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Despite an increase in businesses started by celebrities, we have limited understanding as to how celebrity entrepreneurs benefit new ventures. Drawing on a reputational capital perspective, we develop the notion of celebrity capital and show how it can be used to uniquely differentiate the venture and to overcome liabilities of newness. We discuss how celebrity capital can negatively influence the venture when negative information about the celebrity surfaces and in terms of limiting the scope of the venture. We discuss the different strategic implications of celebrity capital for ventures using celebrity entrepreneurs versus endorsers.

This chapter explores the topic of supporting young people to become innovators for societal change in terms of equity and renewal from the perspective of school principals in Northern Ireland, a post-conflict society. We examine how school principals can be empowered in their role in providing this support and the challenges and turbulence that they face in their work. The chapter provides contextual information about education in what is still largely a divided society in Northern Ireland. The principals who were interviewed as part of this research were working within school partnerships as part of ‘shared education’ projects. In Northern Ireland, the Shared Education Act (2016) provides a legislative basis for two or more local schools from different educational sectors to work in partnership to provide an opportunity for sustained shared learning activities with the aim of improving both educational and reconciliation outcomes for young people. The challenges for school leadership of working in partnership in societies emerging from conflict has not been given the attention it deserves in the literature, so this work is significant in that it brings together a focus on school leadership in a ‘shared education’ context, drawing on theories of collaboration and turbulence to examine how principals can best be empowered to be agents of change, so that pupils in Northern Ireland can also become empowered to make society there more equitable and peaceful. While the focus is on Northern Ireland, the learnings from this study will be of wider interest and significance as similar challenges are faced by school leaders internationally.