Footnotes
1. http://www.determinedtosucceed.co.uk .
2. This point was made during focus group meetings for the Whole School Approach ( WSA) evaluation (forthcoming). Furthermore, others have pointed to the negative connotations associated with the term enterprise - for example, being a business activity or aimed at low ability groups - CEI (2001).
3. It is of course the case that the best businesses are creative - in the broadest sense.
4. Scottish Executive (2002a) - Recommendations from the Review Group.
5. Scottish Executive (2003a) - Ministerial Response.
6. Ibid.
7. For the WSA pilot programme extra enterprise resources were put into two learning partnerships with the aim of increasing EinE in those schools. This programme is also being evaluated by Durham (forthcoming).
8. Following the first round of xlerate alterations were made to this module and from 2005 onwards all clubs adopted the modified version. In essence the modified version was simpler and more suited to less academic students.
9. The development of the survey was carried out as part of the WSA evaluation which is due to be published later during 2006. We also used the data from the S3 WSA students for the controls
10. Scottish Executive 2002b p38.
11. (Curriculum Evaluation and Management Centre - Durham University) e.g.PIPS, YELLIS and MidYIS.
12. We would thank Jonathan Levie, of the Hunter Centre for Entrepreneurship, for his help and advice with some of the questions.
13. Also with the associated primary schools for the primary survey used in the WSA project.
14. It may also be that that Risk Taking in terms of enterprising behaviour needs to be considered more in terms of a controlled to reckless continuum.
15. On a scale of 0 to 1, with 0.7 being generally considered a reasonable threshold for this kind of research.
16. It is difficult to make valid generalizations with low response rates.
17. This has since been revised.
18. Clubs are provided with a catalogue of suitable products for sale to the target customers. These are supplied directly by a third party company, but have been checked and approved by YES.
19. A statistical test to find the difference in the average (mean) scores of two groups - i.e. the first and second round surveys.
20. P value is an indication of the difference occurring by chance - in the case of .05 this signifies a probability of this occurring 1 in 20 times, and this is the commonly accepted threshold for this kind of research.
21. Gulc (2005) from QA - An independent Research Company
22. See for example, The Attributes of Youth: Young people, education and employability: Andersen Consulting (1998).
23. ES - Effect Size is a measure of the difference between two groups (or measurement points). An ES of 0.8 is very large by any standards (see Cohen 1977), and as Glass et al (1981) show for educational interventions 0.2 may well also be large shift (Coe (2002) provides a useful discussion on this topic).
24. See Deuchar (2005) for an interesting discussion on this point. But see also NCEWE (2000) which questions whether enterprise projects do in fact help raise attainment.
25. Rycroft (2005).
26. As shown in UK wide CEM Centre data.
27. A few responses were received in January 2006.
28. DtS Enterprise education for disaffected students - Xlerate with xl Proposal (2004).
29. It should be noted that at most of our meetings we gave some positive illustrative feedback from our on-line surveys.
30. Scottish Executive (2005b).
31. Fisher (2001) Indeed recent (January 2006) figures showing a dramatic rise in exclusions further exacerbate this issue.
32. Scottish Executive (2005b) .
33. For a useful description see Wallis, C and Dell. K (2004) Time Magazine, What Makes Teens Tick.
34. HMIe (2004) this also uses a selected number of headings from HGIOS.
35. http://www.ltscotland.org.uk/assess/
36. See Scottish Executive (2006) for a useful description and pilot evaluation .
37. See for example Kinder and Wilkin (1998).
38. Scottish Executive (2005b)
39. Commonly defined as an observed effect due to the participants knowing they are a part of the intervention group. See http://en.wikipedia.org/wiki/Hawthorne_effect .
40. Cures That Harm: Unanticipated Outcomes of Crime Prevention Programs. The ANNALS of the American Academy of Political and Social Science. 587. May 2003.
41. http://www.scotland.gov.uk/library3/enterprise/sss-00.asp
42. For example. PIPSOSCAR and YELLIS.
43. http://www.jrf.org.uk/knowledge/findings/socialpolicy/0555.asp .
44. Needless to say they quite candidly pointed out the limitations of using this sample.
45. https://www.scotxed.net