Entrepreneurial educators: A narrative study examining entrepreneurial educators in launching innovative practices for K-12 schools.

摘要

The purpose of this doctoral thesis was to examine the entrepreneurial orientation reflected in the experiences of seasoned entrepreneurial educators as they reflect on the development of their innovative practices. The researcher used the Entrepreneurial Orientation of Lumpkin and Dess (1996) as a theoretical lens to accompany interpretive research perspective. An in depth literature review revealed many differing definitions of entrepreneurship and few ideas on educational entrepreneurs. A qualitative approach was selected to gain data through the use of artifact collection and open-ended interviews. Data was analyzed using the three-dimension space approach model of Clandinin and Connelly (2000). Individual participant profiles were created before a collective restory was made. Five participants who were purposefully selected as being educational entrepreneurs were used. Based on the data, six themes and additional subthemes emerged. The findings partly agreed with Lumpkin and Dess's (1996) Entrepreneurial Orientation. The study found that educational entrepreneurs are: risk-takers, innovators, proactive, built on positive prior experiences, had difficulties starting, and were collaborative.