- Executive Training Programmes

100% Custom.
100% Practical.
100% Impactful.

AEE delivers fully customised, high-impact professional development with rapid turnaround, flexible accreditation, and a seamless virtual learning experience.

- Who we have worked with

Trusted by the Higher Education Sector

All business transformation begins at the intersection of theory and practice. For over 20 years, our team has been developing some of the most respected programmes in higher education. We are now applying this expertise in industry.

- Why AEE?

Our team employs a unique approach to professional development programs, offering practical and highly effective experiences. Our programs are developed in partnership with clients and tailored to meet their most pressing needs. We take pride in our three-week turnaround time for program development and can provide our own virtual campus along with a tailored learning management system, ensuring a seamless learning journey. Additionally, we are equipped to pursue professional accreditation for any training programs you choose, working with your preferred accrediting body. This approach gives our clients exceptional flexibility, resulting in both immediate and lasting impact. Check out some of our online courses!

Current Training Portfolio

Our Portolio

AEE is a specialised training and consulting organisation operated by academics with a combined 40 years of experience in developing high-quality, accredited online programs. These programs are based on research insights from some of the world’s leading universities. Our goal is to serve as a bridge between theory and practice, providing impactful educational solutions for industries, institutions, and individuals. Explore our LMS, where you can view some of our portfolio.

- Our Accreditations

Executive Coach Training

AEE has previously received accreditation from both City & Guilds and CPD for our training courses. Additionally, each member of our team holds individual industry accreditations. AEE features a team of accredited coaches endorsed by IAPC&M and ICF, each providing personalised one-on-one coaching for executives and founding teams, helping them gain clarity throughout their entrepreneurial journey. Additionally, our renowned Executive Coaching Academy (ECA) offers an accredited flagship program that prepares coaches to work directly with executives and emerging teams. 

We have partnered with public entities and institutions of higher education, all of which have observed the positive impacts of our coaching training initiatives. Specifically, when training students in UK higher education institutions, we noted significant improvements in their engagement and enjoyment of the learning experience. We invite you to check out our latest publication in the International Journal of Coaching and Mentoring in Education (IJCME).

If you are interested in exploring potential collaborations with our accredited coaches (ICF and IAPC&M), please reach out to discuss your needs

- Their Feedback

- Custom Training

Specialist Areas

The academic contributors at AEE are widely recognised for their extensive expertise in formulating, delivering, and overseeing higher education programs. As a collective team, they have educated hundreds of thousands of students across the globe, crafted numerous higher education programs within their respective domains, and accredited many of these programs from the UK to Malaysia. Many of our contributors are in high demand as instructors, both in the realm of higher education and industry, focusing on key areas such as creativity and innovation, design thinking, business expansion, strategy development, intellectual property, branding and marketing, sales, operations management, digital technology, cybersecurity, and small business finance. For inquiries, please reach out to us at info@aoee.co.uk

At AEE, our team collectively boasts more than 40 years of experience in the field of education. Each one a fellow of the Higher Education Authority. We have had the privilege of instructing students from diverse corners of the world and have taken immense joy in witnessing their remarkable accomplishments in various industries. 

Case Study: International Start-up School with NexGen Careers (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.

Julie went over and above during our international mobility. Her good humour, cast iron work ethic and wealth of experience in education and entrepreneurship was evident from the start. She provided a robust and engaging programme of educational entrepreneurship activities and provided extra support and activities (language lessons, cultural excursions, educational visits) while we were in Barcelona. She also checked in regularly and ensured we had everything we needed while we were abroad.  She worked tirelessly with her partner organisation Nexgen Careers (who also provided excellent educational content and gorgeous premises for us to work in) to provided a valuable programme. I would wholeheartedly recommend AEE's services to anyone who is interested in entrepreneurship.

Sheila Graham Graduate Designer
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- Testimonials

They said it, not us!

Over the years, we have had the privilege of not only teaching these students but also providing guidance, mentoring, and unwavering support. Our experiences have included awarding Erasmus scholarships, participating in graduation ceremonies, and even celebrating the weddings and births of Erasmus program alumni. These represent just a few of the most cherished moments we’ve encountered as educators, accompanied by heartfelt comments from our former students.

I would recommend this workshop to everybody. It is a very positive and motivating workshop. A truly wonderful week! Thank you.

