The extensive literature on academic entrepreneurship has focused almost entirely on science and engineering, while little is known about the extent of it in other disciplines, most notably the creative arts. We analyse the context, motivations, and variety of academic entrepreneurship in the creative arts using a recently completed survey of UK academics, providing microdata on 1108 academics. The data are complemented using institutional data taken from the Higher Education-Business and Community Interaction Survey, and data on individual submissions to the Research Assessment Exercise 2008. We highlight four characteristics of academic environment in the creative arts that strongly influence the nature of the entrepreneurship in the field: the practice-based nature of the research; the role of networks, particularly networks linked to teaching; the importance on nonmonetary rewards; and the role of geography. Our results indicate that academic entrepreneurship in the creative arts is varied and extensive, and that it could be better supported by policy.
IntroductionFollowing a recent review of higher education funding in the UK (Browne, 2010), the government is in the process of introducing a large-scale reorganisation of higher education financing, which will involve significant cuts in public funding for teaching and research, to be replaced by an increase in student tuition fees. The social sciences, arts, and humanities are expected to bear the brunt of the cuts, with practically all public funding for teaching and a large part of public funding for research in these subjects discontinued, while funding for the sciences, engineering, medicine, and some languages is partially protected from the cuts. This decision is based on a long-standing belief that the latter subjects are important contributors to the economy, while other subjects such as the social sciences, arts, and humanities are mainly of value to individual students, rather than to society more generally.This paper seeks to address these issues in the context of the academic creative arts, which contribute to the economy and society in a variety of ways. First and most immediately, they contribute to human capital, in the form of the development of skills and training of the workforce for the benefit of the business, the public sector, and the not-for-profit sector. The second contribution is as a source of knowledge and new ideas, which are either commercialised by academics through collaborative projects, the creation of new ventures, and other commercial activities or diffused via publications and personal links to business and other external organisations. Finally, the academic creative arts contribute to societal wellbeing, by providing exhibitions, performances, and other activities that enrich cultural life.