Recent Scottish Government policy has increasingly emphasised lifelong learning as the means of developing the nation’s skills and employability. Colleges are frequently presented as the key driver of widening access to lifelong learning in Scotland and are expected to provide effective responses to both social and economic problems. This research focuses on the balance struck in government policy in relation to Scotland’s colleges with regard to social and economic objectives and how this policy is mediated in three diverse colleges. Utilising case studies of three colleges in Scotland, this study found that the economic focus of the Scottish Government, coupled with the market values of the college sector following the Further and Higher Education (Scotland) Act 1992, has resulted in some colleges emphasising economic priorities at the cost of social objectives. College education is presented as the bridge to the labour market and this has resulted in students equating college learning with acquiring the necessary qualifications to obtain employment. In the larger colleges (both the result of recent mergers) social network development is treated as a by-product rather than a central objective and the connections made by students tend to be confined to narrow subject areas. Learning at these colleges is compartmentalised, so that students develop ‘bonding’ rather than ‘bridging’ social capital, which may narrow rather than widen their horizons (Putnam, 2000). Pursuit of funding initiatives and performance indicators at the larger colleges led to tensions amongst staff members over the loss of community focus and, in the case of one college, a significant increase in learners under 16. The smaller college exhibited a clear community focus, allowing for greater levels of social interaction. It is suggested that colleges need to develop further their role as generators of social, as well as human, capital.

In recent years young entrepreneurs have attracted considerable attention from policy makers and the media, and there is evidence that increasingly many young people aspire to start their own business. However, there has been little research into how young entrepreneurs actually build their businesses, and the limited existing research about young entrepreneurs has tended to focus on participants who have struggled to achieve business survival and growth. By contrast, this thesis investigates how young entrepreneurs are able to build high performing businesses. All participants have built a business with a turnover between £1 million and £90 million or otherwise raised at least £1 million in external investment. It takes a qualitative approach, based primarily on semi-structured interviewing, to understanding the knowledge and skills 21 young entrepreneurs used to build their businesses. It uses a human capital theory framework to analyse how the young entrepreneurs developed relevant knowledge and skills prior to start-up in order to build a business. It then considers what additional human and social capital the young entrepreneurs acquired during the venture creation process itself. The findings identify three different pathways, each of which typifies the human capital used by particular young entrepreneurs, according to their educational background and the precise age at which they started their business. The study also establishes the necessary human capital which all of the young entrepreneurs developed prior to start-up or during the early stages of starting their ventures, which was important to their success in growing a business. The study finally contributes to the debate about whether general human capital or venture-specific human capital is most important to entrepreneurs, finding that for young entrepreneurs developing pre-start-up general human capital is particularly significant.

Thesis (S.T.L.)--Catholic University of America, 2003. / Includes bibliographical references (leaves 109-114).

Thesis (doctoral)--Universität Zürich.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 64-69). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 64-69). Also available on the Internet.

Thesis (S.T.L.)--Catholic University of America, 2003. / Includes bibliographical references (leaves 109-114).

Thesis (Ph. D.)--University of California at Berkeley, 1995. / Includes bibliographical references.

Thesis (Ph. D.)--University of Michigan, 1994. / Includes bibliographical references (leaves 120-124).

Thesis (Ph. D.)--George Mason University, 2006. / Vita. Includes bibliographical references (leaves 125-133).