preprints.org > social sciences > education > doi: 10.20944/preprints202303.0013.v1

Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Version 1 : Received: 23 February 2023 / Approved: 1 March 2023 / Online: 1 March 2023 (07:59:24 CET)

The research question in this article concerns how a competitive environment affects the learner (officer cadet's) personal leadership development and their relationship to their team and with future civilian foundations. More specifically, what are the possible learning effects of the “hidden” curriculum? This article investigates how a more than 250 years of leadership education provides new army officers with new skills and how such an environment may affect the cadets' leadership training. The paper builds on ethnographic data gathered during the three-year education program in most of the relevant practical locations and contexts. Findings regarding trust in their learning environment, cadets have reported scores of (Mean 2.83) on a 1 (low trust) to 5 (high trust) Likert scale, underpinning interviewdata regarding the lack trust in the academy and in their fellow cadets. Cadets also point out that competition has hindered their learning (Mean 2.50). These findings are interpreted in relation to possible negative effects stemming from internal competition and the evaluation system as a whole. The overall output of this system is a zero–sum game, and thus effects evaluative practices and learning processes. This study is of relevance to higher education officers responsible for designing learning environments.

competition; trust; team; evaluation; vocational training; leadership education

Social Sciences, Education

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