AEE: Coaching

AEE boasts a roster of accredited coaches endorsed by IAPC&M/ICF, each providing tailored one-on-one coaching for executives and founding teams, fostering clarity throughout their entrepreneurial journey. Furthermore, our esteemed Enterprise Coaching Academy (ECA), an accredited flagship program, specializes in equipping coaches to collaborate directly with executives and burgeoning teams. We have collaborated with public entities and institutions of higher education, all of whom have witnessed tangible evidence of the positive impacts of our coach training initiative. Specifically in higher education, when training UKHEI students, we observed clear evidence of its influence on their engagement in and enjoyment of their learning journey. Please take a look at our most recent publication in the International Journal of Coaching and Mentoring in Education (IJCME). 

To explore potential collaborations with our accredited (ICF, IAPC&M) coaches, please get in touch with us at

Enterprise Coaching Academy

The Enterprise Coaching Academy (ECA) is tailored to professionals who are committed to attaining accredited coaching certification. Our program goes beyond the basics, providing a holistic coaching experience. With ECA, you will acquire the comprehensive skill set required to not only empower yourself but also guide your clients toward equilibrium in their personal and professional lives. We understand that career growth is a top priority, and our coaching approach is designed to fast-track your progress, ensuring you reach your professional goals with confidence and competence. 

Student Reviews

I really enjoyed the learning sessions, I think you made it a really safe environment for us all to just chat. We've all been online, we've not actually met anyone in person, and this was the most interactive and fun class any of us have done in a really long time, so thank you!

Ella Lawrie MDP3, Strathclyde University

I enjoyed the process, I thought it was a good course. I heard a couple of the other members say that it has helped them reshape the way they think about conversations and how they act as part of them. I thought it was really beneficial and I did enjoy the process.

Sam Metcalf MDP3, Strathclyde University

I enjoyed it more than I thought I would to be honest with you, without stroking too many egos. I came into thinking I wasn't going to get anything from the course and check a box and I've maybe got more from it than I wanted to, and maybe I'm annoyed at that I don't know. As I say, gritting my teeth. Very interesting, very interesting, the sessions were good!

David McRobertson MDP3, Strathclyde University

It allowed me to have more insight on where I am going to be in the future and what I need to work on. I've really enjoyed the communications we've had as a team and as a group. I'm just really excited to see what I can develop on now, knowing what my lesser strengths are… I think it's something that will definitely be very advantageous when it comes to seeking employment in the future.

Anonymous #1 MDP3, Strathclyde University

I never thought that I could get that out of someone, and by the same token I had no idea people could bring that out in me. They talked about their feelings and we actually got very real with my classmates. It was very interesting

Anonymous #2 MDP3, Strathclyde University

I am not as self-aware as i thought i was… It's actually the first time since I've been to uni that i actually felt like i learned a real life coping mechanism that would actually help me further down the line.

Anonymous #3 MDP3, Strathclyde University

Empowering UKHEI Students through Coach Training – AEE’s Impact


Project Overview: In 2021, the Academy of Enterprise Education (AEE) embarked on a pioneering pilot coach training program in collaboration with a UK Higher Education Institution (UKHEI). The purpose of this program was to assess the impact of coach training on undergraduate students, equipping them with essential skills to set goals and navigate personal and professional challenges.

The Challenge: AEE recognized the need to address the well-being and professional development of university students, particularly in the face of academic stressors such as burnout. The challenge was to empower these students with practical tools to enhance their self-awareness, relationships, and future prospects.

The Solution: AEE adopted an interpretivist research design to delve deeply into the experiences of the 18 participating students. This comprehensive approach encompassed participant observations, individual reflections, and surveys to gather multifaceted insights into the impact of coach training.

Key Findings: The inductive analysis yielded three key themes that underscored the profound impact of coach training on the students:

1. Greater Self-Awareness: Students reported an increased awareness of themselves, their strengths, and areas for improvement. Coach training facilitated self-discovery and personal growth.

2. Enhanced Relationships: Participants noted improvements in their relationships with others, emphasizing better communication and empathy. These enhanced interpersonal skills were attributed to their coach training experience.

