Abstract
This paper examines and identifies arts entrepreneurship curricula in higher education using interview and online data gathered primarily in the summer of 2014, with the purpose of illustrating trends and trains of thought. An additional goal of this article is to encourage further research and interaction among educators to create the most influential and effective curricula possible.
Highlights
This paper examines and identifies arts entrepreneurship curricula in higher education using interview and online data gathered primarily in the summer of 2014, with the purpose of illustrating trends and trains of thought
A t the first annual conference of the Society for Arts Entrepreneurship Education in the summer of 2014, attendees discussed questions framing the following topics: What is arts entrepreneurship? How can we best teach the topic? What are our desired student outcomes? What are the metrics of our efforts? Though there were no simple answers, educators made progress in determining responses to these questions by sharing research and making new connections with colleagues
2 Note that this paper examines and encapsulates titled efforts as they were identified during the research period, using online sources from 96 institutions with identifiable curricula
Summary
This paper examines and identifies arts entrepreneurship curricula in higher education using interview and online data gathered primarily in the summer of 2014, with the purpose of illustrating trends and trains of thought. This sort of degree variety is not always possible within a minor, though it should be mentioned that at some institutions, students can create their own individual interdisciplinary course of study, which could generate a student-designed arts entrepreneurship curricula based on available and appropriate offerings.
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