Netta Sagie

It has long been recognized that entrepreneurship plays a significant role in the economic development of organizations and countries (Cuervo, Ribeiro, & Roig, 2007; Drucker, 1985; Foster, 1986; Morris & Lewis, 1991; Morris & Sexton, 1996; Peters, 1987). Promoting entrepreneurship as a mechanism to stimulate growth and to generate higher employment and competition in global markets has thus become a central strategy of governments worldwide, who have begun to develop policies that promote and institutionalize entrepreneurship in their countries (Audretsch & Beckmann, 2007; Minniti, 2008). While most of the theoretical discourse was once attached to classic forms of entrepreneurship (the establishment of new businesses in order to maximize economic profit), in recent decades more attention has been devoted to corporate entrepreneurship, institutional entrepreneurship, social entrepreneurship and entrepreneurship in education, as well as to policy formation and enactment in each of these domains.

The primary purpose of planning is to prepare a set of directions that will be sufficient for project implementation in a way that will ensure that the project objectives are accomplished. Research shows that investment in planning is positively related to project success. During this chapter, we will discuss and detail the process of project planning within the school context and we will provide specific examples and templates for each phase of planning.

offers a balanced and thoughtful introduction to many key themes, theories and actors in the field. Covering such scope in a book of this size may have been an ambitious aim, and as the reader moves swiftly from one point to another in a whirlwind of references, case studies and viewpoints, the overarching themes of the book can lack some coherence. It is important to note, too, that the book is almost exclusively focused on formal schooling for school-age children. While this focus may be appropriate given the size and nature of the book, the rationale for the book’s focus could have been more clearly explained and better directions could have been given for further reading to direct readers to alternative focuses. Overall, Clive Harber’s book is both accessible and engaging throughout and includes a wide range of subject matter, both geographically and theoretically. There is much here for a reader new to the area, written by an acknowledged authority in the field.

The phase of project implementation refers to the efforts involved in directing the progress of a project against the project plan, intended to minimize the variances between the planned and actual progress. Inherent in this phase is change management and process inevitably taken by the project manager and team to meet the project goals and plan. In fact, project implementation encompasses educational changes on different levels that take place as the design and development of the project mature.

It has long been recognized that entrepreneurship plays a significant role in the economic development of organizations and countries (Cuervo, Ribeiro, & Roig, 2007; Drucker, 1985; Foster, 1986; Morris & Lewis, 1991; Morris & Sexton, 1996; Peters, 1987). Promoting entrepreneurship as a mechanism to stimulate growth and to generate higher employment and competition in global markets has thus become a central strategy of governments worldwide, who have begun to develop policies that promote and institutionalize entrepreneurship in their countries (Audretsch & Beckmann, 2007; Minniti, 2008). While most of the theoretical discourse was once attached to classic forms of entrepreneurship (the establishment of new businesses in order to maximize economic profit), in recent decades more attention has been devoted to corporate entrepreneurship, institutional entrepreneurship, social entrepreneurship and entrepreneurship in education, as well as to policy formation and enactment in each of th...

The promotion of entrepreneurship policy as a mechanism to stimulate growth, and generate employment and competitiveness in global markets has become a central theme in the economic strategies of governments around the world. Though the entrepreneurial discourse has emerged also as a global phenomenon in the education sector in recent decades, the issue of government policy to promote entrepreneurship in education has not attracted much attention from scholars. This study’s main objective is to examine and characterize the governmental discourse regarding the promotion of entrepreneurship policy in the education system in Israel. Through in-depth interviews with major governmental policy makers involved in the creation and formulation of educational policy in Israel over more than a decade, the study reveals, analyzes and characterizes the governmental discourse of entrepreneurship policy in education in Israel, its formation and development, and its perception by the governmental p...

The first chapter outlines the history and definitions of projects and project management from the managerial approach (Meredith & Mantel, Project management: A managerial approach, Wiley, 2011) in diverse organizations and makes the reader familiar with major concepts used in the discipline of project management. It then goes on to discuss the particular features of schools as a distinguished form of organization that is different from for-profit firms and businesses as well as from other non-profit organizations that therefore make it necessary to propose a different modeling of project management in educational institutions. The chapter concludes with the presentation of the uniqueness of project management in the education sector and particularly in schools, discussing the specificities of schools in relation to initiation and development of projects at pedagogical, organizational, ethical, political, social, and other levels. This book implicitly focuses on public schooling, bu...

This chapter focuses on the process of evaluating the project success: first, briefly, in the broad context of the business and industrial literature and afterwards with reference to the unique aspects of educational projects executed in schools. It is important to note that a considerable portion of project management literature deals with strategies to increase the project success; however, we will not discuss this subject here, but rather focus on evaluation of project success. Next, we will present a specific aspect of the process of monitoring and control—managing the risks in projects—while emphasizing the unique characteristics of project management in the educational field, which in certain contexts requires a specific approach to this subject.

ABSTRACT Purpose: This study examines the objectives, nature, and perceived outcomes of school–nongovernmental organization (school-NGO) engagements in the Israeli education system, focusing on a single case study of a school-NGO interaction. We aim to characterize the conflicting motivations of each stakeholder involved in the creation and formulation of such engagement and to capture the process of interaction—from its initiation through the decision to continue, expand, or abolish these relations. Research Design: We employ a case study approach based on in-depth interviews with school principals, the NGO’s CEO, representatives of the local education authority and Ministry of Education, and the Israeli parliament’s Education Committee director, in addition to publication analysis, to provide a comprehensive view of the interaction from the stakeholders’ perspectives. Findings: We find that school-NGO interaction results from multidimensional relations, wherein each involved entity holds a set of aims and motivations that intermingle with those of other entities to create and form the engagement. School-NGO interaction can be considered a form of entrepreneurship within the education system, with each stakeholder acting entrepreneurially to gain value, attain resources, and mitigate risks in a proactive and innovative matter. All stakeholders employ this initiative to address their own, sometimes conflicting, goals and to benefit according to their own agendas. Conclusions: We conclude by discussing possible theoretical and practical implications involving school principals’ agency and NGO-school engagements in the local and global context.