This report suggests that the number of young entrepreneurs in the UK could rise significantly. It finds that 30% of young people believe they will be self-employed in the future, and 25% expect to be their own boss within five years. While only 5% of young people are currently self-employed, many see it as an alternative in a tough job market. Barriers include lack of funding and support, but new technologies are making it easier to start online businesses with minimal costs. The report concludes that with the right support from organizations like The Prince's Trust, more young people may overcome challenges to become entrepreneurs and help boost the UK economy.
[Challenge:Future] Semi finals - Forever Young: At the brink of success!Challenge:Future
Team Forever Young proposes creating an agency that connects young people with new business and product ideas to investors and companies seeking new ideas. This would help address high youth unemployment in Montenegro by providing job opportunities for implementing ideas. The agency would search for ideas, connect entrepreneurs with resources and contacts, and assist with negotiations and realization of ideas. The project is feasible as there is need for such a service and the team has contacts that can help build the technical platform.
Two institutions of higher education in Jyväskylä, Finland were struggling in 2008 with how to increase commercialized research results, get more people involved, and help staff/students understand the role of innovation services as the institutions and regional innovation ecosystem had different individual goals. To address this, the institutions created an Academic Business Club to bring business insight and motivation into the science community to help change the innovation culture.
The document summarizes an introduction to an entrepreneurship course at Andalas University in Padang, Indonesia. It outlines the objectives of the course, which are to explain the 7 modules in the instructional materials, discuss the accompanying activities and educational methodology principles for teaching entrepreneurship. It then provides an overview of the modules which cover topics like entrepreneurship concepts, business skills application, industrial awareness, financial skills, developing a business plan, and more.
Clark Atlanta University will host the nation's first summit focused on the combined issues of Economic inclusion and Economic Competitiveness on April 22-23.
(Inclusive Competitiveness: empowering underrepresented populations to compete in the innovation economy)
The top priorities of the nation in every presidential election are the economy and jobs. This election is no exception. But summit asks the question, who will create the jobs of tomorrow? The answer is surprising. Minority entrepreneurs (i.e. women, black and Hispanic Americans) represent the fastest rate of entrepreneurial growth in America. These prospective job creators remain disconnected from valuable resources they need to scale up their efforts and produce successful businesses that grow jobs. This summit introduces solutions to this economic problem.
For more information and to register: www.cau.edu/inclusion
The document discusses the importance of arts education. It argues that arts education helps develop critical thinking, creative problem solving, and communication skills that are valuable for students' future careers. It also notes that engaging in the arts teaches students to argue, make judgments, and find non-obvious solutions - skills that will be important for confronting new challenges. Additionally, the arts allow students to learn through hands-on experience and engagement. The conclusion emphasizes that supporting arts education on national and local levels is important for developing a dynamic, creative workforce and strengthening democracy.
This study examines the relationships between art education and career preparation. It analyzes data from a survey of successful businesses in Wake County, North Carolina to understand how art experiences influence career choices and workplace skills. The study finds that art education teaches skills relevant to both creative and non-creative industries. Participants reported using visual imagery and creative thinking in fields like business, engineering, and construction. However, few received art training at their jobs. Therefore, pre-employment art education was important for developing these abilities. The study concludes that quality art programs are needed to prepare students for today's workforce.
This report suggests that the number of young entrepreneurs in the UK could rise significantly. It finds that 30% of young people believe they will be self-employed in the future, and 25% expect to be their own boss within five years. While only 5% of young people are currently self-employed, many see it as an alternative in a tough job market. Barriers include lack of funding and support, but new technologies are making it easier to start online businesses with minimal costs. The report concludes that with the right support from organizations like The Prince's Trust, more young people may overcome challenges to become entrepreneurs and help boost the UK economy.
[Challenge:Future] Semi finals - Forever Young: At the brink of success!Challenge:Future
Team Forever Young proposes creating an agency that connects young people with new business and product ideas to investors and companies seeking new ideas. This would help address high youth unemployment in Montenegro by providing job opportunities for implementing ideas. The agency would search for ideas, connect entrepreneurs with resources and contacts, and assist with negotiations and realization of ideas. The project is feasible as there is need for such a service and the team has contacts that can help build the technical platform.
