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This case study aims to show how a strategic intervention, using an in-house delivered university entrepreneurship education program, cultivates an entrepreneurial mindset and effective innovation culture amongst company staff. The intervention produces a measured change in staff decision making style from analytical to a more intuitive style. Also assessed is the resulting management-style change to the firm’s internal environment, strategic motivation and performance.

Through a qualitative longitudinal study of Partners and staff in the firm, the authors measure the impact of the selection, integration and performance of in-house entrepreneurship education on firm culture.

The authors identify organisation factors that inhibit staff entrepreneurial behaviour and by integrating an in-house education intervention, demonstrate unambiguously the resultant effective culture and entrepreneurial mindset.

Generalising results from this single longitudinal case study requires caution. The positive outcome from the in-house education concept can be considered for further evaluation within other organisations.

Using an entrepreneurial health-audit to assess in-firm cultural behaviour enables management to identify factors fostering/inhibiting entrepreneurial activity and devise interventions to cultivate a firm-wide entrepreneurial mindset.

In-house education is not a new concept, but a targeted focus on entrepreneurship applied strategically to a committed firm shows outstanding results. The added-value is in the demonstrated enhancement to effective innovation outcomes.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/eb008720. When citing the article, please cite: Tim Knowles, David Egan, (2001), “The Changing Structure of UK Brewing and Pub Retailing”, International Journal of Wine Marketing, Vol. 13 Iss: 2, pp. 59 - 72.

This article addresses the claim, particularly popular in the 2000s and implicitly resting on a segmentation view of the labour market, that a flexible labour market-driven immigration policy (within the EU as well as from outside), often associated to a ‘Canadian model’, would respond to the economic needs of continental European countries.

A comparative historical approach is applied, including analysis of historical series of unemployment and migration data and a qualitative analysis of secondary sources on Germany, Spain and Canada, selected as best representatives of different labour market and immigration regimes. The research asks to what extent, and how, immigration has been used as a ‘buffer’ for labour market uncertainty.

Against ideas of a ‘Canadian’ model advertised in Europe (e.g. Germany), the historical and quantitative analysis shows that Canada itself has moved from short-term labour market-driven immigration policies to more long-term approaches. In fact, there has been a stronger labour market-migration link in Spain, but not without problems,

The article is a small-N comparison of critical cases, that is most different labour market models. Major demographic and geographic differences exist between the three countries, which raises even more scepticism about the suitability of a Canadian model in Europe.

The policy implications are centred on the detected paradox of labour market-driven immigration policies: in order to be sustainable, they need to have a long-term orientation and involve some degree of social integration policies.

The article adds to comparative studies of migration policies through a stronger link to labour market analysis and in particular issues of uncertainty and segmentation.

The article reflects the concerns of the author that little use has been made of learning theories to assess the potential or the actual achievement of the case method in management development.

The ideas of learning theorists – Knowles, Kolb, Argyris and Revans –are reviewed, and their relevance to the learning from the case method is assessed.

The article says that simply to claim that case studies “work” is intellectually lazy, and provides no basis for comparison with other methods.

It is proposed that if tutors used insights from these theorists they would both improve their contribution to how people learn, but also improve the understanding of learners about their learning. This could for example be achieved by using time on the case session itself to improve the capacity of participants to learn with and from each other.

Shows the limits of the case method.

It is argued that management development has been too concerned with inputs instead of outputs. The author′s research on learning styles is described and his most recent work on how managers learn from work experience is discussed. This is shown to be driven by four approaches – intuitive, incidental, retrospective and prospective.

Neurodiversity can be considered a cognitive disability that marginalizes people who experience and interpret the world differently. An estimated 19% of all US college students have disclosed a disability (NCES, 2021). Typical forms of neurodiversity are attention-deficit hyperactivity disorder (ADHD), autism, and dyslexia. There is a growing belief that entrepreneurship is well suited for neurodivergent individuals because they can specifically design and control their environments resulting in a better fit and more positive outcomes (Austin & Pisano, 2017). There is also the belief that neurodivergent people’s unique perspectives and “superpowers” lead to new innovative ways of thinking and doing business. These superpowers can allow neurodivergent people to hyper focus and outperform others (Austin & Pisano, 2017).

However, real challenges counter these positive outcomes. For example, while those with ADHD are often drawn to being entrepreneurs because they can quickly initiate, improvise, and seek novelty – their ability to engage in reflection, thoroughness, and efficiency is strained. Thus, ADHD helps and hinders entrepreneurs (Hunt & Verhuel, 2017). The same holds true for other types of neurodiversity.

Entrepreneurship education becomes more nuanced as it matures and grows. An example is the “learn by doing” method of teaching entrepreneurship. Grounded in self-determination and planned behavior theories, “learn by doing” highlights the importance of autonomy, competence, and relatedness when engaging in entrepreneurship endeavors. Heutagogy (self-guided learning) and andragogy (applied learning) approaches have an effective impact on this type of entrepreneurship pedagogy. However, these open-ended approaches present barriers for neurodivergent learners who need more structure with projects broken down into small steps.

This chapter presents a case study view of how Universal Design for Learning (UDL) frameworks support “learn by doing” approaches to build a neurodivergent-friendly entrepreneurship mindset on campus. It includes a combination of approaches that support executive function (EF) mastery, assessment, and self-development, including multimodal ways of teaching (visual, audio, and kinesthetic), self-regulation, and social interactions. Here, the authors demonstrate how neurodivergent students learn to anticipate, manage, and benefit from their differences using the UDL engagement–regulation–persistence Framework. The lessons shared in this chapter can help entrepreneurship educators see ways various teaching methods can benefits all learners and how the addition of various programs can be more inclusive for neurodivergent students.

New B.C.I. chairman Sir Peter Lane has been appointed chairman of Brent Chemicals International PLC. Sir Peter, who is esnior partner of Binder Hamlyn, has been a non‐executive director of Brent Chemicals International since 1976 and was previously chairman of Savilles Hydrological Corporation, now part of Reddish Savilles Ltd, one of the major operating companies in the B.C.I. Group.

Problem librarianship in weeding book collections has reached epidemic proportions with serious short‐ and long‐range ramifications for everyone, especially for scholars in the humanities. Although a number of books and articles in recent years have set forth eminently sensible rationales for such weeding, deselection, or deaccessioning (as it is variously called), in actual practice pragmatism shaped by funding exigencies and a new business mentality among librarians generally pro‐duces disturbing results. The business viewpoint has brought fundamental shifts in how things are done, and as Larry N. Osborne suggests in “Hassling Memorials” (Library Journal 662, March 15, 1978), many librarians feel that “strategically the best thing they can do is load the board with young management types.” Such trustees, most of whom slid through school without Latin and maybe without French, and without much history, art, music, or literature either, are doubtless akin to many of the young librarians themselves, if you view the MLS as a weak academic credential. For managers, performance is the bottom line, and it is reflected in numbers—numbers of book circulated, numbers of books requested that are available in a given library, numbers of users of one collection of books within a library vis‐a‐vis other collections, even the cost of keeping a book in the library for a year figured by dividing the library budget by the number of volumes on the shelves. Not many people want to know that it costs $2.47 to keep Athenaeus on the shelves if nobody is reading Athenaeus. Such managers may value an attractive dust jacket over what is inside the book, preferring a small, easy‐to‐carry corrupt text over a ponderous definitive edition.