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Purpose - Those entering the architectural profession tend to be motivated by a desire to undertake creative design, although studies have revealed that many practicing architects feel they lack sufficient creative opportunities. Proponents of anticipatory socialisation argue that experiences prior to entering an occupation influence job satisfaction once engaged in employment. Given concerns over the retention of architects, there is a need to explore practising architects' motivations for entering the profession, how this affects their anticipatory socialisation and their experience of working life. This paper aims to explore this issue. Design/methodology/approach - Semi-structured interviews were undertaken with 23 practising architects based in the UK, exploring the anticipatory socialisation of architects focussing on issues of career choice, expectations of the profession, experiences once working within practice and job satisfaction. Findings - Many respondents had chosen to enter the profession out of a desire to be creative and their university education furthered this desire. The reality of working life was very different, with much time spent on administrative tasks. For some, this gap caused disillusionment with the profession and adversely affected their job satisfaction. Research limitations/implications - The paper discusses the possible impacts of poor anticipatory socialisation on practicing architects and the profession. Recommendations are made for further research including a large scale survey of the profession. Originality/value - The data presented in this paper help researchers and practitioners to understand architects' motivations for choosing a career in the profession and provide guidance for how the mis-match between expectations and the reality may be overcome.

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Purpose - This paper aims to present apprentices' perceptions of their opportunities for progressing to higher education. Data gained through semi-structured interviews with apprentices is placed in the context of the current policy agenda to widen participation in higher education and to increase the skills levels of those in employment. These policies are paramount for apprentices, many of whom fit both of these criteria. The research reported in this paper aims to answer the question 'Do apprentices perceive there to be barriers in progressing to higher education?' Design/methodology/approach - In total 44 interviews were conducted with apprentices during college placements and further interviews were conducted with apprentices who had progressed to higher education courses (HNC [Higher National Certificate] and HND [Higher National Diploma]) at the same colleges. Findings - The findings show that employer support, time, finance and apprentices' perceptions of their own ability are the key factors that determine whether apprentices will progress to higher-level courses. The research highlights the need for a holistic approach to information, advice and guidance, ensuring that consistent and comprehensive information and advice are delivered to students. Originality/value - Although the research presented in this paper focuses on the engineering and construction apprenticeships, the implications and findings are also pertinent to other apprenticeship programmes.

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Purpose - The aim of this paper is to examine an early articulation of some of the key factors in building capacity and the potential for knowledge exchange (KE) within a small, learning and teaching-oriented organization. Design/methodology/approach - An action research study is planned as a practical enquiry. In common with other action research, this study is being carried out in a single organization and is aiming to devise and plan changes in practice. Findings - A reorganization of the institution in line with policy is critical to ensure that the university insulates itself from the significant risk of knowledge isolation, The context, a relatively static workforce, a learning and teaching focus and the size of an organization may effect its ability to be responsive and knowledge productive in KE. Research limitations/implications - Early insights relate to a reorganization of systems to support KE and the context in which that change will take place. The paper seeks to propose a way to research organizational change in a university in the face of new policy and strategic drivers. Practical implications - A critical understanding of policy promoting KE is a sound underpinning to practice and strategic improvement in the area. The purpose and values underpinning enterprise initiatives can legitimate a university to reclaiming a pivotal social and commercial role in regional regeneration. Originality/value - KE supported by a small university requires 'strategic capability', as proposed by Harrison and Kessells. A workforce competent to deliver on three critical factors within the organization; economic performance, knowledge productivity and learning capability.

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Purpose: Currently, there is widespread consensus that training is helpful to the long-term success of business competitive advantages. However, youth continue to invest in various self-employment business options with low quality of short term trainings. The purpose of this study was to understand the competency level, training need and the role of training to business survival. Design/methodology/approach: This study examined the training needs of youth engaged in self-employment and validated its role in sustainable business performance using primary data. To determine training needs, data were analysed using effect size, and probit model was used to understand the predictive validity of training gap to business performance. Findings: This study has strong evidence that youth engaged in self-employment career have low entrepreneurial competency. The findings of this study revealed that there was little effort to narrow skill and knowledge gaps of youth before entry into self-employment. Training deficiencies were reported in business planning, confidence, risk and time management, conflict management, and communications skills. In addition, self-employment business options were starting up their function with insufficient entrepreneurial knowledge and skills. This would have limited businesses' better chance of long-run survival. Training should be given to bridge the knowledge and skill gaps of youth to ensure the long-term survival of their business. Recommendations include: government should allocate budget for youth short term training, relevant stakeholders should also create access to training for youths before and after entry into self-employment.