Two institutions of higher education in Jyväskylä, Finland were struggling in 2008 with how to increase commercialized research results, get more people involved, and help staff/students understand the role of innovation services as the institutions and regional innovation ecosystem had different individual goals. To address this, the institutions created an Academic Business Club to bring business insight and motivation into the science community to help change the innovation culture.
The document summarizes an introduction to an entrepreneurship course at Andalas University in Padang, Indonesia. It outlines the objectives of the course, which are to explain the 7 modules in the instructional materials, discuss the accompanying activities and educational methodology principles for teaching entrepreneurship. It then provides an overview of the modules which cover topics like entrepreneurship concepts, business skills application, industrial awareness, financial skills, developing a business plan, and more.
Clark Atlanta University will host the nation's first summit focused on the combined issues of Economic inclusion and Economic Competitiveness on April 22-23.
(Inclusive Competitiveness: empowering underrepresented populations to compete in the innovation economy)
The top priorities of the nation in every presidential election are the economy and jobs. This election is no exception. But summit asks the question, who will create the jobs of tomorrow? The answer is surprising. Minority entrepreneurs (i.e. women, black and Hispanic Americans) represent the fastest rate of entrepreneurial growth in America. These prospective job creators remain disconnected from valuable resources they need to scale up their efforts and produce successful businesses that grow jobs. This summit introduces solutions to this economic problem.
For more information and to register: www.cau.edu/inclusion
The document discusses the importance of arts education. It argues that arts education helps develop critical thinking, creative problem solving, and communication skills that are valuable for students' future careers. It also notes that engaging in the arts teaches students to argue, make judgments, and find non-obvious solutions - skills that will be important for confronting new challenges. Additionally, the arts allow students to learn through hands-on experience and engagement. The conclusion emphasizes that supporting arts education on national and local levels is important for developing a dynamic, creative workforce and strengthening democracy.
This study examines the relationships between art education and career preparation. It analyzes data from a survey of successful businesses in Wake County, North Carolina to understand how art experiences influence career choices and workplace skills. The study finds that art education teaches skills relevant to both creative and non-creative industries. Participants reported using visual imagery and creative thinking in fields like business, engineering, and construction. However, few received art training at their jobs. Therefore, pre-employment art education was important for developing these abilities. The study concludes that quality art programs are needed to prepare students for today's workforce.
This study examines the relationships between art education and career preparation. It analyzes data from a survey of successful businesses in Wake County, North Carolina to understand how art experiences influence career choices and workplace skills. The study finds that art education teaches skills relevant to both creative and non-creative industries. Participants reported using visual imagery and creative thinking in fields like business, engineering, and construction. However, few received art training in their jobs. Therefore, pre-employment art education was important for developing these abilities. The study concludes that quality art programs are needed to prepare students for today's workforce.
The team from Macedonia proposes a concept to address youth emigration by improving the link between education and industry in their country. Their concept involves 3 steps: 1) Discovering profiles needed by industry, 2) Changing education to teach needed skills, and 3) Creating links between education and industry. They will conduct surveys of students and businesses, raise awareness of needed jobs, and stimulate teachers. They will also create a website for collaboration between students and professors and include students in industry projects to gain experience. The goal is to engage youth and help them find jobs, with an initial prototype implemented in months to see early results.
The document summarizes events and news from the NCCU School of Business in the 2015-2016 academic year. It discusses the passing of the Connect NC bond which will provide $30 million for a new School of Business building. It also highlights a visit from Governor Pat McCrory who recognized outstanding students and signed a Black History Month proclamation. A 17-year old CEO, Jaylen Bledsoe, spoke to students as part of the Distinguished Speakers Series about following your dreams.
Center for North American Studies, the University of Economics in Bratislava, offers the only training program of its kind in Slovakia, where candidates can gain extensive knowledge of political, economic and cultural aspects of life in the United States and Canada.
