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The UK may be ranked as one of the best countries in the world to
start a business, but evidence from growing skills gaps, and the
decline in graduates' entrepreneurial aspirations suggest that
higher education may not be contributing as it should to the
enterprise environment. Enterprising Education in UK Higher
Education brings together the challenges of embedding enterprise
education in universities and colleges, identifies current debates
around their roles and explores research, theory and practice to
deliver roadmaps for innovative enterprise education. This book
provides solid and clear guidance to practitioners and academics
who are starting their journey into enterprising education, as well
as those who are more experienced, but understand that the
traditional approaches limit the options of future graduates. It
collates the theory and practice of enterprise education in the UK
higher education sector and business engagement with wider
stakeholders. Drawing on theory and best practice, and illustrated
with a wide range of the examples and cases, it will provide
invaluable guidance to researchers, educators, practitioners and
policy makers.
The important debate on the growing graduate skills gaps, the value
of universities to their business communities, and their role (or
lack of ) in building entrepreneurial attributes among graduates is
growing internationally. Using case studies from universities
across the globe, this edited book seeks to bring together leading
authors with knowledge, and/or experience, of the challenges of
embedding enterprise education in university and college
programmes. The text identifies and presents the current debates
around the future role of universities and colleges in providing
'fit for workplace' graduates, as well as offering insights into
the challenges and practices involved in delivering innovative
enterprise education. The approach collates examples of 'best
practices' from global institutions enabling educators to develop
'blueprints' for implementing in their own institutions. This
innovative and comprehensive text is designed to be a 'seminal
resource' for academic stakeholders on enterprise education
collating diverse international contributions from enterprising
universities and colleges. Drawing on both theory and best
practice, it provides invaluable guidance to researchers, educators
and practitioners considering embedding or expanding enterprising
activities into their learning strategy.
The important debate on the growing graduate skills gaps, the value
of universities to their business communities, and their role (or
lack of ) in building entrepreneurial attributes among graduates is
growing internationally. Using case studies from universities
across the globe, this edited book seeks to bring together leading
authors with knowledge, and/or experience, of the challenges of
embedding enterprise education in university and college
programmes. The text identifies and presents the current debates
around the future role of universities and colleges in providing
'fit for workplace' graduates, as well as offering insights into
the challenges and practices involved in delivering innovative
enterprise education. The approach collates examples of 'best
practices' from global institutions enabling educators to develop
'blueprints' for implementing in their own institutions. This
innovative and comprehensive text is designed to be a 'seminal
resource' for academic stakeholders on enterprise education
collating diverse international contributions from enterprising
universities and colleges. Drawing on both theory and best
practice, it provides invaluable guidance to researchers, educators
and practitioners considering embedding or expanding enterprising
activities into their learning strategy.
The UK may be ranked as one of the best countries in the world to
start a business, but evidence from growing skills gaps, and the
decline in graduates' entrepreneurial aspirations suggest that
higher education may not be contributing as it should to the
enterprise environment. Enterprising Education in UK Higher
Education brings together the challenges of embedding enterprise
education in universities and colleges, identifies current debates
around their roles and explores research, theory and practice to
deliver roadmaps for innovative enterprise education. This book
provides solid and clear guidance to practitioners and academics
who are starting their journey into enterprising education, as well
as those who are more experienced, but understand that the
traditional approaches limit the options of future graduates. It
collates the theory and practice of enterprise education in the UK
higher education sector and business engagement with wider
stakeholders. Drawing on theory and best practice, and illustrated
with a wide range of the examples and cases, it will provide
invaluable guidance to researchers, educators, practitioners and
policy makers.
Philosophers have long been tempted by the idea that objects and
properties are abstractions from the facts. But how is this
abstraction supposed to go? If the objects and properties aren't
'already' there, how do the facts give rise to them? Jason Turner
develops and defends a novel answer to this question: The facts are
arranged in a quasi-geometric 'logical space', and objects and
properties arise from different quasi-geometric structures in this
space.
The aims of the book are to evaluate the antecedents which
influence loyalty to Tesco & Tesco Clubcard, contending that
customer loyalty is influenced by factors of both a social and
marketing nature. Using quantitative & qualitative research the
book concluded that: customer loyalty towards Tesco & Tesco
Clubcard was not 'social' in nature, it was premised on the
antecedents of happiness/satisfaction, trust & commitment with
grocery shopping viewed as a practical activity; the
characteristics of a Tesco customer most likely to be loyal was
someone who drove past other supermarkets to patronise a Tesco
store, had a family member employed or previously employed by
Tesco, preferred Tesco as a grocery retailer & would not switch
their current loyalty from Tesco, aged between 58 and 63; Tesco
customers exhibited spurious loyalty to Tesco and Tesco Clubcard,
loyal because of convenience & incentives. By convenience we
mean in terms of store location, accessibility & the lack of
effort required from respondents to access offers. This underlines
the peculiarities of Tesco as a grocery retailer in Dundee &
its dominant position in the market.
Jason. J. Turner is a Lecturer in Marketing at the University of
Abertay, Dundee. He has worked in the area of loyalty programmes
& the customer/client interface for 10 years & has
published & presented in national & International journals
& conferences. His PhD evaluated Tesco customer's attitudes
towards Tesco Clubcard, examining the impact this data collection
card had on shopping habits using quantitative & qualitative
research methods. He is a reviewer of International journal &
conference contributions & has received research funding from a
number of funding bodies for his PhD and research into Tesco in the
UK and Malaysia. For the past 5 years he has provided consultancy
to SME's predominantly through food innovation@abertay on product
assortment & branding through conducting marketing research.
Jason is a Fellow of the Higher Education Academy & is an
Affiliate Member (Professional) of the Chartered Institute of
Marketing. His biographical profile has been selected for the
Dictionary of International Biography from 2009 & the Marquis
Who's Who in the World from 2009.
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