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.

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.