DR RODRIGO PEREZ-VEGA

rodrigo.perezvega@aoee.co.uk

Orcid: 0000-0003-1619-317X

Dr Rodrigo Perez Vega is an Associate Professor in Digital Marketing at Henley Business School. Prior to this he was a Senior Lecturer at the University of Kent. He is a dedicated marketing professional with a fervour for digital marketing, entrepreneurship, and emerging technology. Rodrigo is a co-author of the book “Essentials of Digital Marketing,” a user-friendly textbook that offers an engaging introduction to digital marketing, helping readers grasp the impact of digital channels on marketing operations.

Rodrigo’s expertise in digital marketing extends beyond the classroom. He has provided consultation and training to business owners and marketing professionals on effectively utilising digital marketing tools to achieve their business objectives. Some of his recent collaborations include training the marketing and sales teams at Samsung Baltics in advanced paid search campaigns and working closely with SMEs as part of the Go Digital program organized by Norfolk County Council. Rodrigo has also lent his expertise to non-profit organisations such as World Vision and TREE AID.

As a frequent speaker at global conferences focused on digital marketing and social media, Rodrigo has participated in events like the SME World Summit and the Social Media Summit. He has engaged with various industry clients, providing training on digital marketing tools for business purposes. Rodrigo has also been involved in online projects, including “Instant Counselling,” an online platform offering 24/7 therapy services, and “Pro-Counselling,” a B2B mental health and wellbeing platform that serves both private and public organisations. Notable clients of the latter include Health Education England, King’s College London, and EDHEC Business School, among others.

In his leisure time, Rodrigo contributes to business magazines like The Intelligent SME and has been interviewed on topics related to digital marketing by TRT World and France 24. Rodrigo divides his time between the UK and France, enjoying family moments, dining out, socialising, and indulging in game nights. For more information, visit Dr Rodrigo Perez Vega’s website: Home – Dr Rodrigo Perez Vega – Digital Marketing, Technology & Entrepreneurship.

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Case Study 5 – Pathways: Neurodivergent Enterprise Network (NEN)

Project Overview:
Following the UK’s departure from the European Union, organisations such as the Agriculture and Horticulture Development Board (AH

Project Overview
In January 2025, the Academy of Enterprise Education (AEE) was commissioned by South of Scotland Enterprise (SOSE) to deliver a specialist coaching and mentorship programme for the Neurodivergent Enterprise Network (NEN). The initiative runs until March 2025 and is designed to help the NEN complete its current project and develop a sustainable, commercially viable business model.
NEN, a pioneering network supporting neurodivergent entrepreneurs, required a tailored approach that respected the diverse ways in which its members think, process information, and engage with business challenges. AEE’s role is to provide both strategic business development support and group coaching, enabling the network to define clear objectives, strengthen collaboration, and build a roadmap to commercialisation.


The Challenge
Neurodivergent founders often face unique barriers in entrepreneurship—ranging from sensory and cognitive processing differences to challenges navigating traditional business systems and networks. While NEN had established itself as a valuable peer-support and advocacy group, it faced several challenges:
  • Lack of a clear commercial model to ensure long-term sustainability.
  • Diverse needs within the group, making it difficult to find a “one-size-fits-all” support structure.
  • Limited resources to test and refine business ideas while continuing to deliver value to members.
SOSE sought a delivery partner who could blend coaching principles with enterprise development expertise, ensuring the support was both practically effective and neurodiversity-inclusive.


The Solution
AEE designed a bespoke programme structured around three key elements:
  1. Business Model Development
    • Facilitated workshops to clarify NEN’s mission, value proposition, and revenue streams.
    • Collaborative exercises to prioritise commercial opportunities aligned with the network’s values and member needs.
  2. Group Coaching & Collaboration
    • Group coaching sessions focused on shared challenges, peer learning, and problem-solving.
    • Tools and frameworks to help members set realistic goals and build accountability in a supportive environment.
  3. Tailored Individual Mentorship
    • One-to-one coaching sessions offering personalised guidance on business and personal development goals.
    • Adapted coaching techniques to ensure accessibility, including flexible communication formats and pacing.
The programme also includes regular feedback loops and progress reviews, ensuring adjustments can be made in real time, and optional in-person events to deepen engagement and relationship building.


