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Enterprise Alliance Consultation Report - Future Sustainability of Enterprise Education and

Entrepreneurship Support within Universities

November 2013

Introduction Over the past 10 years the role of enterprise within Higher Education has undergone a significant transformation. In the wake of a devastating economic crisis and plagued by record levels of unemployment, the move towards an entrepreneurial, innovative society has gained momentum. Indeed, the Government has made a concerted effort to promote enterprise and entrepreneurship through funding a range of schemes, programmes and more recently by conducting research into enterprise education. Furthermore, within HEI’s themselves, enterprise education has been moving steadily towards the core of university strategy and is included in the mission statements of numerous institutions. Nonetheless, the development of the enterprise sector is plagued by a number of obstacles, due in no small part to the large ‘patchwork’ of interested parties. For its part, the Enterprise Alliance is an attempt to bring some of these key stakeholders together in identification and discussion of these obstacles, with the intent to formulate both a common goal and agreed strategies for the continued development of the policy and practice of enterprise as a strategic feature of Higher Education. The Enterprise Alliance (comprising of Enterprise Educators UK (EEUK), the Institute for Small Business and Entrepreneurship (ISBE), and the National Association of College and University Entrepreneurs(NACUE)) and an invited audience of sector organisations identified five major themes to discuss under the overarching heading of creating a sustainable legacy for enterprise education in HE:

● Internal Environment of HEI’s ● Presence of Champions ● External Environment ● Language as a threat ● Impact of Enterprise Education and Entrepreneurial Support

This summary report provides highlights of the discussion and also the some suggestions for strategic activity, which could be taken to solve the issues.

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Internal Environment of HEI’s An identification of how enterprise education is conducted and situated within the internal structure of HEI’s and how this can better be adapted to suit the agenda of the Enterprise Alliance.

Main Discussion Outcomes There are obstacles in place within the structure of many HEI’s that prevent the development of an ecosystem wherein entrepreneurship and enterprise education are part of a holistic agenda; such as the lack of awareness on behalf of senior management regarding the enterprise agenda and the absence of a promotional base for related activity. Indeed, the patchwork of groups with vested interests in different aspects of enterprise education and entrepreneurship leads to tensions about how to proceed. Furthermore, many lecturers specifically do not know how to teach enterprise and instead focus on teaching about ‘big’ business alone. This is due in part to teaching and research staff having a lack of direct experience either as an entrepreneur or in the workplace more generally and could be partly addressed through the encouragement of career incentives for research academics. It is unclear how to fit entrepreneurship and enterprise education into a student’s academic life as attempting to start a business whilst at university could potentially cause a tension with studies. HEI’s could begin encouraging work placements as one means of embedding EE. Current Policy Drivers The need for a greater collaboration amongst the patchwork of interested groups has been identified, with the Oslo Agenda for Entrepreneurship Education in Europe (2006) calling for better integration across subject areas, improved practice-based pedagogical tools, and better approaches to teamwork. Similarly, it was noted in the June (2013) BIS report on Enterprise Education Impact in Higher Education and Further Education that amongst the HEI’s offering enterprise education, the majority of them only provide it through the Business & Management departments rather than being offered across the institution. The QAA (2012) ‘Guidance for UK Higher Education Providers: Enterprise and Entrepreneurship Education’ recommended that enterprise and entrepreneurship be studied as an integrated or integral part of most programmes and should be embedded within the main area of study. The report explicitly stated that the embedding of enterprise and entrepreneurship should not result in neglect of either the conceptual or applied aspects of the subject area, but rather should aim to complement the curriculum and make it relevant to students' aspirations. Policy literature has also called for the expansion of extra-curricular enterprise education within HEI’s. Though reports have identified the existence of a number of external bodies offering practical experience in enterprise there are few opportunities for practical learning within HEI’s and instead enterprise education tends to be formal and taught through lectures. This was addressed in the BIS (2013) report, which stated that “while enterprise and entrepreneurship education appears to be strengthening it is not yet widely embedded in the full range of vocational learning where students are likely to be working in SMEs or self employed.” There has also been some effort to give clearer guidelines for lecturers regarding how to teach enterprise education and what their role is in the process. The final version of the QAA (2012) publication outlined the tasks of an enterprise educator to involve: enabling students to relate their

