Student experiences and entrepreneurship education in a specialist creative arts HEI: a longitudinal approach

Abstract

A longitudinal study of music students in a specialist higher education institution explored career intentions of students preparing for a career in the music industry. Stage of study had an impact on career goals, with students likely to gravitate away from aspirations for a performance career, towards a portfolio, freelance career. Alumni data supported this, with 80.3% of graduates from the institution currently engaged in a portfolio career. Reasons for changing intentions included gaining awareness of alternatives, personal insights, and negative prospects of the sector. Role models and other sources of inspiration were also key. Early students, especially those holding offers and yet to start, were particularly susceptible to external inspiration, such as advice or experiencing an exciting performance. Alumni were inspired by continuing to learn new skills, and networking with peers. Students were asked to self-rate themselves against generic industry competencies, and were most confident in setting goals and working as a team, and least confident in applying specific business skills such as managing finances. Findings are discussed in relation to the role that entrepreneurship education can play in supporting the needs of students in specialist performing arts, underpinning the need for early intervention and support as students perspectives emerge and are re-evaluated during their studies.