Skip to main content

Advertisement

SpringerLink
Log in

Enterprise Education: Critical Implications for New Zealand Curriculum Governance

  • Article
  • Published:
New Zealand Journal of Educational Studies Aims and scope Submit manuscript

Abstract

The proliferation of non-state policy actors in public education systems globally has actuated a turn to new governance analysis within education scholarship. As part of this ‘governance turn’, education policy theorists have sought to clarify the interface between governance by non-state actors and public systems of policy formation and enactment. The phenomenon of ‘enterprise education’ has typically been neglected in examinations of this type, despite comprising a major point of intersection between new networks and public education governance. This article draws on governance theory and methods of social network analysis to posit that enterprise education constitutes a shift in curriculum governance. It shows that, in resemblance to related components of recent neoliberal education reform, enterprise education networks supplant public actors in their traditional prerogatives for curriculum development and delivery. The cooperation of public institutions in this process serves to enact a reconstitution and dilution of public responsibility, as these actors become enmeshed in polycentric networks that are neither exclusively private nor public.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • ASB. (2009). ASB targeting increased financial literacy levels [media release]. Retrieved from http://reports.asb.co.nz/report/article/2704/0/0/asb-targeting-increased-financial-literacy-levels.html.

  • Au, W., & Ferrare, J. J. (2015). Mapping corporate education reform: Power and policy networks in the neoliberal state. New York: Routledge.

    Google Scholar 

  • Bache, I. (2003). Governing through governance: Education policy control under new labour. Political Studies, 51(2), 300–314.

    Article  Google Scholar 

  • Balarin, M. (2014). The changing governance of education: A comparative political economy perspective on hybridity. American Behavioral Scientist, 58(11), 1446–1463.

    Article  Google Scholar 

  • Ball, S. J. (2008). New philanthropy, new networks and new governance in education. Political Studies, 56, 747–765.

    Article  Google Scholar 

  • Ball, S. J. (2009a). Academies in context: Politics, business and philanthropy and heterarchical governance. Management in Education, 23(3), 100–103.

    Article  Google Scholar 

  • Ball, S. J. (2009b). The governance turn! Journal of Education Policy, 24(5), 537–538.

    Article  Google Scholar 

  • Ball, S. J. (2009c). Beyond networks? A brief response to ‘Which networks matter in education governance?’. Political Studies, 57(3), 688–691.

    Article  Google Scholar 

  • Ball, S. J. (2016). Following policy: Networks, network ethnography and education policy mobilities. Journal of Education Policy, 31(5), 549–566.

    Article  Google Scholar 

  • Ball, S. J., & Junemann, C. (2012). Networks, new governance and education. Bristol: Policy Press.

    Book  Google Scholar 

  • Beder, S. (2001). Selling the work ethic: From Puritan pulpit to corporate PR. London: Zed.

    Google Scholar 

  • Beder, S. (2006). Free market missionaries: The corporate manipulation of community values. London: Earthscan.

    Google Scholar 

  • Beder, S., Varney, W., & Gosden, R. (2009). This little kiddy went to market: The corporate capture of childhood (p. 2009). London: Pluto.

    Google Scholar 

  • Bevir, M., & Rhodes, R. A. W. (2003). Interpreting British governance. London: Routledge.

    Book  Google Scholar 

  • Bobbitt, P. (2003). The shield of Achilles: War, peace and the course of history. London: Penguin Books.

    Google Scholar 

  • Business NZ. (2006). Submission by BusinessNZ to the Ministry of Education on the Draft New Zealand Curriculum.

  • Carey, A. (1995). Taking the risk out of democracy: Propaganda in the US and Australia. Sydney: UNSW Press.

    Google Scholar 

  • Carolan, B. V. (2014). Social network analysis and education: Theory, methods & applications. Thousand Oaks: Sage Publications.

    Book  Google Scholar 

  • Crawshaw, M. (1999). Neoliberalism in New Zealand: A critique. Graduate Student Work: Issues in Contemporary Education. Auckland: University of Auckland, Faculty of Education.

  • Dale, R. (1997). Education markets and school choice. British Journal of Sociology of Education, 18, 451–468.

    Article  Google Scholar 

  • Ditchburn, G. (2012). A national Australian curriculum: In whose interests? Asia Pacific Journal of Education, 32(3), 259–269.

    Article  Google Scholar 

  • Emirbayer, M., & Goodwin, J. (1994). Network analysis, culture, and the problem of agency. American Journal of Sociology, 99(6), 1411–1454.

    Article  Google Scholar 

  • Employers and Manufacturers Association (Central) Incorporated. (2006). Submission to the Ministry of Education on the New Zealand Curriculum Draft for Consultation.

  • Enterprise New Zealand/Young Enterprise Trust. (2009). Enterprise matters: An enterprise New Zealand trust. Auckland: Enterprise New Zealand/Young Enterprise Trust.

    Google Scholar 

  • Enterprise New Zealand Trust. (2006). Submission to the Ministry of Education on the place of Financial Education in the New Zealand Curriculum.

