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dc.creatorSrivastava, Prachi
dc.creatorRead, Robyn
dc.date.accessioned2020-11-05T17:36:41Z
dc.date.available2020-11-05T17:36:41Z
dc.date.created2019
dc.identifier.urihttp://hdl.handle.net/20.500.12010/15441
dc.description.abstractPrivate sector engagement in education is typically conceptualised as the provision of education or education services by non-state private actors. It is, however, broader than this and tends to occur in four main areas, that is, the provision, financing, management and regulation of education, and increasingly, of ancillary education services by non-state private actors. They may work with varying degrees of independence from government/ public and/or other private/non-state actors. Non-state private actors in global education may be said to operate along a continuum of three main statuses. These include profit-oriented or commercially driven entities, of which some may be publicly listed while others may be privately held (Fielden & LaRocque, 2008). Others are oriented towards making a positive social impact without profit (e.g., may be registered as trusts or charities in their local contexts). Hybrid actors sit between the two, having both a profit and social impact motive.spa
dc.format.extent22 páginasspa
dc.format.mimetypeapplication/pdfspa
dc.language.isoengspa
dc.publisherElgarspa
dc.subjectPhilanthropicspa
dc.subjectPhilanthropic and impact investorsspa
dc.titlePhilanthropic and impact investors: private sector engagement, hybridity and the problem of definitionspa
dc.subject.lembPolítica y educaciónspa
dc.subject.lembFundaciones benéficasspa
dc.subject.lembFondos de investigaciónspa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.localAbierto (Texto Completo)spa
dc.type.coarhttp://purl.org/coar/resource_type/c_3248spa


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