When theory and practice meet: Avenues for entrepreneurship education in music conservatories

Abstract

In the field of higher music education conservatories, and more specifically in the so-called ‘classical music’, the first steps towards research regarding entrepreneurship are being taken, although the main obstacles to overcome are still at a conceptual level (to define what is entrepreneurship in this field, what the profile of a musician entrepreneur is, what exactly is understood when we talk about an entrepreneurial identity referred to Western classical music) and on a referential level (research is scarce on the professional identity of classical musicians, on motivation that leads to professional success, on employability of a musician in the 21st century). At the same time, thought and analysis are lacking on how music education addresses entrepreneurial spirit and how conservatories for higher education in Western classical music could provide their students with the necessary capacities to become professional entrepreneurial musicians. This article aims to explore the state of entrepreneurship of classical musicians and analyse what challenges and barriers are found in particular in this subfield. In order to clarify the key concepts, the most relevant and recent literature in entrepreneurship education has been reviewed. Searching for avenues for entrepreneurship education in music conservatories, theory and practice have been merged by applying the literature findings to some practical considerations raised at the International Conference on Music Entrepreneurship recently held in The Hague, together with the personal experience in the specific context of higher music education conservatories.

Trends in entrepreneurship education: a systematic literature review

“…Entrepreneurship essentially deals with the new ideas for businesses and execution of these ideas at commercial level by an individual (de Reizabal and Benito G omez, 2020). It plays a significant role in the economic growth and it creates new jobs for unemployed people.…”

Gamification approaches for open innovation implementation: A conceptual framework

“…Half of the publications are related to the education field and argue that gamification can break the inertia of traditional educational models (de Reizabal & Benito Gómez, 2020), providing new modes of learning and improving students' performance (Enríquez et al, 2019). Similarly, gamification has been used in the health field as a more enjoyable way to change patients' behaviours (Cafazzo et al, 2012).…”

Entrepreneurial identity formation through musical identity formation

“…This study addresses the need to strengthen students' awareness about entrepreneurship and their entrepreneurial selves, beginning at lower levels of education. Hobbies and informal studies in music institutes outside formal education, parallel with requiring engagement and perseverance, may allow children to take the initiative and recognise opportunities (Gibb 2005;de Reizabal and Gomez 2020;Westerlund, Partti, and Karlsen 2017). Hobbies and informal studies may also encourage them to experiment with opportunities, which Anna mentioned was important for children's entrepreneurial identity formation process.…”