This marketing plan aims to increase enrollment in Georgia State University's new Master of Arts in Creative & Innovation Education (MACIE) program from 10 students in its first year to 40 by year four. The primary target audience is mid-career creative professionals in metro Atlanta working with children, such as teachers, teaching artists, and nonprofit professionals. The plan outlines digital marketing, print collateral, event exhibits, and information sessions to build awareness of MACIE's interdisciplinary curriculum and pathways among this audience. The goal is to enroll at least 20 qualified applicants by the October 2016 deadline to reach the minimum first cohort of 10 students starting in January 2017.
The document discusses STEM education practices in K-12 schools. It defines STEM as an acronym for science, technology, engineering, and mathematics. It states that STEM practice in schools is widely varied and typically designed to improve math and science outcomes and prepare students for STEM careers. It provides perspectives on STEM from different education communities, including improving academic standards, applying learning through career and technical education courses, integrating arts, and using interdisciplinary teaching approaches. The document advocates for a holistic, student-centered approach to STEM education.
Ready for Work: 7 Ways to Better Prepare Millennials for WorkBentley University
How can we better prepare millennials for the workforce? The U.S. unemployment rate for people aged 20 to 24 is nearly twice that of those aged 25 to 34, according to the bureau of labor statistics. While there’s been plenty of talk about the challenges millennials face as they enter the workforce, there’s been less discussion of how to actually fix the problem. In an attempt to move this conversation forward, Bentley University asked leaders in higher education and business how they would solve it. The outcome of those conversations, supported by survey research conducted by Bentley and KRC Research, is Bentley’s “Ready for Work: 7 Ways to Better Prepare Millennials for the Workplace.”
Kingston University has produced more graduate start-up companies than any other UK higher education institution for the last six years. The university provides extensive support to students through programs like the Kingston Entrepreneur's Society and business incubator, helping students launch over 300 new companies each year. Students praise the university's passion for entrepreneurship and access to funding, mentors, and networking opportunities. The diversity of the student body and London location also contribute to the university's success in launching new businesses.
The document discusses how independent colleges and universities in New York State are developing new academic programs in response to changes in fields of study, workforce needs, and technology. It provides examples of institutions that have introduced new majors in growing fields like health care, education, business, and digital media. It also describes how some schools partnered with regional employers or identified local workforce gaps to create new programs in specialized areas. Overall, the independent sector aims to anticipate future needs and offer innovative, interdisciplinary programs to prepare students for emerging careers and opportunities.
STEM in K-12 education practice takes many forms depending on the perspective and needs of different communities. To academics, STEM aims to improve math and science outcomes and increase the number of students pursuing STEM careers or higher education. To CTE, STEM integrates academic and technical skills through applied learning. The arts community sees STEM as opportunities for arts integration and careers in creative industries. Emerging K-12 STEM practice emphasizes interdisciplinary, applied, and project-based learning to engage more students and cultivate innovation.
The document discusses STEM education practices in K-12 schools. It describes STEM as an acronym for science, technology, engineering, and mathematics and notes that STEM has many meanings in theory and practice. It then summarizes different perspectives on STEM practice from the academic community, career and technical education community, and arts community. A key point is that emerging STEM practices in U.S. schools emphasize a pedagogical shift towards more applied and interdisciplinary learning.
The 10 Most Inspiring Institutes for Commerce & Arts in 2018The Knowledge Review
The document provides information about Royal Global University (RGU), highlighting it as one of the most inspiring institutes for commerce and arts in 2018. [RGU] aims to offer a unique educational experience through innovative and industry-oriented programs. It offers 97+ undergraduate, postgraduate, and doctoral programs across various disciplines like commerce, arts, engineering, and technology. [RGU] provides scholarships and clubs that help nurture students' skills and talents through activities outside the classroom. The university aims to develop students holistically and prepare them to become leaders that can create positive change.