3. Renewed Focus on the Future: Coach training instilled a forward-thinking perspective among students. They developed a clearer vision of their goals and aspirations, both in academia and beyond.

Additionally, the findings highlighted the effectiveness of coach training in providing students with a goal-focused, non-judgmental approach to address university-related stressors, notably burnout.

Implications: While the study’s conclusions are context-specific to the UKHEI setting, they illuminate a strong connection between coach training and the positive transformation of students. These findings underscore the potential of coach training to enhance students’ self-perception, worldview, and engagement with their education.

Practical Impact: The  published results of this study advocate for further research into the impact of coaching and coach training initiatives on UKHEI students. Moreover, it suggests the integration of coaching strategies into the curriculum to better equip graduates for the transition from university life to their professional careers.

Originality and Value: This case study provides empirical evidence of the tangible benefits of coach training on UKHEI students. It contributes to a deeper understanding of how coach training can positively influence students’ engagement and enjoyment of their higher education journey. Furthermore, it sets the stage for future empirical research in this vital area, fostering the ongoing development of coaching strategies tailored to the needs of students. AEE’s pilot coach training program serves as an exemplar in the quest to empower students with valuable life skills and a positive outlook on their academic and professional futures.

AEE’s Coach Training Program for South of Scotland Enterprise (SOSE)


Background: In October 2023, the Academy of Enterprise Education (AEE) embarked on a partnership with South of Scotland Enterprise. The goal was to provide accredited training to the organization’s Coach/Mentor team, equipping them with essential skills to enhance their support for entrepreneurs and small businesses. This unique endeavour sought to address the diverse backgrounds and experiences of the team members, all while fostering professional growth and client relationships.

The Challenge: The South of Scotland Enterprise Coach/Mentor team faced a multifaceted challenge. Each team member brought a varying level of coaching experience, with only one having received formal training. Furthermore, their distinct backgrounds and client segments, including females, youth entrepreneurs, and growth firms, necessitated tailored training to ensure relevance. The challenge was to design a coach training program that would empower each team member with practical tools while accommodating their individual needs and clientele.

The Solution: AEE took a comprehensive approach to address the challenge. The training program was meticulously designed to be flexible and adaptable, catering to the diverse backgrounds and expertise levels of the Coach/Mentor team. The curriculum incorporated a blend of foundational coaching principles and specialized modules tailored to the unique needs of their respective client segments.

To ensure maximum relevance, the training included practical exercises and real-world scenarios, allowing each team member to apply their newfound knowledge directly to their coaching and mentoring roles. Additionally, collaborative elements were woven into the program to encourage knowledge sharing and peer support among team members.

Key Outcomes: The Coach/Mentor training program facilitated significant outcomes for South of Scotland Enterprise and its team:

1. Enhanced Coaching Skills: Team members developed a deeper understanding of coaching techniques and their application, regardless of their prior experience levels. They acquired valuable tools to build effective client relationships.

2. Tailored Expertise: The program catered to the unique needs of each team member’s client segment, enabling them to provide more targeted and impactful support to entrepreneurs and small businesses.

3. Collaborative Cohesion: The training fostered a sense of unity and collaboration within the team. Team members shared insights and best practices, enriching their collective knowledge.

4. Professional Growth: Individually, team members experienced professional growth, gaining confidence and competence in their coaching and mentoring roles.

Conclusion: AEE’s Coach/Mentor training program, in collaboration with South of Scotland Enterprise, exemplifies the power of customized, flexible training solutions. By addressing the diverse needs and experiences of the Coach/Mentor team, AEE empowered them with practical skills, strengthened client relationships, and fostered a culture of collaboration and professional growth. This case study serves as a testament to the value of tailored training in enhancing the effectiveness of support teams working with diverse clientele in the enterprise ecosystem.

BodySwaps – On the use of Virtual Reality to develop soft skills in Gen Z users (Sept 2023 – Sept 2024)

Project Overview: This project aims to identify the effectiveness of VR simulations in the development of soft skills among Gen Z users.

The Challenge: New applications of VR technologies continue to emerge, however, their effectiveness in settings like soft skills development remains understudied. This project aims to provide evidence of the use of these technologies among Gen Z users.

