Higher Education, Skills and Work-Based Learning

Practice-based learning in entrepreneurship education: A means of connecting

knowledge producers and users
Briga Hynes Yvonne Costin Naomi Birdthistle
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HESWBL
1,1 Practice-based learning
in entrepreneurship education
A means of connecting knowledge
16 producers and users
Briga Hynes, Yvonne Costin and Naomi Birdthistle
Department of Management and Marketing, Kemmy Business School,
University of Limerick, Limerick, Ireland
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Abstract
Purpose – The purpose of this paper is to propose a practice-based entrepreneurship education
programme which enhances collaboration between educational institutions and the small business
community as a means of producing a more employable, well rounded and skilled graduates.
Design/methodology/approach – A case description of the business consulting programme
operated at the University of Limerick.
Findings – The findings highlight how a practice-based learning module brings real business
learning into the classroom and simultaneously attends to the needs of different internal and external
stakeholders by producing a more flexible and employable professional graduate. Furthermore,
it creates a more meaningful relationship between education institutions (knowledge producers) and
industry (knowledge users).
Research limitations/implications – Educators need to evaluate the benefits of practice-based
learning programmes from the external stakeholder perspective as a basis of identifying more
innovative practice-based learning options.
Originality/value – The paper draws attention to the need for, and suggestions on how educational
institutions can be more outward focussed and responsive to the needs of industry when designing
educational programmes.
Keywords Higher education, Small enterprises, Graduates, Skills, Employment, Experiential learning
Paper type Research paper

Higher Education, Skills and
Work-based Learning
Vol. 1 No. 1, 2011
pp. 16-28
q Emerald Group Publishing Limited
2042-3896
DOI 10.1108/20423891111085366
Introduction
Higher educational institutions (HEI) contribute to the economic development and
growth of a region through the provision of core, subject-specific programmes that focus
on technical and business knowledge contributing to innovation, new product
development and enhanced competitive business models (Foray and Lundvall, 1996;
Garlick, 1998; Thanki, 1999; Fritsch, 2002; Feldman and Desrochers, 2003; Cooke, 2004;
Kitagawa, 2004; Huggins et al., 2008). As the business environment becomes more global
and technological advances impact on how, where and when business transactions are
undertaken industry requires graduates that are capable and competent of contributing
to business in an innovative manner. Thus, how best to prepare industry ready
graduates becomes more challenging for educational institutions. To achieve this,
we argue that education must extend outside the classroom into the industrial arena,
through interaction with businesses of all sizes, community groups and government
development agencies. This interaction between the multiple stakeholders will guide
the design of more relevant educational programmes which emphasise skills and
competency development in addition to subject specific knowledge acquisition.
 This paper commences with a discussion on what employers seek when recruiting Practice-based
graduates and in particular the skills and competencies required. Practice-based
learning is examined as a means of instilling the required skills and competencies in
learning
students and providing them with practical experience of the realities of managing a
business in a changing environment. We then describe an approach to help foster
co-learning and discovery and facilitate the development of business management and
leadership capabilities amongst university students. A discussion on the benefits 17
accruing to students, industry and the educational institution highlight important points
for consideration by educational institutions who wish to promote this type of learning.

