneurial orientation to achieve superior business performance, i.e. the antecedents of entrepreneurial orientation? The results reveal competitor orientation is an antecedent of entrepreneurial orientation that leads to an S-SME’s business performance. Second, the outcomes of entrepreneurial orientation, i.e. the consequences of entrepreneurial orientation? The study reveals organisational learning and business performance are the corollary of entrepreneurial orientation. Third, the examination of whether organisational learning mediates the relationship between entrepreneurial orientation and business performance? The findings found the effects of entrepreneurial orientation on business performance are, in part, mediated by organisational learning.

Three study limitations are recognised. First, other strategic orientations, including technology orientation, production orientation and selling orientation are not included. Second, other constructs have a potentially significant relationship with market and entrepreneurial orientation, such as organisational capabilities, innovation and social context, were not considered. Third, the study is industry-sector specific and does not consider alternative sectors which also may play a potential role in economic development.

This study enhances the existing S-SME literature by identifying factors contributing to entrepreneurial orientation and its repercussions on business performance. For S-SMEs it adds credence to the role played by organisational learning in mediating the link between entrepreneurial orientation and business performance which potentially encourages owner/managers to dedicate increased time and resources towards creating and maintaining a conducive learning environment. The results support entrepreneurs in acknowledging the importance of competitor orientation during the emergence and development of entrepreneurial orientation, specifically in emerging economy contexts.

This study evaluates current and future roles of UK entrepreneurship centres (ECs) within Higher Education institutions. Literature suggests current activity in entrepreneurship education is strongly associated with the contribution of ECs. However, ECs experience resource limitations and high stakeholder's expectations, leading to a proliferation of aims, roles and identity issues.

The study evaluates five UK EC using evidence from a range of stakeholders within each centre. The study considers the strategic direction of ECs, their aim and roles, resourcing and the leadership role they adopt.

The study assesses the role ECs are fulfilling in the promotion of entrepreneurship and the resource constraints limiting future development. The need for EC identity and community contribution are identified as a determinant of success.

This study offers novel insight into factors influencing EC behaviour and future strategy, which will be of value for UK HEI and Entrepreneurship educators.

Lack of individual awareness of knowledge sharing practices to prevent identity theft is a significant issue for online retail organisations (OROs). Agile learning processes and sharing of knowledge is essential, but the lack of relevant training inhibits these processes within the online industry. This study aims to identify the inhibiting factors in agile learning and knowledge sharing process with recommendations for best practice for organisations and staff to effectively share knowledge on identity theft prevention.

Three qualitative case studies were undertaken in OROs in the UK. Data were collected using semi-structured interviews, internal documents and related external material. The data were analysed using a thematic analysis method.

The findings identified that individual staff members within OROs from the information security and fraud prevention departments often share their knowledge as a community. However, there is no formal knowledge sharing process or any related training facilitating this exchange. There is a need for agile learning environment in OROs of the UK.

The study offers both theoretical and practical contributions to the extant literature of agile learning of knowledge sharing to prevent identity theft in OROs. Existing learning opportunities are not being used to enhance the knowledge of individuals, and OROs need to increase the skills and trust of their staff to share knowledge efficiently. This study identifies the systemic weaknesses inherent in the process of knowledge sharing and existing training provision within OROs. It provides ORO managers with practical guidelines in facilitating trust between individuals and developing appropriate training systems to educate staff on sharing organisational knowledge. This study contributes by extending the knowledge sharing framework proposed by Chong et al. (2011) for enhanced individual knowledge sharing processes to prevent identity theft within OROs. It also identifies OROs’ weaknesses in knowledge sharing learning processes for theft prevention and offers prevention guidelines and recommendations for developing effective agile learning environments.

The purpose of this paper is to introduce an entrepreneurial learning approach to the study of sport education in order to inform future research directions.

Sport education needs to focus on how it can overcome existing barriers to bring a more interdisciplinary approach. This paper uses entrepreneurship education theory to explore the changes required in sport education provision to create a more relevant and conducive teaching environment.

The findings of this paper suggest that by bringing sport students into contact with entrepreneurship education, aids in the development of improved employability and social skills.

Introducing entrepreneurship education into sport will help the students develop learning initiatives that advance the scholarship of sport education within the university sector.

The benefits of including entrepreneurship education in sport studies could be of interest to the directors of education wanting to increase student enrollments and interest in their courses.

The study suggests ways to offer more interdisciplinary courses and activities linking entrepreneurship education to sport. This needs to be taken into consideration as it will enable the development of sport entrepreneurship education that improves links between academic research with policy and business initiatives.