Search results

Evidence suggests that international comparison has become a ubiquitous component of educational innovation and entrepreneurship in spite of significant variation among educational contexts worldwide. This chapter provides an overview of educational innovation and public sector entrepreneurship from an internationally comparative perspective. The influence that the global shift from natural resource and industry-based economies to knowledge-based economies has had on the development of educational innovation and entrepreneurship is explained. Several examples of educational innovation and education-oriented public sector entrepreneurship highlight the discussion, which concludes with an examination of specific knowledge society issues related to educational entrepreneurship and its reciprocal effect on innovation.

The purpose of this paper was to evaluate the efficiency of secondary education schools in Chile. Since the early 1980s, several educational reforms have been passed with the main objective of improving the quality, equity and efficiency of the Chilean education system. This has initiated a debate about the efficient use of public educational resources. In response, this study provides insights into identifying the most efficient types of schools based on a set of different inputs and outputs.

This quantitative research study used data envelopment analysis (DEA), which estimates a single index of efficiency to identify schools performing at superior levels compared to other schools with similar characteristics. Two sets of models are created for evaluating efficiency. The first set of analyses provides a longitudinal efficiency comparison based on student performance on two national standardized tests as outputs, and the second model incorporates socioeconomic characteristics of students attending different schools as inputs in the efficiency estimation.

Based on the longitudinal models, it was found that private schools are more efficient and more consistent in maintaining their efficiency over time than other types of schools. In addition, when accounting for socioeconomic factors, publicly subsidized schools were more efficient than public schools.

The Chilean parliament is currently discussing new educational reforms that focus on more efficient use of educational resources to improve educational quality and equity. The results provided in this study generate useful evidence for policymakers and other stakeholders regarding school efficiency and the appropriate allocation of public resources to support diverse students served by different types of secondary educational institutions.

Education is a key factor affecting social mobility and socioeconomic improvement of societies. Schools are called upon to improve their performance to promote these social goals. Accordingly, more novel forms of research on efficiency are necessary to assess how well schools are transforming their inputs into performance outputs.

This study provides a longitudinal analysis of educational efficiency using DEA with a national data set of Chilean schools to evaluate how consistent the schools are in maintaining their levels of efficiency over time. In addition, one DEA model accounts for a social “vulnerability” index at the student level to better understand how efficiently secondary schools use their resources. The insights gained provide data-driven answers to support more informed educational decision-making and policy processes in Chile.

Using the data from PISA (Program for International Student Assessment), we compare the ways in which families and schools influence educational achievement among 15-year-olds between four Asian countries (Hong Kong, Korea, Indonesia, and Thailand) and four Latin American countries (Argentina, Chile, Mexico, and Peru). We find that family socioeconomic status (SES) affects student achievement considerably more in Latin America than in Asia. Compared to the relatively weak impacts of family SES in Asian countries, however, parental communication with children plays an important role in fostering achievement. The most evident difference between the two regions is the extent of school differentiation along family socioeconomic backgrounds. The extent to which students’ individual and family characteristics account for between-school variance in student performance is substantially larger in Latin America than in Asia. Although the overall degree of students’ sense of belonging at their school is significantly associated with increased student achievement in all eight countries, school climate factors are more relevant for student learning in Asian education than in Latin American education.

This study aims to examine managerial behaviour and corporate social responsibilities of private education providers at the primary education level with a view to establishing the fact that it is indeed the obligatory adoption of ethical policies and socially responsible behaviour that accounts for the positive impact some private education operators have made in the educational sector. The study also examines the areas where the private education providers have not been accountable in their business models, decision-making and operations and thus suggests ways that the private education providers can collaborate with other stakeholders to bring about transformation and better educational outcomes.

The positive image of the corporate, social and environmental performance of any organisation to a very large extent is critical to the success of the organization. To underscore the need for managers to be more responsive to the effect their business policies and operations have on the society, this study examined the managerial behaviour and corporate social responsibility (CSR) of private education providers in Nigeria, especially at the primary level – the foundation of the educational system all over the world. The study adopted a mixed method for data collection, involving a survey and focus group discussion. Simple random sampling and purposive sampling were used, respectively, to select the final sample size of respondents made up of stakeholders of private schools – parents, teachers, school proprietors and officials of the Ministry of Education. The multiple regression procedure on Statistical Package for Social Sciences, version 20 was used to analyse data from the survey, whereas ethnographic content analysis was used to analyse data from focus group discussion. While it is evident that most parents and guardian in the global community are choosing the private schools over the public schools because of their perceived accountability or social responsibility that ensures academic success, findings from the study of private schools, especially in the developing countries show that some private education providers fall short in responsible managerial behaviour and corporate responsibility. Socially responsible managerial behaviour has been found to be a deliberate choice which business-savvy managers make and use to gain competitive advantage and secure their businesses.

Based on the hypothesis testing, the calculated value of the independent variable on the dependent variable is significant because the probability is less than 0.05 (p < 0.05). The variables under consideration – the obligation to deliver quality education (independent variable) correlated significantly with the dependent variable, the establishment of private schools. Thus, the finding shows that the obligation to deliver quality education and services led to the establishment of private schools. Also, results from the focus group discussion show that the motivation for establishing a school for some private school operators is basically borne out of the need to make a positive impact on society by bringing about positive changes in the educational system.

A major limitation of the study is the dearth of literature in this area of study – corporate social responsibility in private school. There is a dearth of research in this area because of the perception that private schools or educational entrepreneurs are exploitative (Mars and Ginter, 2012; Paul, 2012). Hence, the study adopted an exploratory approach.