21st Century Academic Enterprises & InnovationAccelerateH2O
This document discusses the need for 21st century academic research enterprises to better link their work to addressing national challenges and supporting regional economies. It argues that while universities have traditionally focused internally on education and research, the demands of the global knowledge economy require them to more actively engage with external partners through commercialization, collaboration and other initiatives. The document examines some past models for greater university-industry-government partnerships and argues that academic institutions must evolve their engagement models to maintain their relevance and maximize their economic and social impacts.
An American study of 12,000 18-year olds which followed them 1999 from 2009, shows the deep impact quality art education has on propensity for higher education among others. #project #study #arteducation #highereducation #education
2018 Inner Compass Magazine - Moving the World to a Better Place: Business, S...GCSEN Foundation
This document provides an overview of the Social Entrepreneur Systems (SES) Institute, which assists colleges in developing social entrepreneurship education programs. The SES Institute aims to advance social good and bring a proven model of teaching, learning, and application to accelerate the development of social enterprises led by students and faculty. It presents a 3-part academic model focused on social entrepreneurship education, place-based economic development, and developing regional social entrepreneurship ecosystems. The document outlines the structure of the SES Institute's academic certification system and progress implementing the model at partner colleges including Wheaton College and Saint Peter's University. The SES Institute aims to address societal problems, advance social justice, and move the world to a better
This document proposes creating a new economic cluster in Northeast Ohio centered around adaptive community. It would harness existing strengths like SPIRE Institute and Georgetown University to create products like medical devices, human motion controls, adaptive sports equipment and clothing. It outlines key contributors, a business model, and communications plan. The cluster aims to promote economic sustainability, develop human capital, foster entrepreneurship and ignite community connection in the region.
Not drowning, waving: Sustaining the Learning and Teaching Focus in a post-O...Sally Kift
Keynote presentation to QUES 2018 (Queensland University Educator Showcase) at University of the Sunshine Coast 28 September 2018 (Keynote sponsored by HERDSA)
This document discusses building a curriculum for entrepreneurship education in the creative industries. It begins by outlining three needs that such a curriculum should address: 1) giving arts/film teachers and trainers deeper business skills, 2) sharing best practices for nurturing creativity and entrepreneurship, and 3) opening entrepreneurship training to non-business disciplines. It advocates training that focuses on opportunity-seeking mindsets in artistic fields and links entrepreneurship to media/arts as both a teaching discipline and societal framework. The document then discusses defining the objectives, methods, and desired outcomes of the curriculum with a focus on competencies relevant to the "creative industries" paradigm.
This document summarizes the key points of merging alumni relations and career services at various universities. It discusses why the departments are collaborating to increase placement rates, alumni engagement, and donations. Initiatives discussed include creating joint marketing, volunteer opportunities for alumni like mentoring and internships, and tracking engagement metrics. Early results show increases in internships, job placement, and alumni participation. Advice from leaders emphasizes defining a clear joint mission and providing diverse ways for alumni to contribute their time and talents.
The document discusses impediments and approaches to linkages between the management faculty of Jaffna University in Sri Lanka and small and medium enterprises (SMEs) in the Northern province. It identifies 10 impediments through interviews and focus groups, including a reluctance for social contribution, a lack of motivation for social participation, and a curriculum that does not encourage field visits. It also identifies 8 approaches to improving linkages, such as altering pedagogical methods to be more student-centered and industry-based, incorporating field visits for co-creation of knowledge, and motivating faculty-level centers for industry linkage. The purpose is to better connect the university's knowledge production with SME needs and opportunities.
This study examines the relationships between art education and career preparation. It analyzes data from a survey of successful businesses in Wake County, North Carolina to understand how art experiences influence career choices and workplace skills. The study finds that art education teaches skills relevant to both creative and non-creative industries. Participants reported using visual imagery and creative thinking in fields like business, engineering, and construction. However, few received art training in their jobs. Therefore, pre-employment art education was important for developing these abilities. The study concludes that quality art programs are needed to prepare students for today's workforce.