The Impact
  • Clearer strategic direction – NEN is on track to produce a viable business model for commercialisation by March 2025.
  • Increased member engagement – Participants report feeling more confident in contributing ideas and working collaboratively.
  • Improved self-awareness – Coaching has helped members recognise and harness their unique strengths in entrepreneurial contexts.
  • Potential for replication – The model is being documented for potential adaptation to support other neurodivergent enterprise networks across Scotland.


Conclusion
The Pathways: NEN Coaching & Mentorship Programme demonstrates how inclusive, tailored coaching can accelerate the development of a sustainable business model while empowering a diverse entrepreneurial community. By combining strategic enterprise expertise with a deep understanding of neurodivergent needs, AEE is helping to ensure NEN’s long-term impact and sustainability—both as a support network and as a commercially viable entity.

DB) 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 4:  SOSE Pathways Project: Mentor Coaching
Project Overview
In September 2024, the Academy of Enterprise Education (AEE) was awarded a public contract via Public Contracts Scotland to deliver a Coaching Mentorship Programme for South of Scotland Enterprise (SOSE). Running until March 2025, the initiative was designed to provide structured mentorship for up to twenty SOSE-appointed coaches working within the Pathways initiative—a strategic programme designed to support entrepreneurship across rural areas and underrepresented communities in the South of Scotland.
This was not a training programme in isolation; instead, it was a targeted intervention to enhance the capability, confidence, and effectiveness of coaches already working in the field, ensuring they could deliver a more profound impact for the entrepreneurs they supported.


The Challenge
SOSE identified a clear skills gap among its enterprise coaches. While the coaches had substantial experience in business advisory roles and a solid understanding of business development processes, many defaulted to solution-providing rather than solution-enabling. This meant they were generating and presenting ideas to clients rather than facilitating the discovery and ownership of solutions by the clients themselves.
This approach created three significant issues:
  1. Lower adoption rates – Solutions provided externally were less likely to be fully implemented by clients.
  2. Reduced sustainability – Without ownership, clients were less invested in long-term success.
  3. Inefficient use of resources – Repeated interventions were required when original solutions failed to gain traction.
SOSE sought a programme that would reframe how its coaches approached client support—moving away from transactional advice-giving and towards transformational coaching rooted in internationally recognised standards.


The Solution
AEE designed and delivered a customised mentorship framework tailored to SOSE’s specific objectives and the realities of rural enterprise ecosystems. The programme is integrated:
  • Monthly mentorship sessions in both group and one-to-one formats, focusing on building advanced coaching competencies such as deep listening, powerful questioning, and action-oriented accountability.
  • Ethical and professional guidance aligned with EMCC and IAPC&M standards to ensure quality and consistency of practice.
  • Applied coaching frameworks to guide coaches through the transition from advice-giving to facilitation, enabling clients to design, test, and commit to their solutions.
  • Optional in-person networking and review events where coaches could share live case studies, problem-solve collectively, and strengthen professional peer support networks.
Throughout the programme, AEE implemented feedback loops and performance reviews to track progress, identify ongoing development needs, and ensure that the mentorship remained closely aligned with SOSE’s strategic goals.


The Impact (to date)
  • Shift in coaching mindset – Coaches reported increased confidence in enabling clients to lead their solution design, rather than feeling responsible for providing all the answers.
  • Improved client engagement – Entrepreneurs responded positively to the more collaborative approach, showing higher levels of commitment to action plans.
  • Potential cost savings – By embedding client ownership in solutions, SOSE is expected to reduce the need for repeat advisory interventions, freeing up resources for other projects.
  • Scalability – The model has demonstrated strong potential for broader application across SOSE’s business support programmes.


