Abstract
The value and importance of entrepreneurial leadership in education, unlike other facets of educational leadership, is very context-dependent and is also closely associated with individual personality attributes. As a consequence, development of entrepreneurial leadership requires at least as much attention to the current context of schooling systems and to the aptitudes of educators as to the curricula of entrepreneurial leadership development. Those two entrepreneur-relevant features are examined here and their implications for leadership development discussed.
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Notes
- 1.
Segments of this chapter have been drawn from two previously published works of the author: Entrepreneurial leadership (2009), and K-12 Education, The Role of For-Profit Providers, with Gomez and Hentschke (2009).
- 2.
Webster’s Dictionary as quoted from Leisey and Lavaroni, p. 28.
- 3.
Baumol, 1993, p. 12, quoted from Myung Jae Moon (1999).
- 4.
Drucker, 1985, p. 21, quoted from Myung Jae Moon (1999).
- 5.
Kourilsky and Hentschke (2003) p. 117.
- 6.
Throughout the chapter we refer to “educational entrepreneurs” rather than the redundant “entrepreneurial educational leaders.”
- 7.
This form of reasoning presumes that educational entrepreneurs are largely “born” and not “made.” More accurately, their behavior is motivated more fundamentally by personal values and traits than by professional norms of educational leadership.
- 8.
We///// drawn primarily on the work of Eggers and Leahy (1995)//// here as an illustration of the collective perception of entrepreneurs.
- 9.
Eggers and Leahy.
- 10.
Eggers and Leahy.
- 11.
We draw here on the work of Hatch and Zweig (2000) to illustrate the major characteristics of entrepreneurs identified by social scientists.
- 12.
Deal and Hentschke (2004).
- 13.
Despite this fact, growing privatization of the education industry is likely to accelerate the emerging role of the types of for-profit education firms discussed in this chapter. See Hentschke and Wohlstetter (2007).
- 14.
For a more extensive form of this analysis, see Hentschke (2007).
- 15.
Charter School Facts, from http://www.edreform.com, accessed March 22, 2008.
- 16.
In 2005–2006 Edison Schools alone estimated that it served more than 330 students in 25 states, the District of Columbia and the United Kingdom.
- 17.
Precise counts are difficult to ascertain. Per one recent estimate by the Education Industry Association of//// approximately 15000 “educational learning centers and tutors in private ownership” currently operate in the United States. Among these, however, about one-half are “educational consultants,” about one-third “tutoring,” and the remainder divided between “educational service business” and “reading improvement instruction.”
- 18.
- 19.
Pinchot III (1985).
- 20.
This and the following arguments are drawn in large part from Brown and Cornwall (2000).
- 21.
See Christensen (1997).
- 22.
For examples, see Davies and Hentschke (2006). Public-private partnerships in education.
- 23.
For elaboration on these programs see http://www.teachforamerica.org, http://www.nlns.org/ and http://www.broadfoundation.org.
- 24.
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Hentschke, G.C. (2010). Developing Entrepreneurial Leaders. In: Davies, B., Brundrett, M. (eds) Developing Successful Leadership. Studies in Educational Leadership, vol 11. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9106-2_8
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