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There is an ongoing debate within the academic literature about the value of the business plan in the development of the small firm. On closer inspection of the research, there appear to be clear benefits in the use of business planning as a process within the smaller business. This is in contrast to the production of a business plan as an output focused predominantly on convincing and acquiring resources from other organisations and individuals. As a process, business planning can be both formal and informal. It is also focused on understanding and responding to the context within which the business operates. Strategic awareness capability, as both a bundle of activities and a core competence, helps to make sense of this context, and serves as a means of managing interactions between the firm and its environment. It also allows for a more sensitive reading of the limitations and strengths of the planning process in markets that are, for the small business, generally unpredicatable and complex. When combined, strategic awareness capability and planning effectiveness can be used to develop a typology of business types that provides insight into the processes by which business development can be supported. In addition, strategic awareness capability can be considered a core competence of the small business and conceptualised in terms of different levels of experience, and expertise. As a result, small firms with varying levels of experience face different challenges and needs when using and developing strategic awareness capability.

To describe an exploration in the use of synergistic learning methods in the delivery of an innovative pilot programme designed to teach entrepreneurship capacities. The programme took a tripartite approach involving nascent entrepreneurs, existing entrepreneurs and facilitators using an action research and action learning approach.

Action research methodology is used to provide insights in entrepreneurship andragogy. The programme is delivered in a collaborative, peer‐learning environment using synergistic learning techniques (action learning).

There is evidence from all participants for the usefulness of the learning methods employed; however there are challenges to using these methods in organisation applications.

The implications and challenges of using synergistic learning methods in organisation applications are discussed. Directions for further research into how such a programme could be used in the workplace are also presented.

The paper describes innovative and effective methods to teach entrepreneurship capacities that mirror the “real” world experience of existing and nascent entrepreneurs.

Describes the national trialling of the Management Charter Initiative Senior Management Standards which involved hundreds of senior managers in 1994‐5. Outlines the results of the field tests and concludes that the senior management standards have a high level of acceptance among senior managers across a wide variety of organizations.

The purpose of this article is to present the challenges raised within a UK HEI between business and non‐business educationalists engaged in the provision and integration of entrepreneurship education.

Shows a single case experience with biology science undergraduates and educators at an English university.

Clearly more institutions are making more entrepreneurship education offers to their students. Embedded within these offers are fundamental and diverse beliefs about the meaning of enterprise and entrepreneurship. Such differences create a number of key issues concerning what should be offered, where it should be positioned institutionally, to whom it should be offered and by whom, and how it should be delivered. Such issues relate to conceptual and philosophical challenges, design options, and institutional capacity and capability factors.

A single case approach is contextually bounded. However such contexts are likely to apply across other UK HEIs and hence the findings have relevance and utility.

There are numerous challenges faced by entrepreneurship educators and there is a need for enhancing learning from experiences and for exploring how the learning modes that are embedded within the practice offered within many entrepreneurship education activities are adopted.

No other published UK study has explored the relationships between educators across different disciplines in embedding entrepreneurship education with university students.

The Holy Grail of leadership learning is to stimulate behavioural changes that continue beyond the learning environment into the workplace, ultimately leading to improved productivity and value. The purpose of this paper is to explore the interface between emotion and leadership learning and provides evidence from research undertaken in Wales (UK) to support further research on the use of emotion in this endeavour.

Unique access to a successful programme of guided leadership development for owner-managers of small and medium sized enterprises (SMEs) in Wales, UK, provided an opportunity to observe emotion being used and experienced by both learners and trainers. Literature reviews were used to inform initial inferences made during participant observations of a sample of the learners (n=91). Focus groups were undertaken with a sample (n=27) of participants in order to determine the emotional impact and perceived effectiveness of the method by the learners.

The data corroborated the authors’ observations that emotion plays a role in the leadership practice of the learners and in the learning process. No appropriate conceptual model exists that describes this learning method or its mode of impact upon learning. A gap exists in the academic understanding of this observed social reality and multi-disciplinary research is required in order to further characterise and understand it.