Conclusion
The SOSE Pathways Coaching Mentorship Programme shows how targeted, high-quality mentorship can transform enterprise support outcomes. By embedding a coaching-led approach in the advisory process, coaches are now better equipped to create sustainable change for rural entrepreneurs—ensuring that solutions are not only well-designed but wholly owned and driven by the clients themselves.
Case Study 3: Second Cohort of Executive Coach Training & Mentorship (SOSE)
Project Overview
Building on the success of the first Executive Coach Training Programme delivered by AEE in 2023, South of Scotland Enterprise (SOSE) invited AEE’s founder, Dr Julie McFarlane, to return in early 2024 for a second delivery. This engagement combined accredited coach training with six months of structured mentorship, ensuring that newly trained coaches could seamlessly apply their learning in real-world contexts during the Pathways Project.
The dual focus—skills acquisition through training and confidence-building through mentorship—was designed to create a cohort of competent coaches able to deliver consistent, impactful business support across the South of Scotland.
The Challenge
The transition from coach training to real-world coaching practice can be challenging, particularly for new practitioners working with diverse client groups in rural economies. Without structured support during the early stages of applying their skills, new coaches risk:
  • Falling back on familiar advisory methods rather than embedding coaching principles.
  • Lacking confidence in handling complex, unpredictable client scenarios.
  • Missing opportunities to maximise client ownership and commitment to action.
SOSE required a blended approach that would not only deliver the technical competencies of coaching but also reinforce them through ongoing, context-specific guidance during the coaches’ first months of practice.
The Solution
AEE designed a two-phase programme that balanced formal learning with live application:
  1. Second Cohort of Executive Coach Training
    • Accredited training aligned to EMCC and IAPC&M standards.
    • Curriculum adapted from lessons learned in the first cohort to focus on the unique needs of rural and growth-stage businesses in the South of Scotland.
    • Practical, hands-on delivery through interactive exercises, real client case studies, and peer coaching to ensure immediate application of learning.
  2. Ongoing Mentorship During the Pathways Project
    • One-to-one check-ins for personalised troubleshooting and skill refinement.
    • Group workshops to encourage shared learning, collaborative problem-solving, and peer accountability.
    • Real-world application support, helping coaches navigate challenges and adapt strategies to different client types and business contexts.

The Impact (to date)

  • Expanded coaching capacity – SOSE now has a larger pool of coaches equipped with both the technical skills and confidence to work effectively across varied business stages and sectors.
  • Smoother transition to practice – Structured mentorship prevented skill fade and helped embed new behaviours quickly and sustainably.
  • Enhanced client results – Early reports show entrepreneurs supported by this cohort are more engaged, better prepared to act, and achieving stronger outcomes.
  • Strengthened regional capability – The approach has created a foundation for long-term internal coaching expertise within SOSE.
Conclusion
The second cohort of Executive Coach Training, paired with structured mentorship, has demonstrated that training alone is not enough—it’s the ongoing application and support that drives real change. Through this partnership, AEE has helped SOSE deepen its coaching capability, ensuring that local entrepreneurs receive the highest quality of support possible and strengthening the region’s entrepreneurial ecosystem for the long term.
Case Study 2: AEE’s Coach Training Programme for South of Scotland Enterprise
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 organisation’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 Programme 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 Programme 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 specialised 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 Programme to encourage knowledge sharing and peer support among team members.
 
Key Outcomes: The Coach/Mentor training Programme 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 Programme 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 Programme, in collaboration with South of Scotland Enterprise, exemplifies the power of customised, 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.
 