Meeting the needs of industry – creating the flexible business professional

Universities do not solely exist to prepare graduates for the role of a subject specialist or
a technical expert, but a graduate who is capable of making a smooth transition to the
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workplace, who can bring new ideas to the business, who is flexible and who has an
appetite for ongoing professional learning (Hynes and Richardson, 2007; Starkey and
Tempest, 2008; CBI, 2008). Similar findings were echoed in the “The flexible professional
in the knowledge society report” (Allen and van der Velden, 2008), which classified the
critical skills for graduates into five areas – professional expertise, functional flexibility,
innovation and knowledge management, mobilisation of human resources, and
international orientation. That said the fact that the majority of graduates surveyed for
this report did not perceive, they were sufficiently prepared for the roles they assumed
upon graduation, questions the relevance of their educational experience for industry
needs. This report is not alone in its criticism of the legitimacy of the relevance of the
learning obtained by students in third level educational institutions (Pfeffer and Fong,
2002; Burgoyne et al., 2004; Bennie and O’Toole, 2005; Khurana, 2007; Abell, 2008).
Burgoyne et al. (2004, p. 53) note that:
[. . .] there appears to be some tensions between the very largely positive feedback from
students on their learning at Business Schools and how easily this can be linked to
improvements in their performance at work.
Others provide similar verdicts, stating that:
[. . .] the business school has not only failed to deliver knowledge that enhances firm
competitiveness, but has also been a major source of the wrong sorts of knowledge for
management, fostering a short-term, risk-averse orientation (Starkey and Tempest, 2005, p. 72).
According to Starkey and Tempest (2005), this gap between the priorities of academic
research and the types of research valued by practitioners is further compounded by the
challenge for the educator to undertake a dual mandate of academic researcher and
educator of future business leaders, often without a factual understanding of how
industry operates or the type of business leader it requires.
Additionally, business schools have also experienced increased demands from the
business community for their services in supporting attempts to institutionalise
innovation processes and enhance competitiveness (Huggins et al., 2008) further
signalling the necessity for educators to engage with and learn about the knowledge and
skills required by industry.
Therefore, in striving to appropriately address industry needs the concept of
“employability” must be defined from the employer perspective and not solely based on
the perception of what educators deem to be the case. One such useful definition is
 HESWBL recommended in “Future fit: preparing graduates for the world of work” (CBI, 2008, p. 8)
which identified an employable graduate as one who possesses the following:
1,1
A set of attributes, skills and knowledge that all labour market participants should possess to
ensure they have the capability of being effective in the workplace – to the benefit of
themselves, their employer and the wider economy [. . .]

18 The report further highlighted the importance that employers place on skills such as
self-management, team working, customer awareness and problem solving,
communication, information communication skills and enterprising skills. In the Irish
context, similar issues resonate for employers as described in the report published by the
EGFSN (2007) and Forfas (2009) who emphasise the need for graduates to have skills in:
.
Innovation and creativity for generating and evaluating ideas about solutions.
.
Generic management practices to include those associated with problem solving,
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information processing, critical thinking, communication, team working and

decision making.
.
Information communication technology (ICT skills) to create greater efficiencies
and higher levels of productivity.
.
Resourcefulness for problem solving, dealing with uncertainty and managing
customer and external relationships.

A common theme emerging in the above-mentioned reports was the need for graduates
of all subject disciplines, not just business to possess these aforementioned skills and to
display a “can do” approach and a strong desire to make a difference to a workplace
when seeking employment.
Thus, to produce the type of graduate who is flexible and competent in meeting the
diverse and ever changing needs of industry, educational institutions must adopt a more
proactive and outward focused approach to programme design and delivery.
Traditional learning theories are borne out of the rationale that learning is an
individual activity – a linear process with a beginning and an end and established upon
a positivist epistemology, which fails to capture and understand the multi-processes of
knowing in practice as social firm actors interact (Easterby-Smith and Araujo, 1999;
Taylor and Easterby-Smith, 1999; Thompson and Thompson, 2008). Subsequently,
learning is context dependent where learning is not conceived as a way of knowing
about the world, but in some way engaging in that world where the inquiry of the
uncertain situation and the application of thinking and reflection provide the necessary
conditions for knowledge and skills attainment (Gherardi, 1999; Brown and Duguid,
2001; Chiva and Alegre, 2005). We view practice-based learning as a useful means of
creating the correct conditions for knowledge and skills attainment whilst engaging the
learner in real business situations. Furthermore, we argue that the practice or the “work”
context of the learning should not be restricted to paid employment within an
organization, but be stimulated in the educational institution through active
collaboration and involvement of industry.
Essentially, there is an increasing necessity for a shift away from the prevalent
“transmission” model of education, “where pre-existing fixed ideas are transmitted
to the learner” (Kolb and Kolb, 2005, p. 194) and learning and knowledge are
narrowly defined, to a teaching approach that is conducive to meeting the needs of
industry, that is, achieving the high-level skills, knowledge, life-long learning skills,
 and appropriate personal qualities to grow and transform enterprises (Duch et al., 2001; Practice-based
Brennan, 2005; Burns and Chisholm, 2005; Huggins et al., 2008). In line with this, there learning
has been calls in the business education literature for a new paradigm to replace the
traditional “transmission” model (Huff and Huff, 2001; Georges and Romme, 2003;
Starkey and Tempest, 2005; Stern, 2008), yet there is little evidence to show examples
of where this has occurred. Contemporary management problems require that students
have the ability to leverage both their experience (know how) and new knowledge 19
(know what), thereby centralising the relationship between experience and theory.
Practice-based programmes are ideally placed to operationalise this relationship.

