A Systematic Literature Review of Teacher Entrepreneurship
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
Teacher entrepreneurship has received increasing attention over the past 15 years. However, the concept remains underdeveloped and understudied. To fill this gap in the literature, we aim to conceptualize teacher entrepreneurship through a systematic literature review of current scholarly work on the topic. Results of our study provide competencies and traits which are commonly attributed to teacher entrepreneurs, along with actions which they carry out. Teacher entrepreneurs are socially motivated individuals who are innovative, collaborative, proactive, opportunity-minded, present in their work, knowledgeable, dedicated, resourceful, risk tolerant, visionary, and self-improvement oriented. Actions related to these competencies along with more detailed examples from the literature are provided. This systematic conceptualization of teacher entrepreneurship could potentially create a scholarly basis for future work to build on, both in the education and entrepreneurship fields. Interdisciplinary work of this kind may also open doors for these two fields to learn from and contribute to each other. Results of this study can also facilitate the recognition and support of current teacher entrepreneurs and help pave the way for new entrepreneurs to flourish.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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