NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1231243
Record Type: Journal
Publication Date: 2019
Pages: 5
Abstractor: ERIC
ISSN: ISSN-0004-3125
Becoming More than My Title: From K-12 Art Teacher to Director of a University-Wide Entrepreneurship Initiative
Berk, Sarabeth
Art Education, v72 n6 p36-40 2019
This article explores the concept of being an intrapreneur and a hybrid professional. An intrapreneur is a person who fills a need and starts programs, products, or services inside of a company or nonprofit as opposed to starting from nothing, which is what entrepreneurs do. A hybrid professional is someone who integrates multiple professional identities and works from the intersections of those identities, the spaces where new and unique talents are formed. The concept that art educators can be hybrid professionals is what the author hopes to convey. It is important that art educators take a more expansive view of their professional identity. Blurring the lines between art and entrepreneurship starts by taking action. Art educators can become entrepreneurial by launching new initiatives or programs within their educational settings. They do not have to leave the profession and form a business or side hustle unless they choose to. Instead, they can channel entrepreneurial skills into intrapreneurship by doing small acts such as revising a learning experience, or by doing bigger things like writing a new curriculum or spearheading a parent volunteer program. Showing agency, collaborating across subjects, being willing to fail, and finding problems that need solving are attributes of entrepreneurs as well as art educators.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A