Exemplars Of Good Practice Research Articles

Contributing factors to marketing educators’ teaching performance: insights from executive postgraduate programmes in Brazil

Purpose This study aims to understand how marketing faculty become reference-educators of business executives by exploring the factors that contribute to their teaching performance. Design/methodology/approach Exploratory qualitative research, using in-depth interviews in which the object of the study was the marketing educator, based on three Brazilian business schools. Findings The teaching performance depends on the teaching practice, which is influenced by technical knowledge, pedagogical factors and personal features. The development of a practitioner-educator is a complex process that arises from both formal and informal learning. Research limitations/implications Deepens the understanding of marketing educators’ individual factors, proposing a model to expand the knowledge of the factors shaping a reference-educator. Practical implications Raises awareness among managers of Higher Education institutions of the relevance of the development of its educators considering not only pedagogical skills but also marketing and social skills. Social implications Improvements in education generate a positive contribution to society. Better marketing educators may result in better professionals, which could, ultimately, generate more benefits both for corporations and for society. Originality/value Existing literature has neglected the understanding of how marketing educators’ individual factors may impact on good teaching to create a well-rounded practitioner-educator. This study seeks to address that gap by exploring how marketing faculty, especially practitioners of marketing, become reference-educators, that is, educators identified as exemplars of good practice by their students and peers.

Principles for consumer involvement in health and medical research.

Principles for consumer involvement in health and medical research.

Scaling Up Improved Inpatient Treatment of Severe Malnutrition: Key Factors and Experiences From South Africa, Bolivia, Malawi, and Ghana.

Severe acute malnutrition (SAM) can have high mortality, especially in very ill children treated in the hospital. Many medical and nursing schools do not adequately, if at all, teach how to manage children with SAM. There is a dearth of experienced practitioners and trainers to serve as exemplars of good practice or participate in capacity development. We consider 4 country studies of scaling up implementation of WHO guidelines for improving the inpatient management of SAM within under-resourced public sector health services in South Africa, Bolivia, Malawi, and Ghana. Drawing on implementation reports, qualitative and quantitative data from our research, prospective and retrospective data collection, self-reflection, and our shared experiences, we review our capacity-building approaches for improving quality of care, implementation effectiveness, and lessons learned. These country studies provide important evidence that improved inpatient management of SAM is scalable in routine health services and scalability is achievable within different contexts and health systems. Effectiveness in reducing inpatient SAM deaths appears to be retained at scale.The country studies show evidence of impact on mortality early in the implementation and scaling-up process. However, it took many years to build workforce capacity, establish monitoring and mentoring procedures, and institutionalize the guidelines within health systems. Key features for success included collaborations to build capacity and undertake operational research and advocacy for guideline adoption; specialist teams to mentor and build confidence and competency through supportive supervision; and political commitment and administrative policies for sustainability. For frontline staff to be confident in their ability to deliver appropriate care competently, an enabling environment and supportive policies and processes are needed at all levels of the health system.

P092 NICE biologics pathways for inflammatory arthritis exhibit regional variability due to modification by CCG’s: results from a national survey of pathways in England

Abstract Background/Aims NICE publishes guidance underpinned by act of Parliament and legally enforceable, on the use of biological therapies in the treatment of rheumatoid arthritis (RA), psoriatic arthritis (PsA) and ankylosing spondylitis (AS) which should allow harmonisation of access independent of region. However, sufficient guidance is not provided on the use of sequential biologics nor is a numerical cap placed on the number of biologics a patient can attempt if they have had an inadequate response. We have previously reported that in a limited sample, Clinical Commissioning Groups (CCGs) interpret NICE guidance variably and restrict access to NICE approved treatments depending on geography, the so-called “postcode lottery”. We determined the variability of biologics pathways in all CCG’s in England to examine whether a potentially unfair postcode lottery exists for sequential biologics use. Methods All 135 England CCGs covering over 55 million people, were sent Freedom of Information requests, for their biologic pathways for RA, PsA and AS. Where CCGs did not have this information, the relevant acute trusts were contacted, with responses recorded under that CCG. For every CCG the local biologics pathways were examined for detail on the number and type of biologics commissioned before an Individual Funding Request was needed. “No Cap” was recorded if CCG’s responded with no restriction on the number of biologics. Results Responses were obtained from 124/135 CCG’s for RA, 122/135 for PsA and AS, all covering an estimated population in excess of 45 million people. For RA, 55% CCG’s had no cap on the number of commissioned RA biologics. 45% had a variable cap from 3 to 6 commissioned biologics. For PsA, the figures were 54% with no cap and 46% with variable capping between 2-5 biologics allowed, for AS the figures were 51% and 49% respectively. In total this represented 41 different local pathways for RA, 29 different pathways for PsA and in AS where fewer biologics choices exist, 25 different pathways depending on CCG and location. Conclusion There is wide regional variation in the interpretation of NICE guidance by CCG’s resulting in many different local pathways depending on geography. Approximately 50% of pathways restricted biologics prescribing by mandating the type and sequence of biologics used, potentially compromising patient care and delaying treatment by requiring an IFR for a NICE approved biologic. Moreover, pathways varied as to which biologics could be used at any point of management by region as well. As exemplars of good practice, approximately 50% of CCG’s had no cap, allowing clinical freedom to prescribe the most appropriate biologic. The results of this national study demonstrate the variability of biologics pathways in many areas of England ensuring a postcode lottery still exists in many regions. Disclosure J. Mistry: None. D. Hill: None. A. Bosworth: None. A. Kaul: None.

