dc.contributor.author	Lanning, Rebecca Shultz
dc.coverage.spatial	Central and North America -- United States -- Georgia	en_US
dc.coverage.temporal	1800-2015	en_US
dc.date.accessioned	2016-01-27T14:24:37Z
dc.date.available	2016-01-27T14:24:37Z
dc.date.issued	2015
dc.identifier.uri	http://hdl.handle.net/10428/2044
dc.description.abstract	This paper began with the assumption that higher education is a social contract, a quid pro quo between students, government and the academy. It explored the stability and nuances of this exchange within an historical perspective, beginning with Plato and continuing through the current era. This supported the assertion that higher education is facing unprecedented challenges and that the social contract is threatened on multiple fronts. The research focus narrowed to the relationship between artistic study, specifically music, and the expectation that higher education equates to employability and financial returns that exceed the non-college track. It explored the relevancy of the music conservatory curriculum to 19th century European culture, and the potential irrelevancy of that same curriculum to the 21st century cultural economy. In addition, it examined arts entrepreneurship, an innovative modification to the traditional curriculum designed to equip music students with non-musical, career building skills. A survey was administered to music faculties in Georgia and its five contiguous states. Perceptions about career opportunities; the impact of musical and non-musical skills on those opportunities; the provision of these skills at the institutional level; and the sufficiency of arts entrepreneurship to deliver these skills were analyzed. When quantitative analysis was juxtaposed with qualitative narratives and perspectives, it was determined that the respondents were pessimistic about the career opportunities of their students; that non-musical skills were equally important to musical skills when realizing those opportunities; that few institutions were delivering these skills; that most respondents advocated for a new curriculum in light of the modern cultural economy; but that few were willing or able to conceptualize a modern iteration of that curriculum. Analysis also revealed that arts entrepreneurship, a field of study in its infancy, received inconsistent support as a remedy for curricular deficiencies, and that it lacks the maturity to be designated as an emergent discipline. Summative analysis revealed that the respondents are deeply frustrated by the rift between society and the classical music product. The cumulative recommendation is a national conversation among higher education’s music faculties that redresses the traditional curriculum to equip students with career skills; and to create a modified curriculum that facilitates revenue-producing, artistic communication with 21st century, globally-minded cultural consumers.	en_US
dc.language.iso	en_US	en_US
dc.subject	Music Entrepreneurship	en_US
dc.subject	Arts Entrepreneurship	en_US
dc.subject	Curriculum	en_US
dc.subject	culture	en_US
dc.subject	Music	en_US
dc.title	Arts Entrepreneurship: Faculty Support for Corrections to the Music Curriculum in Higher Education	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Political Science of the College of Arts and Sciences	en_US
dc.description.advisor	Shrader, James A.
dc.description.committee	Fowler, Nicholas Luke
dc.description.committee	Babidoux, Greg R.
dc.description.degree	D.P.A.	en_US
dc.description.major	Public Administration	en_US