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learning to their subject/industry context and to personal aspirations, designing curricula with learning outcomes that relate to the enterprise agenda through increasing relevance and decreasing abstraction and to create learning environments that encourage entrepreneurial behaviour in students now and in the future. The NCEE (2010) report on ‘Developing Entrepreneurial Graduates’ highlighted how the focus on big business and teaching enterprise only through business schools has prevented the engagement of a wider range of students in entrepreneurial activity. It stated that “traditional business school entrepreneurship education needs to change: many students and academics, especially those in non-business disciplines, do not see its narrow focus on business start-up as relevant. HEIs need to enhance the perception and relevance of entrepreneurship education, so that both students and staff recognise the value of its combination of innovation, creativity, collaboration and risk-taking skills to a wide range of disciplines”. Figure 1

In the past, HEI’s have made some attempts to transform their internal structure into one that invites a holistic approach to enterprise and entrepreneurship education. For instance in 2009 Plymouth University hosted the Embedding Enterprise in Higher Education conference with guests from over 30 other institutions. Key aims of the conference included considering how to engage students, staff and employers with an enterprise agenda and sharing ideas/practical examples of how enterprise could be be embedded in the curriculum. Though the conference produced promising outcomes including a host of proposed follow-up strategies, many were not implemented and the fact that the 2013 Enterprise Alliance conference discussed rectifying the same problem as this 2009 conference did it is clear there is still more work to do in this area.

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Figure 2

Strategic Direction

• Develop a form of internal or external performance appraisal for enterprise that would be separate from and not forsaken for external evaluations such as REF and NSS

• Work with HEFCE and similar bodies to decide on some form of enforcement or key incentive emulative of the Athena Swann model in order to incentivise institutions to promote enterprise education

• Gain endorsements from influencing groups such as HEFCE, EU Commission, CBI etc for a policy paper advocating a holistic and embedded approach to enterprise education within HEIs

• Push for some inclusion of enterprise education in league tables in order to incentivise institutions to promote it

• Encourage workplace experience for staff teaching enterprise • Carry out a case study of how business schools have worked with other departments within an

HEI on the entrepreneurship agenda • Research institutional rewards for enterprising academies

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Presence of Champions An identification of the types of individuals powering the sector and how enterprise enthusiasts can be linked with enterprise champions

Main Discussion Outcome The nature of the enterprise/entrepreneurship sector as powered by ‘enthusiasts’ highlights the need for succession planning and determining where the next generation of enthusiasts will come from. This should not necessarily be limited to junior staff, and instead include senior managers with mentoring being provided to mid-career shifters. This also raises a question of whether the sector should focus on the importance of these enthusiasts, or if it should broaden its scope to encourage and support ‘maintainers’ and if so, how it can do so whilst maintaining its credibility and pioneering spirit.

Current Policy Drivers A number of individual HEI’s are running Enterprise Champion programmes; such as the Knowledge Transfer & Enterprise Champions Scheme at UCL (2013), which aims to create inter-departmental links throughout the university and make it easier for academics to receive recognition for their work. Similarly in 2006 The University of Cambridge formed Cambridge Enterprise Ltd, which claimed in its 2012 Annual Report to have supported over 1000 researchers, 66 companies in their portfolio (48% of which were selling products) and an 80% survival rate for invested companies. The HE Enterprise Champions Project in the North West Region of England led by NCEE is another example of best practice. The project supports the creation of a Senior-Level Enterprise Champion who will act as a catalyst for change across the campus. Its strategic aims are Influence the institutional environment making it more conducive for student enterprise and graduate entrepreneurship and well as to build institutional capacity for delivering entrepreneurial outcomes – for students, graduates and staff; Prime Minister David Cameron has explicitly encouraged people to pursue entrepreneurship and turn their ideas into businesses: "If you've been turning over a good idea for years - now is the time to make something of it. If you're working for a big firm but you know you could do a better job on your own - now is the time to make that leap. If you've been dreaming about starting up the next great British brand - now is the time to make it happen.” BBC News (2011).

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Figure 3

Strategic Direction

● Run enterprise development and enhancement sessions for existing and emerging teaching staff

● Formulate an enthusiast network within each HEI ● Create an event and scheme to identify enterprise champions for each HEI

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External Environment An identification of external factors impacting the nature and development of enterprise education, the relationship HEI’s have with these factors and how this can be changed in order to meet the agenda of the Enterprise Alliance.

