American Journal of Educational Research, 2018, Vol. 6, No. 1, 9-17 Available online at http://pubs.sciepub.com/education/6/1/2 ©Science and Education Publishing DOI:10.12691/education-6-1-2 Educational Entrepreneurship (EE): Delineating the Domain and Highlighting its Importance and Feasibility in Educational Management in Uganda Gyaviira Musoke Genza * , Badru Musisi School of Education, College of Education & External Studies, Makerere University *Corresponding author: musokegenza@gmail.com Abstract Although it is true that government financial support for education is dwindling in many countries, most educational institutions in Uganda have failed to devise functional internal mechanisms to enable them to raise resources to continuously deliver quality education in quantity. Might the application of certain entrepreneurial strategies in educational management perhaps help to make a difference? What is educational entrepreneurship (EE)? How feasible is EE in a developing world education landscape like that of Uganda? Which challenges must EE surmount before it can envisage success? Using literature review methodology, this study attempted to find answers to such questions. Its aim was to delineate the EE domain and to highlight both its importance and feasibility in Uganda’s context. The study made two key discoveries; first, indeed EE is clouded in conceptual mishmash, hence need for more scholarly attention; second, however salvaging EE can be to struggling educational institutions, it is not without serious challenges – even apparent contradictions – hence preference for a “moderate risk” approach to entrepreneurship within educational institutions. Keywords: educational entrepreneurship, intrapreneurship, school leadership, educational management Cite This Article: Gyaviira Musoke Genza, and Badru Musisi, “Educational Entrepreneurship (EE): Delineating the Domain and Highlighting its Importance and Feasibility in Educational Management in Uganda.” American Journal of Educational Research, vol. 6, no. 1 (2018): 9-17. doi: 10.12691/education-6-1-2. 1. Introduction One of the issues in educational leadership and management that has received keen scholarly attention in recent years, particularly in the Western World, is Educational Entrepreneurship (EE) [1] – entrepreneurship carried out within education institutions. This keen attention has been occasioned by dwindling public and donor financing of education [2], on the one hand; and, on the other, by widespead failure by most educational institutions to generate their own funds from within [3]. Yet the concept of “EE” (Educational Entrepreneurship) still eludes the comprehension of many. Besides, the feasibility of EE in a third world education landscape, like that of Uganda, also appears to raise more questions than answers. Delineating the EE domain might therefore help to open the EE to both more scholarly attention (by researchers) and more empirical application (by practitioners – both educational managers and the wider business community). Hence the current study, which reviews existing literature on EE with the purpose of delineating the EE domain and highlighting both its importance and feasibility in the Ugandan context. More specifically, the paper’s objectives are four; namely:- i. To shed more light on the meaning of the term Educational Entrepreneurship (EE). ii. To delineate the scope of the EE domain. iii. To highlight the potential importance of EE in the management of education in Uganda. iv. To determine the feasibility of EE in the Ugandan context. 2. Methodological Underpinnings This study employed a narrative literature review design [4,5], whereby peer-reviewed articles were used as the main source of data. This implies that peer-reviewed literature was the parent population to which the researchers went for sampling (of relevant articles), data collection (from each chosen article), analysis (of opinions collected from various articles) and ethical applications (mainly issues of academic honesty vis-à-vis plagiarism) [5,6]. Following its narrative approach, the study relied on interpretivism as its epistemological stance. Consequently, it is thematic analysis [7] that was used for both data analysis and synthesis. Findings were eventually organised and presented around four themes, which also determined the study’s ultimate four specific objectives. To locate peer-reviewed sources that were relevant to EE, the study mainly relied on the Google Scholar search engine; using “educational entrepreneurship”, “entrepreneurship in education” and “educational entrepreneurs” as its key search terms [4]. The terms