1. ESTONIAN ACADEMY OF MUSIC AND THEATRE
The Role of Entrepreneurial Training in the Development of Music Students’ Multiple Identities
ESTONIAN ACADEMY OF MUSIC AND THEATRE

2. “Prevailing discourse, familiar since at least the 1990s, emphasizes the university's place as a paramount player in a global system increasingly driven by knowledge, information and ideas. We live in a time when knowledge is ever more vital to our societies and economies, in a world of rapidly circulating capital and people and of revolutionary communication technologies. Knowledge is replacing other resources as the main driver of economic growth, and education has increasingly become the foundation for individual prosperity and societal growth.”
Faust, 2010

3. Starting point
Entrepreneurial education is necessary responsibility of the university that answers this need
However, it is currently organized in specific units/modules/courses, separated from the main “body” of the study programs
This disruption creates the false perception that entrepreneurial identity is separated from the holistic identity of the artist
This leeds to frustration and potentially disorders
Students feel they need to fit into some kind of role (take on specific entrepreneurial “mask”, language, behaviour, clothing (sic!)
Feeding into the endless repetition of status quo of CCI

4. Student perceptions of entrepreneurial training
Adopted the notion IT’S IMPORTANT
Creates frustration
Feeling of being unfit, inadequate
Scary with its neoliberal rethoric
Multipotentialite/portfolio method assosciated with multiple identities

5. Entrepreneurial Module in EAMT (32 ECTS)
Reflective: Professional Life Creatives in the Society Art on Living on Art Career Planning Practical: Taxation in Cultural Field Cultural Legislation Project Management Practical Workshop/ Lean start-up PROJECT COMPETITION Grant writing Peripheral: Study Visits Audience Development Social Media Importance in Arts and Culture

6. How we work 20 % reflection 30 % group work 30 % individual work
20% lecturing

7. . HOW YOU LEARN?
2. WORKING INDIVIDUALLY versus IN PAIRS & AS A GROUP?
3. WHAT IS THE GOAL/PURPOSE OF LEARNING & WHAT CAN YOU APPLY FROM THIS SIMPLE EXERCISE?
4. RISK, FAILURE AND FUN?
5. FRAMING TASKS AND TIMING OF INTERVENTION/INPUT?
6. TEACHER -STUDENT REALTIONSHIP & TRUST?
7. LEARNING BY DOING?
8. HOW YOU TEACH & THE STUDENT TEACHER RELATIONSHIP?

8. Emotional intelligence vs skills

9. Casual vs effectual reasoning, Sarasvathy (2003)

10. Example of holistic identity of entrepreneurially minded individual
mindset
Cleaner-ship
Entrepreneur-ship
Musician-ship
Parent-ship
Friend-ship
Yoga-ship
Apprentice-ship
Administrator-ship
Craftman-ship
Example of holistic identity of entrepreneurially minded individual

11. Possible bottlenecks for the improvement
Traditional music professor and system itself
Mutual respect – support from University management
Sexism and old mechanisms at the institutions
Overloaded Curriculum
Conservative Pupil-Master approach

12. Our Vision
Knowledge ecology: To propose education that would facilitate a holistic understanding of entrepreneurial mindset that contributes to individual prosperity and co-creative ecosystem for societal growth.
“To enable incorporation and enactment of the development holistically within entire student’s identity – be it in professional or private part of it. This concept has parallels with the idea of constant innovation being part of the entrepreneurial process.” (Kuznetsova- Bogdanovits, Ranczakowska, Kiitsak-Prikk, 2017).

13. From egology to ecology

14. anna@ema.edu.ee kristinakb@ema.edu.ee
Thank you!