Future Relationship:
 
Following the success of the initial coach training programme in 2023, South of Scotland Enterprise invited AEE’s founder, Dr McFarlane, to return for a second cohort of the Executive Coach Training Programme in early 2024. This time, tasked with not only delivering accredited coach training but also providing ongoing mentorship for the newly trained coaches over the six-month Pathways Project. This extended collaboration aimed to ensure that the new coaches could fully integrate their training and provide consistent, high-quality support to local entrepreneurs and businesses.
 
AEE’s return to deliver a second cohort of coach training and provide mentorship for the Pathways Project demonstrates the effectiveness of sustained, tailored business support. By combining expert training with long-term mentorship, AEE ensured that the coaches were equipped to deliver high-impact results for local businesses. This collaboration has helped to foster a strong foundation of coaching expertise within South of Scotland Enterprise, further enhancing the region’s ability to support the growth and success of local enterprises.
Case Study 1: 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 Programme in collaboration with a UK Higher Education Institution (UKHEI). The purpose of this Programme 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 recognised 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 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, emphasising 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 Programme serves as an exemplar in the quest to empower students with valuable life skills and a positive outlook on their academic and professional futures.
Case Study 8: 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 recognised the need to enhance the spin-out process and equip academics with the tools and guidance required to navigate the intricacies of entrepreneurship successfully. 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 Institution’s start-up school for academics.
 
Future Relationship:
 
In 2023, Strathclyde University’s Technology Transfer Office (TTO) engaged Dr Julie McFarlane, founder of the Academy of Enterprise Education (AEE), to assist their research team in analysing the commercial viability of their cutting-edge technology in the nanotech, semiconductor, and microelectronics sectors. Dr McFarlane was tasked with conducting detailed market research, developing potential business models, and guiding the team through the early-stage commercialisation process. Dr McFarlane’s role as the Business Advisor began with a comprehensive market analysis. She undertook extensive research into the nanotech, semiconductor, and microelectronics industries, analysing market trends, key players, and emerging opportunities. Based on this research, she identified three potential business models for the team to consider, each tailored to different market entry strategies and user needs. Dr McFarlane also supported the team in securing external funding through the ICure Explore Programme, which granted them over £35,000 to investigate their market potential further. With Dr McFarlane’s support, the Strathclyde team successfully navigated the early stages of commercialisation. They now have a clearer understanding of the market opportunities within the nanotech, semiconductor, and microelectronics sectors, and they are working through the ICure Programme to refine their strategy. Her expertise in business modelling and market analysis has enabled the team to make informed decisions about the future direction of their technology.
 
Additionally, Dr McFarlane’s guidance has laid the groundwork for further funding applications to support the following stages of commercial development. Her ongoing role as a business advisor ensures that the team will continue to have strategic support as they move toward commercialisation and investment readiness.
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 4: AzuraBlu’s Brand Transformation Journey 
Project Overview: In September 2023, AzuraBlu, a reputable commercial cleaning company, recognised the need for a significant overhaul of its 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 its success rate in winning bids. The rising cost of living has 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 its unique value propositions, and create a brand strategy that would set it 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 its 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, emphasising 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 growth opportunities.
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 its 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 and achieving long-term business goals.
Case Study 3: Revolutionising International Education with ZOOM Abroad
Project Overview: In November 2022, Dr Julie McFarlane, the founder of the Academy of Enterprise Education (AEE), embarked on an impactful consulting project with ZOOM Abroad, a dynamic UK-based EdTech organisation. The mission was to develop a series of customised courses designed to create a 2+1 degree Programme. ZOOM Abroad aspired to expand its offerings to include accredited Programmes and foster collaborations with esteemed Indian and UKHEIs
 