Practical implications: Small businesses, during start up with sufficient knowledge and skills, have a better chance of long-term survival. Therefore, this study calls for organized training that would be given to youth to bridge their knowledge and skill gaps on certain competency items and to ensure the long-term survival of micro and small enterprises. Relevant stakeholders should also deliberately create access to training for youth before and after entry into self-employment. Originality/value: To the best of the authors' knowledge, this study is the first to provide empirical evidence of measurement of training gap and its effects of training on small business performance. Understanding role of training gap in business performance requires measurement of level of competency and training need in operating self-employment schemes. Validating consequence of level of training needs towards business performance of youth is essential to understand the contribution of skill training in the promotion of self-employment. The predictive validity of training need to business performance enhances our knowledge of the importance of training for small enterprise development. Previous studies focus on real training and its quality, however, fails to link youth self-employment initiatives. The finding of this study provides important insights on how strong skill training is important in supporting long term survival of youth self-employment.

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Purpose: The purpose of this paper is to investigate the factors that influence Ghanaian tertiary students' career choices. The paper explores the dimensionality of the career choice factors within the Ghanaian context and also ascertains their degree of influence on students' career choices. Design/methodology/approach: The study employs survey method of research and a set of questionnaires was used to examine the factors that influence students' career choices. A total of 354 undergraduate students from the Ashesi University College in Ghana participated in the study. Factor analysis was conducted on the career choice factors and differences in response between science and business students were ascertained by means of independent sample t-test.

Findings: The findings of this study indicate that university students in Ghana place much premium on intrinsic value and employability/financial prospect in their career choice decisions than such factors as prestige and desired working conditions. Research limitations/implications: The findings of this study are relevant for policymakers and tertiary education providers interested in making the study of science an attractive option for university students in Ghana. Originality/value: The findings of this paper highlight some of the underlining reasons for the unpopularity of the study of sciences among university students in Ghana.

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Purpose: The purpose of this paper is to describe a revised approach describing occupational competence, with particular reference to its application in two European countries at the level of specific occupational fields and in relation to the models used in national vocational education and training (VET) systems. Design/methodology/approach: An Erasmus+ project involved partners in five countries developing and trialling competence standards, following principles developed from approaches that have recently emerged in some British self-governing professions.

Findings: The model used in the project avoids the narrowness that was characteristic of earlier British approaches to occupational competence. It provides a template that can be used for articulating the essentials of practice, including in emerging fields and those that cut across professions and occupations. It is also flexible enough to provide underpinnings for different types of VET system without making assumptions about the way that economies, labour markets and education systems are organised. Practical implications: A number of factors are outlined that improve the applicability of practice-based competence descriptions, including starting from occupational fields rather than job roles, focussing on the ethos and core activities of the field, and using concise and precise descriptions that are not limited to specific roles and contexts. Originality/value: A tested, practice-based model of competence is put forward that can be applied at the level of broad professional or occupational fields, is neutral in respect of national labour markets and educational systems, and offers a means of developing a common 'language' of competence at a European level.

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Purpose: Globally, serious doubts are now expressed about the quality of accounting education, and employers are concerned about the lack of employability among graduates. There is a lack of a validated tool to measure employability in the Saudi Arabia context. Such a tool is required to assess the level of employability so that required corrective measures could be taken. The purpose of the study is to construct and validate a questionnaire to measure employability of accounting graduates. Design/methodology/approach: The data for the study was collected from various accounting professionals using a pool of 50 items from 420 randomly collected samples. The researchers used different statistical techniques, including exploratory and confirmatory factor analysis, to construct and validate the 29 item questionnaire. Findings: Based on the purpose of the study, a questionnaire for measuring the employability of accounting graduates was constructed. The questionnaire developed and scientifically validated through various scientific techniques has 20 items under five factors. The questionnaire is ideal for measuring employability of accounting graduates. Originality/value: A fair review of the literature revealed a dearth of a validated tool to measure employability of accounting graduates. The study has constructed and validated a questionnaire to measure employability of accounting graduates, thereby bridging the gap in literature. This questionnaire, it is expected, would facilitate the conduct of further empirical examinations about employability of accounting graduates.