Practice-based learning – bridging theory and practice interface

Flanagan (2000) describes work-based learning (synonymous with practice-based
learning) as the bringing together of self-knowledge, expertise in practice and formal
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knowledge as it involves the investigation and solving of real-world problems that are
experienced in practice. According to Revans (1982) practice-based learning goes
beyond problem solving to acquiring new knowledge and facts and developing critical
analytical problem-solving and implementation skills which result in new sustained
learning. This can be achieved through the use of complex projects or assignments that
have a workplace setting. “Experiential” learning is not just “fieldwork” or “praxis”
(the connecting of learning to real life situations) in a structured classroom situation,
it extends to a deeper cognitive learning in which learning is perceived as experiential,
reflective and reflexive (Kelly, 1997; Duch et al., 2001; Tenenbaum et al., 2001; Hytti and
O’Gorman, 2004; Brennan, 2005). Experiential learning locates reflection within a social
context, and integrates reflection and action, albeit as a process in which a group of
individuals support each other in their own and their peer’s reflection and learning
(Ramsey, 2005; Higgins, 2008). Thus, active forms of learning encourage students
to think and work more creatively to develop problem-solving strategies for
confronting unknown or unfamiliar situations they may encounter in the workplace
(Tenenbaum et al., 2001; Huggins et al., 2008).
The individual learner tends to be the focus of programme delivery which
underestimates the role and significance of teams in the workplace (Binks, 2005;
Rasmussen and Sorheim, 2006; Forfas, 2008; CBI, 2008). Experiential learning that is
focussed on individual knowledge is in danger of neglecting the importance of social
processes in making that “knowing” real in a complex environment. Therefore,
teamwork activities which build relationships between students and the educator and
foster a positive co-learning environment where students maximise their own and their
peer’s learning should be incorporated as a central aspect of practice-based learning
programmes. Two sets of factors intrinsic (features of the group itself) and extrinsic
(factors outside the group) require consideration in team formation as they impact on the
effectiveness of the team performance (Wickham, 2004; Ancona and Bresman, 2007).
Intrinsic factors relate to the composition of the group in terms of age, gender,
experience, personality and attitude whereas extrinsic factors relate to the environment,
resources and time constraints the team has to perform within. Essentially teamwork
adds value to the student in three main ways; personally, socially and educationally.
Stein (2006) cited the personal benefits of teamwork as building confidence; making
assignments more enjoyable and increasing the relevance of work interaction
for learning and for the work place. Social benefits include making friends,
 HESWBL exposure to business people and networking and from an educational perspective
1,1 problem-solving skills; reasoning skills; communication, listening and leadership skills
were developed. A synergy exists between the three sets of benefits which develop
holistically a more knowledgeable, informed and confident graduate. Integrative
learning is at the core of practice-based learning as students are encouraged and enabled
to draw together their past and present experiences with learned knowledge relevant to a
20 specific context. In achieving this, integration emphasis is placed on the educator to
facilitate the student to develop into a reflective learner connecting with reflective
practices and behaviour and develop reflective writing skills. Reflection is viewed as a
deliberate process during which the candidate takes time, within the course of their
work, to focus on their performance and think carefully about the thinking that led to
particular actions, what happened and what they are learning from the experience,
in order to inform what they might do in the future (King, 2002). The use of reflective
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learning and assessment in the pedagogy facilitates the individualising of critical