Main Discussion Outcomes Entrepreneurship and enterprise education are intimately dependent on the external environment, most notably for financial support. Though it is now a politically relevant topic due to government aspirations to create jobs and pursue the growth agenda, there remains a high degree of unpredictability about the external environment particularly as regards funding. This is exemplified by the fluctuating finances of HEI’s, recent changes to BIS and the lack of stability to HEIF. There is also the possibility that the sector is already over-saturated, with too many organisations present and leading to the oversimplification of the agenda; whilst it remains difficult to consistently and formally engage with SMEs/start-ups.

Current Policy Driver

Professor Sir Tim Wilson’s ‘ A Review of University-Business Collaboration’ made a number of relevant recommendations which, if adopted would certainly solidify links between HEI’s and their external environment and ensure they were more intricately intertwined with businesses and funders of enterprise education. For instance, Wilson recommended that each student be given the opportunity to undertake a university approved undergraduate internship and recommended the government provide a tax credit or grant mechanism to host companies in order to incentivise the involvement of business. With regards to funding, Wilson recommended that universities use their ‘OFFA funds’ to support any unpaid internships in order to ensure the programme would be available for all students regardless of social mobility. In a report given by Lancaster University Management School at the July 2013 Triple Helix XI International Conference on ‘Universities as Interactive Partners,’ it was recommended that the relationship between institutions and business should be formalised through franchising. Benefits listed include creating opportunities for business representatives to act as a mentor and provider of internships/work placements to students, increasing an HEI’s chance of receiving private funding, allowing for collaboration on the design/delivery of University degree programmes. Crucially, the report identified a common misconception amongst smaller firms in their believing there are minimal benefits to be derived from engaging with universities. In 2011 NCUB (then CIHE) was asked to undertake research into the relationship between the business activities of higher education providers in London, the South East and East Anglia, and the development needs of SME’s (see figure 4). Their ensuing report entitled ‘Working with SME’s’ (NCUB 2011) highlighted the very same misconception and found that the majority of the companies interviewed took the view that any university offer is likely to be irrelevant to them. The report identified that there should be a development of shared expectations between employers and HEIs about the nature and scope of collaborations with one another. The report suggested the following actions: asking universities what structures they have designed either to specifically support or engage with SMEs (in any individual or all sectors) or which are used preponderantly by SMEs, and assisting SMEs without experience of engaging with universities to ask questions which will avoid a

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mismatch of expectations. The former could in turn act as the start of an information base which could be used for the promulgation of good practice and for discussions with potential future clients. The report also recommended the development of business-HEI collaborations through workshops, wherein collaborative ideas can be identified and developed.

Strategic Direction

● Work with BIS to ensure that the recent reorganisation will not prevent education and business being interlinked with one another

● Hold a twice-yearly horizon scanning event with stakeholders and the Enterprise Alliance ● Use social media to promote the message/aims of the Enterprise Alliance and potentially

boost investment by attracting supporters of the agenda

Figure 4

Current Policy Driver Recent reports on enterprise education such as those carried out by BIS and QAA have contributed to the effort to reach an agreement about what enterprise/entrepreneurship actually is by providing corresponding definitions of the two terms. The QAA (2012) report explicitly stated the intent for their definitions and distinctions to “help educators to identify new opportunities and evaluate existing practice, with the expectation that they will be applied in conjunction with subject expertise, customs and practices.” The June 2013 BIS report on the impact of enterprise education excluded looking at awareness raising, mentoring and business support to young people in the process of establishing a

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business, or capacity building activities to improve the quality of enterprise and entrepreneurship education through training, coaching and materials for teachers. The QAA (2012) report also explicitly set out what the task of the enterprise educator is in order to promote better understanding amongst teachers. Examples include enabling students to relate their learning to their subject or industry context and to personal aspirations and engaging external communities and find appropriate practical contexts to enhance the learning experience. The NCEE (2010) report entitled ‘Towards the Entrepreneurial University’ called for a wider debate on the most appropriate concept of entrepreneurship and its relevance to HE sector development in order enable relevant stakeholders to speak with a common voice about entrepreneurship and know what is meant by the term. It also called for the development of a range of associated pedagogies carefully targeted on the agreed entrepreneurial outcomes and the creation of modular training programme for teachers to be offered across the HE sector with the possibility of an associated accreditation. The NCEE (2010) report also called for the creation of a template for entrepreneurship, which would incorporate a definition of what constitutes entrepreneurship in education and address what might be the range of desired outcomes from entrepreneurship programmes. The report stated that such an exercise was currently being undertaken by the NCEE at the time of publication and possible outcomes listed include creating empathy with the entrepreneurial life world, generic entrepreneurship competencies and key entrepreneurial values.

