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Completed Projects


Research and experience is telling us that firms are increasingly looking at the internship model to complement their current graduate recruitment strategies. This research study was funded by ACCA Ireland and the overall aim was to gain a deeper understanding of the benefits and challenges of internship programmes for recruiting accountancy graduates. This study explored the relevant literature on cooperative accounting education and the benefits from a stakeholder perspective, namely the student, the firm and the accountancy body. A large scale survey of both employers and student/practitioners across Ireland (North and South) was carried out. The findings informed the development of a guide to responsible internships to be developed in conjunction with ACCA.



Funded by the Certified Public Accountants (CPA) Ireland, the Hincks Centre for Entrepreneurship conducted a study that involved primary research with incubator and non-incubator firms along with incubation centre managers and enterprise support agencies. The aim was to provide a comprehensive understanding of the key characteristics of growing SMEs. This study provided empirical evidence of what determines growth in SMEs in Ireland. More importantly, for those firms that have not grown to their potential, this study provided insight into the specific issues that are constraining growth and the specific supports that are required to overcome these barriers



Green Mentor was a two year European Commission project, funded under the Erasmus+ programme (2015-2017). While mentoring is an established business practice, particularly in the entrepreneurial start-up area, mentoring to green entrepreneurs, who wish to incorporate environmental values into their businesses is a new and growing reality in Europe.

The five partner organisations for Green Mentor included: Utopicus and Infodef from Spain, BEST from Austria, BGE from Hungary and Cork Institute of Technology (CIT). The Hincks Centre for Entrepreneurship, within CIT, were responsible for developing one of the key project outputs, namely, the Green Mentor Handbook. Other key project outputs included a draft curriculum for forming the basis for seeking certification of a green mentoring curriculum under existing European Vocational Educational Frameworks and a Green Mentor Toolkit containing useful tools designed to guide the mentor and mentee along the green mentoring journey.

The Green Mentor project sought to define and support the new emerging professional role of Green Mentor, i.e. those who mentor and provide practical support to entrepreneurs in starting up a green business or in greening an existing business by the introduction of green or eco-friendly processes and practices.  Development of the green economy offers great potential for opportunities for green entrepreneurs and for sustainable future jobs. Further information about the project, the project partners and the materials produced and tested as part of the project are available on the project website



The aim of the project MYBUSINESS (2014 - 2016, co-funded by Erasmus+) was to create and test a customised training programme tailored to older unemployed people (over 50 years of age) who were interested in becoming self-employed or entrepreneurs. This training was based on the needs and aims of the participants to strengthen their entrepreneurial skills and competences while taking advantage of their life experience and skills. The project was financed by the European Commission under the Erasmus+ Programme and its main objective was to increase the managerial and entrepreneurial skills of older unemployed, giving them confidence and providing them with the tools to create their own business and to promote lifelong learning and employability. This project was implemented by a consortium of six partners from six European countries (Romania, Ireland, Belgium, Greece, Spain, and Austria)



Recent entrepreneurship education literature notes that assessment practice is an important consideration and that it has been somewhat neglected by researchers. To understand assessment practice in entrepreneurship, we need to observe actual practice through empirical research and do so in a comprehensive way to appreciate the different forms and types that entrepreneurship education might take. The aim of the NEAR project was to deliver a review of the assessment practices in entrepreneurship education across all of the Higher Education Institutes in Ireland and disseminate the findings to support entrepreneurship education practices both nationally and internationally.



This project (2014 - 2016) was funded under the EU Daphne Programme and was built around the development and delivery of life coaching and mentoring sessions to victims of gender violence. The implementation activities were supported by the design of training materials, the enhancement of the skills of mentors and coaches and the development of a Transnational Guide for Life Coaching and Mentoring that could be transferred to other organizations.

The project focused on two innovative methodologies. On one hand, life coaching was carried out to improve women's’ self-esteem and self-confidence. On the other, mentoring on entrepreneurship to help the women become independent, develop their managerial skills, and eventually, help them to re-enter the labour market and even to become self-employed and/or undertake entrepreneurial activity. NEW START comprised a partnership of seven relevant institutions from seven European countries ( Ireland, France, Greece, Spain, Romania, Italy and Belgium) helping and providing specialist support and training to women victims of violence and designing a common methodology and transnational materials to be used for coaches and mentors.

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