Case Study 7: School for Female Founders (2013)

Project Overview:

In 2013, Informatics Ventures launched the inaugural Scottish School for Female Entrepreneurs in response to the need for more tailored support for women founders in Scotland’s growing tech and innovation sectors. Dr Julie McFarlane was invited to design and lead the initiative. The aim was to create a high-impact residential programme that would empower women with the confidence, tools, and strategic insight to build scalable businesses, refine their value propositions, and attract investment. The programme brought together 25 female entrepreneurs over an intensive weekend, with sessions focused on entrepreneurial clarity, strategic planning, and investment readiness. The event was a landmark moment in gender-focused enterprise education and received widespread media attention.

The Challenge:
Despite an increase in entrepreneurial activity across Scotland, women remained significantly underrepresented in tech start-up leadership, funding rounds, and accelerator programmes. Many had promising business ideas but lacked access to networks, targeted training, or investor-facing support. The challenge was to rapidly build entrepreneurial capacity, address confidence gaps, and provide a structured pathway to growth — all within a short, immersive timeframe. There was also a wider cultural challenge: to demonstrate that Scotland’s innovation ecosystem could be inclusive, diverse, and reflective of all entrepreneurial talent.

The Solution:
Over two intensive days, the programme delivered a carefully curated mix of workshops, mentoring, and peer learning activities. Dr McFarlane designed the weekend to follow a founder’s journey — from refining the business concept to mapping growth strategies and preparing a compelling investor pitch.
The learning model incorporated lean start-up methodology, customer validation frameworks, and entrepreneurial storytelling techniques. A final pitching session allowed each founder to present their refined value proposition to a panel of mentors and invited guests. Participants also benefited from high-level feedback, networking, and peer accountability.

The Impact:
The programme’s outcomes were immediate and far-reaching:

Confidence and Clarity: Participants left with stronger narratives, greater commercial focus, and the tools to pursue funding or partnerships with clarity.
Pathways to Growth: Several attendees progressed their ventures to investment readiness or formed new partnerships and spin-outs.
Visibility and Influence: The event received strong press coverage and became a benchmark for gender-inclusive innovation support.
Sectoral Shift: The success of the programme inspired similar initiatives, prompting other organisations to examine how they support underrepresented founders.

Conclusion:
The Scottish School for Female Entrepreneurs delivered more than just a weekend of training—it sparked a shift in how female founders were supported in Scotland’s start-up ecosystem. Dr Julie McFarlane’s leadership ensured the programme was both strategically designed and emotionally impactful. It provided a platform for women to lead, pitch, and grow in a space historically dominated by male-led ventures. This case study remains a powerful example of how focused, inclusive interventions can unlock new talent and drive cultural and commercial change.

Read More Case Studies Below

Case Study 1: Embedding Coaching into Enterprise, Education and Government (2025)

Read Case Study

7. Case Study 7: BodySwaps – Using Virtual Reality to Develop Soft Skills in Gen Z Users (Sept 2023 – Sept 2024)

Project Overview:
This innovative research project examines the potential of Virtual Reality (VR) simulations to enhance the development of soft skills—such as communication, teamwork, empathy, and problem-solving—among Generation Z users. As digital natives, Gen Z are highly comfortable with immersive technologies, yet there is limited empirical research on whether VR can meaningfully improve these critical interpersonal and professional skills. This project seeks to address that gap by providing robust evidence on the effectiveness of VR-based learning experiences, while also identifying best practices for their design and deployment in educational and workplace settings.

The Challenge:
While VR technology has rapidly evolved and found applications across sectors from gaming to healthcare, its role in soft skills training remains underexplored and often anecdotal. For Gen Z, whose learning styles usually favour interactivity, gamification, and technology integration, VR presents an exciting opportunity—but also raises important questions about accessibility, cost-effectiveness, and measurable outcomes. Organisations and educators require clear, evidence-based guidance before making significant investments in VR platforms for training purposes. Furthermore, there is a need to understand how VR compares to, or complements, more traditional soft skills training methods.

The Solution:
In collaboration with researchers from Loughborough University, the University of Westminster, and Liverpool Hope University, Professor Rodrigo Perez-Vega is leading a multi-institutional research initiative to rigorously assess the impact of VR simulations on soft skills development in Gen Z users. The project employs a mixed-methods approach, combining quantitative pre- and post-assessments of skill acquisition with qualitative feedback from participants on their learning experience.

