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Agreement with Napoleon's suggestion that Britain was a nation of shopkeepers has not, in itself, brought about an increased consciousness in our educational system that a knowledge of the process of wealth‐creation is a pre‐requisite for the young school‐leaver. In recent years, however, it has at last become respectable to be associated with vocational education. Statements by the Department of Education & Science, the activities of the Manpower Services Commission, and curriculum innovations such as TVEI and CPVE have highlighted the potential of vocational vehicles in the work of secondary schools in particular. Tragically many curriculum changes have come about as a result of the plague of unemployment which has beset the nation; and educational thinkers and developers have been forced into a corner, there to ponder on the activities of either the young unemployed or the potentially unemployed. Sadly, the development of Education for Enterprise in Durham University Business School over the last two years was born of an unemployment disaster.

For a number of years teachers in Further Education have been making loud public noises about the need for more Industrial Training and Further Education, more day release, and how essential it is to the nation to produce high professional and technical standards in Industry, Commerce and the Public Services. Those within the criticised sectors of the working community have replied to the effect that it might be better if FE set an example by putting its own house in order first, perhaps using the beam in its own eye as a starting point rather than the mote it observed elsewhere.

The appearance of the Yellow Book on Education which formed the basis of the Prime Minister's speech at Ruskin College in October 1976 has revitalised the debate on the nature of the Secondary School curriculum. If the resulting dialogue between the various elements within the educational system is controlled and sensible, then much of value for our children might result. If, however, the outcome is a polarisation of ideas at the two ends of the theoretical spectrum between common core and free development in the curriculum, then the children in our schools will yet again become pawns in the educational chess game. Worse still, we will be further away than ever from the provision of a secondary education which allows them to take a meaningful and useful place in industrial society.

The relationship between education and training and the currently popular theme of “enterprise culture” is explored. The expression “enterprise culture”, is at present ill‐defined, if defined at all. The confusions surrounding this expression relate in turn to the failure to make proper distinctions between entrepreneurship, enterprise and small business. These terms are defined in this context, as well as “intrapreneur”. Entrepreneurs are defined in terms of a set of attributes, some of which can be measured. Small business is defined in terms of ownership and task structure. Enterprise is seen to be something that means the exercise of entrepreneurial attributes in a wide range of different situations. Intrapreneurship is the exercise of entrepreneurial attributes within a large company or bureauracy. The relationship between these redefined concepts is explored and the issue of whether entrepreneurship can be socially engineered through education and training is addressed. A definition of what constitutes “enterprise culture” is then related to education and training. This link is discussed, both in general terms and particularly in respect of university and management education. It is argued that many of the values and structures pervading in university education and university business schools may be the antithesis of entrepreneurship. In this respect, the links between entrepreneurship as practised in small business and as fostered under the “intrapreneurship” banner in large companies is explored. Finally, policy objectives in fostering entrepreneurship, small business and intrapreneurship, particularly in respect of education and training, are reviewed.

An effective system of management and financial control of higher education in the public sector is essential if the polytechnics and other colleges are to play a full part in future developments over the next decade. Whatever the outcome of the present discussions about that decade, higher education in the public sector had an important continuing role. The main reasons for the review are that under the present system there is no effective mechanism for central planning in the maintained sector, and financial responsibilities are not clearly defined. There are three particular criticisms of the present system.

The discussion about public sector performance is still present today, despite the profound research that has already tried to address this subject. Furthermore, theory links negative effects on organizational performance with increased levels of organizational complexity. However, literature thus far did not succeed to put forward a successful theory that explains why and how public organizations became increasingly complex. To answer this question, we argue that increased organizational complexity can be explained by viewing public organizations as the hybrid result of different institutional logics, which are shaped by various management views. However, former research mainly concentrated on the separate study of management views such as traditional public management (TPM), NPM, and post-NPM. Although appealing, research that approaches hybridity from this perspective is fairly limited.

We conducted a literature review in which we studied 80 articles about traditional public management, NPM, and post-NPM.

We found that these management views essentially differ on the base of three fault lines, depending on the level of the organizational culture. These fault lines, according to the management view, together result in nine dimensions. By combing dimensions of the different management views, we argue that a public organization becomes hybrid. Furthermore, in line with findings of contingency theory, we explain the level of hybridity might depend on the level of tight coupling for a given organization. Finally, we developed propositions that explain hybridity as the result of isomorphic forces, organizational change, and organizational resistance to change and that link hybridization with processes of selective coupling.

The value of this chapter lies in its real-life applicability.

The significant increase in the number of older adults in the UK population is expected to continue. Physical and psychological problems associated with ageing often require older adults to move into residential care where opportunities to participate in previously enjoyed occupations may be limited. Engagement in self‐selected purposeful activities is positively related to physical and psychological well‐being. This paper aims to focus on some of these issues.

An ethnographic approach, a single case study of one care home in a semi‐rural area of Wales was designed to investigate the balance of occupation of residents. Occupations were observed and recorded using a time‐sampling frame over 12 hours on three consecutive days. Field notes were used to contextualise the data in reflecting the home environment.

The majority spent their time in the lounges and remained passive, interacting infrequently with staff and one another. Little opportunity or intervention has been afforded to residents to encourage or support participation in occupation.

A single case study may not be representative of the experiences of residents in other care homes. Time limited observation over different locations may miss activities. Future research could extend the scope of the study.

Older adults in residential care should be supported to engage in occupations. Employment of occupational therapists could allow support to be individually and appropriately focussed. There are implications for health and social care course design and also for the training of care workers.

The paper illustrates observation of activities in a care home over an extended period.

This article presents four basic innovation leadership styles: charismatic, instrumental, strategic and interactive innovation leadership. The leadership styles and their characteristsics relate to process and product innovations in construction projects. A theoretical framework – which synthesizes these relations – enables explorative research into the effects of leadership on organizational innovativeness. Four case studies, observing the same manager in four comparable projects, explore the effects of each leadership style on a construction project’s innovativeness in ecological terms. On an analytical level the case study explorations indicate that a manager’s consistent performance of a leadership style stimulates the project’s ecological innovativeness when the manager also injects the project with ecological information, knowledge and competence. It also indicates that a manager’s consistent performance of a leadership style, without an injection of information, knowledge and competence in the project, does not stimulate the project’s ecological innovativeness.

Based on the situated focus theory of power, this chapter empirically investigates the relationship between an individual’s organizational power position and emotion recognition accuracy (ERA), and it examines individuals’ stress experiences at work as a boundary condition for this relationship.

Survey data were collected in a field sample of 117 individuals employed across various organizations in Germany. We used an established, performance-based test of ERA and applied hierarchical regression analysis to examine our model.

An individual’s power was negatively related with his or her ability to decipher others’ emotional expressions among individuals experiencing higher work stress, whereas this relationship was not significant for participants with lower stress.

Although the cross-sectional study design and data collection within one country are relevant limitations, the findings promote a better understanding of the complex relationship between power and ERA.

Given the relevance of accurate emotion perception, the results indicate that stressful work environments may be an important risk factor for organizational power holders’ personal and professional success.

The findings advance the literature on power and emotion recognition by highlighting the role of work stress as an important, heretofore neglected boundary condition that may explicate the ambiguous results in prior research.