The team from Macedonia proposes a concept to address youth emigration by improving the link between education and industry in their country. Their concept involves 3 steps: 1) Discovering profiles needed by industry, 2) Changing education to teach needed skills, and 3) Creating links between education and industry. They will conduct surveys of students and businesses, raise awareness of needed jobs, and stimulate teachers. They will also create a website for collaboration between students and professors and include students in industry projects to gain experience. The goal is to engage youth and help them find jobs, with an initial prototype implemented in months to see early results.
The document summarizes events and news from the NCCU School of Business in the 2015-2016 academic year. It discusses the passing of the Connect NC bond which will provide $30 million for a new School of Business building. It also highlights a visit from Governor Pat McCrory who recognized outstanding students and signed a Black History Month proclamation. A 17-year old CEO, Jaylen Bledsoe, spoke to students as part of the Distinguished Speakers Series about following your dreams.
Center for North American Studies, the University of Economics in Bratislava, offers the only training program of its kind in Slovakia, where candidates can gain extensive knowledge of political, economic and cultural aspects of life in the United States and Canada.
This marketing plan aims to increase enrollment in Georgia State University's new Master of Arts in Creative & Innovation Education (MACIE) program from 10 students in its first year to 40 by year four. The primary target audience is mid-career creative professionals in metro Atlanta working with children, such as teachers, teaching artists, and nonprofit professionals. The plan outlines digital marketing, print collateral, event exhibits, and information sessions to build awareness of MACIE's interdisciplinary curriculum and pathways among this audience. The goal is to enroll at least 20 qualified applicants by the October 2016 deadline to reach the minimum first cohort of 10 students starting in January 2017.
The document discusses STEM education practices in K-12 schools. It defines STEM as an acronym for science, technology, engineering, and mathematics. It states that STEM practice in schools is widely varied and typically designed to improve math and science outcomes and prepare students for STEM careers. It provides perspectives on STEM from different education communities, including improving academic standards, applying learning through career and technical education courses, integrating arts, and using interdisciplinary teaching approaches. The document advocates for a holistic, student-centered approach to STEM education.
Ready for Work: 7 Ways to Better Prepare Millennials for WorkBentley University
How can we better prepare millennials for the workforce? The U.S. unemployment rate for people aged 20 to 24 is nearly twice that of those aged 25 to 34, according to the bureau of labor statistics. While there’s been plenty of talk about the challenges millennials face as they enter the workforce, there’s been less discussion of how to actually fix the problem. In an attempt to move this conversation forward, Bentley University asked leaders in higher education and business how they would solve it. The outcome of those conversations, supported by survey research conducted by Bentley and KRC Research, is Bentley’s “Ready for Work: 7 Ways to Better Prepare Millennials for the Workplace.”
Kingston University has produced more graduate start-up companies than any other UK higher education institution for the last six years. The university provides extensive support to students through programs like the Kingston Entrepreneur's Society and business incubator, helping students launch over 300 new companies each year. Students praise the university's passion for entrepreneurship and access to funding, mentors, and networking opportunities. The diversity of the student body and London location also contribute to the university's success in launching new businesses.
The document discusses how independent colleges and universities in New York State are developing new academic programs in response to changes in fields of study, workforce needs, and technology. It provides examples of institutions that have introduced new majors in growing fields like health care, education, business, and digital media. It also describes how some schools partnered with regional employers or identified local workforce gaps to create new programs in specialized areas. Overall, the independent sector aims to anticipate future needs and offer innovative, interdisciplinary programs to prepare students for emerging careers and opportunities.
STEM in K-12 education practice takes many forms depending on the perspective and needs of different communities. To academics, STEM aims to improve math and science outcomes and increase the number of students pursuing STEM careers or higher education. To CTE, STEM integrates academic and technical skills through applied learning. The arts community sees STEM as opportunities for arts integration and careers in creative industries. Emerging K-12 STEM practice emphasizes interdisciplinary, applied, and project-based learning to engage more students and cultivate innovation.
The document discusses STEM education practices in K-12 schools. It describes STEM as an acronym for science, technology, engineering, and mathematics and notes that STEM has many meanings in theory and practice. It then summarizes different perspectives on STEM practice from the academic community, career and technical education community, and arts community. A key point is that emerging STEM practices in U.S. schools emphasize a pedagogical shift towards more applied and interdisciplinary learning.