Participants engage with BodySwaps’ immersive VR training modules, which replicate real-world scenarios requiring empathy, critical thinking, and effective communication. The research team is evaluating not only the degree of skill improvement but also user engagement levels, retention of learning, and the potential scalability of such interventions. This approach ensures a comprehensive understanding of both the learning outcomes and the experiential aspects of VR training.

The Impact:
This study will generate some of the first empirical evidence on the effectiveness of VR technologies in fostering soft skills among Gen Z. The findings will provide actionable recommendations for educators, trainers, and industry stakeholders on how to design, implement, and optimise VR-based soft skills training.

Beyond its academic contribution, the project aims to inform industry decision-making by highlighting both the opportunities and limitations of VR as a training tool. If proven effective, this approach could revolutionise how soft skills are taught—offering scalable, engaging, and immersive learning experiences tailored to the needs and preferences of a new generation entering the workforce.

Case Study 6: NHS – Royal Berkshire Hospital – Feasibility Study on the Adoption of Social Robots in Dementia Wards (2023)

Project Overview:
This pioneering project set out to explore the potential adoption of social robots within dementia wards at the Royal Berkshire Hospital, aiming to understand both the barriers and enablers that could influence their integration into patient care. Social robots, which can engage in basic conversation, provide reminders, and offer companionship, have been trialled in various healthcare settings globally. However, their use within the NHS—and specifically in dementia care—remains limited, making this a valuable opportunity to assess feasibility within the unique operational, cultural, and regulatory context of the UK’s healthcare system.

The Challenge:
While social robots have shown promise in supporting dementia patients in other countries, their deployment in the NHS presents unique challenges. Healthcare environments in the UK are shaped by stringent patient safety standards, limited budgets, and complex care pathways involving multiple stakeholders. There was little existing evidence to guide decision-making on how such technology could fit within the NHS infrastructure, particularly in dementia wards where patients’ cognitive needs are highly individualised and staff workloads are already demanding. Furthermore, there was a need to address staff perceptions—ranging from enthusiasm to scepticism—about introducing robotics into such sensitive care settings.

The Solution:
Working in close collaboration with the Royal Berkshire Hospital’s Research and Innovation (R&I) department, Professor Rodrigo Perez-Vega and a team of researchers from the University of Reading developed a comprehensive research protocol to investigate the feasibility of social robot adoption. The first stage of the study focused on gathering qualitative insights from frontline staff, including nurses, healthcare assistants, and ward managers. This involved exploring their attitudes towards the technology, perceived benefits, potential risks, and the practicalities of integration into daily workflows.

Building on these findings, the second stage of the project will involve piloting social robots directly in dementia wards, allowing the research team to observe how patients and staff interact with the technology in real-world conditions. This phased approach ensures that both operational and human factors are fully considered before any long-term investment or rollout is recommended.

The Impact:
This project represents one of the first in-depth studies into the feasibility of using social robots in an NHS setting, marking an essential step towards evidence-based decision-making in healthcare technology adoption. By prioritising the voices of frontline staff, the research not only addresses operational concerns but also fosters early buy-in from those who would be directly involved in using the technology.

The findings are expected to inform both local and national NHS policy discussions on the role of assistive robotics in dementia care. If successful, this initiative could pave the way for the broader use of social robots across other wards and hospitals, potentially enhancing patient engagement, supporting overstretched staff, and improving overall quality of care for individuals living with dementia.

Case Study 5: Agriculture and Horticulture Development Board (AHDB) – Social media marketing to promote British pork in Mexico (Jan – Dec 2023)

Project Overview:
Following the UK’s departure from the European Union, organisations such as the Agriculture and Horticulture Development Board (AHDB) have been seeking to identify and capitalise on new global markets for British agricultural products. Mexico, as the world’s third-largest consumer of pork, presented a strategically important opportunity—particularly as British pork had yet to gain a foothold in the region. The year-long initiative aimed to position British pork as a high-quality, competitive product in a market with strong consumer demand, but also entrenched local and international competition.

