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Examines research activity in executive competencies, and the Management Charter Initiative M3 framework. Briefly outlines executive competency frame‐works currently being developed and indicates future directions.

The ISO 9000 standard has been revised as of December 2000. It has been thought that the implications of addressing the changes may be particularly acute for small businesses, for which the impact of requirements and relative commercial costs of compliance can be greatest. In view of this, the Quality Research Group at the University of Leicester in collaboration with the Centre for Enterprise has conducted a research project with representatives from major internationally accredited UKAS certification bodies to explore the implications that the revision to ISO 9000 is likely to have on the small business community. This current paper reports on the study undertaken by the University of Leicester team with financial and collaborative support from Lloyds Register Quality Assurance and SGS Yarsley, two of the largest international ISO 9000 certification bodies. A detailed survey involving more than 1,000 respondents from UK‐based SMEs has provided a detailed empirical profile of the company’s own views of the value of ISO 9000:2000 on the path to excellence and what they will need to do to make it work. Face‐to‐face interviews were also used to provided verification and views from non‐certified companies. The results of the study are very positive and indicate a changing view and use of a standard that used to be seen as bureaucratic, officious and complacent.

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.

The purpose of this paper is to bring attention to the issues of validity and subgroup differences of selection devices currently being used in the public sector.

An attempt is made to identify unfair hiring practices, particularly important within the public sector, as this area of employment is characterized by a unique set of circumstances. Among them, economic constraints, the social burden to ensure fair treatment among applicants and incumbents, and an increasingly higher expectation of quality service among customers in the public sector. This paper also explores the effectiveness of two strategies for reducing subgroup differences while maintaining or increasing criterion‐related validity.

The findings of this study are important and answer some central questions. First, g and job knowledge were the best individual predictors of overall performance criteria; second, the g, alternative, and full models all significantly predicted the performance criteria, with the alternative model predicting more variance than the g model; third, the alternative model had more incremental validity over the g model than the g model had over the alternative model; the alternative model also produced less subgroup differences for Black–White comparisons than the g model. The Native American‐White differences were larger for the alternative model compared to the g model, but these differences are considered small effects and were non‐significant in the statistical sense. The Hispanic‐White differences were also somewhat larger for the alternative model when compared to the g model; however, this result is probably unreliable due to a very small Hispanic sample size and is a small effect. Thus, the alternative model will predict performance well for similar public sector samples while producing generally smaller subgroup differences.

There is little extant published research examining the validity and ethnic group score differences of alternate predictors used in the US public sector and the current effort seeks to provide empirical evidence to fill this void.

The COVID-19 pandemic was an eye-opening experience that put to the test our crisis management competencies across many institutions, including those offered by institutions of higher education. This study aims to review the literature on international business (IB) risks and IB education (IBE) to question whether business graduates are equipped to make decisions in today’s volatile, uncertain, complex and ambiguous (VUCA) marketplace.

While the IB literature has discussed the importance of various sources of risks on global business operations, IBE did not effectively adopt an integrative approach to building the needed risk management competencies related to those risks into our education. The authors argue that this integrative approach to teaching IB is critically needed to prepare future global managers for addressing crises, like that of the pandemic and others. Specifically, this study proposes that this integrated risk management competency can be developed through the building of “synergistic mindsets”.

This study presents a conceptual framework for the components of the synergistic mindset, with intelligence that directly links to present IB risks. These components are cultural intelligence (CQ), emotional intelligence (EQ), public policy intelligence (PPQ), digital intelligence (DQ) and orchestration intelligence (OQ).

Insights related to IBE effectiveness in addressing today’s VUCA market demands and IB risks are discussed.

The employment market means students need to be equipped with wide-ranging enterprising skills and experience. With small- and medium-sized enterprises crucial to the health of the UK economy providing graduates with the skills to start-up their own business is also of increasing pertinence. The purpose of this paper is to analyse universities’ provision and delivery of student support in developing their enterprise knowledge, skills and experience outside of the curriculum.

An e-survey of universities alongside three follow-up semi-structured interviews with participants and an in-depth case study was gathered. The e-survey quantified what enterprise support activities the sample institutions currently offered and the interviews and case study examined the delivery of those activities through the perceptions of university staff/students.

The respondents offered a range of enterprise support activity outside of the curriculum but delivery was hindered by a limited means to track proceedings. Support activities were predominantly concentrated both in delivery and receipt within business schools rather than across departments. Support typically consisted of networking events, business advice sessions and workshops as opposed to intensive provisions such as incubation space or start-up loans. The presence and influence of student-led enterprise groups was apparent.

The results will inform those staff involved in the planning and delivery of enterprise support activity at UK universities.

This research extends a limited literature mapping extra-curricular enterprise support provision at universities with qualitative data on the delivery of these activities as perceived by staff/students.

This chapter provides a rationale for this book and highlights the key literature in the entrepreneurship education discipline as a background context for the study. The organisation and structure of the book is identified and justified. Thereafter, each chapter included within the text is introduced and profiled. The chapter ends by drawing the overall conclusions of the studies included with suggestions for further research. Implications for the discipline in terms of policy and practice arising from the book are thereafter considered.