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Abstract

The majority of learning in arts entrepreneurship education is experiential (Essig & Guevara, 2016). Experiential and entrepreneurial learning theories indicate that to facilitate entrepreneurial knowledge generation which “enables [entrepreneurs] to recognize and act on entrepreneurial opportunities and to organize and manage new ventures” (Politis, 2005, p. 400), individuals need to exercise personal agency and engage in explorative behavior (Kolb & Kolb, 2009; Politis, 2005). If arts entrepreneurship education is to help students generate such entrepreneurial knowledge, arts entrepreneurship educators should create learning environments in which their students can exercise personal agency and behave exploratively. Despite this, how students exercise personal agency and explore within arts entrepreneurship education has not been empirically studied. This empirical paper attempts to answer the following question: How do students explore and exercise personal agency in arts entrepreneurship education? Using rigor to systematically analyze qualitative data (Gioia et al., 2013) from a five-week course in entrepreneurship in higher music education to produce a data structure and model, I find that within a teacher-created learning environment, students balance personal factors (their values and beliefs, habitual modes of thought, prior experience and personal goals) against social factors (social interdependencies and conditions of approval) while taking actions to reduce uncertainty. The findings imply that teacher-created learning environments and engagement in social contexts influences how students exercise personal agency and explore.

Post-communist Burden Influence on the Perception of Crea-tive Identities: Consequences for Managers and Leaders

“…The initial methodological idea assumed constructing separate sets of indicators for each of the analyzed dimensions. Thus, sets of indicators for individual dimensions began to be developed based on the literature on the subject in the field of artistry (Bayrakci et al, 2009;McHugh, 2015;Szostak, 2020;Walter, 2015;Wilson and Brown, 2012;Woodward and Funk, 2010), creativity (Dufour et al, 2020;Gangi, 2018;Lehmann and Gaskins, 2019;Leso et al, 2017;Szostak and Sułkowski, 2020;Taleghani, 2012;Zhou et al, 2008), managerial issues (Baker et al, 2012;Bulei et al, 2014;Elstad and Jansson, 2020;Hallier, 2004;Hatch et al, 2006;Hracs, 2015;Lähdesmäki, 2012;López-Fernández et al, 2018;Lutas et al, 2020), leadership (Adler, 2006;Alvesson and Blom, 2015;Carroll and Levy, 2008;Jankurová et al, 2017;Lord and Brown, 2001;Nikolski, 2015;Postuła and Majczyk, 2018;Raso et al, 2020;Stuke, 2013;Woodward and Funk, 2010), and entrepreneurship (Bureau and Zander, 2014;Toscher, 2020).…”

Does Creativity Influence the Perception of Creative Identities?

“…The original methodological design expected to create isolated arrays of indicators for each of the analyzed dimensions. Collections of indicators for individual dimensions began to be changed based on the literature on the subject in the field of artistry (McHugh, 2015;Szostak, 2020;Walter, 2015;Wilson and Brown, 2012), creativity (Dufour et al, 2020;Lehmann and Gaskins, 2019;Leso et al, 2017;Szostak and Sułkowski, 2020;Taleghani, 2012;Zhou et al, 2008), managerial issues (Bulei et al, 2014;Elstad and Jansson, 2020;López-Fernández et al, 2018;Lutas et al, 2020), leadership (Alvesson and Blom, 2015;Jankurová et al, 2017;Nikolski, 2015;Postuła and Majczyk, 2018;Raso et al, 2020;Stuke, 2013;Woodward and Funk, 2010), and entrepreneurship (Clarke and Holt, 2019;Toscher, 2020).…”

Does entrepreneurial factor influence creative identities' perception?

“…The survey entitled "Perception of creativity, artistry, entrepreneurship, leadership and managerial abilities" was divided into four segments. There was a list of inquiries (each question connected to a single indicator) divided into thematic sections discussing each analyzed dimension: entrepreneurship (Fillis & Rentschler, 2010;Toscher, 2020), management (Elstad & Jansson, 2020;Lutas et al, 2020), leadership (Jankurová et al, 2017;Raso et al, 2020), creativity (Deresiewicz, 2020;Dufour et al, 2020;Szostak & Sułkowski, 2020a), and artistry (McHugh, 2015;Szostak, 2020). All questions were closed, and a five-point Likert scale was designed for replies: 1. definitely not, 2. rather not, 3. hard to say, 4. rather yes, and 5. definitely yes.…”