  • Fabricant, M., & Fine, M. (2012). Charter schools and the corporate makeover of public education: What’s at stake?. New York: Teachers College Press.

    Google Scholar 

  • Fones-Wolf, E. (1994). Selling free enterprise: The business assault on labor and liberalism, 1945–1960. Urbana: University of Illinois Press.

    Google Scholar 

  • Fones-Wolf, E. (2000). Business propaganda in the schools: Labor’s struggle against the Americans for the Competitive Enterprise System, 1949–1954. History of Education Quarterly, 40(3), 255–278.

    Article  Google Scholar 

  • Freeman, L. (2004). The development of social network analysis. A Study in the Sociology of Science, 1.

  • Gibb, A. A. (1993). The enterprise culture and education. Understanding enterprise culture and its links with small business, entrepreneurship and wider educational goals. International Small Business Journal, 11(3), 11–34.

    Article  Google Scholar 

  • Giroux, H. (2011). Education and the crisis of public values: challenging the assault on teachers, students, & public education. New York: Peter Lang Publishing.

    Book  Google Scholar 

  • Grabher, G. (2004). Learning in projects, remembering in networks? Communality, sociality, and connectivity in project ecologies. European Urban and Regional Studies, 11(2), 103–123.

    Article  Google Scholar 

  • Grant, D. (2003). Those who can teach: A history of secondary education in New Zealand from the union perspective. Wellington: Steele Roberts.

    Google Scholar 

  • Harris, K. (1996). The corporate invasion of schooling: Some implications for pupils, teachers, and education. SET, 2, 1–4.

    Google Scholar 

  • Harris-Hart, C. (2010). National curriculum and federalism: The Australian experience. Journal of Educational Administration and History, 42(3), 295–313.

    Article  Google Scholar 

  • Hogan, A. (2016). Network ethnography and the cyberflâneur: Evolving policy sociology in education. International Journal of Qualitative Studies in Education, 29(3), 381–398.

    Article  Google Scholar 

  • Howard, P. N. (2002). Network ethnography and the hypermedia organization: New media, new organizations, new methods. New Media & Society, 4(4), 550–574.

    Article  Google Scholar 

  • Janiewski, D., & Morris, P. (2005). New rights New Zealand: Myths, moralities and markets. Auckland: Auckland University Press.

    Google Scholar 

  • Jessop, B. (1998). The narrative of enterprise and the enterprise of narrative: Place marketing and the entrepreneurial city. In T. Hall & P. Hubbard (Eds.), The entrepreneurial city: geographies of politics, regime and representation (pp. 77–102). Chichester: John Wiley.

    Google Scholar 

  • Kelsey, J. (1997). The New Zealand experiment: A world model for structural adjustement?. Auckland: Auckland University Press, Bridget Williams Books.

    Google Scholar 

  • Kerr, R. (1992). Stand and deliver. A business leader challenges the education establishment to enter the real world. Metro, 8(129), 110–115.

    Google Scholar 

  • Knoke, D., & Yang, S. (2008). Social network analysis (Vol. 154). London: SAGE.

    Book  Google Scholar 

  • Kooiman, J. (2003). Governing as governance. London: SAGE.

    Google Scholar 

  • Lipman, P. (2011). The new political economy of urban education: Neoliberalism, race, and the right to the city. New York: Routledge.

    Google Scholar 

  • McLarty, L., Highley, H., & Alderson, S. (2010). Evaluation of enterprise education in England. Research report for The Department for Education, DFE-RR015, London.

  • Ministry of Education. (2007). The New Zealand curriculum. Wellington: Ministry of Education.

    Google Scholar 

  • New Zealand Business Roundtable. (1993). Towards an enterprise culture. Wellington: NZ Business Roundtable.

    Google Scholar 

  • New Zealand Council for Educational Research. (2009a). How can businesses and communities support Education for Enterprise (E4E)?. Wellington: NZCER.

    Google Scholar 

  • New Zealand Council for Educational Research. (2009b). Why is Education for Enterprise (E4E) relevant for New Zealand schools?. Wellington: NZCER.

    Google Scholar 

  • New Zealand Council for Educational Research. (2009c). Why does Education for Enterprise (E4E) require cross-sector collaboration and systems innovation?. Wellington: NZCER.

    Google Scholar 

  • New Zealand Council for Educational Research. (2009d). What are students saying about Education for Enterprise (E4E)?. Wellington: NZCER.

    Google Scholar 

  • O’Callaghan, J. (2012). Retail Work gets NCEA Credits. The Dominion Post. Retrieved October 4, 2012, from http://www.stuff.co.nz/dominion-post/news/wellington-schools/7765767/Retail-work-gets-NCEA-credits.

  • Olmedo, A., Bailey, P. L., & Ball, S. J. (2013). To infinity and beyond…: Heterarchical governance, the teach for all network in Europe and the making of profits and minds. European Educational Research Journal, 12(4), 492–512.

