Entrepreneurialism for Canadian Principals

Scott, Shelleyann; Webber, Charles F.

doi:10.1177/1942775112443438

Cited by 16 publications

(11 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Third, educational administrators must understand that their capacity to support social and economic growth, scholarly inquiry, and enhanced capacity for learners to participate in a civil society is dependent upon their institutions' financial stability (Alstete, 2014). However, the creation of educational programs that facilitate individuals' social and career success is not mutually exclusive from programming that generates institutional revenue (Scott & Webber, 2013). Revenue generating programming that enhances social capital may include "noncredit courses and programs, degree completion and upgrades, branch campuses, distance education, off-campus activities, alliances and joint ventures, and study abroad" (Alstete, 2014, p. 6).…”

Section: Guiding Assumptionsmentioning

confidence: 99%

“…Nonetheless, there is ongoing recognition that academic entrepreneurship is a viable element in the context of higher education leadership. For example, Scott and Webber (2013) proposed six components of academic entrepreneurship. The first component was innovative behavior which is characterized by the generation of knowledge and skills, high levels of social and political acumen, and well-developed change-management technical skills.…”

Section: )mentioning

confidence: 99%

“…The final element of academic entrepreneurship was an integrated face-to-face and internet-based learning framework that facilitated successful participation in strategic alliances in competitive local, national, and international settings. Scott and Webber (2013) cautioned that academic entrepreneurship is a "fragile construct in its conceptualization, manifestation, and sustainability…[It should equip educational leaders to] demonstrate entrepreneurship and to avoid the temptation to be satisfied with the status quo when the status quo no longer serves the best interest of learners and their societies" (p. 132).…”

Section: )mentioning

confidence: 99%

See 2 more Smart Citations

Higher Education Administration, and Leadership: Current Assumptions, Responsibilities, and Considerations

Webber

2016

REAL

Self Cite

View full text Add to dashboard Cite

Article Info This article profiles the evolving role of educational administrators and leaders in higher education. Four guiding assumptions for leaders are presented related to social impact, community engagement, labor market success, and institutional stability. Then, seven key administration and leadership responsibilities are described. They include planning, academic entrepreneurship, data-driven decision making, revenue generation, creating professional and academic pathways for learners, curriculum development, and business development and marketing. This is followed by a set of pragmatic considerations that higher education administrators and leaders may consider in their professional practices. The considerations provide a framework for interrogating leadership assumptions and responsibilities, a framework that can be applied to analyze additional responsibilities as they emerge in relation to the assumptions that accompany them. The considerations pose intended and unintended possibilities for leaders to use to inform decision making, maintain principled leadership practices, and to challenge unexamined beliefs and values.

show abstract

Section: Guiding Assumptionsmentioning

confidence: 99%

Section: )mentioning

confidence: 99%

Section: )mentioning

confidence: 99%

See 1 more Smart Citation

Higher Education Administration, and Leadership: Current Assumptions, Responsibilities, and Considerations

Webber

2016

REAL

Self Cite

View full text Add to dashboard Cite

show abstract

“…Boyd ve Vozikis (1994) (Başar, Altın and Doğan, 2013;Timmons, 1978;Bakan, 2011); leaning organization (Webber and Scott, 2013) and independent (Davids, 1963;trans. Arıkan, 2004;Litzinger, 1965;Dunkelberg-Copper, 1982) amongst entrepreneurship features.…”

Section: Tartışma Sonuç Ve öNerilermentioning

confidence: 99%

The Analysis of School Principals’ Perception of Entrepreneurship, Self Efficacy and Organizational Commitment

