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Catherine Brentnall

Catherine Brentnall
Ready Unlimited · Management

About

13
Publications
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39
Citations
Introduction
I work in enterprise education in schools, colleges and universities, and start-up support in Higher Education. I am in the writing up year of my doctoral studies with Sheffield Business School. My research focuses on using the intellectual and methodological resources offered by Realist Evaluation to explore and rethink taken-for-granted enterprise activities.

Publications

Publications (13)
Article
Purpose This paper seeks to energise discussion around philosophical assumptions in entrepreneurship education (EE). Far from being abstract considerations, this paper underscores that philosophical assumptions – which are embodied in research products and inherited from others – have practical implications. Design/methodology/approach The study’s...
Article
In this paper we introduce a novel method—generative critical conversation (GCC)—which we propose can develop educator and researcher reflexivity and enhance criticality in enterprise and entrepreneurship education (EEE). We ground this method in literature from the field of educational research and reflexivity scholarship. We hybridize three metho...
Conference Paper
Full-text available
Entrepreneurship education programmes run in very similar ways all over the world. This has been described as a McDonaldization of entrepreneurship education. A highly standardised menu of activities is served up for student consumption, such as competitions and mini-company creation. Many of these standards come from Junior Achievement approaches....
Research
Full-text available
Rationale and under pinning theory feeding into the design of the Confidence and Cooperation programme.
Article
Full-text available
In this article, I argue that limited attention has been given to the competitive nature of enterprise education targeted at school level, obscuring the fundamental composition of many activities. While concepts such as enterprise education and entrepreneurship education are framed broadly for primary and secondary educators, focused on skills deve...
Conference Paper
Full-text available
In this paper we (a business advisor from a university Enterprise Team and a senior lecturer in primary education from a School of Education and Professional Development), explore the experience of developing an intervention to introduce enterprise education to trainees undertaking a Reflective Practice module within a primary teacher training degr...
Chapter
Full-text available
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...
Article
Full-text available
Abstract The purpose of this article is to explore the effectiveness of entrepreneurship education (EE) programmes through the lens of realist evaluation (RE). The interest of the authoring team – a practitioner–academic mix with professional experience including developing EE in primary and secondary schools – lies with EE competitions, a type of...
Research
Full-text available
Draft asset from EEUK funded project to support 'careers and enterprise through the curriculum.' This version is being shared with stakeholders Sept 2017 - Dec 2017 prior to a final edit. Feedback is sought and welcome - email catherine@readyunlimited.com
Research
Full-text available
Draft asset from an EEUK funded project to support 'careers and enterprise through the curriculum.'
Article
Full-text available
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 effect...

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Projects

Projects (4)
Project
This project is inspired by the argument that EE programmes run in a similar fashion all over the world and that indistinguishable approaches- canvas drafting, pitching exercises, competitions, mini-companies – are replicated on programmes and venture creation courses globally. This phenomenon has been called the McDonaldization of EE (Hytti, 2018), where a one-size-fits-all approach, with a highly standardised menu of activities, is served up for student consumption. Such activities are said to have been adopted from/disseminated by Junior Achievement (Hytti, 2018; Alvarez, 2003), pointing to the significant influence that Junior Achievement may have on the formation of EE. However, in EE research regarding Junior Achievement (JA), a lot of effort is given to ‘studying down,’ that is: investigating the effects of JA and its programmes on individuals (for example, effects on intentions, skills and knowledge). But there is limited ‘studying up’, that is: considering the effects of JA itself, on the field of EE and wider society. This project intends to open up a discussion around this, and to explore ways of ‘studying up’, that is: ‘re-directing the researchers gaze upwards instead of downwards’ (Alvesalo-Kuusi & Whyte, 2018).
Project
The aim of this publication is to stimulate discussion, share practice and explore challenges around current and new approaches to inquiry - encompassing all aspects of entrepreneurship research spectrum, from its conception through to its execution and related issues such as entrepreneurship education, training and learning. Our goal is to advance the manner in which we learn, think about and engage with various modalities of inquiry in entrepreneurship research and practice, and its related subjects and areas of interest. The publication will serve as a timely point to reflect upon and critique the skills and knowledge which are required by researchers to develop meaningful and interesting research which challenges assumptions and leads to new insight
Project
The goal is to develop a theory driven Widening Participation programme which harnesses Cooperative Learning and Possible Selves to develop students individual and collective confidence. Developing a cooperative approach to confidence building has the potential of responding to critique about Possible Selves, where the construction of the ‘hyper-individual’ may encourage the belief that one is entirely determined by internal capacities (Bunn & Lumb, 2019). As opposed to personhood being developed via the capacity to out-perform others (Skeggs, 2011), collective development and cooperation is a valid, timely and less exclusionary alternative when thinking about how to pursue outcomes such as confidence and resilience.