The Solution: In collaboration with researchers from Loughborough University, the University of Westminster, and Liverpool Hope University, Dr Rodrigo Perez-Vega is leading a project that aims to test the effectiveness of these technologies.

The impact: This study will provide empirical evidence of the effectiveness of the use VR technologies to develop soft skills and will also provide recommendations to industry on how to improve this kind of technology.

NHS – Royal Berkshire Hospital – Feasibility study to adopt social robots in dementia wards (2023)

Project overview: This project aims to identify barriers and enables of adoption of social robots in dementia ward in this particular hospital.

The Challenge: As an emerging technology, social robots have been currently trialled in different healthcare settings. However, there is limited understanding of the contextual elements to consider when looking at the NHS setting. This study aimed to identify enablers and barriers of adoption of this technology in healthcare settings in the UK.

The Solution: In collaboration with the R&I department, Dr Rodrigo Perez-Vega in collaboration with other researchers at the University of Reading have developed a research protocol to first consider the views of frontline employees within the ward. A second stage study will examine the deployment of social robots in wards.

The impact: This is one of the first studies that explores the feasibility of using social robots in an NHS setting.

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

Project Overview: As a consequence of Brexit, the UK Government and other organisations like AHDB explore new opportunities for British products internationally. Mexico is the third largest consumer of pork worldwide and represented an important market where British pork is not currently sold.

The Challenge: AHDB faced the challenge that previous campaigns did not lead to engagement from the target audience (purchase departments of major wholesalers, retailers and food service).

The Solution: Dr Rodrigo Perez-Vega, in collaboration with a local market research agency developed a social media marketing plan and BTL promotional activities in trade fairs. As a consequence of our activities, a trade mission of potential importers of British pork met with producers to explore the possibility of exporting British pork to Mexico.

The Impact: AHDB has a list of potential importers that can be shared with producers to explore future collaborations.

AzuraBlu’s Brand Transformation Journey with Dr Julie McFarlane (2021-2024)

Project Overview: In September 2023, AzuraBlu, a reputable commercial cleaning company, recognised the need for a significant overhaul of their branding strategy. To address this challenge and position themselves for success in a competitive market, they enlisted the expertise of Dr Julie McFarlane. The project’s objectives were to update their existing brand strategy, formulate a revised brand identity, and establish brand guidelines that would enable AzuraBlu to thrive in a changing business landscape.

The Challenge: AzuraBlu faced the dual challenge of standing out in a fiercely competitive market and enhancing their success rate in winning bids. The rising cost of living had impacted small businesses, necessitating a strategic refresh of the brand to target broader markets effectively. The challenges were to redefine AzuraBlu’s brand identity, articulate their unique value propositions, and create a brand strategy that would set them apart in a dynamic industry.

The Solution: Dr Julie McFarlane embarked on a comprehensive analysis of AzuraBlu’s brand identity. She collaborated closely with the company’s leadership to gain insights into their mission, values, and long-term vision. The key solution was the development of a revised brand strategy that would effectively communicate AzuraBlu’s unique selling points to their target audience.

Simultaneously, Dr McFarlane crafted meticulously detailed brand guidelines and brand packets to ensure consistency in brand representation across all touchpoints. These guidelines would serve as a compass for AzuraBlu’s branding efforts, aligning them with the newly defined strategic direction.

The Impact: The collaborative efforts between Dr Julie McFarlane and AzuraBlu are ongoing, with early signs of positive impact:

1. Enhanced Brand Identity: AzuraBlu is in the process of redefining its brand identity, guided by the insights and strategies developed in collaboration with Dr McFarlane.

2. Competitive Advantage: The revised brand strategy positions AzuraBlu to stand out in the competitive commercial cleaning market, emphasizing their unique strengths and value propositions.

3. Market Expansion: By targeting broader markets, AzuraBlu aims to mitigate the challenges posed by the rising cost of living and create new opportunities for growth.

4. Brand Consistency: The brand guidelines and brand packets created by Dr McFarlane ensure that AzuraBlu maintains a consistent and cohesive brand image across all communications.

