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Experiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowledge and understanding of the underlying pedagogic learning theories and practice. This paper brings educational theory and pedagogic practice together in a three-stage framework of the experiential entrepreneurship learning process to support entrepreneurship educators within further and higher education.

This paper reviews and brings together the seminal educational theories and philosophies of constructivism, objectivism, Kolb's (1984) theory of experiential learning, Schön's (1983) reflection-in-action and Mezirow's (1997) theory of transformative learning, to develop a framework which underpins the experiential entrepreneurship learning process.

This paper develops a three-stage framework which informs the roles of an educator and a learner in experiential entrepreneurship education within further and higher education, based on educational theories and philosophies that inform the learning process.

The developed framework supports the pedagogic competence of educators in the delivery of experiential entrepreneurship education through a deeper understanding of the supporting theory that informs the pedagogic practice. This will provide consolidation to enable educators to maximise the effectiveness of their educational practice (Kaynardağ, 2019) and can increase the legitimacy of entrepreneurship education (Foliard et al., 2018).

This paper meets calls in the literature to provide a closer engagement between educational theory and pedagogic practice to afford guidance as to how educators can navigate some of the different educational theories and philosophies to consolidate the effective delivery of quality experiential entrepreneurship education. Applying seminal educational theories and philosophies to ensure the quality of experiential education can support the legitimacy of experiential entrepreneurship education.

This work makes a case for legitimacy as a framework with which to examine how educators made decisions about implementing entrepreneurship education (EE) in higher education institutions (HEIs) to better understand the educator within the educational ecosystem. It then uses a new legitimacy framework that includes self-legitimacy to examine the issues a group of educators in China encountered when implementing new constructivist entrepreneurship modules in their non-entrepreneurship curricula.

The researchers utilized focus groups to collect data from 24 groups of educators at HEIs in 4 regions of China. The researchers used a bottom-up thematic analysis process to identify themes and used legitimacy as a lens to analyze the data.

The results are presented in three main categories: theorization, or how the practice aligns with existing practice; diffusion, or how the practice is perceived by stakeholders; and self-legitimacy, or how the practice impacts the educator’s image of the self. The data show that legitimization of their constructivist EE practice has not occurred at each of these stages, leaving educators struggling to rationalize how the new practice fits into their existing ecosystem.

Using legitimacy as an approach, the research adds to an understanding of how and why entrepreneurship educators adopt practice and how they are empowered to change practice within their existing institutional structures. It brings different legitimacy theories into one framework to examine changes to EE practice and it applies self-legitimacy to education, an area previously only examined in high power distance situations like law enforcement, but which is appropriate for high power distance educational cultures like China.

The purpose of this paper is to investigate the effectiveness of an experiential learning approach, available to students in all disciplines that combined a hands-on entrepreneurial and enterprise experience with professional consultant mentoring by using a competition to win business start-up funding.

Students at a UK University had the chance to enter a competition in which they developed an entrepreneurial idea and then designed and presented a business plan to win business start-up capital. Students who were entrepreneurially motivated, but who lacked capital to start-up their business, were targeted, as these students have been argued to benefit the most from a combination of business plan training and entrepreneurial development. Feedback and data were obtained from the students at each stage of the process and was thematically analysed to assess the development of students’ entrepreneurial skills and knowledge through the experience.

The research found that the benefits gained from this approach included both enterprising and entrepreneurial skills, with the greatest impact being on student confidence and belief in their ability to start a business. The practical skills had a “demystifying” effect on students that made them feel like entrepreneurship and enterprise start-up were attainable.

The research focused on students at one UK University and centred on entrepreneurship in a retail business. The competition thus appealed mainly to students who were interested in retail start-up, thus leaving out some enterprising students whose feedback may have been different. In addition, while entrepreneurial skills are assessed in the data, the students who would be interested in the competition would be assumed to be proactive, and this skill was not able to be analysed. This research is a single case, and thus could be enhanced by more cases and looking at other enterprise start-up means beyond retail.

This research makes a case that, in light of literature critical of the use of business plan training in entrepreneurship education, certain students are appropriate candidates for this approach. Specific skills and knowledge can be developed in university students using a live enterprise experience, supported by entrepreneurial mentoring. By making the event extracurricular, the study sought to capture the feedback of students who self-selected into the programme, who can benefit most from combined entrepreneurial and business plan development experience.

