Innovating entrepreneurial curricula – business school-SME co-creation and collaboration in the United Kingdom: lessons for wider contexts

Peter Stokes and David Gordon

Chapter 10 in Innovation and Entrepreneurship Education, 2025, pp 217-241 from Edward Elgar Publishing

Abstract: In recent decades, the United Kingdom (UK) business graduates’ career aims have moved away from large corporate enterprises to small and medium-sized enterprises (SMEs). This shift is motivated by, for example, opportunities to work in smaller teams and enhanced opportunities for hands-on experiences. However, business school curricula have lagged in addressing this SME preference. Therefore, an innovative response is required. This chapter examines an innovative collaborative SME-business school initiative to develop a process of ‘authentic assessments’ (i.e. live situation-focused, based on contemporaneous and entrepreneurial ‘real’ issues). It considers the literature on SME, employability and entrepreneurship; generational theory; experiential learning theory; and authentic assessments. It employs a qualitative methodology generating novel data from the UK context that has cross-cultural comparative value for wider national contexts, including China. It develops an innovative model termed the University Business Co-constructed Curriculum (UBCC) – a proposed innovative solution for the identified business school/SME practitioner divide in all national settings.

Keywords: Authentic assessment; SME; Employability; Entrepreneurship; China (search for similar items in EconPapers)
Date: 2025
ISBN: 9781035307180
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