student learning, whilst allowing for team learning to simultaneously co-exist.
Engagement by the student in teamwork and in experiential learning and reflection
requires them to move from a passive mode of learning, to one where they take
ownership and responsibility for their own learning and assume roles of problem
solvers, decision makers, negotiators, conflict managers and communicators, which are
common roles and responsibilities of employees within with workforce.
Thus, it is suggested that two challenges arise in the development effective
experiential practice-based learning – first, establishing the relevant contextual
environment and second, the design of innovative pedagogical approaches suitable for
the acquisition of personal and professional skills and competencies in that work
environment. In the Irish context, given that 97 per cent of firms are classified as small
(employing , 50 persons) (Small Business Forum, 2006) they are deemed a suitable
context within which to position the learning for the student. Second, pedagogies
must minimise traditional didactic methods and promote action learning approaches
that allow individual and team interactions. When we focus our attention on the
achievement of the above, in addition to the provision of knowledge, approaches to
pedagogy must evolve from the traditional classroom didactic structure to a community
of learning which brings the business into the educational institution as an alternative to
placing the student in a company environment. A case in point is the business consulting
programme at the University of Limerick.

Research approach
The research approach employs a single case study of an experiential-based initiative in
entrepreneurship education implemented at the University of Limerick The objectives of
the business consulting programme, how it is operated, delivered, and assessed as a
means of providing students with a set of industry-ready-employability skills are
described. In addition, the benefits of the programme as indicated from the student,
client and educational institution perspective are included.

Enabling practice-based learning – the business consulting programme

The business consulting module offers individuals, small businesses and community
groups a consultancy service to identify and solve their business problems. Preparation of
feasibility studies, business plans, marketing plans and market research reports
 represent typical assignments. This course provides an important mechanism for Practice-based
introducing students to the everyday management problems and the heterogeneity of learning
business decision making and operations, where students obtain an enhanced
comprehension of the role and skills required by a manager, by a consultant and by a
project manager. Students work in teams of five to six students and have complementary
knowledge and experience. While the student teams are not placed in the firm, they can
visit the client throughout the process to observe the business practices in operation. The 21
client will meet with the students on a number of occasions during the semester.
Additionally, technology is increasingly used to hold meetings and facilitate on going
communications between the client and student team.
The client firms are sourced and met by faculty members to ascertain their business
needs and suitability for inclusion in the programme. Subsequently, the student team
and a faculty member meet the client to discuss the demands of the project and to devise
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a research proposal which forms the basis of formal agreement between both parties.
This proposal indicates clearly what the agreed objectives of the research are, the
proposed methodology that will be used to address the objectives and a project log which
highlights the milestones and details on how the students propose to manage the project.
On completion of the module, the client obtains a written consultancy report
providing a set of solutions and recommendations to address the initial problem. This
report is often used for submission to third parties for funding or to attract new
customers. In addition, a formal verbal presentation of the findings is made to the client,
faculty members and invited guests such as development or funding agency
representatives.

Programme objectives and learning outcomes

The primary aim of the module is provide students with practical hands-on experience
of engaging with a small or medium enterprise in a managerial consulting capacity.
It serves to develop students’ analytical, communication and presentation and report
writing skills; decision making skills; project management skills; negotiation; conflict
management and listening skills. Fundamentally, the student develops resourcefulness
and an innovative capacity on how and where to apply the theory of their subject
discipline into a relevant context.