Student, School for Female Entrepreneurship Founder #1

Brilliant! This was a VERY effective workshop. Anyone who wants to be an entrepreneur and has loads of ideas, ill recommend to do this workshop to help create clarity. Thank you!

Student, School for Female Entrepreneurship Founder #2

I didn't know what to expect with this residential enterprise program. Needless to say, I was extremely impressed with the workshops. I cannot think of a single thing I did not like.

Student, School for Female Entrepreneurship Founder #3

It's really great for start-ups and early stage entrepreneurs even if you’ve done this before. Has new points of view, great networking, and opportunity to focus on the overall outlook of your business and pull out of being bogged down by day to day details. A Great change of pace.

Student, School for Female Entrepreneurship Founder #4

This was an amazing opportunity to take a step back from your daily life and have space to think. I came with very vague ideas and now I know what I want to do - thanks guys.

Student, School for Female Entrepreneurship Founder #5

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

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.

Annonymous #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 got very real with my classmates. It was exciting

Annonymous #2 MDP3, Strathclyde University

It allowed me to gain more insight into where I will be in the future and what I need to work on. I've enjoyed the communications we've had as a team and as a group. I'm excited to see what I can develop now, knowing my lesser strengths. I believe it will be a significant advantage when seeking employment in the future.

Annonymous #3 MDP3, Strathclyde University

I would like to thank my dissertation supervisor, Julie, for her time, guidance, support, and helpful advice throughout this research. You allowed me to understand each, and every step of the process and it would not have been possible without you. I am also thankful for your flexibility around my heavy travel schedule due to golf competitions.

Jean de Wouters Former Student, University of Stirling

Throughout the writing of this dissertation, the support received from the supervisor for the topic, Dr J McFarlane, has been hugely significant in providing guidance when attempting to write the components of the research study. In particular, the assistance provided when discussing how to proficiently write the review of literature was invaluable, as without this, managing to complete this aspect of the study in a competent manner would have been challenging. Support in all aspects of the topic, such as helping structure the dissertation effectively and responding to queries in quick manner, couldn’t be more appreciated, as this helped alleviate concerns

David Farquharson Former Student, University of Stirling

This research could not have been done without the support of my supervisor, Dr. Julie McFarlane, thank you. Thank you.

Christian Nikkes Former Student, University of Stirling

I would like to thank my supervisor, Julie McFarlane for the assistance and support during this challenging year.

Murray Rose Former Student, University of Stirling

Julie, I was messaging you regarding this year’s support and guidance you have provided throughout the pandemic, to which I’m really grateful. Never could have imagined that I could land a 1st class in dissertation but here I am with a good grade, good overall degree and just yesterday got an offer from a sports marketing agency in London. It wouldn’t be possible without the support of individual’s like you around. Thank you.

Devesh Tambade Former Student, University of Stirling

Rodrigo provided me with tutorial assistance for one of my courses. I found Rodrigo to be an enthusiastic tutor as he was diligent and conscientious. He also provided students with a good standard of tutorial feedback.

Professor John Sanders Former Lecturer, Heriot-Watt University

- Student Satisfaction

A picture speaks a thousand words..

Julie was the program director when I was studying at Heriot-Watt University as part of the 10th IMIM-Edition (International Master in Industrial Management). From the first day, she was a tremendous support for us, international students, with a big curiosity for the University and the country, but also lots of insecurities, typical of moving into a new country. Knowing that she was on our side made the experience even more joyful and enriching. I will never forget the many laughs and the hard work that semester. It was also a real honour for me to have her as my mentor writing my master thesis. Even when we weren't physically in the same place, I had a very good guidance through the process and could always count on her. Thank you, Julie, for all your support, your commitment and your always beautiful energy!

Flavia Hernandez Former Erasmus Student IMIM

I met Dr Julie McFarlane when doing my Master course at Strategic Project Management, where she was the program director and a coach on business projects development. I must say that apart from a whole toolbox of knowledge and skills that Julie was sharing with a great professionalism, it was a huge pleasure to deal with her as a person. She is a very engaging person with great charisma which is why her ways of coaching are never boring. She always sticks to the point giving valuable information and all support needed during the course.

