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This paper explores recent changes in tertiary education policy in New Zealand, which are designed to address legitimation deficits. By offering an analysis of the making, and the subsequent unmaking, of quasi-markets in tertiary education, this paper attempts to describe how the state dealt with legitimation deficits resulting from providers' of tertiary education use of the adult and community education funding category to increase their revenues. In providing this description, the paper helps to provide a way of understanding how the state in New Zealand has responded to legitimation deficits by introducing a new regime of governance. The paper concludes by arguing that, in terms of its treatment of category 5.1 funding, this regime is supportive of neo-conservative goals.

The paper is concerned with student attitudes and views of the certificate of further education and illustrates that the marker against which students assess both the course and college is school. It also explores the nature and forms of student resistance, arguing that for those students who stay the course, the most significant form of resistance is against youthful dependence and the process of infantalisation. In addition it is argued that much of student behaviour that is apparently resistant should be understood as a mode of accomodation, as a strategy of survival. The paper illustrates that many students have an instrumental commitment toward their course and that in some cases the experience of the course enhanced and strengthened this orientation.

This paper explores the layered transitional experiences of a semi-professional athlete named Jack (a pseudonym) between the fields of professional sport and further and higher education. Our analysis is framed by the quadripartite framework of structuration and focuses on Jack’s ‘in-situ’ practices at his college and university in order to illustrate how these can operate to reproduce, transform, and challenge the habitual discourses and rituals that circulate within these institutions by generating forms of corporeal empowerment for young athletes who have valued conjunctural knowledge. The findings highlight the fragility of the transition process and raise questions regarding how the experiences of young people are shaped by the relationships between employment and post-16 education. Jack’s experiences have implications for both policy and practice within further education and higher education.