Conclusion: The partnership between AzuraBlu and Dr Julie McFarlane represents a commitment to adapt and thrive in a changing business environment. By redefining their brand strategy, AzuraBlu is positioning itself for future success, distinguishing itself in a competitive market, and expanding its reach. This case study underscores the importance of strategic branding in navigating challenges.

Revolutionizing International Education with ZOOM Abroad

Background: In November 2022, Dr Julie McFarlane, embarked on an impactful consulting project with ZOOM Abroad, to develop a series of customised courses designed to create a 2+1 degree program. ZOOM Abroad aspired to expand its offerings to include accredited programs and foster collaborations with esteemed Indian and UKHEIs

About ZOOM Abroad: ZOOM Abroad is an innovative EdTech organization that has set its sights on becoming a premier platform for career counselling and global recruitment of international students. At the heart of their success lies a vibrant community of advisors, educators, and international students, collectively working to provide aspiring learners with extraordinary experiences. With a robust community comprising over 50,000 students, ZOOM Abroad is unwavering in its commitment to helping individuals find their “best fit” in international education. 

The Challenge: ZOOM Abroad recognized the evolving landscape of international education and the growing demand for innovative, accredited programs that bridge the gap between various higher education systems. The challenge was to develop a 2+1 degree program that not only met these demands but also fostered partnerships with Indian and UKHEIs. Dr Julie McFarlane was brought on board to address the curriculum development challenge.

The Solution: Dr Julie McFarlane, leveraging her expertise and experience, worked closely with the ZOOM Abroad team to design a series of customised courses tailored to create a 2+1 degree program. These courses were meticulously crafted to align with the evolving needs of international students and the requirements of partnering HEIs in India and the UK. 

Outcome and Impact: The collaboration between Dr Julie McFarlane and ZOOM Abroad is ongoing but has yielded significant outcomes:

1. Innovative Program Development: The creation of the first year, of a 2+1 degree program, offering a unique pathway for students seeking globally recognised qualifications.

2.  Partnership Opportunities: The project paved the way for strategic collaborations with Indian and UK HEIs, expanding ZOOM Abroad’s reach and influence in the industry.

Conclusion: The consulting engagement between Dr Julie McFarlane and ZOOM Abroad exemplifies the potential for transformation in the international education sector. By harnessing expertise and innovation, ZOOM Abroad is poised to offer aspiring students a unique educational journey. This case is an example of AEE’s commitment to excellence, adaptability to industry changes, and dedication to empowering students worldwide on their path to fulfilling careers.

Strathclyde University – Spin-out Process Clarification and Investment Facilitation (2022)

Project Overview: In June 2022, AEE’s founder Dr Julie McFarlane was engaged by Strathclyde University’s Technology Transfer Office (TTO) to collaborate with academics on a mission to streamline the spin-out process and provide invaluable assistance to those in pursuit of investment for funding rounds.

The Challenge: Strathclyde University recognized the need to enhance the spin-out process and equip academics with the tools and guidance required to successfully navigate the intricacies of entrepreneurship. Additionally, they sought assistance in securing vital investments to support the growth of innovative ventures.

The Solution: Dr Julie McFarlane brought her wealth of experience to the project, working closely with academics at Strathclyde University. Together, they devised a comprehensive strategy to simplify the spin-out process, making it more accessible and efficient. This involved clarifying each step, from ideation to execution, to empower academics to bring their innovations to market effectively.

Furthermore, Dr McFarlane played a pivotal role in facilitating the funding journey. She provided invaluable insights into the investment landscape, helping academics prepare compelling pitches and navigate the intricacies of funding rounds. Her mentorship and guidance were instrumental in increasing their chances of securing essential investments.

The Impact: The collaboration with Dr Julie McFarlane significantly improved the spin-out process at Strathclyde University. Academics gained clarity and confidence in bringing their innovations to market, contributing to the university’s reputation as a hub for entrepreneurship.

Moreover, Dr McFarlane’s guidance in investment facilitation proved invaluable, as academics successfully navigated funding rounds and secured the resources necessary to advance their groundbreaking projects. The partnership with Dr Julie McFarlane underscored Strathclyde University’s commitment to supporting innovation and entrepreneurship within its academic community, leading to impactful outcomes for both academics and the university as a whole. link to the Institutions start-up school for academics.