We used social learning theory to examine whether a supportive school environment and formal entrepreneurship education (EE) are linked to secondary school students’ entrepreneurial attributes. We obtained responses to survey questions from 850 students from a total of 28 secondary schools in Hong Kong. We then employed structural equation modelling to test the associations of formal teaching and the school environment with students’ entrepreneurial attributes. Entrepreneurship consists of four distinct constructs: opportunity recognition, innovativeness, risk-taking, and proactiveness. Students in supportive school environment show greater entrepreneurial attributes, but those receiving formal teaching of entrepreneurship show fewer entrepreneurial attributes. These findings provide important insights that can be used for reassessing notions of entrepreneurship in school students, particularly in secondary school students. Copyright © 2023 AERA.

This study explores the impact of teachers’ entrepreneurial behavior (TEB) in school in the context of the Hong Kong system. Schools face continuous education reform and a decline in birth rates. In order to survive and thrive in the keenly competitive education market, teachers need to wrestle continuously with a new school-based curriculum. In fact, business corporate employees also deal with new tasks and projects every day. Many empirical studies indicate that developing Employee entrepreneurial behavior (EEB) is an effective way to facilitate employees to deal with the problems currently facing teachers. However, there are only a few empirical studies about TEB in education. As a result, I would like to investigate the impact of TEB. The following research questions guide the study. 1. How do teachers and leaders understand and enact TEB and its components?2. How do they perceive TEB’s impact in schools?3. What school conditions enhance or challenge TEB?This study employs a qualitative multiple-site case study to answer the research questions. This research provides insights drawn from teachers’ views about TEB in Hong Kong. Enacting TEB is a process by which a teacher demonstrates entrepreneurial competencies and attributes in actualizing an innovation at school. Entrepreneurial teachers have a positive impact on teachers, students, and school branding given conducive school conditions. It contributes to the knowledge base by clarifying and justifying the impact of TEB on school development. This study also promotes the professional development of teachers and principals across the profession with a rubric for assessing the key contribution made by entrepreneurial teachers. Furthermore, this study generates a practical means of defining the term ‘innovative teacher’ for the policymaker. All rights reserved.

The quasi-market condition of education intensified the need to seek ongoing school improvements, manage uncertainty, and innovate school-wide pedagogy and curricula. Sequentially, interest in teachers’ entrepreneurial behavior (TEB) has grown rapidly in recent years, which established the importance of entrepreneurial behavior as an effective response to the changing, uncertain, and increasing demanding context in the education system. However, the notion of TEB has not been clearly conceptualized or operationalized. This study attempted to offer a clear definition of TEB and identify its conceptual components. We first offered a semi-systematic literature review of entrepreneurial behavior, and then conducted a multiple-site case study at three schools in Hong Kong. We identified three competency components and three attribute components of TEB, from which we established a conceptual definition of TEB. This clarification of TEB and its components enabled the linkage to prior literature and future research. Copyright © 2021 Springer Nature B.V.

Purpose: This study aims to understand of the role that teacher entrepreneurial behavior plays in developing teacher professional capital. The extant concepts around school leadership mostly encompass the transformative and instructional roles of school leaders in managing, mobilizing and supporting teachers for student achievement. However, school leadership has not focused strongly on promoting innovation and risk-taking for schools in a knowledge economy. As a timely promising response to the increasingly demanding and competitive school context, teacher entrepreneurial behaviour (TEB), which emphasizes teachers' willingness to take risks and be daring, has started to gain recognition in the school leadership literature, yet a nuanced understanding of TEB's potential impacts on schools is lacking.Design/methodology/approach: Based on a combined consideration of institutionalized recognition and expert judgement, this study identified three innovative entrepreneurial teachers/teacher groups that had won the most competitive teaching award in Hong Kong. Employing a multiple-site case study design, this study conducted semi-structured interviews with 23 informants and collected supplementary school documents and records.Findings: This study found that TEB enables the implementation of innovation and promotes cross-subject alignment. It cultivates trusting and coherent relationships among teachers. Teachers with TEB scaled up innovation among other teachers. Furthermore, entrepreneurial teachers enhance school attractiveness by creating competitive advantages.Originality/value: This analysis showed that TEB enables formal and informal school leaders to bring forth critical school outcomes. This study elaborates how TEB enhances teachers' professional capital through building trusting and coherent relationships. It also adds to the research on school innovation by demonstrating that TEB fosters teachers' capacity for bottom-up innovation in the community. Copyright © 2020

Under-examination of the notion of competition between schools has created a considerable asymmetry between the reality and the literature of schooling. Therefore, this study investigates the validity of school competition and verifies the propositions regarding the effects of school marketing practices in literature, particularly DSS and aided schools in Hong Kong. It tests the relationships between student intake and school academic performance and school marketing practices. It also compares the pattern of the relationships between the Direct Subsidy Scheme (DSS) and aided secondary schools. Secondary data from 441 secondary schools were retrieved from a popular secondary school admission magazine in Hong Kong and from the schools’ websites. Hierarchical regression analysis revealed that the school’s academic performance was positively related to discretionary student intake. In addition, marketing school academic performance, but not marketing school features, was positively related to student intake. Lastly, it was found that marketing school academic performance intensified the relationship between the school’s academic performance and student intake in aided schools but not in DSS schools. The results were interpreted as demonstrating that school competition in Hong Kong is a battle of lifting academic performance. Copyright © 2019 Emerald Group Publishing Limited.

Purpose: This paper aims at review the rationale of STEM education in business subjects prospective. STEM (Science, Technology, Engineering and Mathematics) education is a new trend in the Asia-Pacific region in the recent years, such as Singapore and Japan. Through studying others countries experience, it discuss the missing link of STEM education in Hong Kong. Methodology: First of all, it describes the purpose of STEM education and recent development in Hong Kong secondary school by reviewing HKSAR STEM education report. Second, there are two STEM education sample schools from western country and Singapore. It discusses the purpose of promoting entrepreneurial STEM education in these countries. Finally, compare with others countries, it try to identify the missing link between business education and STEM education by reviewing Hong Kong's entrepreneurial education. Result: Although entrepreneurial education is mature and supported by professional parties in Hong Kong, there is a gap for business subjects to enhance the effectiveness of STEM education by integrating entrepreneurial education into STEM education, especially in secondary level. Conclusion and discussion: It is necessary to provide authentic learning for students from private and public sector commitment. Cross subject collaboration for professional development should also developed at secondary school. It aims at not only accommodating the purpose of Hong Kong STEM education, but also enhance teachers' collaboration and students' cross subject integration competence in problem solving with various stakeholders' support.