Student profile and team formation

The programme is offered across multiple cohorts of students from business studies,
engineering, production management science, equine science, public administration,
and biochemistry and arts disciplines. Students are required to complete a “preferred
client profile” questionnaire to identify the client they would like to work with and a
detailed rationale as to why their team should be allocated to the client.

Programme delivery – the emphasis on experiential learning

A variety of delivery methods are applied to adhere to the expectations of the different
stakeholders (students, faculty members and the client) who contribute and benefit from
participation in the module. The traditional teaching mode (lectures) are used only at the
onset of the module to develop students’ mastery of subject knowledge of the concepts of
consulting and business management which can be integrated into the consulting project.
 HESWBL This moves learning from the individual focus as promoted by (Easterby-Smith and
1,1 Araujo, 1999; Taylor and Easterby-Smith, 1999; Thompson and Thompson, 2008).
The primary focus of the delivery is on action learning with an emphasis on getting
the student to take autonomy over how they learn, when they learn and where they
learn – key elements of experiential learning (Revans, 1982; Tenenbaum et al., 2001; Hytti
and O’Gorman, 2004; Binks, 2005). The use of collaborative team activities, goal-driven
22 tasks, intellectual discovery activities that heighten critical thinking in a practical
context dominate the delivery of the module. In addition, guest speakers and mini-case
studies are introduced to encourage understanding and skills development in areas such
as strategy development and implementation and managerial decision-making practices.
The emphasis on workshops allow for between and within group learning for the
students. Skills in project management process skills; negotiation skills; managing
non-performers; managing team conflict; peer assessment; crisis management and how
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to communicate negative feedback skills are greatly enhanced in students and are those
which are central for the creation of an “employable graduate” (CBI, 2008). The
achievement or lack of completion of tasks and the difficulties encountered in addressing
the appointed milestones need to be justified by the students verbally and through
project logs and interim progress reports. The delivery and management of this module
is dependant on the ability of the lecturer to adopt the roles of “facilitator” and
“challenger” and limit the issuing of authoritative instructions or providing students
with the solutions. The facilitator must encourage and equip the student to take
ownership for the decisions made and their consequences for their client firm. The
ability for the lecturer to adopt these varied roles in a less structured traditional lecturing
context is central for the success of this type of learning (Hytti and O’Gorman, 2004:
Hynes and Richardson, 2007).

Assessment methods
A multi-assessment approach is adopted for this module and it is continuously assessed
throughout the semester with no formal end of term examination. A total of 70 per cent of
the overall grade is awarded as a group grade and the remaining 30 per cent is an
individual grade. The breakdown for the assessment is outlined in Table I.
Each week, students set out objectives and actions which will be accomplished for the
next workshop. Group assessment is on a continuous basis based on a defined set of
deliverables which need to be submitted at agreed intervals throughout the semester,
culminating in the submission of a final report and formal presentation to the client at
the end of the semester. Each deliverable is awarded a percentage grade of which the
students receive in depth feedback from the supervisor at the various intervals.
Furthermore, students are assessed individually on a weekly basis through the
submission of a project log which forms the basis of recording individual reflective

Assessment type Individual or group grading

Project management (20%) Individual grade

Assignment 1 (20%) Group grade
Assignment 2 (25%) Group grade
Table I. Final report (25%) Group grade
Programme assessment Formal presentation (10%) Individual grade
 learning and how they consider they have individually contributed to the achievement Practice-based
of the team’s tasks. This captures the benefits of reflective learning as promoted by learning
King (2002).
The supervisor investigates various elements in the project log, namely:
.
individual contribution of the student to the progress of the project this week;
.
overall tasks completed by the team;
23
.
how their individual contribution added value to the overall progression of the
final report;
.
individual objectives for next week; the team objectives for next week; and
.
key decisions made and their suitability to the overall client problem.

