Educational Entrepreneurialism in the Private Tutoring Industry: Balancing Profitability with the Humanistic Face of Schooling*
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
S'appuyant sur une étude de deux ans sur les entrepreneurs en tutorat privé en Ontario, cet article se penche sur la légitimité croissante de l'entrepreneurialisme éducatif. Cette légitimité transforme la nature de l'éducation en préconisant des solutions commerciales aux « problèmes »éducatifs et la croyance que la compétition et la débureaucratisation encouragent la responsabilité, l'efficacité et la réceptivité du client. L'industrie du tutorat privé fournit une étude de cas exemplaire. Non plus simplement moyen de produire des revenus supplémentaires, cette industrie promet désormais des occasions d'affaires à plein temps aux investisseurs cultivés ayant des formations éducatives et professionnelles diverses. Dépourvu de la prétention des professeurs à l'autorité professionnelle, l'entrepreneurialisme éducationnel est soutenu par la culture émergente de l'éducation intensive des enfants et par la personnalisation en éducation. Étonnamment, la franchise tutorielle s'avère constituer un véhicule particulièrement efficace pour équilibrer les buts financiers et l'aspect humaniste de l'éducation. Based on a two‐year study of private tutoring entrepreneurs in Ontario, Canada, this paper examines the increased legitimacy of educational entrepreneurialism. This legitimacy is changing the nature of schooling by supporting market solutions to education “problems” and the belief that competition and de‐bureaucratization encourages accountability, efficiency and consumer responsiveness. The private tutoring industry provides an exemplary case study. No longer simply a means to generate additional income, the private tutoring industry now promises full‐time business opportunities for well‐educated investors from a variety of educational and occupational backgrounds. Lacking teachers' claims to professional authority, educational entrepreneurialism is further bolstered by the emerging culture of intensive parenting and educational customization. Surprisingly, the tutoring franchise proves to be a particularly effective vehicle for balancing profit goals with the more humanistic face of schooling.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.004 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it