University of Hertfordshire

Enterprise Education Competitions: A Theoretically Flawed Intervention?

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

Documents

  • Nigel Culkin
  • Catherine Brentnall
  • Iván Diego Rodríguez
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Original languageEnglish
Title of host publicationCreating Entrepreneurial Space:
Subtitle of host publicationTalking Through Multi-Voices, Reflections on Emerging Debates
EditorsDavid Higgins, Paul Jones, Pauric McGowan
Place of PublicationBingley
PublisherEmerald Group Publishing Ltd.
Chapter2
Pages25-48
Number of pages24
Volume9a
ISBN (Electronic)978-1-78756-371-1 , 978-1-78756-373-5
ISBN (Print)978-1-78756-372-8
DOIs
Publication statusPublished - 10 Dec 2018

Publication series

NameContemporary Issues in Entrepreneurship Research
PublisherEmerald Publishers Ltd
Volume9a
ISSN (Print)2040-7246

Abstract

The 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.

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