The Synergies of Artistic and Entrepreneurial Action

Arts Entrepreneurship education as a field continues to grow, but misperceptions of entrepreneurship seem to cause confusion among arts students, faculty, and administrators regarding the value of entrepreneurial training to higher education arts programs. These misperceptions are explored to determine if entrepreneurship, for artists, is harmful or helpful. By articulating the theoretical essence of entrepreneurship, it is suggested that entrepreneurial action is profoundly synergetic with artistic action and purpose, and that arts faculty and administrators can embrace entrepreneurship education and its value to aspiring professional artists.     

Core Consensus,Strategic Variations: Mapping Arts Management Graduate Education in the United States

This study is the first comprehensive curricular comparison of graduate arts management programs in the United States. Its principal finding is that there exists considerable curricular convergence among arts management programs and that their differences may be exploited strategically. Through extensive curricular analysis and in-depth conversations with faculty, this study makes both conceptual and methodological contributions to the field—conceptual because it provides an empirical basis for the definition of arts management as a formal academic discipline in its own right and methodological because it proposes a framework to effect a systematic comparison of arts management program curricula.     

Means and Ends: A Theory Framework for Understanding Entrepreneurship in the US Arts and Culture Sector

This article provides a framework for the conceptualization of arts entrepreneurship in the US by first examining a range of perspectives on the boundaries of the “arts and culture sector” in the US and then exploring in some depth four theories of entrepreneurship and how such theories may be realized within the arts and culture sector. Theories of firm formation are considered both generally and as potentially applied to the arts and culture sector, with examples of firm formation drawn both from existing literature and the author's direct observation of entrepreneurial activity. Finally, the essay connects these theories in a means and ends framework to provide a context for understanding arts entrepreneurial activity, especially in the US arts and culture sector. The theory that emerges from the examples provided to illustrate the framework is a simple one: artists form firms or otherwise undertake entrepreneurial action toward the end of creating art sustainably and they do so by discovering or creating new connections between their means and that desirable end.     

A Survey of Arts Management Educators' Teaching on Diversity Issues

This study answered two research questions: (1) do arts management educators teach about diversity issues in their courses? If so, how and why? If not, why? (2) Do demographic characteristics impact if an arts management educator teaches about diversity issues in their courses? Most respondents (eighty-six percent) teach about diversity issues in their courses, primarily through discussion (ninety-one percent), and most (ninety-nine percent) believe arts management students should receive education on diversity issues in the arts. This study is significant because no known inquiry into the teaching practices of arts management educators relative to diversity issues in the arts previously existed.     

NECESSARY MEASURES AND LOGISTICS TO MAXIMIZE THE SAFETY OF VICTIMS OF DOMESTIC VIOLENCE ATTENDING PARENT EDUCATION PROGRAMS

This article suggests measures that should be taken to ensure, as much as possible, the safety of victims of domestic violence. Because victims and perpetrators of domestic violence will inevitably be attendees at parent education programs, such programs must be sensitive to the safety concerns of these victims. Only when victims of domestic violence are safe will their children be safe and able to benefit from what their parents learn at these education programs. This article concludes that, by weaving common-sense logistical, administrative, and curricular recommendations into the fabric of every parent education program, the safety of victims and children will be prioritized as it must be, while all attendees still receive the maximum benefit from these valuable programs.     

Professionalizing Arts Management in Healthcare Facilities

An urgent need exists for trained specialists to manage organizational policies and practices involving arts programs and activities in healthcare facilities. This article introduces the field of arts in health and argues for what is currently needed within the academic and professional field of arts management to advance this emerging arena of arts management theory and practice. The authors integrate key references from existing scholarship alongside additional survey data to offer recommendations for developing professional management of the arts in healthcare facilities like hospitals, hospices, and long-term care centers. The article provides an overview of the responsibilities of arts managers in healthcare institutions, as well as insight into the knowledge, competencies, and skills that arts managers require to effectively work in these settings. The article concludes with articulating a conceptual framework for a long-term research trajectory to inform further advancement of this distinct sub-field of arts management.     