    Article  Google Scholar 

  • Openshaw, R. (2011). “A long way to go before we win the battle”: The propaganda war over the Picot report and Tomorrow’s Schools. History of Education Review, 40(1), 62–80.

    Article  Google Scholar 

  • Priestley, M., & Sinnema, C. (2014). Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand. The Curriculum Journal, 25(1), 50–75.

    Article  Google Scholar 

  • Rata, E. (2013). Let’s bring knowledge back into schools. The NZ Herald. Retrieved September 7, 2013, from http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11120838.

  • Ravitch, D. (2013). Reign of error: The hoax of the privatization movement and the danger to America’s public schools. New York: Knopf.

    Google Scholar 

  • Renwick, M., Gray, A., Research Division, & Ministry of Education. (2001). Enterprise education in schools: An investigation. Wellington, NZ: Ministry of Education.

    Google Scholar 

  • Rhodes, R. A. W. (1995). The new governance: Governing without government. State of Britain ESRC/RSA Seminar Series. Swindon: ESRC.

    Google Scholar 

  • Robertson, S. L. (2009). Globalisation, education governance and citizenship regimes: New democratic deficits and social injustices. In W. Ayers, T. Quinn, & D. Stovall (Eds.), Handbook of social justice in education (pp. 542–553). London: Routledge.

    Google Scholar 

  • Robertson, S. L., Bonal, X., & Dale, R. (2002). GATS and the education service industry. Comparative Education Review, 46, 472–497.

    Article  Google Scholar 

  • Robertson, S., & Dale, R. (2013). The social justice implications of privatisation in education governance frameworks: A relational account. Oxford Review of Education, 39(4), 426–445.

    Article  Google Scholar 

  • Sahlberg, P. (2012). How GERM is infecting schools around the world. The Washington Post. Retrieved June 29, 2012, from https://www.washingtonpost.com/blogs/answer-sheet/post/how-germ-is-infecting-schools-around-the-world/2012/06/29/gJQAVELZAW_blog.html?utm_term=.f24e7a004bd4

  • Sexton, S. (1990). An evaluation of recent reforms and future directions. Wellington: New Zealand Business Roundtable.

    Google Scholar 

  • Skourdoumbis, A. (2015). Distorted representations of the ‘capability approach’ in Australian school education. Curriculum Journal., 26(1), 24–38.

    Article  Google Scholar 

  • Sloan, J. (2013). National curriculum mired in half-baked fads. The Australian. Retrieved October 12, 2013, from http://www.theaustralian.com.au/opinion/columnists/national-curriculum-mired-in-half-baked-fads/news-story/4dea704318ad475c218038da10e67178.

  • Spark, N. Z. (2016). FY16 Environment, Social, and Governance Report. Retrieved from https://www.sparknz.co.nz/content/dam/telecomcms/sparknz/content/what-matters/environment/spark-csr-2016.pdf.

  • Sukarieh, M., & Tannock, S. (2009). Putting school commercialism in context: A global history of junior achievement worldwide. Journal of Education Policy, 24(6), 769–786.

    Article  Google Scholar 

  • The New Zealand Education-Business Trust. (1993). Successful schools, successful business, based on presentations at the successful schools—Successful business conferences in Auckland and Wellington. Wellington: The Careers Service.

    Google Scholar 

  • Udanga, R. (2011). Teaching Kids to be Smart with Money. Stuff.co.nz. Retrieved March 7, 2011, from http://www.stuff.co.nz/business/money/4739166/Teaching-kids-to-be-smart-with-money.

  • Wasserman, S., & Faust, K. (1994). Social network analysis: Methods and applications (Vol. 8). Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Wellington Chamber of Commerce Annual Report (1986). Annual Report. Wellington, New Zealand: Chamber of Commerce.

  • Wellington Chamber of Commerce Annual Report (1990). Annual Report. Wellington, New Zealand: Chamber of Commerce.

  • Whitty, G., & Wisby, E. (2016). Education in England—A testbed for network governance? Oxford Review of Education, 42(3), 316–329.

    Article  Google Scholar 

  • Williams, C. (2005). The discursive construction of the ‘competent’ learner-worker: from key competencies to ‘employability skills’. Studies in Continuing Education, 27(1), 33–49.

    Article  Google Scholar 

  • Young Enterprise Trust. (2016). Sponsors. Retrieved from http://youngenterprise.org.nz/sponsors/.

  • Young, M. D. (2008). Bringing knowledge back in: From social constructivism to social realism in the sociology of education. London: Routledge.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Melbourne Graduate School of Education, The University of Melbourne, Melbourne, Australia

    Sam Oldham

Authors
  1. Sam Oldham
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sam Oldham.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Oldham, S. Enterprise Education: Critical Implications for New Zealand Curriculum Governance. NZ J Educ Stud 52, 331–346 (2017). https://doi.org/10.1007/s40841-017-0091-2

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40841-017-0091-2

Keywords

Search

Navigation