Entrepreneurial educators : a narrative study examining professional transition experiences of educators who have experimented with the launching of an educational activity

Abstract

The purpose of this study was to explore the stories of educational entrepreneurs who have transitioned from traditional educational roles to launching innovative education programs. A qualitative narrative study was conducted to answer this question: How do educational entrepreneurs describe their transition experiences as they launched innovative programs in the field of education? Six semi-structured interviews were conducted with educational entrepreneurs who had previously worked in traditional education settings and roles. Following the interviews, interview transcripts and field notes were analyzed in order to identify themes and conclusions. Five conclusions are drawn: (a) educational institutions are stifling the desire and ability of educators to be creative in school and classroom settings, (b) K-12 schools are not providing development opportunities for educators to learn business and financial skills needed for entrepreneurial activity, (c) lack of strategic partnerships between private sectors, public sectors, and government causing strain on entrepreneurial activities due to limited funding, (d) entrepreneurs need a high risk tolerance and ability to navigate ambiguous situations which can be curated through professional networks, mentors, and influencers, and (e) entrepreneurs need to have a blend of grit, passion, and persistence to enable transition into new ventures.