Competitive Enterprise Education: Developing a Concept

Abstract

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 development and confidence building, it can simultaneously be observed that prescribed activities are often competitive. Yet this competitiveness—and its assumed benefits and potential drawbacks—is not clearly distinguished in the literature. Therefore, my broad objective in this article is to develop the concept of Competitive Enterprise Education (CEE) and consider its implications. As part of this endeavor, a linear model synthesized from existing policy is presented, which illustrates assumptions which underpin CEE. I argue that this ordered and rational logic does not reflect the messy human and social context of such activities. An alternative, more realistic, model of CEE is offered, which points to the myriad potential outcomes possible through these activities. The implications of CEE are discussed. Ultimately, by conceptually distinguishing the ubiquitous practice of CEE, new and relevant lines of enquiry and thinking are opened up for researchers and practitioners.