Educational Entrepreneurship (EE): Delineating and Highlighting Its Domain, Importance and Feasibility in Uganda’s Context

Genza Gyaviira Musoke, Musisi Badru


Although government financial support for education is dwindling in many African countries, not many educational institutions have succeeded in devising internal mechanisms to enable them to continuously deliver quality education in quantity. Might the application of certain entrepreneurial strategies in educational management perhaps help to make a difference? What is educational entrepreneurship (EE)? How feasible is EE in a developing world education landscape like that of Uganda? Which challenges must EE surmount before it can envisage success? Using literature review methodology, this study attempted to find answers to such questions. Its aim was to delineate the EE domain and to highlight both its importance and feasibility in Uganda’s context. The study makes two key revelations; first, indeed EE is clouded in conceptual mishmash, hence need for more scholarly attention; second, however salvaging EE can be to struggling educational institutions, it is not without serious challenges – even apparent contradictions – hence preference for a “moderate risk” approach to entrepreneurship within educational institutions.


Educational entrepreneurship; Educational management; Intrapreneurship; School leadership

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