Strategic Direction

• Move forward with a clear Enterprise Alliance mission statement backed by relevant stakeholders: ‘enabling and empowering people in the FE/HE sector to develop impactful and viable enterprises’

• Hold best practice events and forums with different themes throughout the year in order to effectively respond to government and actively contribute to the policy debate

• Encourage research exploring issues surrounding language

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Impact of Enterprise Education and Entrepreneurial Support An identification of how enterprise education is taught and evaluated and the relationship between institutions teaching enterprise and the business world. Main Discussion Outcomes Universities are potentially great environments to foster start-ups due to the networks and access to support they can provide to students. But enterprise education at HEI’s is often seen as a mere element of employability. There also remains a large gap between students’ expectations and the realities of employment. The absence of agreed robust Return On Investment (ROI) measures inhibits the ability to measure impact. There are tensions over how both Universities and impact are measured and similarly, there is a lack of longitudinal research of entrepreneurship which could give insight into the impact of enterprise education over time. Current Policy Drivers There has been an explicit recognition of the discrepancies and shortcomings of research into entrepreneurship and education. In the June 2013 Report on Enterprise Education Impact in Higher Education and Further Education, a number of gaps in related research were identified such as the outputs/impacts of non-formal learning, post course development in SMEs/business start-ups and the measures of enterprise skills/competences gained. The study went on to recommend that BIS develops the scale and scope of a quasi-experimental longitudinal study which could fill gaps in understanding to guide policy and curriculum development in FE and HE. The recommendations made in the aforementioned NCEE (2010) report on ‘Towards the Entrepreneurial University’ could help bridge the gap between students expectations and the realities of employment with regards to entrepreneurship. The report also called on HEFCE and other relevant ministries to review how HE performance in the field of development out of research, and the scholarship of relevance and integration of knowledge might be assessed. A study on staff perspectives of embedding enterprise into the curriculum carried out at Sheffield Hallam University cited that teachers felt that both the students and the university spoke about employability rather than enterprise. It also highlighted that the lack of practical experience available to students in enterprise and entrepreneurial activity rendered formal education insufficient in the area as students don’t understand that the skills they are being taught are required in a workplace environment and don’t pay attention as a result. Collaborative programmes between funding bodies, institutions and business can be used to help provide students with practical experience in entrepreneurship and help bridge the gap between their expectations and the realities of the working world. For instance, in June 2013 HEFCE and UnLtd, the Foundation for Social Entrepreneurs worked with the University of Bath on an ‘Apprentice’ style competition named ‘Uni Pop Shop.’ The competition allows students to test out social enterprise ideas and gives each team a £300 start-up loan, a business mentor and a stall in Spitalfields Market, with the aim to make as much money as possible in a single day.

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Figure 5

Strategic Direction

● Conduct a longitudinal study for alumni ● Conduct Student Enterprise Awareness surveys at all HEIs ● Measure how much time is spent on and how many modules are devoted to enterprise

education in different HEI’s

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Summary It is evident that there is increasing momentum surrounding the expansion and promotion of enterprise and entrepreneurship education. Various HEI’s, private companies, independent charities and governmental organisations have begun pushing entrepreneurship towards the fore of their respective agendas; and though notable progress has undoubtedly been made by these stakeholders within their respective spheres, there remains to be a clear lack of a coherent strategy from which the field can truly develop. Certainly, as this report has identified, there remains a stark dichotomy between the various stakeholders; whether it be based upon financial obstacles, lack of training, lack of awareness or simply language barriers. Much of this could be rectified by conducting extensive research on enterprise education practices and the promotion of entrepreneurship. Indeed, a prominently recurring theme throughout this report and the literature it is based upon has been the lack of substantial longitudinal research, and reports such as those published by BIS and NCGE as early as 2006 have called for this to be addressed. Longitudinal research would allow stakeholders to assess the impact of enterprise education over time, identify best practice, and form a solid foundation upon which future policies and training regarding entrepreneurship and enterprise education could be based upon. Accordingly, it is proposed that the Government allocate funding for a longitudinal study to be carried out by the members of the Enterprise Alliance, in order to both fortify a coherent enterprise agenda and make a decisive step in its advancement.