Improving peer‐review by developing reviewers' feedback literacy

Key points There is a need to train journal peer reviewers to provide professional, constructive, and actionable feedback: i.e., develop their feedback literacy. Journals and publishers can improve the way they support peer reviewers' feedback literacy by raising awareness and providing guidance and exemplars of good practice. Existing online peer‐review training resources developed by major publishers only focus on content of feedback but neglect the socio‐emotional aspect of feedback. Resources to develop peer reviewers' feedback literacy should be formulated by adopting knowledge‐based, skills‐based, and community‐based approaches.

Sharing good practice in process safety teaching

The teaching of safety is one of the most important and transferrable subjects in the undergraduate chemical engineering curriculum. However, whilst different institutions have a broadly similar approach to educating students in core topics such as transport processes, approaches to safety teaching are somewhat more variable. This paper describes, analyses and reflects on our approach to safety teaching. It was found that not only are the requirements for accreditation of the degree programme by the Institution of Chemical Engineers (IChemE) met, but the majority of the IChemE Safety Centre’s (ISC) recommendations are also covered. Student feedback on the 3rd year Safety and Loss Prevention (S&LP) module showed that the course has been consistently well received by the students, pointing to good course structure and coherence being a significant factor. Analysis of the outcomes of the 2020 final examination for S&LP, using Bloom’s taxonomy, supported existing plans to change the mode of assessment of S&LP to a significant coursework project. Finally, plans for a future revision of the S&LP module are presented to serve as one exemplar of good practice in safety teaching, which not only meets the requirements of the accrediting body and industry, but is also enjoyed by students.

The Relationship Between Psychological Flexibility, Value-Based Living and Emotional Well-Being in People Affected by Cancer

Background: Receiving a cancer diagnosis can have detrimental effects on an individual's psychological flexibility (ability to adapt constructively to reality), emotional well-being and ability to live aligned with personal values, for example, in relationships and work. Higher levels of psychological flexibility and emotional well-being are associated with better quality of life and lower psychological cancer-related distress. In turn, value-based living is positively associated with psychological flexibility and emotional well-being. There is, however, limited research specifically exploring the relationship between value-based living and emotional well-being within individuals affected by cancer. Maggie's Centres ( www.maggiescentres.org ) offer an innovative, multidisciplinary model of holistic supportive cancer care, widely regarded as an exemplar of best practice in cancer rehabilitation and supported self-management. In 2017 Maggie's received 249,247 visits across the network of Centres in the UK, Hong Kong and Tokyo. Principles of ACT (acceptance and commitment therapy) are incorporated within the program of individual support, psychoeducational courses and groups to help people maximize their quality of life. Aim: To explore the associations between psychological flexibility, value-based living and emotional well-being in individuals affected by cancer. Methods: Sixty-five people, affected by a cancer diagnosis personally or in a family member, were recruited from four UK Maggie's Centres. Participants completed standardized questionnaires measuring psychological flexibility, valued-based living and emotional well-being. Results: Moderate positive associations were found between emotional well-being and psychological flexibility (r=.4750), as well as emotional well-being and valued-living (r=.37983). Psychological flexibility was also positively associated with valued living (r=.443474). Multiple regression analysis revealed a significant model (F(5,54)=9.35, P < .001), accounting for 41.4% of the variance in emotional well-being (adjusted R2 = .414). Both psychological flexibility (b=.357, P = .002) and valued-living (b=.337, P = .004) were predictors of emotional well-being across all ages, gender and time since diagnosis. Conclusion: The study provides support for the positive associations between psychological flexibility, valued-living and emotional well-being and indicates that psychological flexibility and valued-living may be predictors of emotional well-being. This was a small observational study, so conclusions about causation or change over time cannot be made. Longitudinal intervention studies need to explore the potential impact valued-living and psychological flexibility may have on emotional well-being in those affected by cancer, and so contribute to understanding the potential importance of encouraging valued-living as a therapeutic tool within cancer care.

