5. Continuity
The final reason that teacherpreneurs should not feel guilty is because edupreneurs will become better educators in two main ways. First, gaining work experience within more than one context will broaden the edupreneurs’ knowledge and talents in ways that would not have happened otherwise. For instance, my experience working at the secondary level has made me a better educator at the postsecondary level because I have a better understanding of curriculum and student preparedness than I would otherwise.
My experience in traditional ground campus course delivery and administration coupled with my work online also provides a depth of perspective when it comes to making decisions about such areas as technology. Likewise, my career in writing and publishing provide real world examples and skill development that I can pass on to my students.
Second, professionals who are provided with opportunities to grow and develop tend to be happier and more stable (Hollon, J. 24 January 2013). Edupreneurship helps to stem the flight from the profession that is so detrimental to the field and to our students. As an administrator, I embrace my leadership role in helping to provide increased opportunities for those I supervise. Any school would be wise to do the same if they wish to develop and retain good educators.
The depth of talent and stability provide continuity that teacherpreneurs should not feel guilty about pursuing.
Overall, teacherpreneurship is a natural and acceptable part of the evolution of education, especially at the postsecondary level and in the digital age; therefore, educators should feel excited and energized by the opportunities available, not guilty. Please share how you as an edupreneur are pursuing your own edventure in the “Comments” area below or with me via Twitter.
Michael Keathley is a higher ed writer and editor. Please join Michael on Google+, Twitter, and Facebook. This article first appeared in BestCollegesOnline.com.
Image courtesy of FreeDigitalPhotos.net
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