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dc.contributor.authorCulkin, Nigel
dc.contributor.authorBrentnall, Catherine
dc.contributor.authorRodríguez, Iván Diego
dc.contributor.editorHiggins, David
dc.contributor.editorJones, Paul
dc.contributor.editorMcGowan, Pauric
dc.date.accessioned2019-09-14T00:11:00Z
dc.date.available2019-09-14T00:11:00Z
dc.date.issued2018-12-10
dc.identifier.citationCulkin , N , Brentnall , C & Rodríguez , I D 2018 , Enterprise Education Competitions: A Theoretically Flawed Intervention? in D Higgins , P Jones & P McGowan (eds) , Creating Entrepreneurial Space: Talking Through Multi-Voices, Reflections on Emerging Debates . vol. 9a , Contemporary Issues in Entrepreneurship Research , vol. 9a , Emerald Group Publishing Ltd. , Bingley , pp. 25-48 . https://doi.org/10.1108/S2040-72462018000009A002
dc.identifier.isbn978-1-78756-372-8
dc.identifier.isbn978-1-78756-371-1
dc.identifier.isbn978-1-78756-373-5
dc.identifier.issn2040-7246
dc.identifier.otherPURE: 15792529
dc.identifier.otherPURE UUID: 5d4dedfd-34fa-4eee-8f2d-81bad979abec
dc.identifier.otherScopus: 85057985361
dc.identifier.urihttp://hdl.handle.net/2299/21678
dc.description.abstractThe demand for including enterprise in the education system, at all levels and for all pupils is now a global phenomenon. Within this context, the use of competitions and competitive learning activities is presented as a popular and effective vehicle for learning. The purpose of this chapter is to illustrate how a realist method of enquiry – which utilises theory as the unit of analysis – can shed new light on the assumed and unintended outcomes of enterprise education competitions. The case developed here is that there are inherent flaws in assuming that competitions will ‘work’ in the ways set out in policy and guidance. Some of the most prevalent stated outcomes – that competitions will motivate and reward young people, that they will enable the development of entrepreneurial skills, and that learners will be inspired by their peers – are challenged by theory from psychology and education. The issue at stake is that the expansion of enterprise education policy into primary and secondary education increases the likelihood that more learners will be sheep dipped in competitions, and competitive activities, without a clear recognition of the potential unintended effects. In this chapter, we employ a realist-informed approach to critically evaluate the theoretical basis that underpins the use of competitions and competitive learning activities in school-based enterprise education. We believe that our findings and subsequent recommendations will provide those who promote and practice the use of competitions with a richer, more sophisticated picture of the potential flaws within such activities.en
dc.format.extent24
dc.language.isoeng
dc.publisherEmerald Group Publishing Ltd.
dc.relation.ispartofCreating Entrepreneurial Space:
dc.relation.ispartofseriesContemporary Issues in Entrepreneurship Research
dc.rightsOpen
dc.subjectEnterprise Education
dc.subjectCompetitions
dc.subjectRealist Evaluation
dc.subjectEntrepreneurship
dc.subjectchallenges
dc.subjectLearning
dc.subjectEducation
dc.subjectChallenges
dc.subjectEnterprise
dc.subjectRealist evaluation
dc.subjectBusiness, Management and Accounting (miscellaneous)
dc.subjectManagement of Technology and Innovation
dc.subjectBusiness and International Management
dc.subjectStrategy and Management
dc.titleEnterprise Education Competitions: A Theoretically Flawed Intervention?en
dc.contributor.institutionEnterprise and Business Development
dc.description.statusPeer reviewed
dc.identifier.urlhttp://www.scopus.com/inward/record.url?scp=85057985361&partnerID=8YFLogxK
dc.description.versiontypeFinal Published version
dcterms.dateAccepted2018-12-10
rioxxterms.versionVoR
rioxxterms.versionofrecordhttps://doi.org/10.1108/S2040-72462018000009A002
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by-nc/4.0/
rioxxterms.typeOther
herts.preservation.rarelyaccessedtrue
herts.rights.accesstypeOpen


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