The Process Model of Closure and Nonprofits: The Exit of Exit Art

Experts think of arts nonprofits as fragile organizations, prone to closure. Despite these predictions, little research has been completed on the process of closure within these organizations. I leverage a comprehensive organizational database and seventeen in-depth interviews with staff and board members to understand the process of closing New York's Exit Art. I explore the value of Sutton's (1987) process model, and its application to nonprofits by Duckles et al. (2014), to analyze the case. This study offers novel insights into management practices that may benefit nonprofits in the future, and interest scholars who study management transitions and organizational closure.     

Are Public-Led Arts Incubating Programs a Double-Edged Sword? A Case Study of the Arts Council Korea’s Performing Arts Grant Program

A nation’s cultural policy is derived from its political and governance history, and its past practices. Taking the genealogical traits of South Korean cultural policies into account, the authors examine the contributions and risks of a public-led arts incubator program. One of the Arts Council Korea’s grant programs in the arts-incubating structure was involved with a public funding scandal of political intervention during the grant review process. Consequently, questions were raised about the current bureaucratic system for cultural policy. This article discusses the legitimacy of state intervention in the arts, and analyzes the case with relevant collected documents and interviews.     

Enterprising Culture: Discourses on Entrepreneurship in Nordic Cultural Policy

The sphere of arts and culture has been going through a process of economic reevaluation during the last few decades. Parallel to the rise of a creative economy discourse, which both in its political and scientific forms has highlighted the economic significance of culture and arts, entrepreneurship has become a feature in the cultural policy of many countries. In this article, we compare how entrepreneurship is established and used as a concept in cultural policy discourses in two Nordic countries, Norway and Finland. Through analyzing policy plans and documents, we discuss what is seen as positive cultural or artistic activity in the framework of entrepreneurship, and we identify the eligible cultural subjects of this discourse.     

Perceived Needs and Interests of Juveniles Held in Preventive Detention

The current study assesses the perceived needs and interests of juveniles held in preventive detention. The study involved 70 juveniles assigned to residential units at a juvenile detention facility. Juveniles were administered a written questionnaire that requested both quantitative and qualitative responses to items related to juveniles' perceived needs and interests. Frequency tests were performed to determine which perceived needs and interests are most and least pronounced among detained juveniles. The areas of need most commonly cited by detained juveniles were learning how to make better choices, learning more about computers, and learning to control anger better. Juveniles expressed an interest in most activities, with children versus staff contests, cultural diversity education, learning new board games and card games, doing arts and crafts, and taking care of a pet being the most popular items. In order to ensure that programs are helpful and enjoyable for detained youth, detention staff members should tailor programs and activities to the perceived needs and interests identified in the current study.     

Women Behind the Scenes in the Performing Arts

Within Ireland, interest in strategically supporting young people's participation in the arts has increased. Additionally, awareness of the Internet's potential for promoting engagement with the arts has grown. Addressing national directives and local needs assessments, South Dublin County Council's Arts Office initiated NOISE South Dublin (http://www.noisesouthdublin.com), an interactive Web site based on Australia Council's NOISE project (http://www.noise.net), to promote the creative development of young people in the county. This article presents the practical challenges and potential of youth arts Web-based programs for harnessing the creative engagement of youth. It concludes that the Internet is only useful if it expands online engagement offline.     

Transfer of entrepreneurship education best practices from business schools to engineering and technology institutions: evidence from Pakistan

The Journal of Technology Transfer - This paper examines the transfer of entrepreneurship education best practices from business schools to engineering and technology institutions. Nations like...     

The role of intellectual property management education in a technology management curriculum

Should intellectual property (IP) management be considered a required course in Technology Management curricula? If so, what knowledge and skills should be conveyed in a one-semester course? What is the best way to teach this material? This paper presents evidence that intellectual property management should be of central importance to technology management (TM) programs and that professionally vital knowledge can be taught to MBA and Management of Technology (MOT) students without legal backgrounds. IP management can be seen as a curricular locus, bringing together subjects such as entrepreneurship, technology strategy, and technology transfer. At Stevens Institute of Technology, we’ve taken the position that IP Management should be taught as a distinct course in a technology management program on equal footing with more traditional course offerings such as Marketing and Finance. We reflect upon 4 years’ teaching experience and present evidence from former students that the course fulfills its mission to be professionally relevant and pedagogically unifying to technology management programs.     

