An Investigation into how Enterprise and Entrepreneurship Can Be Embedded into Art - Dissertation Example

?Running Head: An investigation into An investigation into how enterprise and entrepreneurship can be embedded into art and design curriculum in Saudi Arabian universities based on the UK experience. Student Name University Name Subject Name Instructor Name Date of Submission An investigation into how enterprise and entrepreneurship can be embedded into art and design curriculum in Saudi Arabian universities based on the UK experience. Introduction In order to look into the enterprise and entrepreneurship in the context of design education in the Kingdom of Saudi Arabia (KSA), several issues of art and design as a multifaceted sphere of human steps should be analysed. First, it must keep in mind that design education should be based on purposeful art and design curricular programmes. Second, these programmes should be made job to meet the increasing student expectations. However, since the job markets are contracting almost all over the world in all sectors, the options of self employment should be considered as important and entrepreneurship development is particularly critical in this regard. Third, students who actually set up their business in the creative and design industries should be consulted and surveyed to identify the problem areas. It is difficult to model the educational techniques of KSA universities on the basis of the UK experience, since KSA is a conservative Islamic monarchy and UK is a multicultural mixed economy capitalism and democracy. However, from the perspective of management studies which essentially entail enterprise and entrepreneurship research and development, it is not impossible to exploit the UK experience for improving the design education system in KSA. The recent works of Organisation for Economic Cooperation and Development aim at establishing a global framework for entrepreneurship development, particularly with the help of the higher education institutions (LEED and OECD, 2008). Elaborate literature review and secondary research powered by primary investigation through surveys and interviews can enhance the quality of the present research and get useful results and data. Statement of Research Objectives The research study is aimed at an investigation into how enterprise and entrepreneurship can be embedded into art and design curriculum in Saudi Arabian universities based on the UK experience. Objectives: 1. What do we mean by the concept of enterprise and entrepreneurship and what role does it play in design education? 2. How is design taught in KSA universities? 3. How does the UK approach to teaching design compare with the approach in KSA? 4. What are the key differences in the two approaches? 5. How can design education be improved in KSA by incorporating enterprise and entrepreneurship teaching into design education? Rationale for Undertaking the Study In comparison to UK, the teaching methods in Saudi Arabia lack creativity, therefore, this is becomes a barrier in developing in the skills of the students. This study will investigate new ways to improve the curriculum by incorporating enterprise and entrepreneurship to generate a more beneficial outcome for the student. Also, it is aimed to identify what are the requirements for needs, materials, and facilities in design universities in KSA, with focus on theoretical approach. It will consider wealth creation process by encouraging and generating new start-up businesses in the creative and design industries in KSA. The intention is to make student more creative, innovative, and motivated in Saudi Arabia. The new business can be based on advertising sector, calligraphy and Islamic education. However, the study will mainly address the research objectives stated above. Research Procedures and Methodologies The research procedures and methodologies will be based on a qualitative approach. Secondary research through different academic and business resources will create a strong information framework. Primary research will practically analyse the behavioural and entrepreneurial arrangements of the teachers and students from UK and KSA in the field of design education. Surveys can be conducted through the UK and KSA universities to obtain relevant data. Statistical analysis of the data obtained can give useful results and help in constructing the future plan for wealth creation through entrepreneurship in the field of art and design. Secondary Research: Literature Review In order to explore the enterprise and entrepreneurship in the context of art and design curriculum, review of academic resources from both management and design perspectives is essential. Literature searching plan will emphasise of Internet resources and libraries. The sections of the review will roughly cover the research objectives one by one. Theory areas will include entrepreneurship studies, western design education, Arabian culture and religion. The Concept of Enterprise and Entrepreneurship The concept of enterprise and entrepreneurship is multidimensional. Enterprise and entrepreneurship and the spheres of culture, economy and politics are inclusive. This makes the methods promotion, activity of enterprise and functionary of small and medium size enterprises (i.e., the SME which are typical to the design industry) very complicated. However, this sphere of study entails a number of facts, theories and ideas (Bridge, O’Neill and Cromie, 2003). Analysing the academic experience of the students in the British universities, it can be further suggested that the main reasons in contemporary education and the learners is in finding out viable sources of income in the weak economy and the competitive markets. Education should therefore be employment oriented (Bekhradnia, 2009). Therefore, if enterprise and entrepreneurship are embedded in design education, scope of self employment will increase. This will inspire the students to establish new types of businesses and take innovative initiatives to discover new opportunities since they will be equipped with knowledge of management (HM Government, 2010; Bridge, O’Neill and Cromie, 2003). Therefore, creativity and business can become a two way phenomenon. Several initiatives and reports have been achieved to define the strategies to observe the tendencies in the design industries; this involves entrepreneurship development too (Cox Review, 2005). UK experience suggests that enterprise studies embedded in design education curriculum can help the art, craft and design graduates serve more career options (HM Government, 2010). By the year 2007, almost 7% of all the students enrolled in higher education in UK were studying creative arts and design (Prior, Shen and Karamanoglu, 2007). This can be attributed