Cultural Entrepreneurship and the Role of Visuals in Interactive Frame Alignment Process

2015 ◽  
Vol 2015 (1) ◽  
pp. 13148 ◽  
Author(s):  
Itziar Castello ◽  
David Barbera
2016 ◽  
Vol 13 (1) ◽  
pp. 97-103
Author(s):  
Ieva Zemite

Abstract The skills and knowledge of the owners and employees of cultural enterprises on economic use of financial resources do not guarantee valuable artistic results. Therefore, a substantiated question has arisen: how to evaluate management in enterprises with bad financial ratios and outstanding artistic indicators. The existing definitions of cultural management (Aageson, 2008; Hagoort, 2007; Klamer, 1999; Stam, 2006; Nordman, 2003) also do not provide precise suggestions for determining the most important indicators in the evaluation of cultural management. The question is how to evaluate management in cultural entrepreneurship by determining the most important indicators for a cultural enterprise’s performance improvement. In order to define the goal of the stakeholders’ (artists, clients, media, arts scholars, third parties providing funds, cooperation partners) engagement, it is necessary to analyse the area of an enterprise’s activities, and in what way and by what kind of activities it is possible to engage the stakeholders. During the course of empirical research, it is planned to disclose, analyse and interpret the subjective reasons of pursuit. Although a numerical evaluation of stakeholders was obtained during the research and data analysis performed by Spearman’s rho correlation calculations, the obtained results during the interpretation have not been generalised. The research results reveal the role of the cultural enterprise’s stakeholders’ engagement in the evaluation of management, point to the importance of the goals’ analysis as well as the analysis of each stakeholder’s engagement, and define the criteria for evaluating the activities in cultural entrepreneurship.


Author(s):  
David Killick

Significant attention is rightly given in literature concerning institutional curricular change to the design and delivery of the formal curriculum. Particularly influential in this area has been Biggs’ work on constructive alignment (Biggs, 1999, and subsequent editions) and the learning taxonomies which higher education has sought to utilise in the alignment process (Biggs & Collins, 1982; Bloom, 1956). However, the role of the hidden curriculum (Giroux & Purpel, 1983), much discussed in the context of school education for many years, has barely featured in the discourse around learning and teaching in higher education. In this reflective analysis, I consider the question, ‘To what extent do the learning communities we create and the hidden curriculum which frames them foster or fight the development of capabilities needed by our global students?’ and propose the hidden curriculum to be an area we can no longer neglect.


2020 ◽  
Vol 31 (2) ◽  
pp. 124-135
Author(s):  
Annie de Saussure

Since the publication of the 2007 manifesto ‘Pour une littérature-monde en français’, scholars have questioned whether or not the initially inflammatory concept of littérature-monde has produced a meaningful legacy. This article re-examines the controversies which the manifesto provoked by focusing on the intellectual career of one of its principal authors: Michel Le Bris. Scholarly criticism has largely overlooked the fact that Le Bris’s involvement in the littérature-monde project is an extension of his previous involvement with Maoism and his identity as a Breton author. The manifesto can be read as Le Bris’s response to the political and cultural crises of his time which he previously addressed through activism and cultural entrepreneurship. Though Le Bris’s own defence of the manifesto is flawed and problematic, a better understanding of the context from which it originated raises important questions when considering the role of regional and minority literatures in the global age.


2005 ◽  
Vol 6 (3) ◽  
pp. 159-167 ◽  
Author(s):  
Ralph Brown

The UK government has recently established the National Council for Graduate Entrepreneurship (NCGE) to promote entrepreneurship in higher education, across all subject disciplines. This article considers the UK government's policy initiative from the perspective of a new project supporting tutors in the performing arts sector, who are working to ‘bridge the gap’ between arts education and professional artistic practice. The article explores, in particular, fundamental issues such as: what is distinctive about cultural entrepreneurship and how can it be taught? It also discusses the role of higher education institutions in developing relationships with the creative industries sector and in developing training and support systems for aspiring professional artists.


Sign in / Sign up

Export Citation Format

Share Document