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This paper aims to focus on the attempts to implement the challenges of teaching enterprise to science and engineering students by the embedding approach chosen by the White Rose Centre for Enterprise (WRCE), one of the centres formed under the Science Engineering Challenge in the UK.

WRCE's objective was to have departmental science and engineering staff teach enterprise modules as part of their overall departmental teaching and to have such modules integrated into the course provision. The WRCE approach emphasized the value of giving students some real life or simulated “real” experience and of developing a strand or track of enterprise through the years of the course.

The general propositions of WRCE are reviewed in the light of the outcomes in a number of departments, but most specifically within the Department of Mechanical Engineering at Sheffield, which would claim to be one of the most successful departmental interventions of WRCE. Whilst good examples of embedded modules exist, the successful results in Mechanical Engineering appear to depend on the appointment of non‐traditional staff, the integration of enterprise in a track broader than enterprise and leadership of that track that has the confidence and resource to deliver its agenda in part using external rather than internal teaching.

The embedding of enterprise learning into an engineering curriculum and a mechanical engineering degree program in particular, is discussed from the perspective of the programme leadership, the sponsoring body and the implementing instructor.

Reasonable remuneration of employee inventions is a controversial issue causing court litigations among employees and employers in many countries. The paper aims to shed light on the missing economic interpretation of the reasonable remuneration of employee inventions. Specifically, it focuses on the concept of “reasonability” at the issue.

In an empirical qualitative multiple case-study setting, the paper explores inductively Czech corporate employee inventors' remuneration systems, using typological analysis and M. Weber's interpretative theoretical construct of “ideal type.”

At the first level, reasonability is a function of multi-amount rewarding, a certain level of total remuneration and identifiable benefits being a decisive factor. Additionally, the reasonability is conceptualised as a function of two dimensions – timing/risk and benefit–reward relation. At the second level, the reasonability is interpreted as a concept balancing seven points of view: timing, materiality, equity, risk management, transparency, system costs and exactness. At the third level, the paper offers an optimal remuneration system like the one that optimises developed seven-criterion framework.

Even if analysed within one-country and nine-company context, the insights are generalisable across a broader sample of countries with statutory rules for employee inventions. Studying more cases may enrich the findings. The findings are based merely on a rational perspective and do not deal with psychological aspects of employees.

The results may be helpful for intellectual property or R&D managers in building or reorganising employee invention remuneration systems within corporations. The developed seven-criteria model can serve as a discussion framework; the suggested optimal system as a reference point. The results may serve as well to consultants, judges or other parties involved in currently growing employee–employer controversies and litigations. The analysis may fuel public policy decisions, too.

The paper brings unique and detailed empirical insights into the issue of employee inventions. It offers a complex multi-perspective (employee/employer) framework through which the reasonability can be discussed and suggests an optimal system, which can serve as a reference point.

In this paper universities are considered to be central to a knowledge‐driven economy. UK employers value generic skills more highly in employees where disciplinary‐based understanding is assumed to be on a par. Enterprise education should, therefore, not only benefit students, but add greatly to wealth creation and national prosperity. In order to respond, universities need to formulate a coherent policy that will initiate a cultural change to foster enterprise and entrepreneurship. In order to address the question of whether and how such organisations can change, this paper aims to take a close look at influencing factors like culture and structure.

The analysis in this paper utilises tools and techniques that help to identify those factors that shape an organisation's strategy and structure. This paper takes a close look at the organisational structure and culture at a leading research‐led UK university, with respect to enterprise education. An insight for strategic development is achieved by recognising the university as a professional bureaucracy, relying on the balance between the standardisation of skills and training, rather than through a more general analysis of a “large organisation”.

The paper finds that in this professional bureaucracy, the operating core comprises professionals with considerable autonomy, but close association with their clients (students). Coordination between professionals takes place through the standardisation of skills and knowledge and the provision of enterprise education requires an appropriate standardisation of skills. A strong culture pervades throughout, and complex organisational structures and models of governance exist. This paper suggests that sweeping, major reforms are inappropriate.

The paper shows that this university has chosen to embrace educational changes that lead to enterprising student attributes by a process of “seeping change” in the context of a professional bureaucracy attending to the challenge of standardising skills.

As one of the eight key competencies of life-long learning strategies identified by the European Union and the difficulties in enhancing the “sense of initiative and entrepreneurship”, the purpose of this paper is to propose a co-production approach to overcome several concerns.

An exploratory approach is used to analyse a single case study based on the EntreComp progression model and on a pedagogical approach consistent with the philosophy of learning through creating value for others.

The study introduces best novel practices that help enhance entrepreneurial education in primary school by engaging multiple local stakeholders in co-producing education. The case mainly shows that a co-production approach is appropriate to overcome challenges and assists policymakers to identify specific actions and make investments in entrepreneurship education (EE) at the primary level.

Theoretically, the study contributes to literature on entrepreneurial education and co-production studies. The main drawback of the study is its explorative analysis of a single case.

For practitioners, the research proposes stakeholder involvement as key to co-producing EE in primary schools, implying that policymakers should identify resources for projects and other similar initiatives.