The 10 Most Inspiring Institutes for Commerce & Arts in 2018The Knowledge Review
The document provides information about Royal Global University (RGU), highlighting it as one of the most inspiring institutes for commerce and arts in 2018. [RGU] aims to offer a unique educational experience through innovative and industry-oriented programs. It offers 97+ undergraduate, postgraduate, and doctoral programs across various disciplines like commerce, arts, engineering, and technology. [RGU] provides scholarships and clubs that help nurture students' skills and talents through activities outside the classroom. The university aims to develop students holistically and prepare them to become leaders that can create positive change.
21st Century Academic Enterprises & InnovationAccelerateH2O
This document discusses the need for 21st century academic research enterprises to better link their work to addressing national challenges and supporting regional economies. It argues that while universities have traditionally focused internally on education and research, the demands of the global knowledge economy require them to more actively engage with external partners through commercialization, collaboration and other initiatives. The document examines some past models for greater university-industry-government partnerships and argues that academic institutions must evolve their engagement models to maintain their relevance and maximize their economic and social impacts.
An American study of 12,000 18-year olds which followed them 1999 from 2009, shows the deep impact quality art education has on propensity for higher education among others. #project #study #arteducation #highereducation #education
2018 Inner Compass Magazine - Moving the World to a Better Place: Business, S...GCSEN Foundation
This document provides an overview of the Social Entrepreneur Systems (SES) Institute, which assists colleges in developing social entrepreneurship education programs. The SES Institute aims to advance social good and bring a proven model of teaching, learning, and application to accelerate the development of social enterprises led by students and faculty. It presents a 3-part academic model focused on social entrepreneurship education, place-based economic development, and developing regional social entrepreneurship ecosystems. The document outlines the structure of the SES Institute's academic certification system and progress implementing the model at partner colleges including Wheaton College and Saint Peter's University. The SES Institute aims to address societal problems, advance social justice, and move the world to a better
This document proposes creating a new economic cluster in Northeast Ohio centered around adaptive community. It would harness existing strengths like SPIRE Institute and Georgetown University to create products like medical devices, human motion controls, adaptive sports equipment and clothing. It outlines key contributors, a business model, and communications plan. The cluster aims to promote economic sustainability, develop human capital, foster entrepreneurship and ignite community connection in the region.
Not drowning, waving: Sustaining the Learning and Teaching Focus in a post-O...Sally Kift
Keynote presentation to QUES 2018 (Queensland University Educator Showcase) at University of the Sunshine Coast 28 September 2018 (Keynote sponsored by HERDSA)
This document discusses building a curriculum for entrepreneurship education in the creative industries. It begins by outlining three needs that such a curriculum should address: 1) giving arts/film teachers and trainers deeper business skills, 2) sharing best practices for nurturing creativity and entrepreneurship, and 3) opening entrepreneurship training to non-business disciplines. It advocates training that focuses on opportunity-seeking mindsets in artistic fields and links entrepreneurship to media/arts as both a teaching discipline and societal framework. The document then discusses defining the objectives, methods, and desired outcomes of the curriculum with a focus on competencies relevant to the "creative industries" paradigm.
This document summarizes the key points of merging alumni relations and career services at various universities. It discusses why the departments are collaborating to increase placement rates, alumni engagement, and donations. Initiatives discussed include creating joint marketing, volunteer opportunities for alumni like mentoring and internships, and tracking engagement metrics. Early results show increases in internships, job placement, and alumni participation. Advice from leaders emphasizes defining a clear joint mission and providing diverse ways for alumni to contribute their time and talents.
The document discusses impediments and approaches to linkages between the management faculty of Jaffna University in Sri Lanka and small and medium enterprises (SMEs) in the Northern province. It identifies 10 impediments through interviews and focus groups, including a reluctance for social contribution, a lack of motivation for social participation, and a curriculum that does not encourage field visits. It also identifies 8 approaches to improving linkages, such as altering pedagogical methods to be more student-centered and industry-based, incorporating field visits for co-creation of knowledge, and motivating faculty-level centers for industry linkage. The purpose is to better connect the university's knowledge production with SME needs and opportunities.