Improvements in leadership have been consistently linked to improvements in firm performance. Bringing new insights that lead to effective learning and constructive behaviour changes in the leaders of SMEs and their employees could have profound positive impacts on entrepreneurial economies.

This novel perspective on leadership development within the life world of the entrepreneur moves away from the established literature which has traditionally focused on cognitive or conative constructs, often focused on the corporate or large organisation leader, and calls for further research into the synthesis of leadership, entrepreneurship and emotion.

This paper aims to introduce current debates on assessment practice in higher education and to explore educational research on assessment.

The paper progresses by exploring a number of outcomes and highlights their role in helping one to understand the potential reasons for engaging in enterprise education. The paper then applies this outcomes framework to assessment practice. It does so by reporting a series of focus groups undertaken at the International Small Business and Entrepreneurship (ISBE) Conference in 2005.

The focus groups engaged over 40 entrepreneurship and small business academics in a brainstorming exercise, which explored forms of assessment that could be used to meet particular outcomes in enterprise education. These results are presented according to different potential entrepreneurial outcomes.

The concluding part of the paper categorises these practices to develop and present the views of the participants and it provides a detailed analysis of assessment practice in enterprise education.

Provides a review of the gap between student's entrepreneurial needs and aspirations and the entrepreneurship education offerings within higher education institutions (HEIs) in Leicestershire, UK. Utilises data from three surveys of university fresher students, held in 2001. Uses the findings as the basis to assess the gap between fresher students' entrepreneurial needs and aspirations and the capability of HEIs to meet them. Draws on multiple surveys from universities in Leicestershire and so will be of relevance to other HEIs with similar student demographics. Fulfils a need to take a strategic review of how HEIs can develop the capability to meet the entrepreneurial needs of new students in supporting their future aspirations.

Research in entrepreneurship education faces substantial tensions and methodological challenges. Building on a review of extant empirical studies in the field, the purpose of this paper is to develop an integrative methodological framework for studying entrepreneurship education. Central questions are: What forms of entrepreneurship education research exist? Which data sources, research methods and approaches are used in this research? What are the methodological strengths and weaknesses of entrepreneurship education research? How can entrepreneurship education research be improved methodologically?

The paper combines a literature review with a conceptual discussion. The review identifies 88 journal articles reporting empirical studies of entrepreneurship education published between 2002 and 2012. The literature is coded according to method used, type of study, data collection and analysis techniques. From the analysis of the reviewed literature, a conceptual discussion of the advantages and drawbacks of various methods is undertaken, and an integrated approach to entrepreneurship education research is proposed.

Research in entrepreneurship education is fragmented both conceptually and methodologically. Findings suggest that the methods applied in entrepreneurship education research cluster in two groups: first, quantitative studies of the extent and effect of entrepreneurship education; and second, qualitative single case studies of different courses and programmes. Benefits and drawbacks haunt both clusters. Quantitative studies bring objectivity, comparability and generalizability, but show limited appreciation of the heterogeneity of the education they seek to measure. Qualitative single case studies are ripe with contextually sensitive descriptions and best pedagogical practices, but suffer from limited comparability and generalizability as well as severe biases of teacher-researcher conflation.

The suggested methodological framework builds on a systematic review of the research methods applied in extant entrepreneurship education research. It integrates qualitative and quantitative techniques, the use of research teams consisting of insiders (teachers studying their own teaching) and outsiders (research collaborators studying the education) as well as multiple types of data. To gain both in-depth and analytically generalizable studies of entrepreneurship courses and programmes, the suggested framework integrates the empirical sensitivity of qualitative techniques and diverse research positions, with the rigour of quantitative measures. The authors argue that studies of entrepreneurship education benefit from this integration. Furthermore, the authors describe a variety of helpful methods, explore the potential relation between insiders and outsiders in the research process and discuss how different types of data can be combined. The integrated framework urges researchers to extend investments in methodological efforts and to enhance the in-depth understanding of the dynamics and challenges of teaching entrepreneurship.