1. Entrepreneurial Education for Music Students:
Case of Estonia
Kaari Kiitsak-Prikk
Anna Maria Ranczakowska-Ljutjuk
Kraków 2014

2. Context Rise of Creative Industries in EU
€535.9 billion annual revenue
3rd biggest employment sector in EU
7 million employees
Music industry, recordid + live - €25billion
Composing & performing music - 1.2m people working
Lack of job security for music professional

3. Changed enviroment Ownership > ACCESS
Professionals > EVERYONE can create
Globalization > MICRO-SEGMENTATION
Consumtion > PARTICIPATION
Stable > rapid BUSINESS MODEL INNOVATION

4. Estonian context Creative industries 2.7% of GDP in 2011
CI enterprises form 11.4% of the total number of enterprises
~5800 people employed in music field
1500 positions in national &city orchestras&choirs
1495 organizations in the music field
income of the sector €135 mil (2011)
Number of music enterprises rised 271% during
competetiveness lies on incorporation, on cooperation and intergration with other sectors of economy, on capability to export

5. Labour market expectations
Estonian Institute of Economic Research, 2013:
„The CI field labour market expects from higher education:
provison of skills of economics,
underatnding the logic of market economy,
knowledge and skills of contracts, copyrights (IP) and management“.

6. We aim to...
Analyze how the entrepreneurial courses influence the identity building process of music students
Understand how effective the current entrepreneurial courses are in practice
Propose model for entrepreneurial courses of MA music curricula

7. Entrepreneurship in the arts
goes beyond business skills and new ventures
it is a way of thinking and behaving that is relevant to all parts of society and economy
ability to turn ideas into action& seize opportunities
establishing a social or commercial activity
Dimensions: action,creativity, environment, attitude
Artists identities
artistic + entrepreneurial = meta- identity = practical artist/ Complete Musician
3 stages of identity development
reflective, entrepreneurial, experiental

8. Estonian case
Development of the entrepreneurship module for MA music curricula:
Based on Cultural Managemement MA programme
Hand in Hand with train the trainers
Project with Estonian Academy of Arts
Concept for module
web- platform
Extra-curricular interciplinary charity events & workshops
career counselling
Student projects competition in EAMT

9. EAMT module 20 ECTS How to design product/project/ services?
SURROUNDING WORLD & ACTION
PERSONAL LEADERSHIP
REFLECTION
How to design product/project/ services?
How to plan and execute them?
How to lead the team?
How can I contribute to the groupwork?
Who I am?
What do I do?
What I want to achieve?
How will I get there?
How to analyze and reflect on practice?
What are the trends in the field?
What is my role in creative industries field?
ART OF LIVING ON ART 4 ECTS
LEAN-method, project management,target group, audience development, value&social impact, budgeting, marketing &communications, sales, fundraising &partnering, presenting
LEADERSHIPS SEMINARS,
INTRO TO CULTURAL LEGISLATION,
TAXATION IN CULTURE ,
PROJECT MANAGEMENT,
+OPTIONAL COURSE FROM ARTS ACADEMY
ART OF LIVING ON ART 3ECTS
Mapping youself, personal career options, personal change.
Risk & motivation management,
artistic mission&vision,
CI environment,
Options for legal forms,
Self-braning,
Funding, marketing,
Export, networking, presentation skills,
Personal action plan
MODULE THESIS
10 ECTS:
Operational project + written thesis + defence

10. Findings of survey
Expectations: Change in perception/ identity: realization that being entreprneurship is not for her/him (realixzation and undertanding of the role/position as musician)., strenhgtens knowledge they had before; undersataning the team-work abilities and the roles they tend to take in teams, mindset of „talent and quality firts – then management after“ is strenghtened,
helped to realize their role as teammember,
musicians are often individualistic, the courses force them to experience eamwork and understand the themselves in teamworking situations. So their identty as individualist/preference to work alone could be changed. Groupwork enlarges the perception of benefiting/giving to/ from others.
Perception of importance of presenting ideas has changed. More concious of promoting themselves.
Useful, eyes-opening, encouraging, relaxed, Benefit from interdisciplinary group.Benefit from variety of places and spaces, Real-life stories are the best, managerial point of view not so much, Credit points are important
Challenge: examples relevant to both music and visual arts students. Challenge: scheduling between 2 different schools and many regular schedules
Challenge & benefit: different pre-knowledge and experience

11. FINDINGS more hands-on
Expectations
more hands-on
Actual implementation of the project, real-life situations/examples,
Step by step guidance, expert presentations, ready-to-go practical tips
Traditional learning model (hard knowledge marketing & budgeting, management
More philosophical, reflective approach
More individualistic approach

12. SURRONDING WORLD & ACTION REFLECTION
PERSONAL LEADERSHIP
SURRONDING WORLD & ACTION
REFLECTION
Who I am?
What do I do?
What I want to achieve?
How will I get there?
Which model to use?
ME and the society
CV-writing, Motivation
Portfolio
Individual coaching
Time Management
Communication
Branding, Self Management
Selling
Getting ideas
Career plan
Live failure and success example
Group supervising
Practical tips and suggestions
Allumni experience
How to design product services?
How to plan and execute them?
How to lead the team?
How can I contribute to the groupwork?
ME within the society
Learning teamwork
Social media
Project
management
Time
Management
Communication and cooperation
Group supervising, coaching
Real life projects
Lectures/practice seminars
Guest project management
How to analyze and reflect on practice?
What are the trends in the field?
What is my role in creative industries field?
Operational Project
Module Thesis

13. Thank You!