This article investigates the rationales and activities of nine nonprofit intermediary organizations operating in Israeli public schools, under similar missions of promoting school entrepreneurship. I apply a multiple case study qualitative methodology with in-depth interviews and complementary content analysis to investigate how those intermediaries operate and thrive. I depict how the concept of school entrepreneurship is formed and facilitated and reveal how state policy and intermediaries’ activities interact and shape schools’ realm, as shown in three specific paradoxes emerging from my analysis.
Addi-RaccahA (2006) ‘School leaders’ collaboration with external school agencies: A comparison between regular and decentralized schools’. International Journal of Knowledge, Culture and Change Management6(2): 27–38.
2.
Addi-RaccahA (2012) Supporting or opposing privatization in education: teachers’ attitudes and positions of power in Israeli schools. Leadership and Policy in Schools11(4): 391–417.
3.
Almog-BarMZychlinskiE (2012) A façade of collaboration: relationships between philanthropic foundations and the government in social policy-making in Israel. Public Management Review14(6): 795–814.
4.
BallSJ (2016) Following policy: Networks, network ethnography and education policy mobilities. Journal of Education Policy31(5): 549–566.
5.
BallSJJunemannC (2012) Networks, New Governance and Education. Bristol, UK: The Policy Press.
6.
BaumolWJ (1990) Entrepreneurship: Productive, unproductive, and destructive. Journal of Political Economy98(5): 893–921.
7.
BerkovichIFoldesV (2012) Third sector involvement in public education: The Israeli case. Journal of Educational Administration50(2): 173–187.
8.
BorasiRFinniganK (2010) Entrepreneurial attitudes and behaviors that can help prepare successful change-agents in education. The New Educator6(1): 1–29.
9.
BurchP (2002) Constraints and opportunities in changing policy environments: Intermediary organizations’ response to complex district contexts. In: HightowerAKnappMMarshJMcLaughlinM (eds) School districts and instructional renewal. New York: Teachers College Press, pp.111–126.
10.
BurchP (2007) Educational policy and practice from the perspective of institutional theory: Crafting a wider lens. Educational Researcher36(2): 84–95.
11.
CarneyS (2009) Negotiating policy in an age of globalization: Exploring educational “policyscapes” in Denmark, Nepal, and China. Comparative Education Review53(1): 63–88.
12.
CharmazK (2014) Constructing Grounded Theory: A Practical Guide through Qualitative Analysis (Introducing Qualitative Methods Series). London, UK: SAGE Publications.
13.
CoburnCE (2005) The role of nonsystem actors in the relationship between policy and practice: The case of reading instruction in California. Educational Evaluation and Policy Analysis27(1): 23–52.
14.
CovinJGSlevinDP (1989) Strategic management of small firms in hostile and benign environments. Strategic Management Journal10(1): 75–87.
15.
CreswellJW (2007) Qualitative Inquiry and Research Design: Choosing among Five Traditions, 2nd ed. Thousand Oaks, CA: SAGE Publications.
16.
DahanIYonaI (2006) The Dovrat Report: Equality of opportunities and the reality in Israel. Theory and Critique23(1): 11–38[Hebrew].
17.
DeStefanoJSchuh MooreAM (2010) The roles of non-state providers in ten complementary education programmes. Development in Practice20(4–5): 511–526.
18.
EdenD (2012) ‘Whose responsibility is it?’: The third sector and the educational system in Israel. International Review of Education58(1): 35–54.
19.
EyalO (2007) Governmental sponsorship as a mechanism restricting school entrepreneurship. Educational Planning16(1): 1–12.
20.
EyalOInbarDE (2003) Developing a public school entrepreneurship inventory: Theoretical conceptualization an empirical examination. International Journal of Entrepreneurial Behavior and Research9(6): 221–244.
21.
FenigerYLivnehIYogevA (2012) Globalisation and the politics of international tests: The case of Israel. Comparative Education48(3): 323–335.
22.
FernaldLSolomonGEl TarabishyA (2005) A new paradigm: Entrepreneurial leadership. Southern Business Review30(2): 1–10.
23.
GartnerW (1985) A conceptual framework for describing the phenomenon of new venture creation. Academy of Management Review10(4): 696–706.
24.
GibtonD (2011) Post-2000 law-based educational governance in Israel: From equality to diversity?Educational Management Administration & Leadership39(4): 434–454.
25.
GinsburgM (2008) Bridge over Black [ened] water: a new refrain for NGOs. Current Issues in Comparative Education10(1–2): 6–9.
26.
GlaserBGStraussAL (1967) The Discovery of Grounded Theory: Strategies for Qualitative Research. New York, NY: Aldine de Gruyter.
27.
GoldringESchuermannP (2009) The changing context of k–12 education administration: Consequences for Ed.D. program design and delivery. Peabody Journal of Education84(1): 9–43.
28.
GuthrieJWSpringerMG (2004) A nation at risk revisited: Did “wrong” reasoning result in “right” results? At what cost?Peabody Journal of Education79(1): 7–35.
HonigMI (2004) The new middle management: Intermediary organizations in education policy implementation. Educational Evaluation and Policy Analysis26(1): 65–87.
31.
HonigMI (2009) “External” organizations and the politics of urban educational leadership: The case of new small autonomous schools’ initiatives. Peabody Journal of Education84(3): 394–413.
32.
KalantaridisCFletcherD (2012) Entrepreneurship and institutional change: A research agenda. Entrepreneurship & Regional Development24(3-4): 199–214.
33.
KamatS (2004) The privatization of public interest: Theorizing NGO discourse in a neoliberal era. Review of International Political Economy11(1): 155–176.
34.
KatanJLowensteinA (2009) Privatization trends in welfare services and their impact upon Israel as a welfare state. In: PowellKHendricksJ (eds) The Welfare State in Post-Industrial Society. New York, NY: Springer, pp.311–332.
