Artivate: A Journal of Entrepreneurship in the Arts
The mission of Artivate: A Journal of Entrepreneurship in the Arts is to disseminate new thinking and perspectives on arts entrepreneurship theory, practice, and pedagogy.
The editors are committed to publishing research-based articles and case studies of interest to scholars, artists, and students in the areas of entrepreneurship theory as applied to the arts; arts entrepreneurship education; arts management; arts and creative industries; public policy and the arts; the arts in community and economic development; nonprofit leadership; social entrepreneurship in or using the arts; evaluation and assessment; public practice in the arts.
Artivate is published twice yearly, summer and winter, in an online format. The editors are particularly interested in articles that actively link theory with practice in ways that will be of interest and impact to the broad cross-section of the Journal’s readership. Self-reflective studies from arts entrepreneurs and empirical research from scholars are equally welcome. We are interested in supporting the growth of our nascent discipline and also welcome debut articles from emerging scholars.
Our editorial board is drawn from diverse disciplines at the nexus of entrepreneurship and the arts. These distinguished colleagues review and recommend articles submitted for consideration and we thank them in advance for their hard work and dedication.
Artivate was originally published by The Pave Program in Arts Entrepreneurship at Arizona State University, but is now published by the University of Arkansas Press.
Filtering by
- Creators: Wilson, Emily
Creative and performing arts schools are increasingly facing the challenge of developing curricula to address an employability agenda in higher education. Arts entrepreneurship education is thought to address this need because it supports the unique nature of the work circumstances of creative and performing arts graduates. As an emerging area of research, arts entrepreneurship education faces the challenge of not only being relevant and important to creative and performing arts education but of being robust enough to contribute to a “paradigm shift” (Beckman, 2011, p. 29). With this in mind, this article attempts to clarify a recurring theme of arts entrepreneurship education, this being the development of an “entrepreneurial mindset.”
We argue that if an entrepreneurial mindset is to be considered an essential aspect of arts entrepreneurship education, educators need to have a good understanding of what it means and how it might be taught. We examine data from four interviews with arts educators who have responsibility for teaching arts entrepreneurship in creative and performing arts schools. Their experiences enable us to clarify the meaning of an “entrepreneurial mindset” in a creative and performing arts context in higher education and to make suggestions about teaching and learning.