The second issue of Artivate: A Journal of Entrepreneurship in the Arts will be published on February 15, 2013 and will include the articles abstracted below. The deadline for submissions to Volume 2 Number 3 is April 1, 2013.

Editor’s Introduction
Gary Beckman, North Carolina State University

Infusing Entrepreneurship within Non-business Disciplines: Preparing Artists and Others for Self-Employment and Entrepreneurship
Joseph Roberts, Webster University

The demand for interdisciplinary and cross campus entrepreneurship courses has increased substantially over the past few years resulting in increased program offerings and modifications to existing coursework in universities across the nation. This is very clearly evident in the arts realm. However, there is no clear agreement of knowledge, skills and abilities deemed important to the success of self-employed artists and arts entrepreneurs. This essay presents data collected from students and faculty members engaged in this process and lessons learned from The Coleman Foundation Faculty Fellows Program, a national initiative of The Coleman Foundation. Building upon the lessons learned from this initiative a framework is presented to embed entrepreneurship content across several arts subjects. Suggestions for conceiving and designing entrepreneurship course content are portrayed. The “modules” approach to the infusion of entrepreneurship within the arts and other disciplines are presented. Assessment methods to measure the impact of using such modules to infuse entrepreneurship are explained. Pedagogical constructs and pedagogical resources are presented. The implications for future research are postulated and suggested.


Frameworks for Educating the Artist of the Future: Teaching Habits of Mind for Arts Entrepreneurship
Linda Essig, Arizona State University

This essay looks at pedagogies that can be deployed to teach the habits of mind that support arts entrepreneurship through the lenses of frameworks developed by Gardner, Duening, and Costa & Kallick for conceptualizing ways of thinking. It draws a network of connections between these frameworks for ways of thinking on which are mapped various pedagogies for teaching arts entrepreneurs as employed in educational programs and as described in recent literature. After first briefly summarizing each of these frameworks, I graphically describe the ways these various frameworks may overlap and then offer examples of pedagogies that support the development of entrepreneurial habits of mind for artists and others.


Dostoevsky’s The Grand Inquisitor: Adding an Ethical Component to the Teaching of Non-market Entrepreneurship
Gordon Shockley, Arizona State University
Peter Frank, Wingate University

The premise of this essay is that ethics are an essential component in teaching all forms of “nonmarket entrepreneurship,” that is, all forms of entrepreneurship not undertaken solely for commercial purposes. In non-market entrepreneurship, such as arts entrepreneurship, social enterprise, or social entrepreneurship, at least one other purpose instead of or in addition to profit motivates acting entrepreneurially. In this essay we show how we add an ethical component to teaching social entrepreneurship in a discussion-based seminar in an American university. The thrust of our effort is to require students read the The Grand Inquisitor and Father Zossima portions from Fyodor Dostoevsky’s The Brothers Karamazov, originally published in Russian in 1863 as a seminal work in the golden age of Russian literature. Through the instructor’s structured and directed discussion of the text, students are presented with the argument that an ethical notion of personal “loving humility” as embodied in the character of Father Zossima might serve as an appropriate ethical guide for non-market entrepreneurship.