Process, Practice and Policy
Edited by Colette Henry and Anne de Bruin
Chapter 4: The Evidence so Far: Calling for Creative Industries Engagement with Entrepreneurship Education Policy and Development
4. The evidence so far: calling for creative industries engagement with entrepreneurship education policy and development Andy Penaluna and Kathryn Penaluna INTRODUCTION Both the UK’s Treasury Department (Cox, 2005) and Department of Trade and Industry (DTI, 2005) have indicated that design, as a discipline, has much to offer business. Indeed, the former Chancellor of the Exchequer, Gordon Brown MP, highlighted the government’s intentions not just to encourage creative industries but also to ensure that all industries are creative (Brown, 2005). However, in 2010, business school educators and researchers still dominate this emerging entrepreneurship research agenda. Though some advances have undoubtedly been made, it would appear that creatives who could respond to the calls for a paradigm shift to develop right-brain entrepreneurial capabilities as well as left-brain analytical skills (Chia, 1996; Kirby, 2003; Nieuwenhuizen and Groenewald, 2004) have yet to be fully engaged. As creativity increasingly becomes a buzzword in our knowledge-based economy, and entrepreneurship is increasingly considered to be about applied creativity (Rae, 2007), it would seem that design educators are a valuable and potentially underutilized source of expertise. The UK’s Higher Education Academy (Ramsden, 2008) recommends that new models of curriculum and assessment should encourage interdisciplinary study. However, we argue that business paradigms remain in ‘einstellung’, and have yet to break out of their own boxes of comprehension and experience (Penaluna and Penaluna, 2008a, 2009). We also argue that design curricula already offer parallels to strategies advocated by acknowledged entrepreneurship educators. Echoing emergent literature in ‘design thinking’, our chapter...
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