The authors examine factors that influence the propensity of a firm to take up external business support across four large English towns, using random effects nominal probit regression analysis to capture sector heterogeneity. The results suggest a strong positive association between the orientation of the firm towards growth and its propensity to use external business advice. ‘Push’ factors, including the existence of recruitment difficulties, are identified as key triggers to use business advice. These results provide valuable guidance to public policy organisations concerned with business development and competitiveness, and suggest a number of avenues for future research.

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PurposeThis article proposes the development of a conceptual model to help understand the nature of management learning in the micro business context and to inform research and policy discourse.Design/methodology/approachThe model is developed on the basis of a literature search and review of academic and grey literature.FindingsThe model highlights the unique nature of the micro business learning environment. Meeting the diverse interests of micro business managers is a major challenge for agencies seeking to promote and deliver management and leadership skills. An intervention approach founded upon the relationship between the micro business manager and the intervention agency is crucial to the successful design and delivery of relevant services.Research limitations/implicationsThe research identified a lack of literature associated with learning in the micro business context. The model should therefore be considered as partial, to be tested in practice and subject to revision as new understanding unfolds.Practical implicationsThe conceptual model suggests that the foundation of successful intervention should be the interests of the managers themselves. Closer relationships between a flexible supply‐side and the micro business manager provide the foundation to improve the relevance of these interventions in the micro business context and to encourage access to learning opportunities amongst the employed workforce.Originality/valueThe research subject and the development of a unique conceptual model may be of use to researchers, practitioners, and policy makers.

Research evidence suggests that SMEs are significantly less likely than larger employers to provide or fund formal training leading to qualifications for employees. The training (or more accurately learning) that does take place in most SMEs tends to be informal, on-the-job and related to short-term business objectives or problems. There are strong arguments to suggest that this type of approach is perfectly rational from the point of view of the small business, but may not produce the optimum level or mix of skills for the economy as a whole. Moreover, there is little convincing evidence to suggest that increased investment in formal training leads automatically to improved business performance for SMEs. Research findings raise a number of issues for policy makers and others who are trying to promote the concept of lifelong learning, and associated policy initiatives, to those who own, manage and/or work in SMEs. This paper suggests a number of directions that should be taken by researchers' policy makers, to promote lifelong learning among SMEs.

An outbreak of influenza A(H1N1)v was confirmed in May and June 2009 in a boarding school in South East England involving 102 symptomatic cases with influenza-like illness. Influenza A(H1N1)v infection was laboratory-confirmed by PCR in 62 pupils and one member of staff. Control measures were implemented as soon as a case was confirmed and included school closure, active case finding and treatment as well as post-exposure prophylaxis offered to the entire school population. Had the outbreak had been detected earlier, the school closed earlier and prophylaxis commenced after the initial cases were detected, we may have seen lower levels of transmission.