 The Challenge: ZOOM Abroad recognised the evolving landscape of international education and the growing demand for innovative, accredited Programmes that bridge the gap between various higher education systems. The challenge was to develop a 2+1 degree Programme 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 Programme. These courses were meticulously crafted to align with the evolving needs of international students and the requirements of partnering HEIs. Through collaborative efforts, the consulting project not only developed a transformative educational offering but also set the stage for ZOOM Abroad to navigate the complexities of accreditation and establish valuable partnerships with Indian and UK HEIs.
 Outcome and Impact: The collaboration between Dr Julie McFarlane and ZOOM Abroad is ongoing but has yielded significant outcomes:
1. Innovative Programme Development: The creation of a 2+1 degree Programme positioned ZOOM Abroad as a trailblazer in the international education landscape, 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 groundbreaking educational journey. This case study highlights the organisation’s commitment to excellence, adaptability to industry changes, and dedication to empowering students worldwide on their path to fulfilling careers.
Case Study 2: 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 Programme in collaboration with a UK Higher Education Institution (UKHEI). The purpose of this Programme 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 recognised 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 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, emphasising 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 Programme serves as an exemplar in the quest to empower students with valuable life skills and a positive outlook on their academic and professional futures.
Case Study 1: NPL Group – Brand Redevelopment and Market Strategy (October 2018)
Project Overview: In October 2018, Dr Julie McFarlane was enlisted by NPL Group to undertake a comprehensive analysis of their existing brand identity and subsequently create a new brand identity and market strategy. Collaborating with the marketing agency 999 Creative, Dr McFarlane played a pivotal role in reshaping the group’s brand image and overall approach.
 
The Challenge: NPL Group recognised the need for a fresh and compelling brand identity that aligned with their evolving vision and objectives. They sought expertise to not only rebrand but also devise a robust marketing strategy to drive growth.
 
The Solution: Dr Julie McFarlane, in tandem with 999 Creative, embarked on a multifaceted project. They began with a rigorous analysis of NPL Group’s existing brand, identifying areas for improvement. Subsequently, they developed a new brand identity that encapsulated the essence of the group and its aspirations. This included a complete website redesign to reflect the reimagined brand. Additionally, a comprehensive marketing strategy was crafted to propel NPL Group forward.
 
The Impact: The rebranding and marketing efforts led by Dr McFarlane bore fruit as NPL Group experienced a revitalised brand image and increased market visibility. The group was better positioned to achieve its growth objectives, thanks to the visionary leadership of Dr McFarlane and the creative expertise of 999 Creative.
Case Study 1: NPL Group

Project Overview: In October 2018, Dr Julie McFarlane was enlisted by NPL Group to undertake a comprehensive analysis of their existing brand identity and subsequently create a new brand identity and market strategy. Collaborating with the marketing agency 999 Creative, Dr McFarlane played a pivotal role in reshaping the group’s brand image and overall approach.

 

The Challenge: NPL Group recognised the need for a fresh and compelling brand identity that aligned with their evolving vision and objectives. They sought expertise to not only rebrand but also devise a robust marketing strategy to drive growth.

 

The Solution: Dr Julie McFarlane, in tandem with 999 Creative, embarked on a multifaceted project. They began with a rigorous analysis of NPL Group’s existing brand, identifying areas for improvement. Subsequently, they developed a new brand identity that encapsulated the essence of the group and its aspirations. This included a complete website redesign to reflect the reimagined brand. Additionally, a comprehensive marketing strategy was crafted to propel NPL Group forward.

 

The Impact: The rebranding and marketing efforts led by Dr McFarlane bore fruit as NPL Group experienced a revitalised brand image and increased market visibility. The group was better positioned to achieve its growth objectives, thanks to the visionary leadership of Dr McFarlane and the creative expertise of 999 Creative.

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 guests. Participants also benefited from high-level feedback, networking, and peer accountability.
 
The Impact:
The programme’s outcomes were immediate and far-reaching:
  1. Confidence and Clarity: Participants left with stronger narratives, greater commercial focus, and the tools to pursue funding or partnerships with clarity.
  2. Pathways to Growth: Several attendees progressed their ventures to investment readiness or formed new partnerships and spin-offs.
  3. Visibility and Influence: The event received strong press coverage and became a benchmark for gender-inclusive innovation support.
  4. 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.

