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The link between entrepreneurial intention and positive attitudes towards entrepreneurship for established and nascent entrepreneurs has been well documented in the extant literature, with the theory of planned behaviour (TPB) viewing entrepreneurial intention as a pre-requisite for entrepreneurial pursuit. Whilst scholars generally agree on these insights, little empirical evidence exists on how marginalised social groups can convert their intentions into action. This study aims to understand to what extent the elements of TPB, the attitudes towards entrepreneurship, self-efficacy and subjective norms, help explain the emergence of entrepreneurial activity amongst marginalised demographic groups.

This research focuses on unemployed women residing in social housing located in a deprived urban area of the United Kingdom to empirically examine how multiple layers of disadvantage faced by this group shape their motivations and intentions for entrepreneurial pursuit. A multi-source qualitative methodology was adopted, drawing upon inductive storytelling narratives and extensive fieldwork on a sample of unemployed ethnic minority women residing in social housing in a deprived urban area of the United Kingdom. Community organisation representatives and housing association employees within the social housing system were included to assess the interpretive capacity of TPB.

The findings display that TPB illuminates why and how marginalised groups engage in entrepreneurship. Critically, women’s entrepreneurial intentions emerge as a result of their experiences of multiple layers of disadvantage, their positionality and the specificity of few resources they can activate from their disadvantageous position for entrepreneurial activity.

By illuminating the linkages between marginalised women’s positionality and their associated access to the limited pool of resources using the TPB lens, this study contributes to emerging works on disadvantaged populations and entrepreneurial intention-action debate. This work posits that despite facing significant additional challenges through their positionality and reduced ability to mobilise resources, women in social housing can defy the odds and develop ways to overcome limited capacity and structural disadvantage.

The aim of this paper is to explore how creative disciplines education is taught, delivered, and assessed, and how this might inform the development of enterprise education UK.

The paper makes use of empirical data from three main sources across creative disciplines: interviews with entrepreneurs; job adverts for lecturing staff; and a survey of educators. This approach offers multiple perspectives on hypothesis development as well as the validation of emergent result.

The analysis of the three strands of data highlights the benefits of contextualized enterprise education. It confirms that ideas assessment techniques within creative disciplines are well embedded in practice and applied consistently within the context of an academic framework.

An exploration of delivery styles and ideas assessment in the creative sector has highlighted a potential model which could be adopted by generic enterprise education in business schools and other faculties. Potentially, it offers educators a template for assessment of entrepreneurial ideas.

This paper highlights characteristics of creative discipline education and ideas assessment, which might potentially be a model for teaching enterprise within an academic framework, which could be adopted by enterprise educators.

This paper seeks to report on the current state and attitudes towards Enterprise Curriculum within higher education (HE) for the creative industries sector. It is based on preliminary findings from the Creative Enterprise Conference (2006) held at UCE Birmingham, which examined the role of HEs in developing future entrepreneurs in this important sector of the UK economy.

This paper explores issues related to enterprise curriculum development in HE through in‐depth qualitative analysis of plenary sessions, focused discussions and workshops. A number of stakeholders, including policy makers, academics, researchers and practitioners were invited to explore relevant issues appertaining to “creative enterprises” in the UK.

This paper presents a critical evaluation of the growing specialist literature, activity and research in creative industries, notably: research needs, paucity of pedagogical materials, characteristics of “creative entrepreneurs” as well as how, when, where and in what way should “creative” students be taught about entrepreneurship and self‐employment.

The study offers stakeholders a critical perspective on current attitudes and practices within creative industries. This paper offers interested parties an opportunity to consider and reflect on how HE can develop relevant curriculum and deliver enterprise education that is pertinent to students who intend to operate in this important sector of economic activity.

By capturing current attitudes and good practice in creative industries, this paper emphasises enterprise curriculum development and implementation in a relatively underdeveloped aspect of educational research. It makes tentative suggestions and recommendations on how HE and policy makers might respond to current and future enterprise education needs.

The purpose of this study is to explore the views of partners as to the process and operation of TE3 in relation to community of practice (CoP) principles in order to identify success factors fundamental to continued active participation in and promotion of enterprise education.

This study used a narrative methodology via semi‐structured interviews. The aim was to capture both positive and negative perceptions of involvement from key partners within the project. A manual thematic approach was taken to analyse the data collected and through this common threads, trends and issues were identified.

The findings of this paper focus on the nature, benefits and power of this unique cross‐university collaboration, in facilitating and stimulating enterprising and entrepreneurial activity amongst students, graduates, and potentially, local small to medium‐sized enterprises.

These findings are set within the context of delivering some key policy‐driven objectives, i.e. to support and create not only future entrepreneurs, but also enterprising groups and individuals, and to increase the use of technology‐enhanced and blended learning throughout higher education. It will be of interest to individuals and educators working in those areas and to policymakers seeking new routes to develop an entrepreneurial culture.

