Assessing Entrepreneurial Learning in Arts Entrepreneurship Programs

Jason C. White, MA, M.Ed.

Entrepreneurial Learning

¤  A continuous process that facilitates the development of necessary knowledge for being effective in starting up and managing new ventures (Politis, 2008, p.46).

¤  A process characterized by creative search and incessant experimentation (Chia, 2008, p.28).

Arts Entrepreneurship

¤  A management process through which cultural workers seek to support their creativity and autonomy, advance their capacity for adaptability, and create artistic as well as economic and social value (Chang & Wyszomirski, 2015, p.24).

¤  The process of overcoming common challenges and historical barriers to the production, distribution, exhibition and preservation of art (White, 2015, p.16).

49%

14%

14%

9%

14%

National Curricular Breakdown

Course

Degree

Minor

Program

Certificate

Korzen, 2015, p.62

Assessment in Higher Education

¤  A systematic process of examination focused on discovering the degree to which students learn when compared to the learning objectives described by educators (Maki, 2004).

¤  A systematic collection, review and use of information about educational programs under-taken for the purpose of improving student learning and development (Palomba & Banta, 1999, p.4).

Suskie, 2010, loc 872-874

¤  Most direct evidence of student learning focuses on learning outcomes: the knowledge, skills, attitudes, and habits of mind that students have and take with them when they successfully complete a course or program.

¤  Assessments of learning outcomes are often what some people call summative assessments: the kind obtained at the end of a course or program.

Direct Evidence

¤  Tangible; visible, self explanatory and compelling evidence of exactly what students have and have not learned (Suskie, 2010, loc 787-788).

Capstone experiences

Written work, performances, presentations

scored with a rubric

Scores on locally designed multiple choice or essay

tests

Score gains Observations of student behavior Think-Alouds

Reflections on values, attitudes &

beliefs

Suskie, 2010, loc 800-801

Indirect Evidence

¤  Proxy signs that students are probably learning (Suskie, 2010, loc 788).

Course grades & grade distributions

Assignment grades unaccompanied by

rubrics

Student ratings of their own knowledge/skills/

reflections of what they have learned

Questions on the end-of-course student

evaluation forms that ask about the course

rather then the instructor

Suskie, 2010, loc 821

Problem

Notable Assessment Studies in Entrepreneurship Education

¤  Gartner & Vesper, 1994

¤  Weber, 2012

¤  Fisher et al., 2008

Fisher et al., 2008, p.320 Learning type Learning Content

Cognitive Business Specific Content

Understanding Risk Knowledge of how to get things done without resources Basics of accounting, finance, technology, marketing Interpersonal/Personal content Knowledge of personal fit with entrepreneurship career

Skill-Based Business Specific Content

Conducting market research, assessing the marketplace Marketing products and services Recognizing and acting on business opportunities Creating a business plan, including a financial plan Obtaining financing Developing a strategy Identifying strategic partners Risk Management Interpersonal/personal content Persuasion, getting people excited about your ideas Listening Setting priorities (goal setting) and focusing on goals Defining and communicating a vision Leadership, motivating others Active learning Dealing with customers Managing people Resolving conflict Adapting to new situations, coping with uncertainty

Affective Business Specific Content

Entrepreneurship spirit Passion for entrepreneurship Commitment to business venture Interpersonal/personal content Self-confidence, self esteem Need for achievement, motivation to excel

Figure 1. Sample Entrepreneurial Learning Theory

Entrepreneurs’ Career Experience

•  Start-up experience •  Management

experience •  Industry-specific

experience

Transformation process

•  Exploration •  Exploitation

Factors influencing the transformation process

•  Outcomes of previous events •  Predominant logic, or reasoning •  Career orientation

Entrepreneurial knowledge

•  Opportunity

recognition •  Coping with the

liabilities of newness

A

B

C

Figure 3.1 A conceptual framework of entrepreneurial learning as an experiential process (Politis, 2008, p.47)

Figure 2. Program Theory - Learning Theory

Entrepreneurial learning occurs when entrepreneurship experience is transferred into knowledge by way of exploiting old certainties and exploring possibilities

(Politis, 2008)

By offering students who aspire to become practicing artists opportunities to experience, reflect on and propose arts-based ventures, students will better prepared to recognize arts-based venture opportunities, to cope with the liabilities of newness in arts and creative industries, and to contribute to society as artists, citizens and innovators.

informs

Entrepreneurial Learning Theory

Sample Program Theory

Figure developed by White, J. C. (2015).