The practical implication of the study borders on the need for private school managers and operators to collaborate with stakeholder groups – parents, teachers, the government and its regulatory body – the Ministry of Education for better educational outcomes.

The social implication of the study is the need for managers and operators of private schools to deliver cost-effective education so that it can be fairly accessible to a higher percentage of the populace of pupils rather than just a privileged few. This will go a long a to reducing the social inequality among pupils, as a greater population of pupils in Nigeria and many other developing countries are in dilapidated public schools where little or no teaching and learning activities take place.

This study makes an original contribution to the literature on managerial behaviour and CSR as a strategy for making a positive impact on the stakeholders of an organization/institution as the case may be, increasing business performance and having a competitive advantage. Managerial behaviour and CSR in educational institutions, especially private educational institutions is an area that is scarcely studied and thus, there is a dearth of literature in this area (Mars and Ginter, 2012; Paul, 2012). The present study focuses on managerial behaviour of private primary education providers and operators and this because all over the world, the primary education is the basic and the most vulnerable of all the levels in the educational system.

This book is a policy proposal aimed at the democratic left. It is concerned with gradual but radical reform of the socio‐economic system. An integrated policy of industrial and economic democracy, which centres around the establishment of a new sector of employee‐controlled enterprises, is presented. The proposal would retain the mix‐ed economy, but transform it into a much better “mixture”, with increased employee‐power in all sectors. While there is much of enduring value in our liberal western way of life, gross inequalities of wealth and power persist in our society.

This chapter relies on comparative case analysis to examine how and why particular social entrepreneurs in a higher Asian middle income economy broke new grounds in private higher education. The study provides arguments as to why these private higher education entrepreneurs, when viewed inclusively, are social entrepreneurs. Findings from the study suggest that social entrepreneurs distinctively used prior insights from their working experiences to harness the financial power of local capital to fund the scaling up of their social ventures while simultaneously engaging with the country’s economic and social challenges.

Education budgets are being reduced by many governments, especially in low- and middle-income (LMIC) countries, as finite resources are diverted toward the health crisis brought about by the pandemic. As the crisis continues, some governments may opt to turn to education public-private partnerships (PPP) to meet funding shortfalls and build capacity. This paper discusses some of the common critiques of educational PPPs, examines some pertinent case studies, and offers suggestions for practitioners and decision-makers on sustainable and ethical PPPs in education.

This paper draws on existing literature and current reporting by international/intergovernmental organizations to explore the complex role of public and private collaboration and agency in education and offers insights and suggestions to the challenges that may arise with increased educational PPPs as a result of the pandemic.

PPPs are controversial, susceptible to issues of accountability and transparency, and findings so far are varied, and yet countries may turn to them to address funding and resource shortfalls arising from the pandemic. The author proposes recommendations to address the common issues in educational PPPs.

This paper will contribute to the evolving conversation on educational PPPs, its role and limitations.

This study aims to propose and test a model of educational quality in marketing-management by incorporating resource-capability variables that are linked to learning outcomes for students and the competitive positioning of universities.

Drawing on the resource-dependence theory, this study develops a comprehensive model for measuring educational quality. A sample comprising Spanish university teachers has been used to test the hypothesised relationships by using a two-stage least squares regression analysis while controlling for the possible effect of the public/private nature of the university.

The results validate the model and show that educational capabilities are reliable variables for predicting the educational quality of marketing-management programmes at Spanish universities.

Similar to all educational research studies, certain problems have been acknowledged with respect to the data and the theoretical constructs that are used in the study. Future studies can replicate this study’s model by using more direct objective measures of the theoretical constructs and extend the study to other countries with different educational contexts.

The results provide guidance to marketing teachers at a university in designing high-quality marketing-management educational programmes and in developing self-diagnostic tools that can determine a university’s likelihood of competitive success.

This study is one of the few studies to apply the resource-dependence theory to the analysis of the variables associated with the quality of marketing-management education. In doing so, the study presents original multiitem scales to improve the measurement of model constructs.

China has witnessed the emergence and rapid development of private higher education in the past three decades. As private higher education gradually takes on a more significant role in the Chinese educational system, due to the inability of the government to accommodate the growing demand for higher education, educational reform, influenced by the success of private higher education, will inevitably affect the quality and quantity of education overall.

This chapter focuses on several aspects of this development: the growth of private higher education in China, issues of finance and access, its relationship to the national system and to government policy, issues of ownership and the autonomy of private higher education, as well as the advantages and challenges of Chinese private higher education and the larger significance of its emergence in China. This study concludes that with proper management private colleges and universities will benefit from and contribute to Chinese society through multiple roles and responsibilities at their mature stage.

This chapter presents a theoretical and evidence-based investigation of the contribution that national educational systems make to the development of and transition to a knowledge economy in the Arabian Gulf, generally, and Saudi Arabia, specifically. The challenges to creating an Arabian Gulf knowledge economy are twofold. One is a functional and structural challenge of developing a knowledge economy-oriented mass education system. The other is a cultural and contextual challenge of aligning Arabian Gulf expectations, traditions, and norms with institutionalized expectations for knowledge economies. The knowledge economy development challenge that is specific to national versus non-national Gulf populations, information and communication technology (ICT), and formal mass education systems is highlighted. The chapter concludes with a discussion of the role that national innovation systems play in knowledge economy development in the Arabian Gulf countries.