The Challenge:
Despite its potential, Mexico was a challenging market to penetrate. AHDB’s previous marketing campaigns in other regions had highlighted a recurring issue: a lack of meaningful engagement with the target decision-makers—namely, the purchasing departments of large wholesalers, retailers, and food service companies. Cultural differences, market unfamiliarity, and the absence of established trade relationships made it difficult to generate trust and initiate conversations with potential importers. The challenge was therefore not only to raise awareness of British pork but to do so in a way that resonated with local stakeholders, demonstrated value, and encouraged direct engagement.

The Solution:
To address this challenge, Dr. Rodrigo Perez-Vega collaborated with a local market research agency to develop a targeted social media marketing strategy, complemented by below-the-line (BTL) promotional activities. The approach focused on tailoring campaign content to the cultural, economic, and industry-specific context of Mexico. Social media channels were carefully selected to reach the decision-making audience effectively, using a mix of educational content, product quality storytelling, and industry news relevant to pork consumption and trade.

Alongside the online campaign, BTL activities were conducted at key trade fairs, providing AHDB with direct touchpoints to engage with buyers, distributors, and industry influencers in person. These events served as both networking opportunities and platforms to showcase the quality, traceability, and sustainability credentials of British pork. The combination of digital outreach and face-to-face engagement created a cohesive, multi-channel presence for AHDB in the Mexican market.

The Impact:
The integrated approach delivered tangible results. The campaign successfully raised the profile of British pork among targeted industry stakeholders, generating interest from potential buyers and distributors. Most significantly, AHDB was able to facilitate a trade mission to the UK, bringing a group of potential Mexican importers to meet directly with British pork producers. This in-person engagement allowed for relationship-building, the discussion of pricing and supply logistics, and the exploration of long-term trade opportunities.

As a result, AHDB now holds a vetted list of potential importers in Mexico, creating a valuable pipeline of leads for British producers looking to enter the market. While full-scale export agreements are still in progress, the groundwork laid through this project has created a strong foundation for future collaboration and trade growth between the UK pork sector and the Mexican market.

CASE STUDY 6:

Apprentice Charity Challenge

Erasmus Mundus Programme Leadership – Heriot-Watt University (2011–2018)

Project Overview:
As Programme Director for Heriot-Watt University’s Erasmus Mundus joint master’s programmes, Dr Julie McFarlane led the strategic delivery of two flagship international postgraduate pathways. The role involved end-to-end programme leadership—from recruitment and academic design to partnership management and industry engagement—delivered in collaboration with consortium partners across Italy, Spain, Germany, and Sweden. Beyond academic oversight, Julie championed the inclusion of experiential and entrepreneurial learning opportunities, significantly enhancing the student experience and graduate outcomes.

The Challenge:
While Erasmus Mundus programmes offered unparalleled mobility and academic diversity, there were key challenges:

Operational complexity in managing cross-country delivery and partner coordination;
Bridging academic learning with real-world relevance, especially concerning employability;
Supporting international students with integration, confidence-building, and community connection in their host country.

Julie’s leadership sought not only to deliver a robust academic experience but also to position students for professional success and long-term network building across sectors and borders.

The Solution:
Julie introduced a series of innovations that redefined the student journey and the role of Erasmus within the host institution:

Comprehensive Programme Management:
Julie oversaw full-cycle recruitment, from shortlisting to final selection, ensuring a diverse, high-calibre intake year on year. She also led programme design and academic coordination in close collaboration with EU partners, maintaining strong alignment across curricula and credit systems.
Industry-Embedded Learning:
Strategic industry links were cultivated with major partners, including Standard Life Investments, Hearts Football Club, and Arbikie Highland Distillery, resulting in placements and long-term career opportunities. Notably, two Erasmus students went on to full-time employment with Standard Life as a direct result of these partnerships.
Entrepreneurial Integration – The Apprentice Charity XChallenge:
To build cultural familiarity and foster entrepreneurial thinking, Julie designed and led a three-year innovation project. Students were divided into two cross-national teams and given £350 in seed funding to launch pop-up enterprises, competing to raise money for a charity of their choice. The project incorporated workshops on ideation, pitching, sales, and market research—all embedded in a fast-paced, immersive format.
Community and Belonging:
Recognising that many students had never been to Scotland, the project served as both an entrepreneurial bootcamp and a cultural orientation. It provided peer connection, confidence, and local insight, helping students bond and settle into their new academic and social environments.

