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MOTIVATION ISSUES OF ARTISTIC STUDENTS TO ENTREPRISE IN THE CREATIVE AND CULTURAL INDUSTRIES (Erasmus + MUSAE
CBHE project)
M. Abdullayeva, U.G. Zunnunova, S. A. Zakirova
Abstract: One of the aims of Erasmus+ MUSAE project is to train enterprise mentors in art education. Teachers trainings gave opportunities to get new knowledge and best experience of European partner universities. Enterprise educator should know the deep mechanisms that keep individual entrepreneurs in the creative and cultural industries motivated in this insecure and fast -paced
environment. This article researches motivation issues of artistic students to enterprise activities.
Key words: enterprise mentors, creative and cultural industries, motivation, inspiration, passion, entrepreneurial skills.
ПРОБЛЕМЫ МОТИВАЦИИ СТУДЕНТОВ-ХУДОЖЕСТВЕННИКОВ К ПРЕДПРИНИМАТЕЛЬСТВУ В ТВОРЧЕСКОЙ И КУЛЬТУРНОЙ ПРОМЫШЛЕННОСТИ (Erasmus +
MUSAE CBHE project)
Абдуллаева М., Зуннунова У.Г., Закирова С. A.
Аннотация: Одной из целей проекта Erasmus+ MUSAE является подготовка менторов по предпринимательству в сфере художественного образования. Тренинги для преподавателей дали возможность получить новые знания и лучший опыт европейских университетов-партнеров. Преподаватель предпринимательства должен знать глубинные механизмы, которые поддерживают мотивацию индивидуальных предпринимателей в творческой и культурной индустрии в этой небезопасной и быстро меняющейся среде. В статье исследуются вопросы мотивации творческих студентов к предпринимательской деятельности.
Ключевые слова: корпоративные наставники, творческие и культурные индустрии, мотивация, вдохновение, страсть, предпринимательские способности.
Introduction
Motivation of art students to become an entrepreneur is often complex and multifaceted. Traditionally, scholars studying entrepreneurs have focused on individual traits and behaviours in an effort to investigate who the entrepreneur is. This approach has delivered the understanding two sources of motivation. They called it autonomy motives which is associated with task characteristics of being self-employed and motives as the personal drive of success. An entrepreneur's motivational state of mind plays a central role in success and context may influence that motivational state. How entrepreneurs feel about their entrepreneurial activities is highly important in connecting an entrepreneur's creativity to innovative organizational outcomes.
Discussions
During the visit to the International meeting in the frame of Erasmus + MUSAE CBHE project that took place at Conservatory of L'Aquila, Italy, the working groups from the National Institute of Fine Art and Design Named After
Kamoliddin Bekhzod and State Conservatory Of Uzbekistan participated the session on The entrepreneurship and experience concept creation model. Session was held by Jeroen Malaise (Artesis Plantijn - AP), Pia Kreus and Heidi Luck (JAMK University of applied sciences - JAMK), and Inge Simoens (Artesis Plantijn - AP)._ _
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As we know in recent years there has been significant growth in enterprise education in EU countries. Embedding entrepreneurship education in higher education can be an important vehicle for ensuring students are prepared for life beyond their education institutions. Enterprising mindsets coupled with the skills gained through MUSAE could be the perfect recipe to support the future employability of students.
Enterprise educator in arts universities should be aware about what extent artistic students are ready to accept new skills for them. And the issue of motivation to be become an entrepreneur is crucial.
In the creative and cultural industries, entrepreneurs can be seen as persons who are in need of a continuous state of motivation with respect to their work. Artists and other creative individuals are involved in an ongoing creative process and attribute their best work to unknown forces and mechanisms. It may be generally perceived as 'inspiration'. The individual has little control over this state and it seems to arise without an apparent cause. It implies transcendence beyond the ordinary concerns and limitations of routine human behaviour and an increasing awareness of new possibilities. Moreover, inspiration entails motivation; it compels individuals to realize their ideas. As such, inspiration may be applied directly to the specific domain of creative activity.
It is argued that passion fuels motivation, enhances well-being and provides meaning. Entrepreneurial passion in the creative industries may differ from that in other industries as the creator of the product is involved in the development of a product or service from the generation of the idea to deciding on what the marketable characteristics are of a product. Passion in the context of cultural and
creative entrepreneurs not only refers to the passion they have for running a business, which is more prevalent in other industries, but more the desire to have their creative processes result in marketable products. These activities may consist of routinely and non- routinely activities, meaning that passion in this setting includes the day-to-day work of creative entrepreneurs performed in order to turn creative ideas into creative products.
Italy, L'Aquila, the Academy of Fine Arts of L'Aquila ABAQ laboratories Conclusion
At the heart of every creative is an artist. That artist is driven to express something and is internally motivated. The tension arises when their art demands time and energy, but the work created may not bring an income. "A career as an artist is often considered fraught with risk, personal challenges and insecurity. Despite this scenario, individuals with a pent for creative expressions continue to either pursue a career via independent learning, while many complete tertiary studies and gain a formal qualification." (Daniel, 2016)
Turning creative ideas into creative products or services is a crucial activity for the creative entrepreneur. We consider inspiration and passion to be the motivational response to a creative idea, preceding this process of transformation. Teachers need a broad range of competencies to successfully motivate artistic learners to entrepreneurship . Entrepreneurship teaching doesn't provide answers, but supports students to identify the right questions. It should look to push boundaries, encourage and motivate students to think creatively, be confident enough in their own ability and entrepreneurial skills.
Reference
1.Turabek Raufovich Fayziyev, Umida Gulomovna Zunnunova, Sayyora Abdulhakovna Zakirova, ACADEMIC AND ORGANIZATIONAL ASPECTS OF ENTREPRENEURSHIP EDUCATION IN ART UNIVERSITIES OF UZBEKISTAN, JOURNAL OF CRITICAL REVIEWS, 2020, V 7, 19
2. Daniel, R. (2016). Creative artists, career patterns and career theory: Insights from the Australian context. Australian Journal of Career Development, 25(3), 91-98. https://doi.org/10.1177/1038416216670663
3.https://research.vu.nl/ws/portalfiles/portal/87875388/Individual_motivation_ among_entrepreneurs_in_the_creative_and_cultural_industries.pdf
4.https://www.encatc.org/media/5142-creativ-entrepreneurs-perception-of-entrepreneurial-motivation.pdf
IV. ИНФОРМАЦИОННО-АНАЛИТИЧЕСКИЙ МАТЕРИАЛ
ERASMUS+ ACTIVITIES IN UZBEKISTAN: WHAT HAS BEEN DONE, SELECTION RESULTS OF CALL-2022 AND NEW CALL-2023
A. Abdurakhmanova
Abstract: The paper presents the Erasmus+ programme developments in Uzbekistan, selection results of Call-2022 and encourages starting preparation of new applications to be submitted within the next Call-2023 to be launched in November 2022. Information activities of the National Erasmus+ Office and Higher Education Reform Experts for the period of 2015-2021 towards the effectiveness of the Erasmus+ projects and promotion of best practice and innovations are briefly described. The programme impact on modernisation and the overall reform process of the national higher education system, as well useful information sources and tips are provided to potential applicants.
Key words: Erasmus+ projects, impact, modernisation of higher education, innovations, best practice, information activities.
