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dc.contributor.authorXaba, Mgadla
dc.contributor.authorMalindi, Macalane
dc.date.accessioned2014-11-04T12:14:15Z
dc.date.available2014-11-04T12:14:15Z
dc.date.issued2010
dc.identifier.citationXaba, M.I. & Malindi, M. 2010. Entrepreneurial orientation and practice: three case examples of historically disadvantaged primary schools. South African journal of education, 30:75-89. [http://www.scielo.org.za/scielo.php?script=sci_serial&pid=0256-0100&lng=en&nrm=iso]en_US
dc.identifier.issn0256-0100
dc.identifier.issn2076-3433
dc.identifier.urihttp://hdl.handle.net/10394/12158
dc.description.abstractHistorically disadvantaged schools are mostly in a position where they cannot easily practise entrepreneurial customs like innovation, proactiveness and risktaking. However, some of these schools perform well under similar circumstances and show strong entrepreneurial inclinations. In fact, in research conducted in 2006, Lebusa and Xaba found that there were very strong prospects of fostering entrepreneurial customs at historically disadvantaged schools. It was found that schools were already practising innovativeness, proactiveness and risk-taking, albeit unintentionally. We report on the practice of innovativeness, proactiveness and risk-taking at historically disadvantaged schools. Case examples of three successful entrepreneurial historically disadvantaged primary schools are presented. Results indicate novel and innovative ventures undertaken at these schools and clearly indicate that some historically disadvantaged schools are indeed entrepreneurially oriented.
dc.description.urihttp://www.scielo.org.za/pdf/saje/v30n1/v30n1a06.pdf
dc.languageen
dc.publisherEducational Asociation of SA (EASA)
dc.titleEntrepreneurial orientation and practive: three case examples of historically disadvantaged primary schoolsen_US
dc.typeArticle
dc.contributor.researchID10066276 - Xaba, Mgadla Isaac
dc.contributor.researchID11954159 - Malindi, Macalane Junel


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