By having this deliverable on a weekly basis it forces the members of the team to,
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individually, assume responsibility for the work that they have completed or indeed
not completed and identity remedial action to ensure original objectives are met by the
final deadline. This also isolates the type of learning obtained through the team
members interaction, albeit it social, personal or educational (Stein, 2006).
In summary, we strongly argue that this form of practice-based learning provides the
critical knowledge and skills learning for the student whilst simultaneously exposing
them to the realities of managing in a business environment. Furthermore, the student is
accountable to a potential employer not just an academic which challenges them to adopt
a professional and self endorsement approach to how they conduct and manage the
project milestones. As the research produced has a practical commercial application, the
student is obliged to achieve the balance between theory and practice and to develop
innovative solutions where the theory does not provide a perspective answer, further
highlighting the realities of the business world.
The business consulting programme is continuously reviewed to determine how it
benefits all stakeholders involved in the process. Table II provides a summary of the
key advantages associated with the programme.
These benefits are further endorsed in comments received from students and clients.
From the student perspective the following comments reflect what are the common
benefits of participation in the business consulting module:
Personally what I found most surprising was the level of knowledge and learning one can
acquire by working with a team [. . .] remarkable;
Feel it is the first time that I learnt something that I can use in the real world;
very practical and hands on experience gained;
I know what to do, how to behave and how to manage the entire consulting process; [. . .]
having to act as a consultant taught me more than I could have learnt from books or lectures;
Found the programme very effective in learning about time management, presentation skills
and how to write a report;
Now have an understanding of what happens in the real world;
The module was very intimidating at first but as I got used to it I became a lot more confident
in myself and my team.
The clients also reinforce the positive outcomes obtained which can be readily used in
management decision making:
Was surprised how practical and relevant the information presented by the students was;
Project completed has assisted me in getting funding for my business;
 HESWBL
Benefits for faculty and Benefits for small firm owner/
1,1 Benefits for the student educational institution manager

Learn from real-life practical
experiences
24
Gain skills to understand and
manage the different roles
assumed by the owner/manager
in growing the business
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Educational institutions benefit
from improved and more relevant
curricula development. This has
occurred both at undergraduate,
post graduate and post
experience student level
Educational institutions benefit
from an enhanced image and
reputation for being proactive
and relevant to the needs of
graduates and employers
Learn how to prepare relevant
documents such as a business
plan and marketing plan
Gain knowledge in key functional
areas of the business. Specific
learning that has taken place in
areas such as marketing,
conducting marketing research,

administration of market
research instruments, analysis
and interpretation of the research
results
Develop increased self-awareness Faculty gain practical experience Provision of and access to
of their level of managerial skills in consulting and the realities of important sources of information/
and competencies and improved starting and managing a new databases
diagnostic self-assessment skills business
Acquire enhanced people Faculty are provided with Provision of a forum for
management, leadership, opportunities which result in interactive learning which is
negotiation and communication increased networking thus giving customised and relevant to their
skills greater potential for research specific firm needs
collaboration and sourcing
external funding
Develop analytical and critical Increased involvement and Provides for an important contact
thinking and decision-making interaction with the small firm point for accessing further
skills sector, which can result in an information, research and for the
increased participation by basis of actual on-going working
educational institutions in new commercial relationships
business creations (both faculty
and student led)
Learn techniques for effective
presentation, networking and
marketing
Table II. Develop report writing and
Advantages of editing skills and design skills for
participation in the effective presentations
business consulting Acquire important project
programme management skills

