We are delighted to share the full research report from the first phase of the AHEH project. The research took a multi-method approach to researching the current state of play across Europe regarding the actual provision and perceived provision and efficacy of entrepreneurial education and support tailored for the arts and humanities. The report outlines the analysis and conclusions from this body of research. The findings, in terms of the perceived skills gaps in the current provision, as well as examples of good practice have informed the development of the AHEH training programme.
The research identified differences between European countries but the over-arching key findings were found to be relevant to all

Entrepreneurship Education Scarcity

There is not enough entrepreneurship education dedicated to arts and humanities [Report references 3.1, 3.1.3, 5.1]
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negative attitude to business

Many arts practitioners have a negative attitude to business start-up (Report references 3.1, 3.3.3, 4.4.4)
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entrepreneurship divergent from creativity

Arts and Humanities students often view entrepreneurship as divergent from their creativity and are subsequently less likely to consider setting up their own business or view employment as a means to support non-commercial art practice via a portfolio career (5.1. fig 11, fig 12)
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INCREASE IN ENTREPRENEURIAL COURSES

There is a rise in the number of entrepreneur courses available in Higher Education. These are primarily affiliated with related to business schools, with a more recent increase in in the educational sector (3.1.3)

GRADUATE VS STUDENT ATTITUDES TO enterprise

Students acknowledge the importance of developing enterprise and employability skills, but often only recognise their relevance and significance after they have graduated, evidenced by the number of graduates enrolling on additional courses in entrepreneurial training after they have graduated (5.1)

development of social or educational enterprises

WP1 suggests employing an educational strategy that includes an emphasis on the development of social or educational enterprises that use entrepreneurial principles as a tool to drive social change and improvement, alongside more commercially motivated projects, may help foster a more positive and inquisitive attitude towards enterprise education in both students and academic teaching staff, especially in areas more traditionally concerned with developing philosophical enquiry through creative practice (3.1, 3.3.3, 4.3.3, 4.4.4)

STUDENTS PREFER A PHYSICAL HUB

In the report the target groups have a clear preference for the Arts and Humanities Entrepreneurship Hubs to be physical spaces with resources and support staff (3.3.5, 4.2.2, 5.3 fig 36)

creativity is the motivator

WP1 has highlighted that participatory and experiential learning offer pedagogical frameworks more suited to the creative and practice orientated Art & Humanities subjects (ref) where creativity rather than money is often the motivator (3.1.3, 3.4, 3.4.2, 5.2 )

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