Engaging Men in Psychosocial Cancer Support

Background: Despite increasing rates of cancer survivorship, there is still evidence to suggest men are less likely to access information services, health services and cancer screening. Men may be more reticent to express their emotions in relation to health and specifically in relation to cancer; and so it is important to ensure that services offer different routes to inclusion. Maggie´s ( www.maggiescentres.org ) is an innovative, multidisciplinary, health professional led model of holistic supportive cancer care, widely regarded as an exemplar of best practice in cancer rehabilitation and supported self-management. In 2017 Maggie´s received 249,247 visits across their network of twenty-three centres in the UK, Hong Kong and Tokyo. One of the key challenges for Maggie´s and others is to develop sustainable, innovative and equitable approaches to supportive care. Aim: To explore whether male-specific facilitated support groups provide a constructive environment within which men can engage with health professional led holistic cancer services. Methods: Men (n=39) with a range of cancers (including curative and noncurative) from varied socioeconomic backgrounds, attending male-specific facilitated support groups at eight Maggie's Centres in the UK completed questionnaires to give feedback on the social, emotional, practical and informational support the groups aim to provide. A smaller subset of group members (n=12) participated in focus group discussions to capture themes about why men attend the groups. The group facilitators were interviewed to provide observations about the impact of the groups on both the participants and themselves. Results: Men in the facilitated support groups report high levels of satisfaction in relation to practical (94.8%), emotional (95.2%) and social (90.47%) and informational support (92.50%). Thematic analysis of the smaller subset of focus group data suggest reasons why men attend male-specific support groups including “reducing isolation and developing a sense of belonging”, “creating shared experience and understanding”, “safely expressing emotion”, “protecting loved ones from distress” and “use of male specific language and humor”. Conclusion: Globally, the supportive care needs of men affected by cancer are changing but the Maggie´s model of care offers valuable lessons that can be generalized across varied support settings to meet these emerging needs. The current study underlines the importance of engaging and supporting men throughout the cancer experience through the use of professionally facilitated support groups that discuss themes tailored to the challenges the men face and maximize the opportunity for acceptable social support. Further controlled longitudinal research is required to build on these findings.

Enhancing Quality of Life Through an Innovative, Multidisciplinary Model of Supportive Cancer Care and Rehabilitation

Background: Advancements in diagnosis and cancer treatment mean survival rates have improved but as a consequence many people are living with the adverse physical effects of complex treatments, financial hardship, work and relationship stress, and fear of recurrence. Person-centered, holistic care is required to help people maximize all aspects of their quality of life when living with and beyond their cancer, but debate continues around which models are economically sustainable and effective in achieving the desired outcomes. Maggie's ( www.maggiescentres.org ) is an innovative, multidisciplinary model of holistic supportive cancer care, widely regarded as an exemplar of best practice in cancer rehabilitation and supported self-management. In 2017 Maggie's received 249,247 visits across the network of centres in the UK, Hong Kong and Tokyo. The Maggie's program is designed to incorporate evidence based psychoeducation techniques delivered by multidisciplinary oncology professionals; offer personalised and understandable treatment and lifestyle information; and maximize the opportunity for social-support. Outcome evaluation is embedded within the model of care. Aim: To illustrate the holistic Maggie's model using outcome data from “Managing Stress” and “Living with and after Prostate Cancer (LWAPC)” courses to provide examples of the impact Maggie´s makes in enhancing quality of life. Methods: A subset of participants in “Managing Stress” and “Living with and after Prostate Cancer” courses across the network of UK Maggie´s Centres completed pre and post course standardized questionnaires. Results: Participants in “Managing Stress” found significant improvements in overall psychological well-being and quality of life (QoL) (t(40)=3.28, P = .002) and significant improvements in their ability to tolerate uncertainty (t(47) = 3.23, P = .002). Participants in the LWAPC found significant improvements in overall prostate cancer specific QoL ( t(37)=3.603, P = .001), general well-being ( t(37)=2.61, P = .013), and emotional well-being ( t(37)=2.62, P = .013). Also, significant reductions were found in overall negative appraisal of life (t(52)=2.96, P = .005), overall health worries (t(52) 2.28, P = 0.27), worries about the future (t(52) = 2.85, P = .006) and uncertainty (t(52) = 3.89, P < .001). Conclusion: Globally, the supportive care needs of people affected by cancer are changing but the Maggie's model of care offers valuable lessons that can be generalized across varied support settings to meet these emerging needs.

