Guest editorial

The current feature is the 21st consecutive double special issue to be published in Education + Training since it first appeared, to great acclaim, in the autumn of 2000. Beginning with its planning stage, during the 1989/1999 period, we decided to focus its conceptual scope on important, emergent and controversial aspects of education, training and learning (Matlay, 2008a). The context of these articles was specifically chosen to reflect the education and training realities that were impacting upon the largely under-researched economic sector of small and medium-sized enterprises (SMEs). Consequently, articles published in these special issues set out to critically investigate and empirically examine various SME aspects connected to Vocational Education and Training, Human Resource Development and Management, Formal and Informal Learning and Enterprise and Entrepreneurship Education. Individually and collectively, these special issues represent a significant and empirically rigorous contribution to the advancement of the specialist body of knowledge relevant to entrepreneurship and small business development. Accordingly, the feedback we received from readers and other stakeholders over the ensuing 21 years of publication has been overwhelmingly positive, representing an important contributor and ongoing motivator to its growth, as well as publishing longevity.

It should be noted that there are a number of important factors at the basis of the rapid growth in educational research and dissemination that relates specifically to small business and enterprise development. First, there is the recognition that entrepreneurship in general, and small businesses in particular, are considered the “growth engines” of national, regional and global economies (Matlay, 2011). Second, education and training is perceived as contributing to more, better prepared and highly qualified entrepreneurs entering the economy (Matlay, 2008b). Third, better educated entrepreneurs are more likely to generate innovative and sustainable entrepreneurial activities at individual, serial and portfolio levels (Carey and Matlay, 2010). Fourth, these entrepreneurs are inherently more knowledgeable and flexible, as well as better positioned to recognise and convert lucrative entrepreneurial opportunities in emergent niche markets (Matlay, 2009). Fifth, knowledge-based entrepreneurial ventures are significantly more successful and considerably less likely to stagnate, decline or fail (Matlay, 2005). Finally, a large, healthy and fast growing SME sector is considered as a crucial indicative of a dynamic economy and substantive contributor to such positive outcomes as wealth creation, employment generation and the structural integrity of the socio-economic, cultural and political infrastructure of a nation (Matlay, 2006). Unsurprisingly, therefore, entrepreneurship education has ascended to the top of policymakers' agenda in the UK, Europe and elsewhere. Internationally, since the 1980s, the number of short courses, modules and specialised educational offerings has grown exponentially. More research is needed, however, in order to critically appraise, compare and contrast the many aspects that impact upon entrepreneurship education on offer at various levels of the educational system, inclusive of compulsory, further and higher education. In this context, the current special issue is dedicated in its entirety to international perspectives of entrepreneurship education and training.

Much of the ongoing success of this long running series of special issues is due to the constructive suggestions and innovative proposals that we receive, on a regular basis, from new, existing and longstanding contributors, as well as collaborators, referees and specialist evaluators. Their feedback is not only very useful but also crucial to the educational and professional development of a large body of stakeholders, including students at various levels of the educational system, teaching and research staff members, economic observers, government representatives and policymakers. The impact and the relevance of these special issues reverberate across national, regional and global contexts. We receive feedback from multiple and diverse sources, that originate from both industrially developed and developing countries, as well as nations in transition. Sections of dedicated special issues are used as teaching tools in primary and secondary schools. These double special issues are considered required reading both at undergraduate and postgraduate levels, in institutes of higher and further education. Most keenly felt impact, however, can be noticed in practical terms, within SMEs, at the interface between management development and individual, team and firm productivity, quality and output. Given the growing impact and reputation of Education + Training, we will endeavour to continue with the publication of high quality and empirically rigorous articles that are directly and indirectly relevant to social welfare, knowledge creation, sustainable use of resources and the pursuit of high levels of quality economic output.

Finally, in planning, organizing and delivering the 21st double special issue, I have benefitted considerably from the commitment, expertise and assistance of a number of individuals. I would therefore like to extend my gratitude to authors, referees, evaluators and advisors, for all their commitment and hard work. Thanks to Dr Martin McCracken, the Editor of Education + Training and Sharon Parkinson, Senior Publisher, for their continued support.