At the end of this program, students will be able to: 1.  Organize opportunities for artistic

production, art exhibition and artist engagement (experience)

2.  Consider tactics for overcoming common

challenges and historical barriers to the production, distribution, exhibition and preservation of art (reflection)

3.  Propose arts-based ventures to stakeholders in arts & creative industries (proposal)

By offering students who aspire to become practicing artists opportunities to experience, reflect on and propose arts entrepreneurship ventures, students will better prepared to recognize arts-based venture opportunities, to cope with the liabilities of newness in arts and creative industries, and to contribute to society as artists, citizens and innovators.

Figure 3. Program Theory – Program Learning Goals

informs

Sample Program Learning Goals

Sample Program Theory

Figure developed by White, J. C. (2015).

Figure 4. Working Assessment Plan

Associated Verbs Assessment Methods Forms of Direct Evidence

Arrange •  Concept mapping •  Structured on-demand task

•  Draft schedules and written timelines •  Visual maps and diagrams

Alter/modify •  Experience mapping •  Structured on-demand task

•  Visual maps and diagrams •  Checklist

Adhere •  Structured on-demand task •  Role playing

•  Checklist •  Peer evaluation forms

Compare •  Situation/case analysis •  Formal debate

•  Written situation/case reports •  Debate recordings

Formulate •  Questioning during class •  Think aloud sessions (in-class/out of class) •  Student journaling

•  Observational notes •  Recorded think-aloud sessions •  Student journals

Prepare •  Group project •  Structured on-demand tasks •  Portfolio review

•  Presentations scored using a rubric •  Written or recorded task reflections •  Student portfolios

1.  Organize opportunities for artistic production, art exhibition and artist engagement (experiencing)

Unit Learning Goal

informs

Figure developed by White, J. C. (2015).

References Chang, W. J., & Wyszomirski, M. J. (2015). What is Arts Entrepreneurship? Tracking The Development of Its Definition in Scholarly Journals. Artivate, 4(2), 11-31. Chia, R. (2008). “The Process of Entrepreneurial Learning.” In Entrepreneurial Learning: Conceptual Frameworks and Applications. Edited by Harrison, T. R., and Leitch, C. (pp. 27-43). London: Routledge. Fisher, S. L., Graham, M, E., & Compeau, M. (2008). Starting from scratch: Understanding the learning outcomes of undergraduate entrepreneurship education. In Entrepreneurial Learning: Conceptual Frameworks and Applications. Edited by Harrison, T. R., and Leitch, C. (pp. 313-340). London: Routledge. Gartner, W. B., & Vesper, K. H. (1994). Experiments in Entrepreneurship Education: Successes and Failures. Journal of Business Venturing, 9, 3, 179. Korzen, K. (2015). Arts Entrepreneurship in Higher Education: Preliminary Inventories and Examinations. Journal of Arts Entrepreneurship Education, 1(1), 55-79. Kraiger, K., Ford, J. K., & Salas, E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. (Journal of Applied Psychology Monograph).Journal of Applied Psychology, 78, 2. Maki, P. L. (2004). Assessing for Learning: Building a sustainable commitment across the institution. Sterling, VA: Stylus. Palomba, C. A., & Banta, T. W. (1999). Assessment essentials: Planning, implementing, and improving assessment in higher education. San Francisco: Jossey-Bass. Politis, D. (2008). “The Process of Entrepreneurial Learning.” In Entrepreneurial Learning: Conceptual Frameworks and Applications. Edited by Harrison, T. R., and Leitch, C. (pp. 44-71). London: Routledge. Suskie, L. (2010). Assessing Student Learning: A Common Sense Guide. Wiley. Kindle Edition. Weber, R. (2012). Evaluating entrepreneurship education. Wiesbaden: Springer Gabler. White, J. C. (2015). Toward a Theory of Arts Entrepreneurship. Journal of Arts Entrepreneurship Education, 1(1), 4-23.