Recent work on competitiveness has emphasized the importance of business networking for innovativeness. Until recently, insights into the dynamics of this relationship have been fragmented. This paper presents a systematic review of research linking the networking behaviour of firms with their innovative capacity. We find that the principal benefits of networking as identified in the literature include: risk sharing; obtaining access to new markets and technologies; speeding products to market; pooling complementary skills; safeguarding property rights when complete or contingent contracts are not possible; and acting as a key vehicle for obtaining access to external knowledge. The evidence also illustrates that those firms which do not co‐operate and which do not formally or informally exchange knowledge limit their knowledge base long term and ultimately reduce their ability to enter into exchange relationships. At an institutional level, national systems of innovation play an important role in the diffusion of innovations in terms of the way in which they shape networking activity. The paper provides evidence suggesting that network relationships with suppliers, customers and intermediaries such as professional and trade associations are important factors affecting innovation performance and productivity. Where networks fail, it is due to inter‐firm conflict, displacement, lack of scale, external disruption and lack of infrastructure. The review identifies several gaps in the literature that need to be filled. For instance, there is a need for further exploration of the relationship between networking and different forms of innovation, such as process and organisational innovation. Similarly, we need better understanding of network dynamics and network configurations, as well as the role of third parties such as professional and trade associations. Our study highlights the need for interdisciplinary research in these areas.

This paper provides a systematic review of the literature on how small and medium-sized enterprises (SMEs) use and acquire knowledge. The review was undertaken as part of the Economic and Social Research Council's Evolution of Business Knowledge Programme. The paper describes the systematic review protocol and provides a detailed explanation of the methods used. From the review, it is evident that SME knowledge research concentrates primarily on the acquisition and use of knowledge, treating it as an asset that is transferred by routines. The findings suggest that research is focused in three main areas. First, on the influence and abilities of the entrepreneur to extract, use and develop knowledge resources. Secondly, on firm-wide systems and the social capital that facilitates knowledge exploration and exploitation. Thirdly, on the provision of knowledge and learning experiences through government policy. From a practical perspective, the review concludes that policies encouraging entrepreneurship and economic regeneration need to be more flexible and sensitive to the often complex contexts within which knowledge is used by SMEs. From a research perspective, and given the flexible, opportunity-oriented and often novel nature of SMEs identified in these studies, there is a need to consider the relational and embedded qualities of knowledge by which these characteristics are framed; qualities that resist conceptualization as some form of separable, material asset.

The purpose of this article is to explore different themes within entrepreneurship education via the use of a systematic literature review (SLR). Systematic literature reviews are recognized methods for conducting evidence-based policy. The particular approach to the SLR used in this study is explained and the article explores the findings outlining a thematic framework drawn from narrative coding. The findings support the conclusion that entrepreneurship education has had an impact on student propensity and intentionality. What is unclear is the extent to which such education impacts on the level of graduate entrepreneurship or whether it enables graduates to become more effective entrepreneurs. The findings also highlight a lack of consensus on what entrepreneurship or enterprise education actually `is' when implemented in practice.

PurposeThe purpose of this paper is to develop knowledge about the nature of student assessment practice in entrepreneurship education.Design/methodology/approachThis paper introduces general assessment practice issues and highlights key considerations. It explains prior research on assessment practice in entrepreneurship education and argues that there is too little empirical research on the subject. Finally, it outlines a typology of entrepreneurship education that highlights variation between different: forms; learning outcomes; subjects; and, possible methods of assessment practice. The methodology for the study gathers data from course outlines (syllabi) and explains how these were collected and analysed.FindingsThe results show that educational practice in entrepreneurship education continues to be dominated by the “About” form and highlight that there are different cultures of assessment practice in the UK and the USA. The paper finds compelling evidence that different forms are using assessment in different ways.Research limitations/implicationsThis paper identifies that there have been few studies exploring assessment practice in entrepreneurship education and argues that further research is required in this area. It also highlights a need for a focus on assessment practice in disciplines beyond the business school. The work demonstrates that further research could explore other stakeholders in the assessment process and seek to understand how these external assessors affect student learning.Practical implicationsIn conclusion, the paper highlights that assessment generally needs to become more innovative, more reflective in nature and include more stakeholders in the process.Originality/valueUnderstanding is enhanced because the paper explores what entrepreneurship educators actually “do” when they assess entrepreneurship education and, therefore, the research moves beyond prescriptive accounts and provides a detailed understanding of actual practice.

This article focuses on the role of student entrepreneurship clubs and societies. It explores their impact on student learning in order to understand the extent to which such activities simulate entrepreneurial learning. The article reports three studies conducted between 2006— 2007, which explored three different forms of clubs: entrepreneurship clubs; SIFE (Students In Free Enterprise) teams; and investment clubs. Data from 10 unstructured interviews, a series of telephone interviews and an e-mail postcard are reported. The results show that students’ motivations for engaging in clubs vary and that they differ between different types of clubs. In terms of entrepreneurial learning students’ engagement in clubs and societies provides enhanced opportunities for ‘learning by doing’ through action and experience. The data show that increased action leads to reflective practice and that social learning is important. The article highlights the capacity of entrepreneurship education to simulate entrepreneurial learning, illustrating the value of entrepreneurship clubs and societies and explaining why students engage in them.

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Student-led clubs that seek to enhance entrepreneurial learning can be found in manyuniversities. Yet, like many areas of extra-curricular activity in entrepreneurship education, their role in supporting learning has not been researched widely. The paper introduces research that addresses this gap and investigates the nature of the learning process student's encounter when they take part in clubs. The study explores the literature on entrepreneurial learning, it examines the different concepts and considers their contribution to understanding student learning experiences. From the literature a conceptual framework is presented, highlighting the key aspects of entrepreneurial learning relevant for the field research. The methodology is introduced, including a series of qualitative studies and a survey of students. The study focuses on two types of student-led clubs 'entrepreneurship clubs' and 'Enactus clubs' and provides a comparative analysis. The findings reported show a range of student learning benefits that simulate important aspects of entrepreneurial learning, such as, learning by doing, learning through mistakes and learning from entrepreneurs. More nuanced findings are also presented showing differences in learning benefits between club forms and heighten benefits for students taking leadership roles. Ultimately the paper contributes to research in entrepreneurship by illustrating how student clubs support entrepreneurial learning.

Purpose-This paper aims to introduce current debates on assessment practice in higher education and to explore educational research on assessment. Design/methodology/approach-The paper progresses by exploring a number of outcomes and highlights their role in helping one to understand the potential reasons for engaging in enterprise education. The paper then applies this outcomes framework to assessment practice. It does so by reporting a series of focus groups undertaken at the International Small Business and Entrepreneurship (ISBE) Conference in 2005. Findings-The focus groups engaged over 40 entrepreneurship and small business academics in a brainstorming exercise, which explored forms of assessment that could be used to meet particular outcomes in enterprise education. These results are presented according to different potential entrepreneurial outcomes. Originality/value-The concluding part of the paper categorises these practices to develop and present the views of the participants and it provides a detailed analysis of assessment practice in enterprise education.