PurposeIn response to the emergence of an enterprise economy, government claims that building an enterprise culture is vital. Correspondingly, provision of entrepreneurship education in higher education has expanded. The paper aims to assess the potential of entrepreneurship education to develop skills, and of whether students perceive them as having value within the modern economy.Design/methodology/approachThe paper draws from a longitudinal, collaborative study of students of entrepreneurship in four universities. Using a questionnaire‐based methodology, the paper is based on responses from a sample of 519 students.FindingsResults include that any increase in graduate entrepreneurship is most likely to be a long‐term. Results also suggest that many students expect to work in new and small firms, and that skills developed by entrepreneurship education are applicable to both waged employment and entrepreneurship. Accordingly, entrepreneurship education seems to have much potential to develop skills appropriate for the enterprise economy.Research limitations/implicationsThe research is limited by its quantitative nature. As the primary purpose is to evaluate attitudes to entrepreneurship and perceptions of the economic environment, further research should involve qualitative follow‐up, in the form of focus groups and/or longitudinal case studies.Originality/valueThe value of the paper lies in the suggestion that investment in entrepreneurship education is likely to have a positive impact within the economy. The long‐term impact of an increase in awareness of entrepreneurship; of the ability to start firms; and an increase in skills transferable to waged employment within an enterprise‐based economy, can not be underestimated.

The focus of this paper is on the role of enterprise training among disabled people. The authors first review the literature, in particular comparing work on the theoretical benefits of enterprise training provision for disabled people with empirical studies of enterprise training initiatives for disabled people in various countries. In the analysis, low social capital is implicated as a cause of much disadvantage in economic and social life among disabled people, and this is particularly pertinent in modern knowledge-based economies where responsibility for development in the lifelong learning agenda is devolved from governments to individuals, including disabled individuals. Following this, an investigation of one publicly funded initiative in Fife, Scotland, is conducted and this is used to inform a wider debate about the potential uses and value of enterprise training for disabled people in the current stratified socioeconomic milieu. The paper argues that there is potential for enterprise training to contribute on a wider basis than simply independent entrepreneurship promotion and that the research community therefore has an opportunity to engage with this broader agenda.

Relatively little attention is given to the issue of encopresis in the professional literature but it is of great concern to parents of and practitioners working with children on the autistic spectrum. Toilet training in itself can be a difficult area for some children on the spectrum, but a perplexing complication to the whole issue arises when children refuse to defecate into a potty or toilet. No data for children on the spectrum were found in the literature search, and indeed very little research related to this topic. Thus, this article aims to: outline the problems faced by parents/carers with a child with encopresis; differentiate between knowledge, skill and volition issues when dealing with the encoprectic child; suggest some possible causal frameworks for the behaviour; and give practical advice in managing the teaching/learning situation arising from this distressing behaviour.

Many of the UK's professional engineering institutes, and education generally, promote the development of enterprise skills: enterprise ability is considered appropriate for the modern economy graduates will operate in; and enterprise should increase levels of innovation, entrepreneurship and intrapreneurship in the engineering professions, thus contributing to competitiveness. The current paper draws from a study of enterprise education in three universities, and looks specifically at engineering students. The paper compares perceptions, expectations and enterprise skills development amongst engineering and non-engineering students. The study finds that many engineering students do aim to start firms but this tends to be cited as later than that reported by other students. Engineering students also understand that enterprise skills are relevant to employment and personal development. However, perceptions of enterprise skills development are less common than for other students. This is likely to be because engineering students tend to report they have many enterprise skills anyway

This article describes the supervision and training aspects of two student counselors in their service to a transgender and lesbian married couple. Through journal assignments, multiple themes emerged from these supervisees' responses to serving this unique couple. Two critical areas of reflection included both counselors' concerns of clinical preparedness and experiences of supervision. Beyond the descriptors of transgender and lesbian, the counselors were least comfortable with the mere discussion of sexual intimacy and its place in the presenting problem for this couple. The arenas of clinical supervision, self of the therapist, and counselor preparation as it may promote active exploration of sexual intimacy discussion in the arena of couples counseling are explored along with implications for counselor educators' and supervisors' own ability to promote this candid and needed discussion with supervisees.