Environmental Justice as Scalar Parity: Lessons From Nuclear Waste Management

The development of major infrastructure projects, such as power stations, waste facilities or transport networks, commonly raises concerns of how to ensure environmental justice within policy and planning. Environmental justice has been divergently theorised, though procedural/participative, distributive and recognition-related elements are commonly cited. With growing inter-disciplinarity between normative ethics and the geographic social sciences, there is a renewed interest in the scalar aspects of environmental justice (particularly in relation to infrastructure projects)—how the framing of environmental decisions at multiple and conflicting scales results in disparities between locally affected communities, and regional and national decision-making authorities. In analysing this problem, the paper has three principal aims. The first is to outline the problem of scalar environmental justice. The second is to explore a practical case of scalar environmental justice, by examining the decision-making processes surrounding radioactive waste management in the UK. The third is to outline a new concept of “scalar parity” derived from the radioactive waste policy process, whereby local communities and regional and national political stakeholders are charged with balancing their competing interests through the “fulcrum” of a partnership organisation, to fairly resolve environmental justice disputes. This scalar parity model is used as an exemplar of good practice in environmental justice resolution that could be applied to other major infrastructure projects.

Developing reflection through an ePortfolio-based learning environment: design principles for further implementation

ABSTRACTThis article discusses the implementation of an ePortfolio-based learning environment with Bachelor of Education students. The intention was for the platform to be an agency for the development of reflection. The environment scaffolded reflection through (1) exemplars of good practice, (2) the opportunity for discussions and (3) activities to support the development of reflection. There were issues within the research around the introduction of the platform at the particular stage of the students’ degrees but the environment was successful in the provision of a teaching and learning platform. The findings provided design principles for a model to guide the development of similar learning environments including (1) the need for the ePortfolio platform to be embedded across the degree programme with (2) regular tasks for the students to complete that (3) have a clear purpose that the students are aware of and (4) utilise interaction patterns that mimic the structures of social media.

Developing a digital learning version of a mentorship training programme

This article describes the experience of one university team in developing, delivering and evaluating an online Nursing and Midwifery Council-approved mentorship programme for nurses and midwives who support pre-registration students in practice. Although the authors are confident of the quality of the educational provision, this article does not discuss this programme as an exemplar of best practice, but aims to share the learning gained from the experience of introducing a digital learning version of a mentorship course.

Evaluating the impact of distributed culturally responsive leadership in a disadvantaged rural primary school in Ireland

This paper suggests that distributed leadership is a vital first step in making schools flexible enough to respond to new pressures. However, it is then argued that distributed leadership per se does not necessarily imply a commitment to a particular stance on issues of social justice, such as equality, but rather that this can only flow from leaders becoming culturally responsive to the diverse traditions and needs of the changing populations of their schools. We define this combination as ‘distributed culturally responsive leadership’. The second part of the paper attempts to illustrate this argument by closely examining the philosophy and actions of a particular principal who is regarded as an exemplar of good practice. The methodology used in the school case study is described and, finally, we provide a presentation and analysis of the data followed by a discussion of the research findings.

