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Purpose This paper aims to explore a range of conceptual and practical challenges faced in delivering an innovative programme targeted at staff of UK higher Education (HE) and further education (FE) institutions. The two major foci of the programme are: on the pedagogies and organization of knowledge required to provide a true “feel” for the life world, values and ways of behaving of entrepreneurs in very different academic disciplinary contexts; and on strategically and operationally making things happen in the participant institution. Design/methodology/approach The paper is action research‐focused. Its aim is to explore the validity of a concept of entrepreneurship and entrepreneurship education which is truly interdisciplinary. It tests out in practice a “Mastery” model of an entrepreneurship educator in HE and FE. Findings The basic structure of the model is found to be appropriate as is its social constructionist view of education upon which it is founded. Importantly it values learning through practice, which may not be a total reflection of what is taught on the programme, equally with the application of programme knowledge. Originality/value The conceptual model and resultant programme are arguably unique in their total focus on behaviours in different organizational and disciplinary contexts.
Allan Gibb (Sat,) studied this question.
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