CASE STUDY 2:
International Start-Up School with Nexgen (2023)

Project Overview: In June 2023, the Academy of Enterprise Education (AEE) joined forces with NexGen Careers to deliver an extraordinary learning experience – the International Start-up School. This innovative collaboration aimed to empower a group of students from UK Higher Education Institutions (UKHEIs) to not only cultivate commercially viable ideas but also future-proof their professional profiles.
 
Week 1: Idea Development in Glasgow The journey commenced with an immersive week at the University of the West of Scotland (UWS) in Paisley campus, Glasgow. During this foundational phase, students dived headfirst into the art of idea development. Guided by seasoned mentors and industry experts, they honed their concepts, shaping them into promising business prospects. This week in Glasgow laid the essential groundwork for what was to follow.
 
Weeks 2 and 3: Hybrid Learning in Barcelona . Transitioning into the second and third weeks, students embarked on a captivating journey to Barcelona. Here, NexGen Careers took the lead, while AEE continued to collaborate remotely, ensuring a seamless and enriching educational experience. Students further nurtured their ideas, with a specific focus on crafting brand identities and establishing a robust social media presence. Additionally, they had the unique opportunity to explore innovation labs, immersing themselves in cutting-edge trends and future possibilities 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 confidently pitched their refined ideas, demonstrating substantial growth and development throughout the Programme. The culmination of this intensive experience was marked by an array of innovative ideas and professional profiles primed for success in the ever-evolving landscape of entrepreneurship.
Outcomes and Impact: The International Start-up School, a collaborative venture between AEE and NexGen Careers, left an indelible mark on the participating students. The Programme not only imparted practical knowledge in idea development, branding, and social media management but also provided an invaluable opportunity to explore the innovation ecosystem in Barcelona.
 
By taking a holistic approach to entrepreneurial education, AEE and NexGen Careers bridged the gap between academic theory and real-world application. The Programme not only nurtured commercially viable ideas but also instilled in students the adaptability and foresight required to thrive in their chosen industries. This remarkable experience underscored the transformative power of experiential learning and collaborative partnerships in shaping the next generation of entrepreneurial leaders. It served as a testament to AEE and NexGen Careers’ commitment to empowering the entrepreneurs of tomorrow.
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:
  1. Operational complexity in managing cross-country delivery and partner coordination;
  2. Bridging academic learning with real-world relevance, especially concerning employability;
  3. 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:
  1. Professional Trajectories:
    Many graduates transitioned into roles within their placement organisations or leveraged the experience to launch careers across Europe.
  2. Network Building:
    Students formed enduring professional and personal networks across borders, frequently citing the Erasmus experience as foundational to their career development.
  3. 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.
  4. 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 5:
 Tranforming UG Learning at Scale – Strathclyde’s MDP (2019)
Project Overview:
In her role as Director of Strathclyde Business School’s flagship Management Development Programme (MDP), Dr Julie McFarlane led a strategic overhaul of a core three-year curriculum delivered to over 1,800 undergraduate students. The redesigned programme was launched during the height of the COVID-19 pandemic—a moment that demanded resilience, creativity, and agility. The new MDP was built around real-world relevance, student voice, and blended delivery, aligning fully with the University of Strathclyde’s strategic commitment to inclusive, future-facing education. The result was a dynamic, student-led learning journey integrating academic rigour with professional development, enterprise, and global citizenship.

The Challenge:
While the MDP had long been a cornerstone of the undergraduate experience, it required transformation to remain fit for purpose. Julie faced three core challenges:
  1. Rapidly changing business and educational environments, exacerbated by COVID-19, Brexit, and globalisation;
  2. Scaling innovation across a multi-year programme involving nearly 2,000 students;
  3. Embedding relevance by integrating theory with practice, reflection, and professional competencies.
There was also an institutional appetite to move away from passive, standardised teaching models and towards student-centred, experiential education. Julie was tasked with reimagining the MDP to meet this brief under pandemic constraints.

