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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.

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.

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.

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.

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.

For Moldova and Albania, the promise of integration into the European Union (EU) has led to a reimagining of the purpose of schooling. Once charged with producing loyal communist citizens, their schools and educational policies are now focused on producing democratic citizens of an expanded Europe. This chapter examines how educational discourses are reconstituting notions of national citizenship to fit within a broader pan-European identity. We find that despite the adoption of common European standards, the EU imaginary nonetheless produces divergent results in classrooms through the perpetuation of uneven power relations, the displacement of local needs, and the contradictory fusion of new principles and old practices. Thus, in these cases, the social imaginary is invoked to convey the semblance of progress amidst the absence of change.

This paper aims to contribute an Islamic critique of various competing economic system’s theories of interest, which have evolved within the distinct ideological frameworks of distinct rival economic systems and religions from the point of view of discovering potential effective Islamic economic solutions of the interest-driven modern economic, financial and banking and debt crises and the related problems of inflation, extreme, wealth inequalities and extreme poverty.

This historical research paper portrays the chronological evolution of competing narratives and theories of interest in realms of religions, philosophies and rival economic systems for contributing their comparative review and critique from an Islamic point of view in light of the pertinent literature of multidisciplinary history of religions, philosophies and economic thought. It develops an Islamic critique of theories of interest in light of interactions among history of religious thought on interest, history of economic thought on interest and economic theories of interest and the interest-driven economic crises for highlighting potential Islamic interest-free solutions of the modern economic crises in the framework of the Islamic political economy. In light of an Islamic critique of various competing theories of interest, the paper presents pertinent economic policy recommendations for the governments of the countries of the contemporary Muslim world.

The interest-free Islamic economic, as well as banking theories and models, offer the potential practical exploitation-free and injustice-free humanitarian solutions of the contemporary persisting macroeconomic crises (national, regional and global economic crises, financial crises, debt crises and banking crisis). Current Islamic discourses on interest and interest-free Islamic banking have effectively promoted the popularity and growth of global Islamic banking industry in the Muslim world in the 21st century.

Keeping in view a general universal consensus of the Islamic jurists on the elimination of interest of all types from the economy, it is recommended for the Governments of the Muslim countries to implement a consensus-based Islamic banking model, which uses only the Islamic juristic consensus-based Islamic modes of banking and finance – Musharikah, Mudharabah and Al-Qardh Al-Hassan (interest-free loan) – for precluding the possibilities of emergence of controversies about the prospective Riba-free Islamic economic and banking system. Litmus test of the practical success of the interest-free Islamic universal economic and banking system is the successful elimination of all forms of Riba (interest) and all possibilities of its involvement in extractive and exploitative activities in letter and spirit.

This research paper contributes a comprehensive logical and objective critique of various competing prominent theories of interest from an Islamic economic point of view and highlights their pertinent practical macroeconomic problems-cum-consequences as well as the potential Islamic macroeconomic policy responses in the form of interest-free Islamic banking/monetary/fiscal policies.

The purpose of this paper is to explain the global, historic context of public administration and the specific British context of teaching and research for public administration. Also, it asks the question, “is twenty-first century public administration still ‘fit for purpose?’”.

The paper is a personal reflection on the changes to public administration and management during the twentieth and early part of the twenty-first century, in particular how the UK Learned Society has responded to a number of global, policy and cultural changes.

The findings demonstrate how the UK Joint University Council (JUC), representing public administration, has responded to changes, in particular to recent forces impacting on HE and training providers. It includes the outcomes of a series of recent UK debates as JUC approaches its 100-year centenary in 2018. It concludes by showing that public administration research, teaching and scholarship are as necessary, if not more so, in 2018. In particular, issues such as accountability, legality, integrity and responsiveness, the overall ethical guidelines are vital for both public and private educational curricula. For either theory building or empirical descriptions, public administration research can still positively contribute to the wider economy

As a personal reflection, the findings are offered to add to a debate on the future of public administration scholarship in the UK, and much wider afield.

The contents should be of benefit to academics, policy and practitioners in the field of public administration and management.

This study has wider societal implications, as all states are facing growing social problems and a need to seek novel ways of delivering public services.

Though the paper is a personal reflection, and may therefore be challenged, it is based on wider literature to support the claims being made.

The demand for including enterprise in the education system, at all levels and for all pupils is now a global phenomenon. Within this context, the use of competitions and competitive learning activities is presented as a popular and effective vehicle for learning. The purpose of this chapter is to illustrate how a realist method of enquiry – which utilises theory as the unit of analysis – can shed new light on the assumed and unintended outcomes of enterprise education competitions. The case developed here is that there are inherent flaws in assuming that competitions will ‘work’ in the ways set out in policy and guidance. Some of the most prevalent stated outcomes – that competitions will motivate and reward young people, that they will enable the development of entrepreneurial skills, and that learners will be inspired by their peers – are challenged by theory from psychology and education. The issue at stake is that the expansion of enterprise education policy into primary and secondary education increases the likelihood that more learners will be sheep dipped in competitions, and competitive activities, without a clear recognition of the potential unintended effects. In this chapter, we employ a realist-informed approach to critically evaluate the theoretical basis that underpins the use of competitions and competitive learning activities in school-based enterprise education. We believe that our findings and subsequent recommendations will provide those who promote and practice the use of competitions with a richer, more sophisticated picture of the potential flaws within such activities.

Mayan towns in the Guatemalan highlands hold periodic markets on specific days of the week. A market is attended by local townspeople, by peasants residing in the town’s hinterland, and by vendors bringing wares from other towns. This study aims to determine the effects of physical, environmental, and cultural differences on the number of vendors that are sent from one Guatemalan town to a periodic market in another.

To understand how these markets are integrated, a gravity model is developed, examining the flow of vendors from 85 towns of residence to 15 market towns. In this model, the flow of vendors from one town to another is a function not only of physical distance, but of ecological complementarities, of linguistic differences, of road access, and of demographic endowments.

Results show that traveling vendors in these periodic markets do indeed integrate Guatemala both ethnically and ecologically, serving as a place in which different ethnic groups meet and bring in products that cannot be produced locally. Results also suggest that participation in markets is part of a diversified set of activities used by rural peasants to support their households.