The study elucidates the relevance of co-production approach to ensure early EE in school.

The purpose of this paper is to determine the factors that influence the development of entrepreneurship education and attempt to establish a theoretical framework for the development of entrepreneurship education.

By using vertical and horizontal data on entrepreneurship education in China, the authors demonstrate the influence of multiple factors. Relevant statistical methods include variance and regression analyses.

The factors that influence the development of entrepreneurship education are divided into supply and demand categories. Data show that the increasing number of policies and the expansion of business schools are positively correlated with the development of entrepreneurship education, whereas the advancement of academia and the lowering of employment pressure are negative indicators.

The authors’ measurement of entrepreneurship education lacks accuracy because of scarcity of data. Not all factors that affect the development of entrepreneurship education have been considered, and certain factors with significant influence may have been missed.

This study is expected to help countries and regions gain insights into their policies for the development of entrepreneurship education and propel the development of entrepreneurship education by certain means. Business schools can select targeted educational programs to help drive national economic development and transition.

This study proposes a theoretical framework regarding the factors that influence the development of entrepreneurship education and establishes three models. The framework provides theoretical insights into the relationship between the development of entrepreneurship education and its dependent external environment. Furthermore, the authors argue that the existing research overestimates the role of policy when investigating the development of entrepreneurship education, which also contributes to the existing literature on public goods and development economics.

In 2017 the UK Government decided that the suite of National Professional Qualifications (National Professional Qualifications for Middle Leadership, National Professional Qualifications for Senior Leadership and National Professional Qualifications for Headship) needs to be updated in order to ensure they remained relevant to the changing shape of the educational landscape, particularly through the expansion of multi-academy trusts (MATs). At the same time, the Government proposed a new National Professional Qualification for Executive Leadership aimed at the CEOs of MATs. The purpose of this paper is to explore the way in which the new National Professional Qualification (NPQ) programmes are having master’s level criteria embedded into them to facilitate a seamless progression into the master’s level study.

The paper combines desk research with reflections on the experience of developing the new NPQ programme within higher education institutions (HEIs) and considers the implications of this upon current and emerging HEI practice and research into educational leadership.

There were a number of key issues highlighted by the paper. Notably, the process of embedding academic criteria into a training programme, which was not used to support the notion of critical reflection. Also, the associated mechanisms of accreditation, existing professional networks and the upskilling of staff delivering the NPQ programme, and a professionally oriented interface between the university, employer and deliverer of the training.

This paper provides an original perspective involving the embedding of master’s level criteria into professional qualifications in the field of educational leadership.

Over the past 20 years public policy has sought to promote and formalise the socio‐economic role of universities under the auspices of the so called “third mission”. The purpose of this paper is to consider how the third mission relates to, and has the capacity to reinforce the core missions of teaching and research.

By highlighting the key limitations of contemporary debate the paper bridges the conceptual model/case‐study dichotomy that characterises the literature. The paper draws on an ongoing study of higher education institutions in the UK and Europe.

The paper contends that triangulating teaching, research, and third stream activities reinforces the respective dynamics of each component through their recursive and reciprocal development.

The paper forms the foundations of a de novo research agenda to better understand the dynamics of the third mission as a central facet of the contemporary university.

The paper has implications for policy‐makers and institutional strategy alike – identifying an unparalleled opportunity for institutional development by linking teaching, research, and third stream activities.

By highlighting the importance that universities need to embody an “inherent idea” the paper contends the third mission presents the capacity for institutional development beyond the third mission.

Three different pedagogical approaches grounded in three different definitional foundations of entrepreneurship have been compared in relation to their effects on students. They are: (1) “Idea and Artefact-Creation Pedagogy” (IACP), grounded in opportunity identification and creation, (2) “Value-Creation Pedagogy” (VaCP), grounded in value creation and (3) “Venture-Creation Pedagogy” (VeCP), grounded in organisation creation.

Data were collected at 35 different sites where education was deemed to be entrepreneurial and experiential. A quantitative, smartphone app-based data collection method was used alongside a qualitative interview approach. 10,953 short-survey responses were received from 1,048 participants. Responses were used to inform respondent selection and discussion topics, in 291 student and teacher interviews. Comparative analysis was then conducted.

The three approaches resulted in very different outcomes, both in magnitude and in kind. VaCP had strong effects on entrepreneurial competencies, on student motivation and on knowledge and skills acquisition. VeCP had weaker effects on knowledge and skills acquisition. IACP had weak effects on all outcomes probed for. Differences were attributed to variation in prevalence of certain emotional learning events and to variation in purpose as perceived by students.

VaCP could serve as an escape from the potential dilemma faced by many teachers in entrepreneurial education, of being caught between two limiting courses of action; a marginal VeCP approach and a fuzzy IACP one. This could prompt policymakers to reconsider established policies. However, further research in other contexts is needed, to corroborate the extent of differences between these three approaches.

Most impact studies in experiential entrepreneurial education focus only on organisation-creation-based education. This study contributes by investigating entrepreneurial education that is also grounded in two other definitional foundations. Allowance has been made for novel comparative conclusions.

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.