Meanings of educational leadership and social impact through hermeneutic phenomenology among entrepreneurs

Authors

  • Yenny Marilú Pinto Villar Escuela de Posgrado Newman. Tacna, Perú
  • Yadira Argota Pérez Escuela de Posgrado Newman. Tacna, Perú
  • Jenny Edith Quispe Quispe Universidad Privada de Tacna. Tacna, Perú
  • Germán Elvis Sosa Paucar Centro de Estudios Universidad Nacional Jorge Basadre Grohmann. Tacna, Perú
  • Lady Verónica Sosa Paucar Unidad de Gestión Educativa. Puno, Perú

Keywords:

entrepreneurship, educational leadership, hermeneutic phenomenology, social impact, social transformation

Abstract

Introduction: At present, gaps persist in understanding how entrepreneurs construct meanings around educational leadership and its social implications. Objective: To understand the meanings attributed to educational leadership and social impact through the entrepreneurial experiences of Cuban and Peruvian entrepreneurs using a hermeneutic phenomenological approach. Materials and Methods: A qualitative study was conducted using a hermeneutic phenomenological approach. The participants comprised 58 entrepreneurs, including 27 from Cuba and 31 from Peru, from Havana, Santiago de Cuba, Tacna, and Ica. Data were obtained through qualitative techniques and analyzed using an interpretive process aimed at identifying meanings and emerging categories. Results: Social transformation constituted the predominant meaning attributed to social impact, identified by 26 participants (44.8%), followed by capacity development among 19 participants (32.8%) and community engagement and well-being among 13 participants (22.4%). Regarding educational leadership, the transformational agent was predominant, with 27 participants (46.6%), followed by the capacity builder with 19 (32.8%) and the solution facilitator with 12 (20.7%). The distribution of these categories showed no association with country (χ2 = 0.111; p = 0.946), whereas Cramér’s V (0.044) indicated a virtually null association. Discussion: The findings suggested that entrepreneurs primarily construed educational leadership as a transformative practice and social impact as a process of change and human empowerment, consistent with contemporary perspectives on learning, leadership, and social value creation. Conclusions: The meanings converged across Cuba and Peru, reflecting entrepreneurial experiences centered on transformation, capacity development, and social value creation.

References

Ahmed, S. K. (2024). The pillars of trustworthiness in qualitative research. Journal of Medicine, Surgery, and Public Health, 2, 100051. https://doi.org/10.1016/j.glmedi.2024.100051

Audretsch, D. B., Belitski, M., Fiedler, A., & Meurer, M. M. (2025). Values and entrepreneurship in the sustainable society: Toward a multilevel understanding of entrepreneurial value practices. Small Business Economics, 65, 1701–1725. https://doi.org/10.1007/s11187-025-01069-4

Bernardus, D., Murwani, F. D., Aji, I. D. K., Radianto, W. E. D., Padmawidjaja, L., Jatiperwira, S. Y., Hitipeuw, I., & Jacob, G. H. (2023). Do entrepreneurial characteristics moderate the relationship between experiential learning and entrepreneurial mindset? Journal of Educational and Social Research, 13(1), 106–116. https://doi.org/10.36941/jesr-2023-0010

Braun, V., & Clarke, V. (2024). Reporting guidelines for qualitative research: A values-based approach. International Journal of Qualitative Methods, 22(2), 399–438. https://doi.org/10.1080/14780887.2024.2382244

Cudjoe, E. (2023). Making sense of Husserlian phenomenological philosophy in empirical research. International Journal of Qualitative Methods, 22, 1–9. https://doi.org/10.1177/16094069231171099

Du Toit, A. (2023). Entrepreneurial learning: Creating value towards social justice. Research in Educational Policy and Management, 5(3), 1-19. https://doi.org/10.46303/repam.2023.18

Folgueiras, B. P., & Sandín, E. M. P. (2023). The research question in hermeneutic phenomenology and grounded theory research. The Qualitative Report, 28(5), 1452–1472. https://doi.org/10.46743/2160-3715/2023.5715

Hietschold, N., Voegtlin, C., Scherer, A. G., & Gehman, J. (2023). Pathways to social value and social change: An integrative review of the social entrepreneurship literature. International Journal of Management Reviews, 25(3), 564–586. https://doi.org/10.1111/ijmr.12321

Hoogendoorn, B., Uhlaner, L., van der Zwan, P., & Stephan, U. (2024). Entrepreneurship, age, and social value creation: A constraint-based individual perspective. Journal of Small Business Management, 62(3), 1286–1322. https://doi.org/10.1080/00472778.2022.2133128

