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Recent research suggests that important issues are emerging among enterprise educators in higher education institutions (HEIs). This paper examines four key areas of debate. The first of these is the assessment of entrepreneurship ideas and related activities (Pittaway and Cope, 2007). Penaluna and Penaluna (2008, 2009a,b), for example, focus on assessment methods in schools of art and design and on how these methods could be employed more effectively by enterprise educators. Second, and linked to the issue of assessment, is the area of ‘contextualized’ enterprise education, focusing on enterprise education as it is taught within the context of a specific discipline (for example, Carey and Matlay, 2007). The third area concerns online social media platforms and how in the UK these are increasingly being employed to deliver and support enterprise pedagogies, including the use of external contacts, teaching marketing and explorations of professional boundaries (Smith, 2009; Carey, 2009a,b,c; Harris et al, 2011). The final emergent topic relates to risk and responsibility in the assessment and potential support of business ideas in entrepreneurship education on offer in UK HEIs (Harte, 2008; ISBE, 2010). This article explores recent developments in the debates on these emergent issues and examines them in the context of enterprise education provision in UK HEIs.
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