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Marco Thom

Bio: Marco Thom is an academic researcher. The author has contributed to research in topics: Higher education & Professional development. The author has an hindex of 1, co-authored 1 publications receiving 33 citations.

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18 Oct 2017
TL;DR: In this paper, the authors identify six key reasons explaining the social phenomenon that many practitioners find it so difficult to make a living in the arts by applying two acknowledged analysis tools in strategic business management.
Abstract: This study identifies six key reasons explaining the social phenomenon that many practising fine artists find it so difficult to make a living in the arts. Due to a marked paucity of research explaining this social phenomenon, the study at hand investigates the internal factors related to artists’ personality, motivation, and skills as well as various external factors influencing artists’ working and business environment by applying two acknowledged analysis tools in strategic business management. The literature findings highlight four external threat factors mainly responsible for a very challenging working and business environment affecting practising fine artists’ chances of professional success. Consequently, two internal factors – notably artists’ motivation and ambition to conduct business and a living in the arts as well as their developed skills – turn out to be key factors to successfully deal with these external threat factors. In this context, three research aims related to practising artists’ professional education and preparation arise: the identification of crucial skills to successfully make a living in the arts as practising artists, the status of their professional education at higher education institutions (HEIs), and the capability of arts incubators as alternative education programmes to prepare large numbers of practising fine artists for professional success. The approach to investigation is exploratory and inductive with a cross-sectional survey strategy. To identify the crucial skills for professional success in the arts, surveys of up to 219 fine art lecturers, 168 fine art undergraduates, and 149 commercial galleries are conducted. To report on the status of fine artists’ educational preparation, 87 undergraduate degree programmes, 55 post-graduate programmes, and 46 extracurricular training offerings at HEIs are investigated. The study focuses mainly on the UK and Germany. These countries are selected due to their significantly different market sizes and reputation for the purpose of identifying differences in market challenges and professional preparations faced by fine artists. To analyse arts incubators’ capability in preparing large numbers of practising fine artists for a professional career, 92 arts incubation programmes around the globe are analysed and nine structured interviews with practising fine artists are conducted. The investigation of the crucial skills for fine artists’ professional success highlights in particular the development of an entrepreneurial mindset as well as of seven skills. Research on arts education shows evidence that fine art graduates are hardly equipped with this skillset and mindset due to HEIs’ lack of focus on the professional careers of practising artists. The analysis of arts incubation programmes illustrates serious limitations in supporting larger numbers of practising fine artists in their professional endeavours. The research findings stimulate the discussion in, and contribute to, knowledge in the fields of artists’ professional preparation, arts entrepreneurship, and the redesigning of fine art curriculum to purposefully prepare fine art graduates for an entrepreneurial and professional career as practising artists.

33 citations


Cited by
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01 Jan 2004
TL;DR: In this article, the authors describe the design and introduction of a new program in entrepreneurship at the University of Tasmania, where the process and responsibility of learning has largely been reversed through the process of student centred learning.
Abstract: Entrepreneurial education is the process of providing individuals with the ability to recognise commercial opportunities and the insight, self-esteem, knowledge and skills to act on them. It includes instruction in opportunity recognition, commercialising a concept, marshalling resources in the face of risk, and initiating a business venture. It also includes instruction in traditional business disciplines such as management, marketing, information systems and finance. The purpose of this paper is to describe the design and introduction of a new program in Entrepreneurship at the University of Tasmania. Within this program the process and responsibility of learning has largely been reversed through the process of student centred learning. This method of learning represents a challenging departure from the traditional mainstream teaching practices. In considering the benefits achievable from this teaching method, this paper also considers the difficulties in transferring increased responsibility to students to manage their futures.

412 citations

01 Jan 2009
TL;DR: In this paper, a model of desirable graduate attributes that acknowledge the importance of self-management and career building skills to lifelong career management and enhanced employability is presented, and some important considerations for the implementation of effective university career management programs are then outlined.
Abstract: Recent shifts in education and labour market policy have resulted in universities being placed under increasing pressure to produce employable graduates. However, contention exists regarding exactly what constitutes employability and which graduate attributes are required to foster employability in tertiary students. This paper argues that in the context of a rapidly changing information- and knowledge-intensive economy, employability involves far more than possession of the generic skills listed by graduate employers as attractive. Rather, for optimal economic and social outcomes, graduates must be able to proactively navigate the world of work and self-manage the career building process. A model of desirable graduate attributes that acknowledges the importance of self-management and career building skills to lifelong career management and enhanced employability is presented. Some important considerations for the implementation of effective university career management programs are then outlined.

166 citations

Book
01 Jan 1905

148 citations