The Solution:
Working collaboratively with tutors, administrators, and students, Julie led the full redesign of MDP Years 1–3:
  • MDP1: Innovation, Commercialisation & Entrepreneurship (ICE)
    Delivered online and on-campus during the pandemic, this first-year pathway introduced design thinking, idea generation, stakeholder mapping, and rapid prototyping—providing students with entrepreneurial mindsets from the outset.
  • MDP2: Projects, Process & Professionalism (PPP)
    Focused on critical thinking, team-based consultancy projects, and personal effectiveness—bridging academic theory and applied business contexts.
  • MDP3: World of Work (WOW)
    A work-based learning model featuring internships, reflective journals, and industry placements with partners such as Barclays, Morgan Stanley, Hearts Football Club, and Scottish SMEs.
Innovations included:
  • Assessment choice and flexibility, including video pitches, case simulations, and critical essays;
  • Co-design with students, ensuring ownership and buy-in;
  • Guest lectures from industry and the third sector, enhancing engagement and relevance;
  • Blended learning environments leveraging asynchronous content and live virtual tutorials.

The Impact:
Despite launching mid-pandemic, the reimagined MDP demonstrated exceptional results:
  1. Student Ownership and Engagement
    Learners were more deeply invested in their development, with evaluations noting increased confidence, creativity, and clarity.
  2. Graduate Employability
    Students graduated with tangible workplace skills—from stakeholder mapping and ethical decision-making to value creation and pitching.
  3. Scalable Educational Innovation
    The model has been used to inform similar curriculum reforms at Strathclyde and beyond, showcasing best practice in digital and inclusive learning design.
  4. Enduring Legacy
    Julie’s redesign created a flexible framework that has remained relevant and impactful in the post-pandemic context, demonstrating the value of co-created, practice-based learning at scale.

Conclusion:
The MDP transformation at Strathclyde Business School is a powerful example of what’s possible when curriculum innovation meets bold leadership. Launched in one of the most turbulent years for education globally, the programme empowered students to lead, reflect, and act with purpose—preparing them to thrive in complex and uncertain futures. Julie McFarlane’s work on the MDP remains a benchmark in enterprise education and large-scale pedagogical change.
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:
  1. Fragmentation across programme design and delivery, leading to inconsistent student experiences;
  2. Outdated training provision for doctoral and early-career teaching staff;
  3. 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:
  1. Strategic Clarity:
    The new Learning and Teaching Strategy provided a clear, shared direction for innovation and quality assurance across programmes.
  2. Enhanced Staff Capability:
    Over 40 doctoral students and Enterprise Fellows received accredited training, strengthening the pipeline of confident, capable educators.
  3. Improved Student Experience:
    Module evaluation scores rose, particularly in areas related to assessment clarity, learning resources, and active engagement.
  4. 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:
  1. Product Development: They learned how to conceptualise, create, and market a product.
  2. Budgeting: The project introduced them to financial literacy, teaching them to manage budgets effectively.
  3. Brand Development: Each team developed its brand identity, which included naming, packaging, and marketing strategies.
  4. 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.