This is a unique project in terms of multiple university partners collaborating on third stream activity. The findings of this evaluation and its approach add to this otherwise scarce and under researched territory.

This paper sets out to critically evaluate contemporary entrepreneurship education initiatives in the UK. The authors seek to compare and contrast various entrepreneurship education methods, approaches and curricula as well as relevant outcomes, in the UK context.

Longitudinal case studies were used, over a ten‐year period (1995‐2004), to analyse in‐depth qualitative data relating to the development and implementation of various approaches to entrepreneurship education, in a sample of 40 new and established universities in the UK.

A number of interesting findings have emerged from this longitudinal study. It appears that conceptual and contextual as well as design and delivery factors can impact significantly upon entrepreneurship education courses developed in UK HEIs. Furthermore, a number of actual and perceived barriers needed to be overcome or mitigated in order to facilitate a better understanding of stakeholder needs and contributions.

Measuring the outcomes of entrepreneurship education in the UK is still proving ellusive. This study provides a longitudinal overview of current entrepreneurship education initiatives in order to gain a better understanding of the scope and limitations of this type of educational programme.

This paper presents an empirically rigorous, longitudinal case study approach to a rapidly growing aspect of higher education in the UK. The richness of the emergent data offers a valuable insight into pertinent aspects of entrepreneurship education and stakeholder needs and contributions.

Firefighting can pose a number of psychological health risks due to the nature of the job. Previous studies have examined the relationship between distress symptoms in firefighters and factors such as age, experience in the service, workload, sleep and alcohol use. However, the relationship between risk factors and mental health problems in firefighters remains unclear. In the present study, the authors aim to assess mental distress among Muscat firefighters using the Brief Symptom Inventory-18. The authors expected that this research will allow researchers to determine the prevalence of mental distress among Muscat firefighters and assess the role of the above risk factors on the ratio.

The assessment includes the prevalence of anxiety, somatization and depression symptoms among firefighters. The impact of sociodemographic factors, sleep problems and smoking on symptomatic cases was also evaluated. Data was collected from 110 firefighters then processed as per instructions in the BSI-18 manual to identify clinical cases in each of the three scales of the assessment.

Results show that all factors influence the number of cases to different extents. Young, single firefighters with high school level education were found to have the highest number of extreme cases followed by those who are non-smokers and satisfied with their job. This study did not find a relationship between sleep disorder and job dissatisfaction with regard to the number of critical cases. The prevalence of anxiety, somatic and depression cases among firefighters was found to be 11.8%, 10.9% and 10%, respectively. These findings have implications for fire service work-organization policies and for the development and monitoring of treatment programs for firefighters.

This work presents a comprehensive assessment on common factors that may impact prevalence of mental distress among an underrepresented firefighter community. These findings have implications for fire service work-organization policies and for updating current monitoring programs or updating new programs for firefighters.

As the field of leadership education continues to prioritize learning in leadership, it is important to ask the question: What do we know about the learning process itself? Conceptual change, a learning framework used in educational psychology, can help to explain learning in leadership. Research on conceptual change in the social sciences is emergent and ripe for further exploration. Until the results of such research are readily available, there are some pedagogical tools produced by conceptual change researchers that leadership educators might find valuable in curriculum design. This paper introduces conceptual change theory and research to leadership educators as a viable framework from which to research learning in leadership, and presents pedagogical tools that encourage deeper learning through conceptual change

Alliances and code sharing have become increasingly popular among airlines of all sizes as costs associated with expansion become impractical. To remain cost efficient and compete effectively in various markets, most airlines have formed alliances with other airlines to further strengthen their economic potential. Economic benefits of alliances and code sharing are examined. Either arrangement gives the airline a competitive advantage over those that do not enter into these agreements.

Literature suggests that mentally disordered offenders are considerably more difficult to treat and slower to respond to psychological treatment. Less is known about the particular factors that can contribute to this resistance. A more comprehensive understanding of the factors that treating psychologists feel can promote or inhibit progression through rehabilitative treatment may increase the likelihood of positive clinical outcomes. This paper aims to discuss these issues.

Four practising psychologists employed within a male medium- and low-secure forensic unit in the North East of England took part in a semi-structured interview. Their views, opinions and experiences regarding patient progression through treatment pathways were recorded, transcribed and analysed.

This thematic analysis identified that numerous patient-specific parameters influenced perceived progression, and environmental and external factors had a significant impact on the patients’ expressed attitude towards treatment.

Alongside issues of motivation and engagement, participants identified external factors that influence perceived treatment success with their forensic patients.

Additional research is needed to identify the factors that are the most influential in promoting or inhibiting perceived and actual progress. This will hopefully optimise treatment engagement and the motivation to change problematic behaviours in mentally disordered offenders.