The Impact:
The programme delivered outstanding academic, professional, and personal outcomes:

Professional Trajectories:
Many graduates transitioned into roles within their placement organisations or leveraged the experience to launch careers across Europe.
Network Building:
Students formed enduring professional and personal networks across borders, frequently citing the Erasmus experience as foundational to their career development.
Lasting Legacy:
The Apprentice Challenge remains one of the most highly praised aspects of the programme, with alums regularly referencing the final pitching session as their most transformational experience.
Cross-Institutional Excellence:
The programme model became a best practice example of how Erasmus initiatives can meaningfully integrate academic theory, cultural immersion, and real-world application.

Conclusion:
Julie McFarlane’s leadership of the Erasmus Mundus programmes at Heriot-Watt University exemplified holistic, student-centred international education. By combining operational excellence with creative, hands-on learning models, she ensured that students left with more than a degree—they graduated with clarity, confidence, and a community. Her approach continues to influence how Erasmus is positioned within postgraduate education across the UK and Europe.

CASE STUDY 4:

Teacher Training

Project Overview:
As Director of Learning and Teaching from 2020 to 2025, Dr Julie McFarlane led a department-wide strategic review of all academic programmes, teaching delivery, and staff development processes. This multifaceted role spanned curriculum design, quality assurance, professional development, and academic leadership. Julie’s remit was to identify gaps, enhance alignment with institutional strategy, and build capacity across academic teams. Her leadership resulted in a refreshed Learning and Teaching Strategy, a new HEA-accredited doctoral training pathway, and a renewed culture of continuous improvement across the department.

The Challenge:
The department, while strong in delivery, lacked a coherent strategy to guide future-facing learning and teaching. Challenges included:

Fragmentation across programme design and delivery, leading to inconsistent student experiences;
Outdated training provision for doctoral and early-career teaching staff;
Limited cross-programme innovation, with missed opportunities for curriculum coherence and pedagogical development.

Julie’s role required both systemic oversight and deep consultation—balancing strategic thinking with practical implementation, particularly in the wake of pandemic-driven disruptions.

The Solution:
Julie led a structured and inclusive approach to departmental renewal:

Strategic Programme Review:
Conducted interviews with academic and administrative staff to assess existing programme structures, identify content gaps, and evaluate delivery effectiveness. This process informed a complete redesign of the department’s Learning and Teaching Strategy, aligning it with institutional goals on digital education, inclusivity, and employability.
Curriculum and Assessment Reform:
Audited module materials and assessments to ensure pedagogical coherence, alignment with learning outcomes, and relevance to real-world application. Introduced student choice mechanisms and authentic assessment tools across multiple programmes.
Doctoral Teacher Training Programme:
Designed and launched a new HEA-accredited training programme for PhD students teaching across the department. The programme focused on inclusive pedagogy, assessment literacy, and reflective practice. Due to its success, it was later extended to Enterprise Fellows across the wider faculty.
Academic Capacity Building:
Facilitated staff development workshops on feedback literacy, curriculum mapping, and active learning strategies. Supported colleagues to apply for HEA recognition, with increased numbers achieving Fellowship or Associate status.

The Impact:
Julie’s leadership delivered measurable benefits at both departmental and institutional levels:

Strategic Clarity:
The new Learning and Teaching Strategy provided a clear, shared direction for innovation and quality assurance across programmes.
Enhanced Staff Capability:
Over 40 doctoral students and Enterprise Fellows received accredited training, strengthening the pipeline of confident, capable educators.
Improved Student Experience:
Module evaluation scores rose, particularly in areas related to assessment clarity, learning resources, and active engagement.
Cultural Shift:
The department reported stronger collaboration between programme leads and greater ownership of continuous improvement.

Conclusion:
Julie McFarlane’s tenure as Director of Learning and Teaching delivered a lasting legacy of quality, coherence, and academic leadership. Her ability to translate strategic aims into operational outcomes, while empowering staff and students alike, repositioned the department as a model of innovation and inclusion. This case underscores her strength in leading complex change across academic teams, structures, and systems.