Similar to Merging Art and Business in the College Curriculum | John M. Eger (20)
Merging Art and Business in the College Curriculum | John M. Eger
1. Merging Art and Business in the College
Curriculum | John M. Eger
And because most artists are intelligent enough to have become a doctor or lawyer, there is simply
no reason they cannot become vibrant, relevant, and meaningful contributors to society if offered
the rest of the training they need to do so."
Recently, according to a report of the Strategic National Arts Alumni Project (SNAAP),"Arts
graduates are finding ways to put together careers and be employed -- and many of them are
satisfied with their work." But over half hold at least two jobs concurrently; 18 percent are working
three or more jobs, and few had the business or marketing skills they needed to start their own
business or even to launch their careers.
With this new emphasis, which merges art and business, art leaders, educators and policymakers
are coming to a better understanding that the status quo for arts education has been missing the
importance of business savvy and the increasing demand for arts trained executives. Engineering
and the sciences are also ripe for such art and business entrepreneurship collaborations.
At the Institute For Arts Entrepreneurship in Chicago there is clearly recognition that the artist in
society can and must play a larger role in societal and economic affairs. They believe that
"Artistic training ... should be viewed as a high level educational pursuit similar to the training of a
doctor or lawyer. employers rate creativity and innovation among the top five skills that will increase
in importance over the next five years, and stimulating innovation and creativity and enabling
entrepreneurship is among the top 10 challenges of U.S. based Conference Board, a global research
organization representing businesses worldwide, found that "U.S. CEOs."
Art leaders, educators and policymakers need to better understand that the status quo for arts
education is missing a few things; specifically, the importance of business savvy and the increasing
demand for arts trained executives.
Donna Conaty, associate dean of SDSU's College of Professional Studies and Fine Arts said:
"This program will empower these music majors to be leaders and have the confidence -- and
practical skills -- to be successful entrepreneurs, opening more doors to them as they pursue their
love of music."
Alex DeNoble, executive director of SDSU's Lavin Entrepreneurship Center, who has been working
with Conaty to design the Music Entrepreneurship and Business program, said:
"San Diego State University prides itself on the entrepreneurial spirit that can be found across
campus" but he emphasized, this is only the beginning as this program may inspire other
departments across campus such as design, theater and film to embrace entrepreneurship,
strengthening career opportunities for students who are passionate for areas outside of business.
Clearly something is happening in universities across the country.
This week San Diego State University is launching a Music Entrepreneurship and Business Degree
Program, which, according to the university, "is believed to be the first of its kind in the country."
2. Developed as a partnership between SDSU's College of Professional Studies and Fine Arts and the
College of Business Administration, the program embeds 15 units of entrepreneurship classes
ranging from the Fundamentals of Entrepreneurship to Creativity and Innovation, Social
Entrepreneurship and Entrepreneurial Finance, in addition to business course electives.
A minor in art and entrepreneurship is offered in the Department of Art Education at Ohio State
University. And at The University of Texas in Austin, Columbia College in Chicago, The Meadows
School of the Arts at SMU in Dallas Texas, and Millikin University in Decatur Illinois, those skills are
increasingly being woven into the fabric of the arts degree.
According to the Wall Street Journal:
"Entrepreneurship is also a hot topic in
courses at the Rhode Island School of
Design and the Otis College of Art and
Design in Los Angeles, while the certificate
program in design entrepreneurship at
Pratt Institute of New York has been in
such high demand that the school is
expanding the program to accommodate
more students."
Equally significant, in business and engineering schools alike, they are integrating arts and sciences
to create a more well rounded curriculum but also, laying the foundation for the workforce most
corporate executives say will be most in demand in the so-called new economy.
The U.S. The whole curriculum now taught in universities everywhere can benefit from these new
efforts.