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Purpose - The purpose of this paper is to show that most small business owner-managers are technically competent in their area of business activity however they do not always have equal managerial competence. For example, deficiency in human resource management competence may lead to difficulties in attracting, retaining or leading staff. These factors are critical to businesses that aspire to any kind of growth. Part of the problem relates to a lack of participation by small business owner-mangers in formal management skills development due to the perceived time and financial costs required. Therefore a new approach to training and learning is needed, one which overcomes the barriers and takes education to the small business community. Design/methodology/approach - A community based education (CBE) approach is examined to determine whether this design is effective in addressing the reported barriers to training faced by small business owner-managers. Findings - Evaluation of the CBE approach has shown that when small business owner-managers participate in a dedicated management skills program, important gains are made that contribute to their personal and business development. These benefits can have lasting effects both on the business and the community in which it operates. Originality/value - Small business is an important sector for both economic and social outcomes. Without sufficient management competencies small businesses are more likely to fail. Therefore, the development of an approach to management training that can both engage small business owner-managers and achieve positive benefits for the individual, and the business is of enormous value. This research provides evidence of an approach that has achieved these goals.

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Purpose - The purpose of this paper is to develop the understanding of the challenges and considerations of how new and innovative entrepreneurship education programmes may be inculcated into UK higher education institutions (HEIs). Design/methodology/approach - The paper employs an action research approach to provide insights into entrepreneurship education andragogy in the first instance and in the second instance evaluates the success of such a programme [and] then discuss the challenges of embedding it within universities. Findings - The paper provides substantial evidence for the effectiveness of innovative programmes and concludes that it would be difficult to embed such a programme within HEIs in the UK due to: resource limitations; lack of training in synergistic methods; keeping the freshness alive; finding suitable entrepreneurs to take part in the programme; finding the right space in academic timetable and curriculum. Research limitations/implications - In this paper the evidence for the success of the programme comes from one cohort of students who were followed for a 12-month period and the assessment of suitability for embedding in universities is based on this one experience. Practical implications - The paper shows issues about the structural problems of embedding entrepreneurship programmes that employ new pedagogic methodology seem significant. The question of whether or not universities should make the effort to try to embed new learning and teaching methods is broached and the conclusion is that it is unlikely that any such programmes could be adopted in any substantial way. Originality/value - The paper has developed a tripartite approach to delivering entrepreneurship education, which involves new synergistic learning techniques. The paper broadens the discussion about the challenges of bringing such programmes into UK HEIs.

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Purpose - This study aims to focus on the role of learning activities on the development of Romanian students making the change from academia to the workplace, specifically focusing on the role of three learning activities: classroom teaching pedagogies (in-vitro); field experiences (in-situ); and self-development experiential activities. Design/methodology/approach - Using a 12-factor scale developed by the authors to measure the role of learning activities on professional identity (PI), 364 students in an English-language BBA program at a prominent Romanian university were surveyed via an online survey service. From this sample 97 valid responses were obtained and these were regressed on a measure of PI to test three main hypotheses. Findings - In-vitro, in-situ, and self-development experiential activities exhibited a positive relationship to PI. The two most significant predictors of PI were found to be membership of a professional student group and the use of case studies in class. Practical implications - The findings of the study have practical implications for the business community and business educators, for activities such as curriculum development, course design and delivery. The findings reinforce the need for more practical pedagogies. Originality/value - The paper makes an empirical contribution to the field of PI development in Romanian business students and by extension to students in similar post-Communist countries. To this date there have been no studies that link practical learning activities to the development of PI in a transition society

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