Educational Management Through Productive Business Units: Experiential Learning and Institutional Logics in an Indonesian Islamic Boarding School
DOI:
https://doi.org/10.32806/jf.v15i01.1764Keywords:
entrepreneurship education; experiential learning; institutional logics; hybrid organizations.Abstract
Although the discourse on entrepreneurship education has shifted from the transmission of knowledge in the classroom toward experience-based learning, the institutional mechanisms linking the formal curriculum with real-world business practices have not yet been extensively studied by researchers, particularly in traditional Islamic educational institutions. This study examines two interrelated issues: how the Al-Mashduqiah Islamic Boarding School in Probolinggo integrates entrepreneurship education through productive business units, and how religious logic interacts with economic logic in shaping the learning environment for students. This research employs an interpretive paradigm with a single instrumental case study design. Data were collected through semi-structured interviews with 14 informants from six categories, 32 hours of participant observation across five business units, and document analysis. Analysis employed reflexive thematic analysis, using experiential learning theory and institutional logics as sensitizing concepts. This study yielded three main findings. First, the integration of education and entrepreneurship operates through three institutional layers: leadership vision, administrative governance, and an integrated financial structure. Second, business units function as living laboratories that provide a structured framework for students’ learning experiences. Third, religious and economic logic coexist through structural integration, in which economic logic functions instrumentally to support the religious-educational mission. Theoretically, this study links experiential learning theory to institutional logics. It proposes that experience-based learning serves as a micro-mechanism sustaining the coexistence of institutional logics within hybrid educational organizations
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