Köybaşı

Dönmez

2017

Educational Administration: Theory and Practice

View full text Add to dashboard Cite

ÖzBu araştırmanın amacı, okul yöneticilerinin öz yeterlik inancı ile örgütsel bağlılık düzeylerinin girişimcilik düzeyleri ile ilişkisini belirlemektir. Araştırmada tarama modeli kullanılmıştır. Çalışmanın evrenini Sivas ili merkez ilçedeki ilkokul ve ortaokullarda görev yapan 247 okul yöneticisi oluşturmaktadır. Veri toplamak amacı ile üç farklı ölçek kullanılmıştır. Okul yöneticilerinin girişimcilik düzeylerini belirlemek için araştırmacılar tarafından hazırlanan okul yöneticisi girişimcilik ölçeği, Tschannen-Moran ve Gareis (2004) tarafından geliştirilen Dönmez, Özer ve Cömert (2009) tarafından Türkçeye uyarlanan okul müdürlerinin öz-yeterlik algıları ölçeği ve Balay (2000) tarafından geliştirilen örgütsel bağlılık ölçeği kullanılmıştır. Elde edilen verilerin analizinde frekans, yüzde ve verilerin homojen dağılıp dağılmadıklarına göre t-testi, ANOVA, MannWhitney-U gibi anlamlılık testleri ile çoklu regresyon analizi yapılmıştır. Araştırmanın sonucunda okul yöneticilerinin kendilerini girişimci olarak algıladıkları, öz-yeterlik alt boyutları, örgütsel bağlılık alt boyutları ile birlikte girişimciliğe ilişkin toplam puanların yaklaşık %62'sini açıkladığı ortaya çıkmıştır. Araştırmadan elde edilen sonuçlar ilgili alan yazınla ilişkili bir biçimde tartışılarak çeşitli önerilerde bulunulmuştur. Anahtar sözcükler: Girişimcilik, öz-yeterlik, örgütsel bağlılık AbstractThe purpose of the study is to determine the relationship between the self-efficacy beliefs of principals and organizational commitment and entrepreneurship levels. This quantitative study was designed by correlational study. The target population of the study consisted of 247 principals who work at primary and secondary school in the centre of Sivas. Principal entrepreneurship scale which was originated by researchers was used to determine level of entrepreneurship. Self-Efficacy Scale was developed by TschannenMoran and Gareis (2004) and translated to Turkish by Dönmez, Özer and Cömert (2009) that was used. Organizational commitment scale was developed by Balay (2000) that was used. The data were analyzed by using frequency, percentage and significance test and by multiple regression analysis. As a result of research, it is revealed that principals percieve themselves as a entrepreneurship. And self-efficacy and organizational commitment with their sub-dimensions explain about 62% of total entrepreneurship points. There are several suggestions in parallel with the results that gained from the research.

show abstract

“…• Improvements in teaching and learning-quality teaching has potential to create a "citizenry with a capacity to compete successfully in the global village" [21] (p. 113).…”

mentioning

confidence: 99%

‘Culture’, ‘Context’, School Leadership and Entrepreneurialism: Evidence from Sixteen Countries

Miller

2018

Education Sciences

View full text Add to dashboard Cite

Abstract:In the face of ongoing school budget cuts, increasing student numbers and national educational policy environments that demand more from schools, like it or not, school leaders are being forced to be much more market-oriented in their thinking and ways of being than at any other time before. A school is an important site for social development, and in some communities in some countries, there may be only one school in an entire community. Nevertheless, as countries continue to grapple with reduced government funding on education, many schools risk the threat of closure. And, as education consumers (parents) and users (students) demand more and better value and results from schools, competition between schools have simultaneously increased. Thus, the environment in which school leaders' work is requiring and fostering entrepreneurial leadership. The findings reported in this paper, derive from a larger sixteen country, five continent study of 61 school leaders on the "Nature of School Leadership". The main conclusions presented in this paper are that, male and female school leaders approach entrepreneurial in very different ways; "national culture" and "national context" significantly influences and shape the work, and thus the attitudes and behaviours of school leaders, who must embrace entrepreneurialism as an essential skill, and a response to changes in school funding arrangements, and the changing role of education in national educational policy agendas.

show abstract

Entrepreneurialism for Canadian Principals

Cited by 16 publications

References 30 publications

Higher Education Administration, and Leadership: Current Assumptions, Responsibilities, and Considerations

Higher Education Administration, and Leadership: Current Assumptions, Responsibilities, and Considerations

The Analysis of School Principals’ Perception of Entrepreneurship, Self Efficacy and Organizational Commitment

‘Culture’, ‘Context’, School Leadership and Entrepreneurialism: Evidence from Sixteen Countries

Contact Info

Product

Resources

About