Excessive alcohol consumption is a major cause of health and social problems in the UK. Research has shown that alcohol‐related problems are responsive to early identification and brief intervention in primary health care. However, primary health care professionals have generally been reluctant to implement alcohol screening and brief intervention into routine practice. Addressing this issue has been the latest focus of an ongoing World Health Organization (WHO) Collaborative Project. The present study (Phase IV) is concerned with the implementation of screening and brief intervention materials and procedures for widespread and routine use in primary health care.

Describes the Asian Librarians and Arts Officers Group (ALAG) aims as to improve library and arts services to the Asian communities present in Britain including the varied needs of people from the Indian sub‐continent. Notes that information on the diversity between countries, cultures and communities is disseminated through leaflets, stock provision and “cultural awareness” training. Covers ALAG′s views on anti‐racism and their future training courses.

This article presents the Impulsive Lifestyle Counselling program, a time-limited psychoeducational approach to increasing patient awareness of antisocial personality disorder and its consequences.

This article describes the ILC program, a program developed as an add-on to treatment for substance use disorders, gives examples of issues and patient-counsellor interactions in the ILC sessions.

During the ILC sessions the patients engaged with the counsellors in diverse ways, reflecting the varying levels of psychopathology and overall functioning and barriers and incentive for lifestyle changes.

Patients with substance use disorder and comorbid antisocial personality disorder can receive better care with brief counselling that focuses on antisocial behavior and thinking. More diverse evidence-based treatments are needed for this disorder.

The purpose of this paper is to advance understanding about the facilitation process used in complex implementation projects, by describing the function of novice clinician facilitators, and the barriers and enablers they experience, while implementing a new model of care for managing hospital malnutrition.

Semi-structured interviews were undertaken with local facilitators (n=7) involved in implementing The SIMPLE Approach (Systematised Interdisciplinary Malnutrition Pathway Implementation and Evaluation) in six hospitals in Queensland, Australia. Facilitator networks and training supported the clinicians acting as novice facilitators.

Key functions of the facilitator role were building relationships and trust; understanding the problem and stimulating change through data; negotiating and implementing the change; and measuring, sharing and reflecting on success. “Dedicated role, time and support” was identified as a theme encompassing the key barriers and enablers to successful facilitation.

When implementing complex interventions within short project timelines, it is critical that novice clinician facilitators are given adequate and protected time within their role, and have access to regular support from peers and experienced facilitators. With these structures in place, facilitators can support iterative improvements through building trust and relationships, co-designing strategies with champions and teams and developing internal capacity for change.

This case study extends the knowledge about how facilitation works in action, the barriers faced by clinicians new to working in facilitator roles, and highlights the need for an adapt-to-fit approach for the facilitation process, as well as the innovation itself.

The main purpose of this study is to create a complete physico‐chemical characterisation of Romanian heather honey.

A total of 30 samples of heather honey were harvested from three different geographical areas (Fântânele, Călăţele, Mărişel) from Transylvania region (Romania). This study contains a complete characterization of heather honey regarding its physico‐chemical composition, total phenols content, flavonoids content, antioxidant activity (expressed as radical scavenging activity – RSA) and micro‐ and macroelements content.

The results obtained for the total phenols content and total flavonoids demonstrate that honey samples have good bioactive properties and the antioxidant activities are similar to those of dark honeys. Heather honeys normally have a high content of minerals, having their origin in soil. All quantified minerals in heather honey presented values higher that those reported for other types of honey.

Heather honey is a very important type of honey for consumers, which due to its features has a high price on the local market. This study provides the main analytical methods for honey quality determination, which is very important for the students.

For the first time in Romania a complete study of heather honey was done.

Discourses of racism have always circulated within US classrooms and, in the current sociopolitical climate, they move with a renewed sense of legitimacy, entitlement and violence. This paper aims to engage the consequences of these shifts for the ways that racism works in university-based classrooms and, more specifically, through the authors’ own teaching as White language and literacy educators.

This teacher narrative reconceptualizes moments of racialized violence in the courses, as constructed via circulating discourses of racism. The authors draw attention to the ways that we, as White educators, authorize and are complicit in this violence.

This paper explicates a praxis of questioning, developed through efforts to reflect on our complicity in and responsibility for racial violence in our classrooms. The authors offer this praxis of questioning to other White language and literacy teachers as a heuristic for sensemaking with regard to racism in classrooms.

The authors situate this paper within a broader struggle to engage themselves and other White educators in work for racial justice and invite others to take up this praxis of questioning as an initial step toward examining the authors’ complicity in – and authorization of – discourses of racism.