As a result of the programme, I have decided to employ two of the students from the team;
Invaluable experience [. . .] please keep me informed on when the programme is running
again;
Was very surprised by the standard of work received from students [. . .] didn’t expect it to be
so high;
The programme was of huge value to me [. . .] the students took a very objective view and
helped me to see the wood from the tress!
Very impressed with the level of professionalism displayed by the students”; and “why didn’t
I do this in college?
 Concluding comments Practice-based
HEI should take cognisance of current business practices and their consequences for the learning
perceived legitimacy and relevance of educational programmes offered (Pfeffer and
Fong, 2002; Burgoyne et al., 2004; Bennie and O’Toole, 2005; Khurana, 2007; Abell, 2008).
As the nature of business evolves, so should the role of education which should be linked
to the real world. Educational interventions should be better developed to reflect
academic and practitioner requirements, with students and lecturers as co-learners, 25
co-planners, co-producers, and co-evaluators as they design, implement, and continually
refine their work in progress to meet industry needs in a relevant manner. This may
require a paradigm shift in educational institutions to ensure that these initiatives are
embedded in a comprehensive and long-term-oriented strategy for educational, research
and enterprise industry linkages. This should result in sustainable changes in structures
and the behaviours of individuals with those structures.
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In advancing this, it is suggested that interaction between higher education institutions

(knowledge producers) and industry (knowledge users) can be achieved through the
development of business support and consultancy services, establishment of networks
and collaboration in sourcing funding. The business consulting module is one example of
how collaboration between educational institutions and industry address multiple
stakeholder needs and benefits the student, educational institution and broader external
stakeholder requirements. Curricula need to be developed and reviewed on an ongoing
basis, academic research must be more closely aligned to industry and educational
institutions must increase flexibility and openness to ensure that courses keep the pace of
change with the business world. This may require a paradigm shift in educational
institutions to ensure that these initiatives are embedded in a comprehensive and
long-term-oriented strategy for educational, research and enterprise industry linkages.

References
Abell, D.F. (2008), Reinventing the Management Education Industry – A Revolution in the
Making, Springer, Berlin.
Allen, J. and van der Velden, R. (2008), “The flexible professional in the knowledge society”,
Report of Reflex (Research into Employment and Professional Flexibility), available
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28
About the authors
Briga Hynes is a Lecturer in Entrepreneurship at the University of Limerick and Programme
Director for the MBS in International Entrepreneurship Management. Her main research
interests lie in entrepreneurship and SME business growth, with a principal focus on an
evaluation of the determinants of small firm growth and the process strategy development in the
SME. A second stream of complementary research explores how best owner-manager skills and
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competencies can be enhanced through management development interventions and mentoring

programmes. She has also published on the topic of entrepreneurship education, where the
research investigates the different pedagogical approaches to teaching entrepreneurship across
disciplines. Briga Hynes is also involved in a number of outreach activities with entrepreneurs
and owner-managers and is also a member of Limerick City Enterprise Board, Southill Advisory
Management Group, The Management Development Council (Forfas), and is a Project Evaluator
for Social Entrepreneurs Ireland.
Yvonne Costin is a Junior Lecturer in Entrepreneurship in the Department of Management
and Marketing, Kemmy Business School, University of Limerick. Yvonne Costin is responsible
for teaching Enterprise Formation, Enterprise Development and Business Consulting at an
undergraduate and postgraduate level. She currently pursuing a PhD study in the area of female
entrepreneurship. Her main research interests include entrepreneurship education at both
primary and tertiary levels, female entrepreneurship and growth achievement in entrepreneurial
firms. Yvonne Costin is the corresponding author and can be contacted at: yvonne.costin@ul.ie
Naomi Birdthistle is a Lecturer in Entrepreneurship and MBA Programme Director at the
University of Limerick. Naomi Birdthistle’s research expertise is in the area of family business
management and entrepreneurship education. Naomi Birdthistle is a Government of Ireland
Scholar having been funded by the Irish Research Council for the Social Sciences for a two-year
study which is examining the characteristics and personality traits of high-potential start-up
companies in both Ireland and the USA. Naomi Birdthistle was recently recognised as an
outstanding higher education teacher by being awarded the Shannon Consortium’s Regional
Teaching Award.

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