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Participating Companies ABS The ABS is the voice for the UK’s Business Schools and independent Management Colleges and sets the agenda for business and management education in the UK within an increasingly international environment. It develops influential policies and promotes, communicates and lobbies on these at local, regional, national and international levels as appropriate See more at: http://www.associationofbusinessschools.org/#sthash.hAEAeott.dpuf AGCAS The Association of Graduate Careers Advisory Services (AGCAS) is the professional body for careers and employability professionals working with higher education students and graduates and prospective entrants to higher education. See more at: http://www.agcas.org.uk/pages/about-us EEUK Enterprise Educators UK has been networking, supporting and developing enterprise education for over 10 years. This national network includes over 800 enterprise educators and practitioners from UK Higher and Further Education Institutions. Our purpose is simple - to support our members to increase the scale, scope and effectiveness of enterprise and entrepreneurship education. See more at: http://www.enterprise.ac.uk/index.php/about-us ISBE The Institute for Small Business and Entrepreneurship (ISBE) is a network for people and organisations involved in small business and entrepreneurship research, policy, education, support and advice. - See more at: http://www.isbe.org.uk/AboutUs#sthash.6HgzUFvo.dpuf NACUE The National Association of College and University Entrepreneurs (NACUE) is a non-profit with a mission: to build the most enterprising generation ever known. We’re awakening the entrepreneurial potential of students and graduates all over the UK. NACUE creates and supports student-led enterprise societies at UK universities and colleges. We connect and train enterprising students and graduates. We represent and celebrate the UK’s young entrepreneurs. See more at: http://www.nacue.com/about/ NCEE The National Centre for Entrepreneurship in Education (NCEE) based on Coventry University Technology Park was formerly trading as the National Council for Graduate Entrepreneurship and was created in 2004. NCEE collaborates with many partners and organisations across the UK and internationally. See more at: http://www.ncee.org.uk/about NUS The National Union of Students (NUS) is a voluntary membership organisation which makes a real difference to the lives of students and its member students' unions. We are a confederation of 600 students' unions, amounting to more than 95% of all higher and further education unions in the UK. Through our member students' unions, we represent the interests of more than seven million students. See more at: http://www.nus.org.uk/en/who-we-are/

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The HE Academy The Higher Education Academy champions excellent learning and teaching in higher education. We are a national and independent organisation, funded by the four UK HE funding bodies and by subscriptions and grants. Our mission, as stated in our Strategic Plan 2012-2016, is to use our expertise and resources to support the higher education community in order to enhance the quality and impact of learning and teaching. We do this by recognising and rewarding excellent teaching, bringing together people and resources to research and share best practice, and by helping to influence, shape and implement policy. See more at: http://www.heacademy.ac.uk/about UKBI UKBI is the membership association of organisations and professionals actively involved in enterprise, innovation and sustainable economic growth. UKBI is the independent voice of business incubation and accelerated growth, influencing policy at local, national, European and international levels UKBI works with its members across a wide range of public and private sectors, supporting practitioners and stakeholders in the development of quality business growth environments in which their client businesses can succeed. UKBI provides tangible benefits to its members, enhancing their ability to provide value added services to their clients. UKBI plays a key role in promoting the development of sustainable growth of UK and international businesses and consequently benefiting society as a whole. See more at: http://www.ukbi.co.uk/ Vitae Vitae champions the professional and career development of postgraduate researchers and research staff in higher education institutions and research institutes. We work in partnership with higher education institutions, research organisations, funders, and national organisations to meet society's need for high-level skills and innovation and produce world-class researchers. See more at: http://www.vitae.ac.uk/policy-practice/1397/About-Vitae.html

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About the Enterprise Alliance

The Enterprise Alliance is a three-way partnership between the National Association of College and University Entrepreneurs (NACUE), Enterprise Educators UK (EEUK) and the Institute for Small Business & Entrepreneurship (ISBE). The Enterprise Alliance provides an independent voice for enterprise and entrepreneurship education in UK Universities and Colleges. The Enterprise Alliance UK has the following goals:

● To provide an informed and independent voice for enterprise and entrepreneurship at national level in higher education across the UK.

● To promote enterprise awareness, education and practical support for entrepreneurship within and beyond the educational sector.

● To demonstrate and disseminate the highest professional standards of enterprise and entrepreneurship education, practice and support, informed by active research and innovation within our shared membership.

● To ensure that all students have the opportunity to experience in curricula and extra curricula enterprise and entrepreneurship learning as part of their studies.

