Table 1 Entrepreneurial logics and...

Table 1

Entrepreneurial logics and organizational characteristics

Characteristics of high-quality supplemental education programs	Organizational characteristics	Causation	Bricolage	Effectuation
Assess the needs of the target demographic (Allen et al., 2019)	Aims, Goals and Mission	Future goals (opportunity identification)	Future goals (transformation)	Fluid goals (opportunity creation)
Offer high quality opportunities to those lacking access (Deutsch, 2017)
Forge positive relationships between youth and supportive adults (Allen et al., 2019; Deutsch, 2017)
Assess the needs of the participants
Strong explicit focus on positive youth development (Hirsch et al., 2011)
Opportunities for active hands-on learning processes and continual improvement (Allen et al., 2019)	Program Design	Control of a predictable future through research and planning	Innovation	Control of an unpredictable future through experimentation
Identify and promote programs and services that are most effective for youth in need (Deutsch, 2017)
Attention to the needs of the community (Durlak et al., 2009)
Conduct regular reviews of youth progress (Hirsch et al., 2011)
Positive environment that fosters youth voice and choice (Allen et al., 2019)	Learning Environment	Resource acquisition	Creative resource reuse	Combining resources at hand
Close interpersonal relationships between staff and youth (Durlak et al., 2009)
Strong focus on positive youth development; Encourage collective mentoring (Hirsch et al., 2011)
Outreach to underrepresented communities (Allen et al., 2019; Deutsch, 2017)	Stakeholder Engagement	Hierarchy; Clear chain of command; Public/private partnerships; Precommitments	Self organization; Autonomy; Stakeholder involvement brings new means; Informal commitments	Distributed agency to minimize risks; Stakeholder involvement brings new means; Precommitments
Inform educational reform, as public interest in non-academic skills grows (Deutsch, 2017)
Parental involvement (Durlak et al., 2009)
Form youth councils to make sure youth voices are heard (Hirsch et al., 2011)
Collaboration with policy makers (Deutsch, 2017)	Leadership/ Managerial Practices	Research and planning; Rational analysis	Improvisation; Making do	Works around rules; Affordable loss
Require leadership to engage in regular supervision and coaching (Hirsch et al., 2011)
Establish strong, effective leadership (Durlak et al., 2009)
Shift from “proving” to “improving” approaches (Deutsch, 2017)
Use training sessions as a means of promoting reflective dialogue among staff (Hirsch et al., 2011)
Pre- and post-assessment, utilize common tools (Allen et al., 2019)	Evaluation	Implementation of control processes	Chaotic construction	Involvement of peripheral stakeholders
Schedule regular external reviews and site visits to observe best practices (Hirsch et al., 2011)
Monitor progress toward program goals and adjust accordingly (Durlak et al., 2009)
Using evaluation to identify and change setting-level factors (Deutsch, 2017)

Characteristics of high-quality supplemental education programs	Organizational characteristics	Causation	Bricolage	Effectuation
Assess the needs of the target demographic (Allen et al., 2019)	Aims, Goals and Mission	Future goals (opportunity identification)	Future goals (transformation)	Fluid goals (opportunity creation)
Offer high quality opportunities to those lacking access (Deutsch, 2017)
Forge positive relationships between youth and supportive adults (Allen et al., 2019; Deutsch, 2017)
Assess the needs of the participants
Strong explicit focus on positive youth development (Hirsch et al., 2011)
Opportunities for active hands-on learning processes and continual improvement (Allen et al., 2019)	Program Design	Control of a predictable future through research and planning	Innovation	Control of an unpredictable future through experimentation
Identify and promote programs and services that are most effective for youth in need (Deutsch, 2017)
Attention to the needs of the community (Durlak et al., 2009)
Conduct regular reviews of youth progress (Hirsch et al., 2011)
Positive environment that fosters youth voice and choice (Allen et al., 2019)	Learning Environment	Resource acquisition	Creative resource reuse	Combining resources at hand
Close interpersonal relationships between staff and youth (Durlak et al., 2009)
Strong focus on positive youth development; Encourage collective mentoring (Hirsch et al., 2011)
Outreach to underrepresented communities (Allen et al., 2019; Deutsch, 2017)	Stakeholder Engagement	Hierarchy; Clear chain of command; Public/private partnerships; Precommitments	Self organization; Autonomy; Stakeholder involvement brings new means; Informal commitments	Distributed agency to minimize risks; Stakeholder involvement brings new means; Precommitments
Inform educational reform, as public interest in non-academic skills grows (Deutsch, 2017)
Parental involvement (Durlak et al., 2009)
Form youth councils to make sure youth voices are heard (Hirsch et al., 2011)
Collaboration with policy makers (Deutsch, 2017)	Leadership/ Managerial Practices	Research and planning; Rational analysis	Improvisation; Making do	Works around rules; Affordable loss
Require leadership to engage in regular supervision and coaching (Hirsch et al., 2011)
Establish strong, effective leadership (Durlak et al., 2009)
Shift from “proving” to “improving” approaches (Deutsch, 2017)
Use training sessions as a means of promoting reflective dialogue among staff (Hirsch et al., 2011)
Pre- and post-assessment, utilize common tools (Allen et al., 2019)	Evaluation	Implementation of control processes	Chaotic construction	Involvement of peripheral stakeholders
Schedule regular external reviews and site visits to observe best practices (Hirsch et al., 2011)
Monitor progress toward program goals and adjust accordingly (Durlak et al., 2009)
Using evaluation to identify and change setting-level factors (Deutsch, 2017)

Source(s): Adapted from Abdou et al. (2024)

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