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1 – 10 of over 6000Enterprise education (EE) is a growing educational phenomenon. Despite its proliferation globally, there is little critical research on the field. In particular, the ideological…
Abstract
Purpose
Enterprise education (EE) is a growing educational phenomenon. Despite its proliferation globally, there is little critical research on the field. In particular, the ideological potential of EE has been ignored by education scholars. This paper is the first to review the history of the Enterprise New Zealand Trust (ENZT) (known as the Young Enterprise Trust from 2009), as the largest and oldest organisation for the delivery of EE in New Zealand. It examines the activities of the ENZT and its networks in the context of the ascent of neoliberalism including its cultural manifestation in the form of a national “enterprise culture”. The purpose of this paper is to investigate the precise nature of the proximity between the ENZT and neoliberal ideology.
Design/methodology/approach
This paper uses document analysis, internet searches and interviews to reconstruct aspects of the history of the ENZT. Historical examination of the ENZT is in part obstructed by a lack of access to direct source material prior to the 1990s, as publications and materials of the ENZT are only available in archives from the early 1990s. The ENZT was, however, important to broader historical networks and actors, such as employer associations and think tanks, who left behind more robust records. Unlike the ENZT itself, these actors are given significant attention in literature which can be drawn upon to further enhance understandings of the ENZT and its relationship to neoliberalism.
Findings
This paper reveals that the ENZT has been a major conduit for enterprise culture and neoliberalism since its inception. It has been explicitly concerned with the development of enterprise culture through activities targeting both school students and the general public. Its educational activities, though presented in non-ideological terms, were designed to inculcate students in neoliberal or free market capitalist principles, including amenability towards private ownership of goods and services, private investment, private finance of public projects, free markets and free trade. These findings might serve to encourage critical attitudes among researchers and policy actors as to the broader ideological role of EE on a general scale.
Research limitations/implications
EE on the whole requires closer examination by critical education researchers. The overwhelmingly majority of existing research is concerned with enhancing the practices of EE, while deeper questions regarding its ideological implications are ignored. Perhaps as a result, EE as a conceptual category lacks definitional clarity, as researchers and policy actors grapple with its meaning. If it can be established that EE schemes are not merely “neutral” or non-ideological educational projects, but rather are serious purveyors of ideology, this should have implications for future research and particularly for policy actors involved in the field. A review of the history of the ENZT may be illuminative in this respect, as it reveals the organisation’s record of deliberate political or ideological messaging.
Originality/value
This paper is the first to review the history of the ENZT as the largest provider of EE in New Zealand. EE has become a global phenomenon in recent decades. Non-existent in New Zealand before the 1970s, it is now a staple of the school system, its principles enshrined in the national curriculum document. Within a decade of the ENZT’s inauguration in 1986, eight out of ten secondary schools were using its services. Despite this, the ENZT is all but absent from existing historical literature. Analysing the history of the ENZT allows for enhanced understanding of an important actor within New Zealand education, whose history has been overlooked, as well as provides insight into the broader ideological implications of EE.
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The aim of enterprise education is to develop in individuals (particularly the young) a set of skills and attitudes that will allow them to be both job creators and job seekers…
Abstract
The aim of enterprise education is to develop in individuals (particularly the young) a set of skills and attitudes that will allow them to be both job creators and job seekers, and help them contribute to the “knowledge economy”. In New Zealand there is heightened interest in the potential contribution of enterprise education to these goals and the promotion of self‐employment as a legitimate work option. At the same time, participation levels in enterprise education programmes for secondary school students such as the Young Enterprise Scheme (YES) are increasing. There are also moves to expand the types of enterprise education programmes available. However, there is little empirical evidence in New Zealand that demonstrates the impact of programmes like the YES, or which looks at the different ways in which such programmes are delivered. Deals with one of the objectives of an evaluation of the YES programme, where the researchers sought to identify attributes of effective programme delivery from the perspective of the key stakeholders. Concludes that “best practice” in this context is inappropriate as it implies that a single model of practice exists.
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The purpose of this paper is to report on an evaluation of the Young Enterprise Scheme (YES) in New Zealand. In particular, it aims to present data relating to what influence the…
Abstract
Purpose
The purpose of this paper is to report on an evaluation of the Young Enterprise Scheme (YES) in New Zealand. In particular, it aims to present data relating to what influence the YES has on the career intentions and employability of student participants.
Design/methodology/approach
The data were collected via a questionnaire disseminated to YES participants. A total of 512 responses were received, which equated to 29 per cent of all participants in 2001.
Findings
The findings show that, to some extent, participating in the YES does influence the choices students make about further study and future work opportunities. The YES appears to have a greater impact on those students who are exposed to enterprising role models through their family and friends.
Research limitations/implications
The findings of the evaluation are not generalisable beyond the YES programme or the New Zealand context.
Originality/value
The paper addresses a gap in the knowledge regarding enterprise education by reporting on an evaluation of the New Zealand YES. It also contributes to the growing evidence about the value of such schemes world‐wide.
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Jingjing Lin, Jiayin Qin, Thomas Lyons, Hiroko Nakajima, Satoshi Kawakatsu and Tomoki Sekiguchi
The research effort on entrepreneurship education has been mainly for the higher education settings and on the individual level of analysis. On the contrary, this research urges…
Abstract
Purpose
The research effort on entrepreneurship education has been mainly for the higher education settings and on the individual level of analysis. On the contrary, this research urges scholars to expedite attention to the secondary education settings, especially in the emerging economies in Asia and Africa. This paper aims to reveal the existing landscape of literature development on the topic and promote ecological approaches of constructing entrepreneurship education programs in schools. It advocates the “incubator” role of schools for students and the necessity of establishing socially embedded entrepreneurship education as the playground for future entrepreneurs.
