When Parents Choose to Start Up a School: A Social-Capital Perspective on Educational Entrepreneurship

Autor/in	Eyal, Ori
Titel	When Parents Choose to Start Up a School: A Social-Capital Perspective on Educational Entrepreneurship
Quelle	In: Journal of Educational Administration, 46 (2008) 1, S.99-118 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/09578230810849835
Schlagwörter	Grounded Theory; Parent Participation; Parent School Relationship; Entrepreneurship; Social Capital; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Unternehmungsgeist; Sozialkapital; Ausland
Abstract	Purpose: By exploring the unique networks of parents, this paper attempts to shed light on the assumptions of social capital theory, showing the advantages of combining bonding and bridging social capital for educational entrepreneurship. Design/methodology/approach: This paper focuses on a group of Israeli parents who founded a new school. Data collection and analysis were based on the grounded theory perspective. In total, 20 in-depth interviews were conducted. Triangulation was achieved by studying the phenomenon from different perspectives: those of the founders, school employees, and people who supported the founding of the school. The data were analyzed using categorization techniques. Findings: The paper finds that bonding and bridging social capital complemented each other. Whereas the former was employed to take advantage of existing opportunities in the community, the latter was used to explore new opportunities that would otherwise not be available. Moreover, it was found that both strong and weak ties may be used by parents to obtain scarce resources. The study shows that parents with cultural capital know the "rules of the game" and can therefore take advantage of network opportunities to ensure the school's survival. Originality/value: This paper reframes parental involvement, using social capital as a theoretical perspective. From this perspective, it uncovers the deeper aspects of the network dynamics and unique circumstances created when bonding and bridging social capital are combined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10