CASE STUDY 3:
Tomorrow’s Founder: Early Years Enterprise (June 2018)

Introduction: In June 2018, Dr Julie McFarlane, an assistant professor at Heriot-Watt University, embarked on a partnership with Tannochside Primary School in South Lanarkshire. The objective was to infuse enterprise skills into the early years curriculum through an enterprise Project. A six-week initiative, inspired by a Dragon’s Den-style competition, aimed at raising funds for CHAS, a hospice charity, and the remarkable outcomes it yielded.

The Challenge: The challenge was clear: How could primary school students be introduced to essential enterprise skills while also contributing to a charitable cause? The six-week program was designed to engage students in learning about entrepreneurship, product development, budgeting, and brand development while nurturing their philanthropic spirit. It encouraged them to create and run their businesses. The core challenge was for students to develop and sell a range of flavoured drinks. Divided into rival teams, they were tasked with applying their creativity, resourcefulness, and teamwork to devise the most enticing and marketable beverages. While fostering entrepreneurial spirit, the project also aimed at nurturing empathy. The teams set their sights on a noble goal: raising money for CHAS, a charity dedicated to supporting terminally ill youngsters in the county.

Learning Outcomes: Over six weeks, students gained a detailed understanding of various aspects of entrepreneurship and enterprise:

Product Development: They learned how to conceptualise, create, and market a product.
Budgeting: The project introduced them to financial literacy, teaching them to manage budgets effectively.
Brand Development: Each team developed its brand identity, which included naming, packaging, and marketing strategies.
Teamwork: The initiative encouraged collaboration, as students worked together in their teams to bring their entrepreneurial dreams to life.

Impact: The project not only equipped students with invaluable enterprise skills but also had a profound effect on the chosen charity. Through their entrepreneurial efforts, the students raised an impressive £400 for CHAS. This financial contribution played a significant role in supporting terminally ill children in the region. Moreover, the project’s immersive nature transformed the learning experience for students, making it more engaging, practical, and memorable.

Conclusion: The early years enterprise project at Tannochside Primary School stands as a testament to the power of educational mentoring in fostering innovation and community engagement. Dr Julie McFarlane’s approach not only imparted vital enterprise skills to young learners but also instilled in them the spirit of empathy and philanthropy.

CASE STUDY 2:

International Start-Up School with Nexgen (2023)

Background: In June 2023, the Academy of Enterprise Education (AEE) partnered with NexGen Careers in Barcelona to host an International Start-up School, providing a transformative learning experience for a group of students from UK Higher Education Institutions (UKHEIs). This collaborative endeavour aimed to empower students to not only develop commercially viable ideas but also future-proof their professional profiles in a hybrid learning environment.

Week 1: Idea Development in Glasgow The journey began with an immersive week at the University of the West of Scotland (UWS) in Paisley campus, Glasgow. During this initial phase, students delved into the art of idea development. Under the guidance of experienced mentors and industry experts, they honed their concepts, refining them into commercially viable prospects.

Weeks 2 and 3: Hybrid Learning in Barcelona Transitioning into the second and third weeks, students embarked on a journey to Barcelona, where NexGen Careers took over and AEE collaborated remotely to provide an enriching educational experience. Students continued to nurture their ideas, focusing on generating brand identities and crafting a robust social media presence. Moreover, they had the opportunity to explore innovation labs, gaining insights into emerging trends and future opportunities within their chosen industries.

Week 4: The Grand Finale in Glasgow Returning to Glasgow for the final week, students were well-prepared to showcase their entrepreneurial journey. They pitched their refined ideas, demonstrating their growth and development throughout the program. The culmination of this Y experience was marked by innovative ideas and professional profiles primed for success in the ever-evolving landscape of entrepreneurship.

Outcomes and Impact: The iSUS proved to be a remarkable learning journey. Students not only gained practical knowledge in the start-up process, but also experienced first hand the innovation landscape in Barcelona.

Through this immersive experience, AEE and NexGen Careers demonstrated their commitment to bridging the gap between academic theory and real-world application. The program fostered the growth of commercially viable ideas and empowered students to adapt to and shape the future of their chosen industries. A testament to the power of experiential learning and collaborative partnerships in shaping the entrepreneurial leaders of tomorrow.