Design/methodology/approach
This study followed the systematic literature review as its research design. It obtained 1,555 publications from six academic databases and 60 more publications from expert consulting and backward snowballing technique. Data screening resulted in a total of 101 relevant publications with the upper secondary education as their research context. The qualitative integrative synthesis method was then applied to integrate research evidence to the five circles of systems according to Urie Bronfenbrenner’s ecological systems theory.
Findings
This study contributes to the entrepreneurship education and youth career development literature, especially in the developing countries. Results discovered that entrepreneurship education programs, when interacting with ecological systems, resulted in training success. The most frequently studied systems were microsystems; here, there was a dominant focus on program-level reporting and analyzing. There was less focus on other systems such as mesosystems, exosystems or macrosystems. Moreover, only one study was associated with chronosystems, suggesting a significant research gap regarding the longitudinal studies. However, this review validated the different approaches to delivering entrepreneurship education in emerging and developed economies.
Research limitations/implications
One limitation of this research lies in the methodology. The inclusion criteria limited the studies to the context of upper secondary education and excluded those of secondary education in general. The sampling method limited the power of this research to analyze and discuss policy-level studies because policies most likely embrace the whole secondary education level as its target. Another limitation is associated with the lack of experimental studies in assessing the comparative advantages of following the ecological approach when constructing entrepreneurship education. It, therefore, remains an undiscussed matter within this study regarding whether following the ecological approach means empirically a better educational choice or not.
Practical implications
This study discusses the implications for policymakers, especially in emerging economies, and suggests that awareness, attention and funding are needed to empower youth entrepreneurship education from an ecological systems view.
Originality/value
To the best of the authors’ knowledge, this research is one of few studies that use the ecological systems theory in the context of entrepreneurship education with the purpose of focusing on environment-level analysis instead of individual-level analysis. Through the systematic literature review, this study proposes an ecological approach to comprehend, guide, evaluate and improve the design and implementation of entrepreneurship education programs in schools based on well-articulated research evidence. The research can inform both researchers and educators by offering a holistic perspective to observe and evaluate entrepreneurship education programs and their levels of social connectedness.
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This paper aims to provide an overview of the New Zealand social enterprise (SE) landscape, identifying key influences, enablers of and barriers to SE. Initial mapping is…
Abstract
Purpose
This paper aims to provide an overview of the New Zealand social enterprise (SE) landscape, identifying key influences, enablers of and barriers to SE. Initial mapping is undertaken to identify types of SE in New Zealand. The paper contributes to the wider International Comparative Social Enterprise Models mapping project.
Design/methodology/approach
Data collection combined reviews of previous scholarship with interviews with staff in SEs.
Findings
The New Zealand SE landscape is still emerging. The redevelopment of Christchurch following the 2010 and 2011 earthquakes has provided many opportunities for SE growth. Government support has been limited but is at least growing in terms of recognition. In 2014, the government provided base funding for developing SE infrastructure and capacity building, which is primarily delivered through the intermediary Akina Foundation. Resourcing is a key barrier to SE growth. Four main models of SE are evident: trading not-for-profits, community economic development, business-oriented social innovation and Maori enterprises.
Research limitations/implications
The mapping presented is only a snap shot of current status, rather than a static model. Growth and developments in SE will see each category move as their SE activities develop.
Practical implications
Identifying and better understanding barriers and enablers will help further advance development of SE in New Zealand.
Originality/value
Scholarship on SE in New Zealand is limited. This paper brings together key literature as well as provides an initial attempt at mapping the SE landscape. Doing so provides a starting point for further discussion and analysis.
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Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18;…
Abstract
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.
Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management…
Abstract
Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18;…
Abstract
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18;…
Abstract
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.
Jason Paul Mika, Nicolas Fahey and Joanne Bensemann
This paper aims to contribute to indigenous entrepreneurship theory by identifying what constitutes an indigenous enterprise, focussing on Aotearoa New Zealand as a case.
Abstract
Purpose
This paper aims to contribute to indigenous entrepreneurship theory by identifying what constitutes an indigenous enterprise, focussing on Aotearoa New Zealand as a case.
Design/methodology/approach
This paper combines policy (quantitative survey) and academic research (qualitative interviews) to answer the same question, what is an indigenous enterprise in Aotearoa New Zealand?
Findings
The authors found a degree of consistency as to what counts as an indigenous enterprise in the literature (e.g., identity, ownership, values), yet a consensus on a definition of Maori business remains elusive. They also found that an understanding of the indigenous economy and indigenous entrepreneurial policy are impeded because of definitional uncertainties. The authors propose a definition of Maori business which accounts for indigenous ownership, identity, values and well-being.
Research limitations/implications
The main limitation is that the literature and research use different definitions of indigenous enterprise, constraining comparative analysis. The next step is to evaluate our definition as a basis for quantifying the population of indigenous enterprises in Aotearoa New Zealand.
Practical implications
The research assists indigenous entrepreneurs to identify, measure and account for their contribution to indigenous self-determination and sustainable development.
Social implications
This research has the potential to reconceptualise indigenous enterprise as a distinct and legitimate alternative institutional theory of the firm.
Originality/value
The research challenges assumptions and knowledge of entrepreneurship policy and practice generally and the understanding of what is the nature and extent of an indigenous firm.
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