Argues that the way in which the UK Government, through its various departments and quangos, approaches designed to approve the effectiveness of the small business sector, is based on a flawed understanding of how small businesses actually operate. Argues that this naïve, over‐simplistic understanding of the motivation of those in the small business sector means that many government interventions that are made, are blunt instruments destined to fail, given the limited understanding shown of the complexity of the small business market. Presents evidence from two recent studies amongst small firms; a series of large‐scale qualitative studies undertaken for a blue chip company and a mixed study on the Business Link network. The emphasis is based on – using qualitative research – getting to grips with the emotion, ambiguity and complexity that characterises this market.

Addressing the issue of the embeddedness of labour markets, this paper compares the processes of finding employment in the film industry within two local labour markets. Drawing on studies of freelance film crews in London (UK) and Los Angeles (US), the paper concludes that the importance of social networks in job mobility in both contexts is a consequence of common production structures. However, common labour market practice varies in each geographical space as industry processes and structures are mediated by local institutional contexts.

Purpose: – The growth in popularity of the regional innovation system approach has, in part, been driven by the need for economies to respond to the after shocks of the global financial crisis. At the same time, the author sees the term anchor institutions are used increasingly to describe organisations that have an important presence in the local community and make some strategic contribution to the local economy. The purpose of this paper is to consider the needs of the micro and small business (MSB) ecosystem through the lens of the entrepreneurial university as a regional anchor institution. Design/methodology/approach: – Asheim et al. (2011) refers to regional innovation systems as, an emphasis on economic and social interaction between agents, spanning the public and private sectors to engender and diffuse innovation within regions embedded in wider national and global systems. According to Doloreux and Parto (2005) three dimensions underpin the use of the regional innovation systems concept, namely: the interactions between different actors in the innovation process, the role of institutions and the use of regional systems analysis to inform policy decisions. The author has drawn on contemporary literature on the entrepreneurial university, regional systems of innovation and institutions to explore some key qualities and problems around anchor Institutions, networks and national and local policy. Findings: – Following the Chancellor’s Comprehensive Spending Review in November 2015 and post the changes in the Department of Business Innovation and Skills remit the author wants to highlight the way universities can take a lead role as an anchor institution within their region. The author argues that this role should include providing a wider range of formal and informal support, knowledge and resource for MSBs, alongside the usual SME suspects (Hart and Anyadike-Danes, 2014; Witty, 2013; Wilson, 2012). Based on my analysis and involvement in the the work of the eight Entrepreneurial Universities of the Year Award winners – during the author’s time as President of ISBE – He suggested four different ways in which collaboration might be enhanced to ensure MSBs make maximum use of the advice and support on offer from universities playing this anchor role. Originality/value: – The results emerging from this work suggest a need for regional policy makers to embrace a innovation-supportive culture, which actually enables firms and systems to evolve over time would be far more effective than those proposed in the latest Comprehensive Spending Review. The outcomes of which will see some of the most robustly evaluated programmes, designed to support small firm growth, closed down and replaced by a commitment (by government) to secure a strong, growing economy, cutting of more red tape and extending small business rate relief for an extra year (Mole, 2015).

The purpose of this article is to explore the effectiveness of entrepreneurship education (EE) programmes through the lens of realist evaluation (RE). The interest of the authoring team – a practitioner–academic mix with professional experience including developing EE in primary and secondary schools – lies with EE competitions, a type of intervention recommended for and delivered to students and pupils of all ages. RE is a theory-driven philosophy, methodology and adaptable logic of enquiry with which to conceptualize and analyse such programmes. In this study, we undertake an act of ‘organized scepticism’, as described by evidenced-based policy academic Ray Pawson, to identify and question the declared outcomes of EE competitions in European policy over a 10-year period. However, our contribution goes beyond the application of an evaluation approach, novel to EE. We argue that, while education generally, and EE specifically, appears committed to emulating ‘gold standard’ scientific evaluation approaches (e.g. randomized controlled trials, systematic review and meta-analysis), the field of evidenced-based policymaking has moved on. Now, alternative methodological strategies are being embraced and RE in particular has evolved as an approach which better aligns knowledge production with the reality of complex, socially contingent programmes. By using this approach, we not only establish that education and psychology theories challenge the outcomes of EE competitions declared in policy, but also demonstrate the wider relevance of RE to the appraisal and refinement of the theorizing and practice of entrepreneurship programmes and interventions.

UK universities are having to come to terms with the double whammy of a 2010 Spending Review that will see budgets reduced from £7.1 billion to £4.2 billion by 2014, and the Browne Review of higher education funding and student finance, which argues that those who benefit (i.e. students) should make a far greater contribution to the cost than is currently required. Against this backdrop the authors seek to contribute to the graduate skills debate. They will demonstrate that delivering employment-ready graduates ignores the demands of a radically altered world of work in the face of the government's response to the latest economic crisis. While its primary focus is on the supply side (graduates) the authors are cognisant of the market research industry, which itself is facing external pressures to shift from a milieu of data gathering to a future of intelligent insight providers. We then go on to present the development of a new type of university, which has actively sought to reduce its dependency on traditional funding sources. Finally, we present a model of a research facility at one university that has successfully engaged with the local and regional business community to the benefit of its student workforce. In doing so, it has helped to develop over 70 graduate researchers, with entrepreneurial mindsets, who have all gone on to secure enterprising futures.