The geophysics contributions from the QJEGH , 1967 – 2015

This paper reviews the geophysics contributions of the QJEGH (and forerunner QJEG ) over the last 50 years in support of engineering geology, hydrogeology and ground engineering. It includes a brief history of some world and national influences on the ascent of geophysics over this time. The fundamental objectives behind geophysical surveying and monitoring are recapped before presenting contributions, across a range of geophysical methods, within a framework of applications, originally devised by the Geological Society Engineering Group Working Party for Engineering Geophysics in 1988. Three-quarters of the papers reviewed focused on UK geology. Seismic, electrical resistivity and thermal methods accounted for 60% of the contributions, with magnetic, gravity and seismicity accounting for a further 24%. Some contributions are highlighted in each of the applications sections; these were considered exemplars of good practice, of good data, or considered by the reviewer to be innovative (at the time). Tables classifying around 140 papers into geophysical themes will enable practitioners to utilize the Geological Society Online Lyell Collection to review appropriate geological and hydrogeological contexts for successful engineering geophysical applications in support of future engineering. Supplementary material: Review papers sorted into geophysical themes and engineering applications is available at https://doi.org/10.6084/m9.figshare.c.3903871

Delayed Discharges and Hospital Type: Evidence from the English NHS

AbstractDelayed discharges of patients from hospital, commonly known as bed‐blocking, are a long‐standing policy concern. Delays can increase the overall cost of treatment and may worsen patient outcomes. We investigate how delayed discharges vary by hospital type (Acute, Specialist, Mental Health, Teaching) and the extent to which such differences can be explained by demography, case mix, hospital quality, the availability of long‐term care, and hospital governance as reflected in whether the hospital has Foundation Trust status, which gives greater autonomy and flexibility in staffing and pay. We use a new panel database of delays in all English NHS hospital Trusts from 2011–12 to 2013–14. Employing count data models, we find that a greater local supply of long‐term care (care‐home beds) is associated with fewer delays. Hospitals that are Foundation Trusts have fewer delayed discharges and might therefore be used as exemplars of good practice in managing delays. Mental Health Trusts have more delayed discharges than Acute Trusts, but a smaller proportion of them are attributed to the NHS, possibly indicating a relatively greater lack of adequate community care for mental health patients.

Keeping it pure – a pedagogical case study of teaching soft systems methodology in scenario and policy analysis

Purpose Soft systems methodology (SSM) is well documented in the academic and management literature. Over the last 40 years, the methodology has come to be adapted depending on the tool users’ skills and experience in order to fit the problem. The purpose of this paper is to demonstrate good teaching and learning practice from a pedagogical perspective. Design/methodology/approach Dr Ian Yeoman of Victoria University of Wellington provides a personal reflection of how the methodology is used in the teaching and learning of TOUR301 Tourism Policy and Planning as a policy and scenario analysis method. Findings The paper articulates the seven stages of SSM from problem situation unstructured, through to Rich Pictures, vision and guiding principles, policy solutions, comparisons, feasibility and implementation stages. The paper uses a series of teaching tasks to breakdown the complexity of the methodology thus guiding students and teachers in how to deploy the methodology in the classroom. Originality/value The value of the paper demonstrates the reflective practice of SSM in action as an exemplar of good practice. The paper clearly articulates the stages of the methodology so students and teachers can adopt this approach in classroom environments following a scaffolding learning approach. The use of teaching tasks throughout the paper helps bring clarity and order thus enabling the teacher to effectively teach the subject and the students to learn. The most significant contribution of this paper is the articulation of good teaching practice in policy and scenario analysis which articulated through four learning lessons: facilitating a learning environment; the impact of visual thinking; political theory; the importance of incremental learning; and problem-based learning and international students.

A Māori love story: Community-led disaster management in response to the Ōtautahi (Christchurch) earthquakes as a framework for action

Within the disaster response and research sectors, there is increasing recognition of the value of community-led initiatives that facilitate emergency management, risk reduction and community resilience. In contrast, the value of cultural approaches to disaster management and recovery is rarely acknowledged. The Māori disaster management response to the Christchurch earthquakes and subsequent urban recovery process constitutes an exemplar of best practice. During the emergency management phase, Māori risk management initiatives were collaborative, effective and shaped by kaupapa (cultural values), specifically the value, 'aroha nui ki te tangata' (extend love to all people). In this article, the potential value of Māori kaupapa-based technologies for shaping contextually relevant disaster management and risk reduction strategies is considered. The discussion draws from research findings arising from two projects conducted by the Joint Centre of Disaster Research in partnership with Te Rūnanga o Ngāi Tahu (resident Māori tribe) that address Māori disaster–related concerns, including factors that facilitate community recovery. An overview of the Māori emergency response, including perceived hindrances, is provided as background. Drawing upon frameworks provided within Actor-Network Theory cultural technologies that facilitate community well-being and recovery are identified and the ways in which technologies were operationalised within the emergency context, outlined. With reference to the Hyogo Framework for Action the applicability of integrating Māori technologies into national civil defence emergency management policies is also discussed and recommendations are proposed for adapting and implementing these technologies as a component of integrated disaster risk reduction at the local, national and international levels.

