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While the majority of creative, performing, and literary artists are self-employed, relatively few tertiary arts schools attempt to develop capabilities for venture creation and management (and entrepreneurship more broadly) and still fewer do so effectively. This article asks why this is the case. It addresses underlying conceptual and philosophical issues encountered by arts educators, arguing that in all three senses of the term: new venture creation; career self-management; and being enterprising, entrepreneurship is essential to career success in the arts. However, the practice of entrepreneurship in the arts is significantly different from the practice of entrepreneurship in business, in terms of the artist's drivers and aims, as well as the nature of entrepreneurial opportunities, contexts and processes. These differences mean that entrepreneurship curricula cannot simply be imported from Business schools. This article also examines the arts-idiosyncratic challenge of negotiating distinctive and potentially conflicting entrepreneurial aims, using career identity theory. It concludes by suggesting strategies by which adaptive entrepreneurial artist identities can be developed through higher education programs.

PurposeAlthough there is increasing evidence that the creative industries are essential to national economic growth as well as social and cultural well‐being, creative graduates often find it difficult to become established professionally. This study aims to investigate the value of career management competence and intrinsic career motivations (as elements of “protean career orientation”) in predicting positive graduate outcomes.Design/methodology/approachSelf‐report surveys were administered to 208 creative industries graduates from two Australian universities at two points in time: at course completion, and one year later.FindingsThe paper finds that individual career management competence and intrinsic work motivations, measured at course completion, were significant predictors of early career success, using both subjective and objective measures, measured one year later.Practical implicationsThis study suggests that an emphasis on student development beyond the traditional “key” employability skills may well be worthwhile. The paper also suggests a broad learning and teaching approach by which universities can encourage the development of student career identity, and thus engender student intrinsic career motivations and career self management skills and behaviours.Originality/valueThis is one of the first studies to demonstrate empirically a link between a particular set of skills and graduate outcomes. In addition, it provides insights into the role of student career motivations in positive transitions to the world of work in the creative industries.

Symmetry is a major correlate of physical attractiveness across species, including humans. Investigating the nature of this relationship has been difficult, however, for several reasons, including the facts that variance in symmetry is attributable to more than one source and is often correlated with other variables related to attractiveness. This study assessed the role of facial symmetry in relation to perceptions of facial attractiveness. Some of the natural covariates of symmetry were controlled for by comparing the symmetry and attractiveness differentials between monozygotic co-twins, who are genetically, but not developmentally, identical. The more symmetric twin of a pair was consistently rated as more attractive, and the magnitude of the difference between twins in perceived attractiveness was directly related to the magnitude of the difference in symmetry.

Recent literature documents the demise of traditional linear careers and the rise of protean, boundaryless, or portfolio careers, typified by do-it-yourself career management and finding security in ongoing employability rather than ongoing employment. This article identifies key attributes of the ‘new career’, arguing that individuals with careers in the well-established fields of fine and performing arts often fit into the ‘new careerist’ model. Employment/career data for professional fine artists, performing artists and musicians in Australia is presented to support this claim. A discussion of the meta-competencies and career-life management skills essential to navigate the boundaryless work world is presented, with specific reference to Australian artists, and recommendations for future research.

This paper examines the linkages between diversity management (DM), innovation and high performance in social enterprises. These linkages are explicated beyond traditional framing of DM limited to workforce composition, to include discussions of innovation through networked diversity practices; reconciliation; and funding options. The paper draws upon a UK-based national survey and the case study data. Multiple data collection methods were used, including semi-structured interviews, questionnaires and workshops with participant observation. NVivo and SPSS software packages were utilized in order to analyse the qualitative and quantitative data, respectively. We used thematic coding and cropping techniques in analysing the case studies in the paper. A broad range of conflicting and supporting literature was enfolded into the conversations and discussion. The paper demonstrates that social enterprises exhibit unique characteristics in terms of size and location, as well as their double remit to add value both economically and socially. As a conclusion, we argue for social enterprises to consider options for DM in the interests of maximization of innovation and business performance. We contend that further research is needed to describe how social entrepreneurs draw upon their various 'diversity resources' in the process of innovation. © 2010 Taylor & Francis

Despite ongoing efforts by universities, challenges and tensions continue to exist in academic discourse, policy and practice around graduate employability. These factors can militate against the sector's capacity to prepare learners for life and the world of work, because they promote unclear, and sometimes counterproductive and competing, courses of action. This article suggests that higher education institutions' approaches to graduate employability reflect at least three concurrent aims. The aims relate to: (i) short-term graduate outcomes; (ii) professional readiness; and (iii) living and working productively and meaningfully across the lifespan. The commitment to each of these aims is often tacit and ill-defined, and varies within as well as between institutions, and over time. This article attempts to navigate a productive path through the multiple aims and agendas in graduate employability, along with the definitional and measurement challenges, to identify pragmatic, workable approaches for universities. It suggests some actionable principles to enhance employability that address the tensions and challenges between the three employability aims.

The focus on short-term graduate employment metrics has catalysed the employability agenda as a strategic directive in universities. A raft of embedded, co-curricular and extra-curricular activities have emerged for developing employability. Their relative value lacks empirical exploration. This study explored graduates' selfreported participation in, and their perspectives on the value of, a range of embedded, extra-curricular and cocurricular learning activities, as well as paid work, for employability. Survey data were gathered (N=510) from Business and Creative Industries graduates from three Australian universities about the perceived value of activities for: skill development, gaining relevant experience, networking, and creating employment opportunities.The activities were considered more useful for gaining experience and skills than for broadening networks and improving career outcomes. Embedded and extra-curricular internships, as well as extra-curricular activities, were believed to be important for enhancing employability. Internships organised as an extra-curricular activity rated better than those delivered as work-integrated learning. Implications for stakeholders responsible for curricular and co-curricular design are discussed.