University of Hertfordshire

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We Need To Talk About Competitions: A theoretically flawed EE intervention? / Brentnall, Catherine; Rodríguez, Iván Diego ; Culkin, Nigel.

University of Hertfordshire, 2017. p. 1-30 (UH Business School Working Papers).

Research output: Working paper

Harvard

Brentnall, C, Rodríguez, ID & Culkin, N 2017 'We Need To Talk About Competitions: A theoretically flawed EE intervention?' UH Business School Working Papers, University of Hertfordshire, pp. 1-30.

APA

Brentnall, C., Rodríguez, I. D., & Culkin, N. (2017). We Need To Talk About Competitions: A theoretically flawed EE intervention? (pp. 1-30). (UH Business School Working Papers). University of Hertfordshire.

Vancouver

Brentnall C, Rodríguez ID, Culkin N. We Need To Talk About Competitions: A theoretically flawed EE intervention? University of Hertfordshire. 2017 Jul 12, p. 1-30. (UH Business School Working Papers).

Author

Brentnall, Catherine ; Rodríguez, Iván Diego ; Culkin, Nigel. / We Need To Talk About Competitions: A theoretically flawed EE intervention?. University of Hertfordshire, 2017. pp. 1-30 (UH Business School Working Papers).

Bibtex

@techreport{c11c3cb56f8e412f8a4f502839eacee5,
title = "We Need To Talk About Competitions:: A theoretically flawed EE intervention?",
abstract = "Why are competitions offered up to educators as a model of good practice and an effective entrepreneurship education (EE) method? Why are they prescribed, dispensed and consumed regardless of differences in social, cultural and economic context? What might the unintended consequences be for students, teachers and wider society? Perhaps, like effects observed in competitive sport, winners experience a sense of achievement and motivation to continue, but losers feel de-motivated and disengage. Whilst this might fulfil a type of 'sorting', where unrealistic participants are put off start-up, is this still legitimate when such experiences happen in primary and secondary education, as much EE policy now recommends? These authors adopt a realist logic of enquiry to isolate and test the theories which underpin the use of competitions to better understand whether the 'taken for granted' assumptions and benefits that underlie their adoption and roll-out to all ages are justified. The aim is to extend the evidence based conversation beyond 'what works?', and towards 'what works, for whom and in what circumstances?' The results shed new light on entrepreneurship education's most recognisable format - the competition - to provide a richer, more sophisticated and critically enlightened picture to those promoting and practicing its use.",
keywords = "Entrepreneurship, Enterprise, Education, Competitions",
author = "Catherine Brentnall and Rodr{\'i}guez, {Iv{\'a}n Diego} and Nigel Culkin",
note = "Copyright and all rights therein are retained by the authors. All persons copying this information are expected to adhere to the terms and conditions invoked by each author's copyright. These works may not be re-posted without the explicit permission of the copyright holders.",
year = "2017",
month = jul,
day = "12",
language = "English",
series = "UH Business School Working Papers",
publisher = "University of Hertfordshire",
pages = "1--30",
type = "WorkingPaper",
institution = "University of Hertfordshire",

}

RIS

TY - UNPB

T1 - We Need To Talk About Competitions:

T2 - A theoretically flawed EE intervention?

AU - Brentnall, Catherine

AU - Rodríguez, Iván Diego

AU - Culkin, Nigel

N1 - Copyright and all rights therein are retained by the authors. All persons copying this information are expected to adhere to the terms and conditions invoked by each author's copyright. These works may not be re-posted without the explicit permission of the copyright holders.

PY - 2017/7/12

Y1 - 2017/7/12

N2 - Why are competitions offered up to educators as a model of good practice and an effective entrepreneurship education (EE) method? Why are they prescribed, dispensed and consumed regardless of differences in social, cultural and economic context? What might the unintended consequences be for students, teachers and wider society? Perhaps, like effects observed in competitive sport, winners experience a sense of achievement and motivation to continue, but losers feel de-motivated and disengage. Whilst this might fulfil a type of 'sorting', where unrealistic participants are put off start-up, is this still legitimate when such experiences happen in primary and secondary education, as much EE policy now recommends? These authors adopt a realist logic of enquiry to isolate and test the theories which underpin the use of competitions to better understand whether the 'taken for granted' assumptions and benefits that underlie their adoption and roll-out to all ages are justified. The aim is to extend the evidence based conversation beyond 'what works?', and towards 'what works, for whom and in what circumstances?' The results shed new light on entrepreneurship education's most recognisable format - the competition - to provide a richer, more sophisticated and critically enlightened picture to those promoting and practicing its use.

AB - Why are competitions offered up to educators as a model of good practice and an effective entrepreneurship education (EE) method? Why are they prescribed, dispensed and consumed regardless of differences in social, cultural and economic context? What might the unintended consequences be for students, teachers and wider society? Perhaps, like effects observed in competitive sport, winners experience a sense of achievement and motivation to continue, but losers feel de-motivated and disengage. Whilst this might fulfil a type of 'sorting', where unrealistic participants are put off start-up, is this still legitimate when such experiences happen in primary and secondary education, as much EE policy now recommends? These authors adopt a realist logic of enquiry to isolate and test the theories which underpin the use of competitions to better understand whether the 'taken for granted' assumptions and benefits that underlie their adoption and roll-out to all ages are justified. The aim is to extend the evidence based conversation beyond 'what works?', and towards 'what works, for whom and in what circumstances?' The results shed new light on entrepreneurship education's most recognisable format - the competition - to provide a richer, more sophisticated and critically enlightened picture to those promoting and practicing its use.

KW - Entrepreneurship

KW - Enterprise

KW - Education

KW - Competitions

M3 - Working paper

T3 - UH Business School Working Papers

SP - 1

EP - 30

BT - We Need To Talk About Competitions:

PB - University of Hertfordshire

ER -