35.
KatzHGidronBLimorN (2009) The third sector in Israel – characteristics, structure and policies towards it. Civil Review6(3): 1–25.
36.
KirznerI (1973) Competition and Entrepreneurship. Chicago, IL: University of Chicago Press.
37.
LelseyDLavaroniW (2003) Social Entrepreneurship. San Rafael, CA: Edupreneur Press.
LowMMacMillanIC (1988) Entrepreneurship: Past research and future challenges. Journal of Management14(2): 139–161.
40.
LubienskiC (2003) Innovation in education markets: Theory and evidence on the impact of competition and choice in charter schools. American Educational Research Journal40(2): 395–443.
41.
LubienskiCScottJDeBrayE (2014) The politics of research production, promotion, and utilization in educational policy. Educational Policy28(2): 131–144.
42.
LumpkinGTDessGG (1996) Clarifying the entrepreneurial orientation construct and linking it to performance. Academy of Management Review21(1): 135–172.
McShaneMOHessFM (2015) The politics of entrepreneurship and innovation. In: CooperBSCibulkaJGFusarelliLD (eds) Handbook of Education Politics and Policy. New York, NY: Routledge, pp.304–321.
45.
MilesMBHubermanAM (1994) Qualitative Data Analysis: An Expanded Sourcebook. Beverly Hills, CA: SAGE Publications.
46.
National Commission on Excellence in Education (NCEE). (1983). A Nation at Risk: The Imperative for Educational Reform. Washington, DC: U.S. Department of Education.
47.
NirA (2009). Centralization and School Empowerment: From Rhetoric to Practice. New York, NY: Nova Biomedical Books.
48.
OplatkaI (2002) The emergence of educational marketing: Lessons from the experiences of Israeli principals. Comparative Education Review46(2): 211–233.
49.
ReckhowSSnyderJW (2014) The expanding role of philanthropy in education politics. Educational Researcher43(4): 186–195.
50.
ResnikJ (2011) The construction of a managerial education discourse and the involvement of philanthropic entrepreneurs: The case of Israel. Critical Studies in Education52(3): 251–266.
51.
RowanB (2002) The ecology of school improvement: notes on the school improvement industry in the United States. Journal of Educational Change3(3–4): 283–314.
52.
RussellJLKnutsonKCrowleyK (2013) Informal learning organizations as part of an educational ecology: Lessons from collaboration across the formal–informal divide. Journal of Educational Change14(3): 259–281.
53.
RuvioARosenblattZHertz-LazarowitzR (2010) Entrepreneurial leadership vision in nonprofit vs. for-profit organizations. Leadership Quarterly21(1): 144–158.
54.
SagieNYeminiMBauerU (2016) School-NGO interaction: case studies of Israel and Germany. International Journal of Sociology and Social Policy36(7/8): 469–490.
55.
ShaneSVenkataramanS (2000) The promise of entrepreneurship as a field of research. Academy of Management Review26(1): 217–226.
56.
SheingateAD (2003) Political entrepreneurship, institutional change, and American political development. Studies in American Political Development17(2): 185–203.
57.
ShifferVBerkovichIBar-YehudaSAlmog-BareketG. (2010). Third Sector Organizations’ Involvement in the Educational System. Jerusalem, Israel: Van Leer Institution, Mandel Leadership Institute(Hebrew).
58.
StraussACorbinJ (1990) Basics of Qualitative Research, Volume 15. Newbury Park, CA: SAGE Publications.
59.
StromquistNP (1998) NGOs in a new paradigm of civil society. Current Issues in Comparative Education1(1): 1–5.
60.
TrujilloT (2014) The modern cult of efficiency intermediary organizations and the new scientific management. Educational Policy28(2): 207–232.
61.
TrujilloTMWoulfinSL (2014) Equity-oriented reform amid standards-based accountability: A qualitative comparative analysis of an intermediary’s instructional practices. American Educational Research Journal51(2): 253–293.
62.
UnermanJO’DwyerB (2006) On James Bond and the importance of NGO accountability. Accounting, Auditing & Accountability Journal19(3): 305–318.
63.
WeinhaberBC (2008) Hamigzar Hashlishi VeFilantropia Bachinuc[The third sector and philanthropy in education]. Bemercaz Ha-inyanim, 2. Kefar Sava, Israel: Beit Berl College.
64.
XabaMMalindiM (2010) Entrepreneurial orientation and practice: Three case examples of historically disadvantaged primary schools. South African Journal of Education30: 75–89.
65.
YeminiMCeglaASagieN (2017) A comparative case-study of school-LEA-NGO interactions across different socio-economic strata in Israel. Journal of Education Policy, 1–19. Epub ahead of print on 16 May 2017.
66.
YeminiMSagieN (2017) Entrepreneurship in Education. Jerusalem: Magnes.
67.
YeminiMAddi-RaccahAKatarivasK (2015) I have a dream: School principals as entrepreneurs. Educational Management Administration & Leadership43(4): 526–540.
68.
YeminiMSagieN (2015) School–Nongovernmental Organization Engagement as an Entrepreneurial Venture: A Case Study of Sunlight’s Engagement With Israeli Schools. Educational Administration Quarterly51(4): 543–571.
69.
YeminiMAddi-RaccahA (2013) School principals’ agency as reflected by extracurricular activities in the Israeli education system. International Studies in Sociology of Education23(4): 358–382.
70.
YinRK (2003) Case Study Research: Design and Methods. Thousand Oaks, CA: SAGE Publications.
71.
ZeichnerKPeña-SandovalC (2015) Venture philanthropy and teacher education policy in the US: The role of the New Schools Venture Fund. Teachers College Record117(6): 1–24.
