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The purpose of this paper is to provide a quantitative multicriteria decision‐making approach to knowledge management in construction entrepreneurship education by means of an analytic knowledge network process (KANP).

The KANP approach in the study integrates a standard industrial classification with the analytic network process (ANP). For the construction entrepreneurship education, a decision‐making model named KANP.CEEM is built to apply the KANP method in the evaluation of teaching cases to facilitate the case method, which is widely adopted in entrepreneurship education at business schools.

The study finds that there are eight clusters and 178 nodes in the KANP.CEEM model, and experimental research on the evaluation of teaching cases discloses that the KANP method is effective in conducting knowledge management to the entrepreneurship education.

As an experimental research, this paper ignores the concordance between a selected standard classification and others, which perhaps limits the usefulness of KANP.CEEM model elsewhere.

As the KANP.CEEM model is built based on the standard classification codes and the embedded ANP, it is thus expected that the model has a wide potential in evaluating knowledge‐based teaching materials for any education purpose with a background from the construction industry, and can be used by both faculty and students.

This paper fulfils a knowledge management need and offers a practical tool for an academic starting out on the development of knowledge‐based teaching cases and other teaching materials or for a student going through the case studies and other learning materials.

The purpose of this paper is to explore the entrepreneurial‐directed approach to entrepreneurship education by discussing different teaching techniques aimed at infusing entrepreneurial skills and behaviour among students in the university setting.

The authors experimented with the entrepreneurial‐directed approach in their university‐level teaching, and used a combination of qualitative research methods and observation techniques to evaluate its feasibility and applicability. Information sources analysed include written material, e.g. learning diaries provided by the students, teachers' observations, and group discussions during the programme.

The study provides information on recent studies on entrepreneurship emphasising the core role of opportunity – discovering, evaluating and exploiting it – and reviews teaching techniques currently used in entrepreneurship education. The entrepreneurial‐directed approach seems to be well suited to the teaching situation as it encourages students to broaden their perspectives, and also to develop the entrepreneurial skills and behaviour required for their studies.

The paper provides a useful source of information for teachers interested in developing a more entrepreneurial approach, as well as for academics interested in the substance and nature of entrepreneurship education. The approach represents an experiential learning challenge to teachers and students in that it decreases the predictability and control of the teaching situation, on the other hand, increases the interest in learning and teaching.

The value of the approach is in integrating knowledge, experience and action within one entrepreneurship programme.

The purpose of this exploratory research was to investigate whether: entrepreneurship in the higher education context can be distinguished by disciplined‐based needs; and curricula can be developed around these needs.

The authors reviewed the literature related to the development of professions in order to establish a sound theoretical base to distinguish disciplines that require stringent criteria, and which potentially would challenge the introduction of a more flexible curriculum that includes contemporary concepts such as entrepreneurship. The research then focused on two other groups of disciplines which lead to entrepreneurial opportunities with distinct needs in (principally) people management and intellectual property law. This discussion was couched in the occupational motivation literature. Semi‐structured interviews (n=31) were conducted with individuals randomly selected from three groups associated with an American Land Grant Research University. Additional survey data were collected from 58 respondents.

The research found support for the categorization of disciplines into the framework of profession‐, industry‐, or invention‐based entrepreneurial ventures.

Although this is an exploratory investigation, the framework sets out clear pathways through the entrepreneurial processes and has crucial implications for a variety of stakeholders. For example: curriculum designers will be better able to understand and address the demands and vagaries of multiple disciplines; critical assumptions (that often plague those involved with technology transfer) will be able to be addressed prior to or in the early stage of the commercialization process because inventors will be better informed and prepared; equity stakeholder negotiations (particularly those that involve government‐operated institutions) will be more realistic as both parties, over time, become increasingly “market‐savvy”; and students (tomorrow's entrepreneurs) will be better able to plan for an entrepreneurially‐focused career.

The small to medium‐sized enterprises (SMEs) development has been the subject of a growing interest among academics and practitioners, as well as multilateral institutions. However, the interest in the growth of African business evolution has been under‐researched, even as developments and market dynamics are increasingly impacting this sub‐sector, especially in the UK. The urgent need arises for a study that enables practitioners and educators and also lends some insight into the possibilities and limitations in the UK environment, with a view to improving entrepreneurial education that is focused on these minorities. This paper aims to fill that gap.

This study focuses on the development of black African SMEs (BASMEs) in London by examining the various factors that impact their development. A qualitative methodological approach was used to gain a better understanding of the BASMEs.

This research proceeds by developing a conceptual matrix to classify the black Africans into four but significant emergent groups. It also discusses the trend of growth in the last decade. Finally, it draws conclusions on managerial implications, by identifying the various social, economic and environmental limitations that impact (BASMEs') growth.

A substantial part of this study was based on secondary data. There appear to be several areas in need of further research. Further in‐depth research is required to assess the characteristics of BASMEs.

The study enables practitioners, policy makers and educators to have an insight into the possibilities and limitations in the UK environment. It will help to improve entrepreneurial education and policies that are focused on these minorities. It goes on to make suggestions as to how those may be improved, as well as identifying new areas of possible research.

The study provides all interested parties, the African businesses and other ethnic businesses, with a more robust body of literature and information from which new and further research can be built and expanded.

The purpose of this research was to investigate using the seminal writings of Schumpeter and Kirzner as a guide – individuals who are potentially involved in entrepreneurship can be identified as being innovators or opportunity‐alert. Specifically, this exploratory project attempts to answer the following question: “Are some individuals better at being innovators, while others are better able to recognize entrepreneurial opportunities and, if so, does academic‐career training matter?”

The study relied on purposive sampling and received survey responses from postgraduate students in business and engineering. The 26‐item survey was made up of demographic indices and questions from the Schumpeter and Kirzner literature. A total of 242 business and 525 engineering students received the e‐mail from academic advisors. Usable responses were received from 36 business students (15 percent response rate) and 67 engineering students (13 percent response rate).

The research found evidence that individuals with engineering training were not as proficient at recognizing opportunities as their business‐trained contemporaries.

This is an exploratory research project which acknowledges the associated limitations. As well as contributing to a deeper understanding of two core entrepreneurship topics these findings have pedagogical and practitioner implications. From a pedagogy vantage point, instructors will be better equipped to frame courses in entrepreneurship if they better understand the propensity of their audience. The results indicate that this is particularly relevant to engineering schools. In practitioner terms, funding groups and various supporters of entrepreneurs (business angels, family financiers, and the like) will be better able to understand and work with individuals if they are aware that they are not, for example, alert to new opportunities.

This paper contributes to a deeper understanding of innovation and opportunity alertness.

The purpose of this paper is to describe the influence of the creative industries on design education in New Zealand.

A range of contemporary literature is presented to help define the term “creative industries”, and to locate this new “culture of creativity” within a wider global trend of creative cultural theory.

Cultural policy initiatives from Britain, Canada and New Zealand are reviewed and used to demonstrate how creative industries theory has sought to combine social, cultural and economic development.

This paper is primarily concerned with recent changes to design education and the ways in which universities and polytechnics are attempting to meet the challenges of this new holistic approach to creativity and innovation.

In the final section the concept of interdisciplinary study of design is explored. This new model is developed through the example of a new interdisciplinary programme structure developed by the Wellington Institute of Technology in New Zealand.

In conclusion the concept of a “virtuous cycle” is used to describe the relationship between design education and the creative industries. This paper argues that, if this cycle continues, the creative industries will expand to become the model for a new economy based on social, cultural and economic entrepreneurship and change.