Kim, C. Y. (2024). Social entrepreneurship, employment, and financial performance: A latent growth modeling approach. SAGE Open, 14(2), 1–10. https://doi.org/10.1177/21582440241249147

Motta, V. F., & Galina, S. V. R. (2023). Experiential learning in entrepreneurship education: A systematic literature review. Teaching and Teacher Education, 121, 103919. https://doi.org/10.1016/j.tate.2022.103919

Muñoz, P., & Gamble, E. N. (2024). When given two choices, take both! Social impact assessment in social entrepreneurship. Journal of Small Business Management, 36(9-10), 1161–1187. https://doi.org/10.1080/08985626.2024.2349207

Musinguzia, P., Villano, R. A., & Baker, D. (2024). Empirical analysis of social impacts of a rural social enterprise: Insights for local and regional development. Regional Studies, Regional Science, 11(1), 211–235. https://doi.org/10.1080/21681376.2024.2325018

O’Flynn, E., Stephens, S., Cunningham, I., Burke, A., & McLaughlin, C. (2023). Experiential learning and the entrepreneurial university: An Irish case study. Industry and Higher Education, 37(5), 663–672. https://doi.org/10.1177/09504222221151146

Papaioannou, E. (2024). Combining hermeneutic phenomenology and critical discourse analysis: A bricolage approach to research. International Journal of Qualitative Studies in Education, 37(6), 1804–1821. https://doi.org/10.1080/09518398.2023.2233923

Reynolds, G., Samuels, K. L., Din, C., & Turner, N. (2023). Doing leadership development through mentoring in a social learning space: the case of the inaugural Leadership Learning Lab. Journal of Management Development, 42(3), 234–252. https://doi.org/10.1108/JMD-04-2022-0082

Sardo, S., Callegari, B., & Misganaw, B. A. (2023). Everything and nothing: A critical review of the “social” in Innovation and Entrepreneurship studies. NOvation — Critical Studies of Innovation, (4), 63–88. https://doi.org/10.5380/nocsi.v0i4.91114

Shiferaw, R. M., Birbirsa, Z. A. & Werke, S. Z. (2023). Entrepreneurial leadership, learning organization and organizational culture relationship: a systematic literature review. Journal of Innovation and Entrepreneurship, 12, 38. https://doi.org/10.1186/s13731-023-00305-z

Soelberg, F., Botha, M., Moos, M. N., & Stokvik, H. (2024). Creating value through entrepreneurial learning and education. The Southern African Journal of Entrepreneurship and Small Business Management, 16(1), 851. https://doi.org/10.4102/sajesbm.v16i1.851

Vecchiarini, M., Muldoon, J., Smith, D., & Boling, R. J. (2023). Experiential learning in an online setting: How entrepreneurship education changed during the COVID-19 pandemic. Entrepreneurship Education and Pedagogy, 7(2), 190–217. https://doi.org/10.1177/25151274231179194

Walmsley, A., & Nabi, G. (2024). Entrepreneurship mentoring in higher education: how does the mentor benefit? Journal of Small Business and Enterprise Development, 31(7), 1279–1301. https://doi.org/10.1108/JSBED-01-2023-0022

Wasim, J., Haj Youssef, M., Christodoulou, I., & Reinhardt, R. (2024). The path to entrepreneurship: The role of social networks in driving entrepreneurial learning and education. Journal of Management Education, 48(3), 459–493. https://doi.org/10.1177/10525629231219235

Yitshaki, R. (2024). Advice seeking and mentors’ influence on entrepreneurs’ role identity and business-model change. Journal of Small Business Management, 63(1), 70–110. https://doi.org/10.1080/00472778.2024.2307494

Downloads

Published

2026-08-19

How to Cite

Pinto Villar, Y. M., Argota Pérez, Y., Quispe Quispe, J. E., Sosa Paucar, G. E., & Sosa Paucar, L. V. (2026). Meanings of educational leadership and social impact through hermeneutic phenomenology among entrepreneurs. Maestro Y Sociedad, 23(3), 3028–3035. Retrieved from https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/7886

Issue

Vol. 23 No. 3 (2026)

Section

Artículos

License

Copyright (c) 2026 Yenny Marilú Pinto Villar, Yadira Argota Pérez, Jenny Edith Quispe Quispe, Germán Elvis Sosa Paucar, Lady Verónica Sosa Paucar

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

This journal provides immediate open access to its content, based on the principle that offering the public free access to research helps a greater global exchange of knowledge. Each author is responsible for the content of each of their articles. 

Most read articles by the same author(s)