How do arts students learn to behave like entrepreneurs? Experiential and entrepreneurial learning theories in arts entrepreneurship education (Toscher, 2019) lead us to believe that in order facilitate entrepreneurial knowledge generation which “enables [entrepreneurs] to recognize and act on entrepreneurial opportunities and to organize and manage new ventures” (Politis, 2005, p. 400) , individuals need to exercise personal agency and engage in explorative behavior (Kolb & Kolb, 2009; Politis, 2005). If an aim of a particular arts education is to help students generate such entrepreneurial knowledge, educators should arguably create learning environments in which their students can exercise personal agency and behave exploratively. Using rigorous analysis of empirical data (including in depth interviews, observations, course deliverables and student learning diaries) from a course in arts entrepreneurship, this paper presents an empirically derived pedagogical model of how students exercise personal agency and explore in the arts entrepreneurship education classroom.
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