Dr James Hickie is Associate Professor (Education) in Entrepreneurship and leads and oversees Entrepreneurship Education for the UCL School of Management.  His teaching interests are in the fields of entrepreneurship, innovation and management practice, with experience teaching at undergraduate level, postgraduate level and as a programme director.  

James has a particular interest in curriculum development, having created new degree programmes across several disciplines, for example medicine and entrepreneurship (BSc Innovation and Enterprise in Clinical Medicine).  His teaching is focused on helping students learn by doing practical entrepreneurial skills, and how drama and acting can be used in the teaching of entrepreneurship and management.

His research interests are in the area of human capital, social capital and entrepreneurship - how entrepreneurs develop the management, marketing and financial skills to build high performing businesses.  He has also researched innovative responses to the high street crisis (e.g. vacant properties), alongside urban designers and planners, as part of the Economic and Social Research Council funded project, REPAIR.

James has wide experience providing expert media commentary on entrepreneurship, including for The Sunday Times, Financial Times, The Guardian, Daily Telegraph, El Haaretz and ITV. 

He read Social and Political Sciences at Churchill College, University of Cambridge, followed by a PhD about entrepreneurship and management at Loughborough University.

My publications include:

White, J.T. , Hickie, J., Jackson, C., Orr, A. and Richardson, R. (2023) The experience economy in UK city centres: a multidimensional and interconnected response to the “death of the high street”? Urban Studies.

Hickie, D. and Hickie, J. (2021) The impact of Industry 4.0 on supply chains and regions: innovation in the aerospace and automotive industries, European Planning Studies, 1606-1621 (Open Access).

Hickie, J. (2011) The development of human capital in young entrepreneurs, Industry and Higher Education, 25(6): 469-481.