Elena Chepkasova Former Erasmus Student, MSPMe

Julie I have been cursing you for quite some weeks, thank you so much for stirring such a response from deep within that I never knew I had. I just thought I’d share this with you to let you know how much your lecture touched me. ext

Shauna Killen Former Student, Heriot-Watt University

Julie is a passionate and supportive lecturer who truly cares about her students and their projects. She was very supportive and always happy to answer any questions. Her course, entrepreneurship, theory and practice, was an interesting and practical course which encouraged creativity and innovation throughout.

Ross Wilson Student, Strathclyde University

Kyle Andrews tutored me in Business Strategy and due to his astute teaching skills, managed to get a complete novice a respectable high B pass in 3rd year Business & Management degree course at Heriot-Watt University. Kyle has the unique talent of paying attention to people on an individual basis, and tailoring his teaching methods to that particular person. His people kills are of the highest quality and I am quite sure that whichever path Kyle chooses to take, he will enrich those around him. I wish him the best of luck and hope that I might cross his path again one day in the future.

Ruth Alexander Former Student, Heriot-Watt University

Julie was fantastic at explaining things in class and was always super approachable! She always made the classes interactive and has a super energetic way of teaching.

Emma O’Neil Former Student, Strathclyde University

Dr Julie McFarlane was an expert lecturer, educator, director of learning, and inspiration during her time at the University of Strathclyde. As one of her students, it was always a pleasure to attend her classes. The lectures, lessons, and delivery of information was always very informative and resourceful. Within that time, I truly realised the rarity of meeting someone as professional, knowledgeable, and passionate about their work and involvement in academia and enterprise. I particularly recall Dr McFarlane’s acknowledgment of reflecting the reality of corporate affairs, society, and modern entrepreneurship in her work. For me, and many other students, this helped to establish the reality and importance of turning academia into practical, ‘real-life’ application. This inspired confidence and trust, to know that I would be able to apply this wealth of knowledge, and experience to any professional or personal situation.

Andrew Cullen Former Student, Strathclyde University

I had Julie for first year Enterprise at University. It was clear she was passionate about the course and ensured everyone understood the task given. She was extremely kind during the year and offered incentives from her own pocket. Julie ensured we were getting along with our groups and resolved issues right away. She was a lovely lecturer and It was a great experience creating a business in her class.

Lisa Louvieaux Student, Strathclyde University

I had the pleasure of meeting Julie in my first year at Strathclyde as she was the lecturer for one of my classes. A major thing that stood out to me was her dedication to making classes as engaging and enjoyable as possible. It truly made a huge difference, and gave me an opportunity to interact with and meet countless students. Thanks to Julie’s hard work, every student was able to work their hardest and look forward to each class, and always be able to say, “I learned something new today!” This is why, I would wholeheartedly recommend either working with or being taught by Julie, as she is not only a great teacher but a lovely, motivated and a refreshing person to be around!

Sam Freedman Former Student, Strathclyde University

Julie was an amazing lecturer who made an effort to build a personal connection with class members by hosting events that would support our start up businesses during our classes and taught by using relatable and relevant real world examples.

Ibrahim Nasir Former Student, Strathclyde University

Julie is a personable, genuine and knowledgeable lecturer. Attending Julie’s lectures was always easy - her passion for the subject coupled with her personality made the classes fun and motivating.

Jenny Jones Former Student, Heriot-Watt University

Throughout the writing of this dissertation, the support received from the supervisor for the topic, Dr J McFarlane, has been hugely significant in providing guidance when attempting to write the components of the research study. In particular, the assistance provided when discussing how to proficiently write the review of literature was invaluable, as without this, managing to complete this aspect of the study in a competent manner would have been challenging. Support in all aspects of the topic, such as helping structure the dissertation effectively and responding to queries in quick manner, couldn’t be more appreciated, as this helped alleviate concerns

David Farquharson Former Student, Stirling University

Julie is a very kind and friendly individual. The lectures we had from her were very engaging, well-structured, easy to understand and highly enjoyable. She is very approachable and provided lots of help and support when needed. I would highly recommend Julie as a educator.

Julia Wilson Former Student, Strathclyde University
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 in relation to 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 alumni 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

 

 Strategic Learning and Teaching Leadership – Director Role (2020–2025)

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 full 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 own 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 the course of 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 their 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 impact 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 Governmen (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 defaulting to problem-solving rather than listening to client needs, leading to inefficient use of public resources.

  2. Small business founders, particularly neurodivergent entrepreneurs, lacking confidence, clarity, and self-awareness during start-up stages.

  3. Higher education 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 difference, 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.