● To gain governmental support throughout the UK for the development of enterprise and entrepreneurship education for all students in higher education.

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Bibliography Figure 1: Count of non formal EE providers by region (BIS 2013 - see Bibliography) Figure 2: Proportion of HE or FE offering formal enterprise education by region (BIS 2013 - see Bibliography) Figure 3: The entrepreneurial leader (Gibb 2010 - see Bibliography) Figure 4: The basis of the triple helix model (Gibb 2010 - see Bibliography) Figure 5: Towards an appropriate model for entrepreneurial teaching (Gibb 2010 - see Bibliography) Young Enterprise (2013) ‘Tenner’ Available at: http://www.tenner.org.uk/about-tenner Last Accessed: 17/09/2013 UCL: University College London: London's Global University (2013) ‘Knowledge Transfer Champions’ Available from http://www.ucl.ac.uk/enterprise/about/kt-champions Last accessed: 17/09/2013 University of Cambridge Enterprise (2013) ‘Annual Review 2012 - 2013’ Available at: http://www.enterprise.cam.ac.uk/performance/annual-reviews Last accessed: 17/09/2013 Start up Loans UK (2013) ‘About us - Start Up Loans’ Available at: http://www.startuploans.co.uk/about-us/ Last Accessed: 17/09/2013 BIS: Department for Business, Innovation and Skills (2013) “Enterprise education in Higher Education and Further Education: Final Report” June 2013. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/208715/bis-13-904-enterprise-education-impact-in-higher-education-and-further-education.pdf Last Accessed: 17/09/2013 Watton, P (2009) “Plymouth University: Pioneer with Plymouth University, Embedding Enterprise in Higher Education” Available at: https://www1.plymouth.ac.uk/enterprise/Pages/he.aspx Last Accessed: 17/09/2013 BBC News (2011) “Business: David Cameron, Now is the time to start business” Available at: http://www.bbc.co.uk/news/business-12877083 Last Accessed: 17/09/2013 BIS: Department for Business, Innovation and Skills (2011) “Announcement, Start up Britain: Groundbreaking campaigns and projects announced to help inspire and support new businesses in the UK.” Available at: https://www.gov.uk/government/news/startup-britain Last Accessed: 17/09/2013 Wilson, T (2012) “A review of Business - University Collaboration” Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/32383/12-610-wilson-review-business-university-collaboration.pdf Last Accessed: 17/09/2013 Dada, L,. Jack, S,. George, M. (2013) Institute for Entrepreneurship and Enterprise Development at Lancaster University Management School, UK. “Toward a theory of University-Business Engagement Franchising” Available at: http://tha2013.org/index.php/tha/2013/paper/downloadSuppFile/393/131 Last Accessed: 17/09/2013

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NCUB: National Centre for Universities and Business (2011) “Working with SME’s” Available at: http://www.ncub.co.uk/our-findings/higher-education-sme-interaction-working-with-smes.html Last Accessed: 17/09/2013 Grant, K., Hook, K., Quairney S., (2012) Paper Presentation on Enterprise in HE: Embedding Enterprise in the Curriculum” Sheffield Hallam University. Available at: http://www.slideshare.net/viscabarca/2012-paper-presentation-on-entreprise-in-he Last Accessed: 17/09/2013 Higher Education Funding Council for England HEFCE (2013) “Students become Social Entrepreneurs at Spitalfields Market” Available at: http://www.hefce.ac.uk/news/newsarchive/2013/name,82570,en.html Last Accessed: 17/09/2013 Gibb, A,(2010) The National Council for Graduate Entrepreneurship (NCCE) “Towards the Entrepreneurial University: Entrepreneurship education as a lever for change” Available at: http://www.ncee.org.uk/publication/towards_the_entrepreneurial_university.pdf Last Accessed: 17/09/2013 Oslo (2006) 26th-27th October ‘Entrepreneurship Education in Europe: Fostering Entrepreneurial Mindsets through Education and Learning" Available at: http://ec.europa.eu/enterprise/policies/sme/files/support_measures/training_education/doc/oslo_agenda_final_en.pdf Last Accessed: 17/09/2013 QAA( 2012) Directors report and financial statements for the year ended 31st July 2012, Available at: http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Directors-report-2012.pdf Last Accessed: 17/09/2013

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http://www.enterpriseallianceuk.co.uk/

Contact Details

Dr. David Bozward david@nacue.com Tel: 07970778000