Shakes, Rattles and Roll Outs: The Untold Story of Māori Engagement with Community Recovery, Social Resilience and Urban Sustainability in Christchurch, New Zealand

On September 4, 2010 a 7.1 magnitude earthquake struck the Canterbury region of New Zealand, heralding a sequence of earthquakes, which included a fatal 6.2 earthquake centred under Christchurch City on February 22, 2011. In response, local Māori recovery initiatives were collaborative, effective and shaped by cultural values, including the principle ‘aroha nui ki te tangata’ (extend love to all). Disaster sector stakeholders are increasingly recognising the value of community-led initiatives that facilitate social resilience. In contrast, cultural approaches to facilitating community resilience receive minimal acknowledgement. The Māori response to the Christchurch earthquakes and subsequent recovery process constitutes an exemplar of best practice. The Joint Centre for Disaster Research in partnership with the Christchurch Iwi (tribe) Ngāi Tahu, conducted research to identify, and document the ways Māori cultural factors facilitated community resilience in response to the earthquakes. A Māori qualitative research methodology has shaped the community-based participatory research design. Māori research participants views were ascertained though semi-structured and focus group interviews. Dialogical and narrative interviewing approaches were used to foster community engagement, as well as capture Māori understandings and practices associated with disaster management, recovery and resilience. Data analysis drew on social theories, risk perspectives and indigenous epistemological concepts. Analysis of the results suggest that New Zealand's disaster response policies may be enhanced by the integration of Māori approaches to facilitating disaster risk mitigation, community recovery and social resilience. This paper documents the different levels of support that were extended to whānau (families), communities and responding agencies. The cultural principles that underpin the extension of support are examined in relation to Bruno Latour's theories about how technologies shape action and Putnam's ideas on social capital. The impact of cultural support strategies on social resilience is addressed and the relevance to national and local authority disaster recovery strategies outlined.

The vocational curriculum in the lower secondary school: material and discursive practices

The rationale for the study is to enhance our understanding of how young people learn and engage with vocational subjects within the lower secondary years of compulsory education. The concept of pre‐vocational education has recently emerged to describe the initial transitional phase of preparing young people for employment in specific occupational areas in the UK. Although there has been extensive research undertaken in work‐based apprenticeship learning, very little research has emerged in pre‐vocational education among 14–16 year olds in schools. The research undertakes such an enquiry based upon a case study of North Lanarkshire secondary schools. This local authority has been selected as it has one of the highest rates of young people participating in pre‐vocational education in secondary education and has been identified by a recent OECD report as a potential exemplar of best practice in this field. However, concerns remain regarding how to integrate the pre‐vocational curriculum with the academic curriculum, whether pre‐vocational courses can engage high achievers and, more specifically, how effectively the subject is taught within schools.

Using toolkits to achieve STEM enterprise learning outcomes

PurposeThe purpose of this paper is to evaluate the effectiveness of using several commercial tools in science, technology, engineering and maths (STEM) subjects for enterprise education at Newcastle University, UK.Design/methodology/approachThe paper provides an overview of existing toolkit use in higher education, before reviewing where and how tools are used across science and engineering disciplines. Feedback was collated from Newcastle educators and students to determine whether the projected enterprise learning outcomes were achieved. STEM learning outcomes were also mapped to the NCEE entrepreneurship learning outcomes framework.FindingsThe paper investigated the use of three key enterprise toolkits across the Faculty of Science, Agriculture and Engineering and the Faculty of Medical Sciences, where the focus is on innovation and product/service development, rather than on the desire to “be an entrepreneur”. This reflection on practice evaluates the benefits and student perceptions of workshop tools for enterprise, decision making and teamwork. It makes comparison between the perceived employability needs of these students, and addresses the intended and actual outcomes of these tools.Research limitations/implicationsEvaluating toolkit use within a single university is constrained by common internal workings, however as exemplars of good practice this is of value to other UK higher education institutions.Practical implicationsConsideration is given to entrepreneurial support and development, and whether using existing tools should be used for summative or for formative assessment. It also questions whether tools are fit for purpose.Originality/valueThis paper reveals patterns of tool use and their effectiveness across science and engineering.