Economic Discussion of Conflict between Public Education Policies and Common Good Arts in the United States

Arts education in the United States, especially in public schools, has been neglected and its public funding has decreased. This is partly due to the difference in the conception of public education policies and the arts. The theory of economic goods and an analysis of two current education policies demonstrate that public education is treated as a public good that is needed by all people, and therefore funded with tax dollars. Because the arts are common goods that different people value in their own terms, education in the arts is treated as nonessential and funded sporadically in public school settings. Based on the theory of the commons, the author suggests that nonprofit arts organizations are equipped to deal with the common good and diverse nature of the arts and can provide sustainable arts education that fills the gap of arts education in public schools.     

Teaching Arts Management: Where Did We Lose the Core Ideas?

In light of the need to start clearing the methodological confusion in the field of arts management, this article provides a critical overview of the teaching curricula in the field. Distinction is made between programs that copy directly from business management; programs that focus on the technological process of producing an artwork (usually run by practitioners); those that interlink cultural management and cultural policy (highlighting the role of public governance as a higher principle); and programs that focus on an entrepreneurial approach to arts management, connecting it to issues of creativity and innovation. The author calls for clear goals to educate administrators and arts or cultural managers. The suggestion is made to follow what I call the Janus syndrome: looking toward managerial and economic realities but primarily focusing on the arts—the aesthetic and the social aspects of the field. A question is raised about the position of art in arts management curricula, as well as the organization of undergraduate and postgraduate studies in the field.     

Adapting Techniques of Studio Critique for Arts Management Pedagogy

Many students in the field of arts management have a background as practicing artists. In that light, it seems promising to explore fine arts pedagogies for the delivery of elements of arts management curricula. Studio critiques are a central pedagogic tool in arts education, allowing for systemic self-reflexivity that emerges from a shared interest in the terms of the conversation itself—critique as a creative technique. Since 2009, the Department of Arts Administration and Policy at the School of the Art Institute of Chicago has integrated critique. Feedback from the first generations of students is assessed in this article.     

The Media Monopoly Myth

This article discusses the results of a nationwide survey of decision makers at theater organizations. The study was conducted to begin to understand the hiring needs of those decision makers and to interpret their understanding of what education and experience graduate students are receiving in both an MBA program and an MFA in theater management program. The study reveals confusion about what is being taught in these programs and shows that decision makers are seeking graduates who have education and experience in the field of leadership.     

A new lexicon and framework for analyzing the internal structures of the U.S. Advanced Technology Program and its analogues around the world

Analogues of the U.S.’s Advanced Technology Program can be found in many countries around the world. These government programs provide financial assistance to firms and other entities to develop innovative technologies in the conviction that these developments will contribute to future economic strength. For political and economic reasons, these programs tend to be complex and intricate in their design. No informed evaluation and comparison of such programs can take place without a clear understanding of their internal structures. This paper analyzes the anatomy of such programs and constructs a vocabulary for understanding program design choices. It identifies and discusses a representative sample of important program design features—eligibility requirements, the nature of the research, technical scope, the selection process, and public-private financial arrangements—and provides examples of national programs embodying alternative design choices. This paper should interest policymakers, program administrators, program evaluators, and others involved in program design, management and evaluation. This paper is drawn from a draft reprot, “A Multi-Country, Binational Comparison of the ATP and its Analogues,” by the author, prepared for the National Institue of Standards and Technology. The draft reprot covers additional program features of a number of programs in different countries.     

The MFA in Arts Management

Arts administration/management (AA/M) has evolved to the point of emerging as a mature academic field, increasingly institutionalized within higher education and demanding a larger and more highly credentialed faculty. Examining Master of Fine Arts (MFA) AA/M programs in North America, this brief study asks whether the MFA can serve as the viable credential for academically trained arts managers. The analysis suggests that no consensus about which advanced degree best reflects academic expertise relevant to all components of the field has been reached and that standards remain too unclear for the MFA to serve as a viable credential across artistic disciplines.