1. Frances Brown
@fbrownwork
fbrownwork@gmail.com
TAKE AWAY
#ISBE2012 EMBEDDING
EMBEDDING
A few related tweets... Importance of networks and
@rtunstall - Moving onto analysis of ented
networking. Pre-embedded
at multiple levels - teacher/student, course, networks and embedding in the
programme, institution, national policy & community via strategic “Fitting in and standing out.”
compare networking.
@rtunstall - Call for more ented case
NETWORK
NETWORK
NETWORK
studies, mixed methods, multiple data forms “Musicians spending a lot
& combined ‘inside/outside’ research team of time and money to be in
@rtunstall - Policy-makers translate business the community.”
expectation through curriculum. Teachers
then supposed to translate through teaching
#disconnect “You can’t just show up in a
@CEAnnette - Highlights of CI track: Entrepreneurs feeding into the shirt and tie and expect the
Problems with definitions (again); networks &
networking; importance of visualising ideas
@fbrownwork - Joan Lockyear talking
community. Contacts and
reputation. HUMAN CAPITAL
HUMAN CAPITAL
money to roll in. You need to
cherish the place where you do
business.” Edward McKeever
about the nature of universities - the balance Networking with...
INTENT DEFINITIONS
between the educational and economic
DEFINITIONS
drivers
@RoLyonz - Small creative industry
changes staff roles to ‘directors’ to improve
their networking rep
@CEAnnette - Creative Industries networks:
Spatial proximity is not as important as
personal relationships & shared past Complex intent within ‘The Entrepreneur’ needs a re-brand. Even high
experiences. musician-entrepreneurs: growth business owners struggle to identify with the
@CEAnnette - @Zuleika_CfE #ISBE2012
Lovely to see the complex picture &
messiness of creative industries
Tactical intent –
entrepreneurship following
MEASURING definition. Adding to the discourse on high growth
businesses by using qualitative techniques to find
the ‘voice’ of the high growth business owner rather
entrepreneurship. intent to practice as an artist. “What there is than ‘the firm’.
@CEAnnette - @Zuleika_CfE What’s differ- Pragmatic intent – multiple, and what there
ent about the creative industries? no burning
desire to set up a business - but wanting to
weak attachment, part-time.
appears to be.” VOICE
practice. Mapping enterprise education with
@CEAnnette - Getting work in music Issues with mapping and defining the creative methodological tools focussing on stakeholder
industries: all about personal networks, and cultural industry. Many small businesses emotions and actions.
informal & reputation. ‘place based cannot be found/seen/tracked so measuring is
METHODOLOGIES
communities of practice’
@KellyJs - Importance of tutor in the student
experience. Comes through very strongly in
very problematic. Sometimes artificial.
METHODOLOGIES
MAPPING
student responses.
@CEAnnette - Tensions & resistance to Still arguments of
enterprise education in creative industry
students. From alumni & educators. #he when!
B.O.T.R
“Encourage frugal attitude to resources, cre-
INCLUDED PRESENTATIONS
Social, Environmental + Ethical Enterprise
ate value from existing resources, sourcing •Entrepreneurs in their Communities: Their Role and Impact - McKeever, Edward
•Entrepreneurial Behaviours in the Public Sector in Poland: Case Study Research Results - Ingram, Tomasz
from new places and to new ends.” •Lack of entrepreneurial management leads to failure of social enterprise governed by an institutional partnership - Seddon, Fred
“New perspectives on resources not •Entrepreneurial philanthropy within the context of the Big Society: Case study evidence - Shaw, Elizabeth
short-term opportunistic entrepreneurship Enterprise Education
misrepresenting what enterprise is about and
•Entrepreneurship Education in Context: Big Society or Big Rhetoric? - Matlay, Harry
for.” Korsgaard, Steffen • The Entrepreneurial Thesis - placed in a taxonomy of thesis genres - Blenker, Per
• Enterprise Within the Curriculum Can Make Real Positive Social Impact Happen - Pates, Sara
“Academic Entrepreneurship: Don’t assume • Vocationally-Based Methodologies as Pedagogical Approaches to Fostering Entrepreneurship Among the Educationally Underprivileged - Cooney, T.
everyone is willing capable or able to go Critical Perspectives in Entrepreneurship
along that path.” Joan Lockyear •Entrepreneurship As Re-Sourcing: Towards a new image of entrepreneurship in a time of financial, economic and socio-spatial crisis - Korsgaard, Steffen
•Entrepreneurship as a Tool for Economic Development - Henricson, Kristina
“Dynamic growth orientation - ongoing cycle • From “Unexpected Entrepreneur” to “Gazelle”: a critical perspective on the dominant story of high-growth entrepreneurship - Beaven, Zuleika
grow and fade” Beaven, Zuleika & Clare • Entrepreneurship: The Ennobling of Labour? - Lockyer, Joan
Schofield Creative Industries Entrepreneurship
•Entrepreneurial Embedding: case study evidence from the creative industries - Shaw, Eleanor
•Mapping your networks, styles and •What’s behind a definition? Netting the ‘slippery fish’ - Oxborrow, Lynn
developing strategies to enable growth • Navigating Rocky Times: Creative Restart in Christchurch - Mills, Colleen
•Measuring what is actually happening on the • Making a Living in the Music Industry: The Experience of Recent Music Graduates - Mason, Colin
ground in cci ecosystems • Creative Workers, Cities and Innovation - Lee, Neil
• Collaborative Learning with Creative Enterprises in the EU – a case study approach - Harding, Steve
•Mapping enterprise education processes to • Pop Pop UP Shops: The Road Less Travelled for the Craft and Jewellery Design Sector in Ireland - Browne, Josephine
develop better understanding • Creative Enterprise Education in Higher Education – Views from Art and Design Subject Lecturers - Brown, Frances
http://steveharding.posterous.com/ • Organizational Creativity and Firm’s Growth: The Moderating Role of Corporate Entrepreneurship - Bratnicka, Katarzyn
• Complex Entrepreneurial Journeys: “Pragmatic” and “Tactical” Nascent Musician-Entrepreneurs - Beaven, Zuleika