 
Case Study 1: Embedding Coaching into Enterprise, Education and Government (2025)
Project Overview:
Between 2013 and 2025, Dr Julie McFarlane has led a series of executive coaching, mentoring, and leadership programmes across government, industry, and higher education. With over 3,500 hours of coaching experience, accreditation from both ICF and SuperCoach©, and successful delivery across sectors, Julie’s work has helped position coaching not only as a tool for personal development but as a critical lever for innovation, resilience, and inclusive growth.
Recent programmes include:
  • Enterprise Coaching Academy (SOSE, 2023–2025): Delivered a double-accredited coaching certification to Scottish Government business advisors.
  • Pathways Project Coaching Mentorship (SOSE, 2023–2025): Ongoing support to a cohort of 20 Scottish enterprise coaches to embed ethical practice, reflection, and client-centred delivery.
  • Neurodivergent Enterprise Network (NEN) Coaching Programme (SOSE, Jan–March 2025): Group coaching and mentoring to develop a sustainable business model for NEN’s commercialisation.
  • Executive Coaching (Private Sector): Ongoing coaching with clients and founding teams across organisations, including Microsoft, Publicis Sapient, Duquesne Light Company, AzuraBlu, and NPL Group.
  • Student Coaching and Mentoring: Over 1,000 students supported in academic and pastoral coaching, building transferable skills and reflective capacity.
 
The Challenge:
Across sectors, coaching often sits outside formal structures—underutilised in government support models, inconsistently applied in enterprise education, and rarely embedded in university curricula. Specific challenges included:
  1. Government business advisors default to problem-solving rather than listening to client needs, leading to inefficient use of public resources.
  2. Small business founders, particularly neurodivergent entrepreneurs, lack confidence, clarity, and self-awareness during start-up stages.
  3. Higher education is failing to build emotional intelligence, adaptability, and reflective thinking into mainstream graduate outcomes.
  4. Coaching gaps in professional pathways for PhDs, early-career educators, and industry-facing roles.
The common thread: technical competence was not enough—what was missing was presence, perspective, and connection.
 
The Solution:
Julie designed a multi-pronged coaching model grounded in ethics, psychological safety, reflective practice, and entrepreneurial leadership:
  • Structured Coaching Academies: Double-accredited programmes delivered through SOSE to certify government advisors in professional coaching and leadership. Advisors were trained to hold space, listen more deeply, and support client-led progress over directive problem-solving.
  • Targeted Mentorship Programmes: Group and one-to-one mentoring provided to active coaches via SOSE’s Pathways Project, focused on skill refinement, ethical dilemmas, boundary setting, and developmental feedback.
  • Neurodivergent Coaching Interventions: Tailored coaching sessions with neurodivergent founders that acknowledged cognitive differences, allowed space for reflection, and focused on strengths-based business development.
  • Higher Education Advocacy: Developed coaching frameworks to embed into university curricula—particularly in entrepreneurship, employability, and doctoral training—helping to develop graduates who are emotionally intelligent, collaborative, and self-aware.
  • Industry Coaching: One-to-one coaching for founders and executives across multiple sectors, supporting strategic clarity, team development, and personal growth.
 
The Impact:
  1. Government and Economic Development
    • Coaching shifted business advisor behaviour from ‘solution mode’ to client-led action, saving time and improving outcomes.
    • Advisors reported deeper client engagement and greater impact from fewer interventions.
  2. Enterprise and Business Founders
    • Coached founders—particularly neurodivergent leaders—reported increased confidence, focus, and strategic clarity.
    • Coaching supported enterprise growth while enhancing founder wellbeing and resilience.
  3. Higher Education Transformation
    • Pioneered the case for embedding coaching into HE curricula to complement academic development with personal and professional growth.
    • Early pilots showed students became more reflective, self-aware, and capable of navigating uncertainty—traits critical for future leadership.
  4. Cross-sectoral Benefits
    • Coaching was proven to support the same kinds of mindset shifts in small business owners, enterprise coaches, and student groups alike: clarity of purpose, emotional agility, and improved decision-making.
 
Conclusion:
Dr Julie McFarlane’s coaching practice demonstrates how coaching can be scaled across government, enterprise, and education to deliver long-term, human-centred impact. Whether supporting a neurodivergent founder, training a policy advisor, or mentoring a doctoral student, Julie’s approach builds confidence, shifts thinking, and creates lasting capacity for growth. Coaching is not an add-on—it is a core skill for the next generation of leaders, educators, and entrepreneurs.