to the increasingly important role of enterprise development in design education leading to successful self employment in many cases. To conclude this sub section, we must say that enterprise and entrepreneurship are closely related to the success of industry and commerce. Entrepreneurship in UK Initiating growth oriented and innovative entrepreneurship is a critical socio-economic challenge to which several colleges and universities are contributing today. The Local Economic and Employment Development (LEED) program is scrutinising the role of the higher education institutions in teaching entrepreneurship and transmitting innovation and knowledge to the enterprises in a global context. However, in this global context, the primary focus has been put on the entrepreneurial universities in North America and the advanced European systems that are rapidly assimilating the central and eastern parts of Europe too. LEED in partnership with OECD (Organisation for Economic Cooperation and Development) stresses the requirement of expanding the existing entrepreneurship endeavours and the introduction of more effective and creative approaches. An analytical framework for policy development has been advocated in the context of UK by the researchers of the University of Essex in this milieu. Further, it is clear that entrepreneurship engagement is a fast expanding and developing aspect of the higher education which needs proper support from the government, students, teachers and other stakeholders. (LEED and OECD, 2008) Student engagement emerges as a critical teaching technique preceding entrepreneurship engagement. “Students who are engaged (in this way) allow themselves to be involved and a part of the class. When a student is engaged, he or she is more apt to study and participate in class and therefore be successful with their college careers. Correspondingly, increasing engagement is an important part of optimizing learning.” (Gurung and Schwartz, 2009) This sort of modern and innovative teaching practice is feasible rather in a mixed economy capitalist democracy like UK. Student engagement can further be culminated into entrepreneurship engagement which can give enterprise development and optimisation a new direction. Entrepreneurship in KSA A glimpse of the changing entrepreneurial dimensions in the Muslim world can be seen at Alum Rock area of Birmingham, UK. Suriyah Bi is a young Muslim girl who is trying to become an entrepreneur. According to Crawford (2010) of BBC News, “She travels the country working as a henna artist going to weddings and religious festivals. But she is also a student taking the equivalent of three A-levels in biology, chemistry and physics.” Figure – 1: Suriyah Bi is wondering whether she can run her business and study for a degree Source: BBC News, 2010 The story of Suriyah Bi will be discussed in the Discussion Section of this dissertation in more details. However, the web literature from BBC News testifies the fact that the wave of change in entrepreneurial practices is entering the Muslim world as well, and it can be expected that Saudi Arabians too will become a part of this change. Saudi society is a conservative Arab-Islamic society. But there is an emerging scope for the entrepreneurs due to the altering socio-economic perspectives of the Arabs living in Arab countries and abroad. Moreover, “Starting a business in Saudi Arabia is relatively easy … This is not surprising. Saudi Arabia is widely recognized as a leader in promoting and enabling entrepreneurship and innovation. Entrepreneurship enjoys high level support in this country.” (Ortmans, 2010) So if enthusiasts like Suriyah Bi come up in the realm of design enterprise in KSA too, the Saudi world of art and design can emancipate from the restrictions of traditionalism. The artworks of the artists like M.F. Hussain, Abdullah al-Hejje, etc. are gaining rapid popularity in the Arabian Peninsula (Saudiarabia.tv, 2011). The dynamic realm of Saudi entrepreneurship appears to be ready to influence the world of Arabian design education towards liberalism. Figure – 2: People watching a painting by Abdullah al-Hajje at Bait al-Thaqafa Source: Saudiarabia.tv, 2011 The King Abdullah University of Science and Technology (KAUST) and other government initiatives to facilitate innovation and enterprise raises hope. “Saudi Arabia is the home country for some of today's most innovative and entrepreneurial individuals. The youth consists of more than 70% of the country’s population and many of young Saudis are looking to entrepreneurship as a career path.” (Ortmans, 2010) Moreover, according to Saudia-Online (2000), “In pursuit of the policy of free market enterprise, economic diversification, structural shift from building the infrastructure to the production of goods and services and the subsequent increasing reliance on the private sector as the major economic force, the Kingdom of Saudi Arabia invites foreign companies.” Increasing degree of foreign interaction is thus a prominent aspect of the future of KSA. In furtherance to this assumption, Saudia-Online also states that “with a foothold in the Saudi Arabian market, there will be numerous business opportunities for: Companies providing labour-saving equipment and services. Training services either directly delivered or as part of a product package. Managerial services either directly delivered or as part of a product package. Nearly all areas of health, personnel, and services.” (Saudia-Online, 2000) The above synopsis further establishes that the sector of art and design remains considerably untouched by foreign stakeholders in Saudi industry. Therefore, art and design sector can be a very promising entrepreneurship area for the indigenous entrepreneurs in KSA. In conclusion to this subtopic, it should be noted that change in the Arab view in regards of fine arts (i.e., more tolerance to liberal art and figure art) is testified by the fact that the works of the artists like al-Hejje and Hussain are getting more appreciation. This will increase the variety of artwork that will add more options in advertising, art and design enterprise. Design Education Curricula in the Western Countries and Saudi Arabia According to OECD, the entrepreneurial development patterns are rather coherent across USA, Canada, UK and the rest of Europe. Central and East European countries are also catching up with the process of rapid enterprise development, particularly with the help of the higher education institutions (LEED and OECD, 2008). In the western countries, art, craft and design studies are increasingly becoming commercial and technology based. The governments are being pursued to take up enhancement programs and revise design education policies so that students can match themselves against the needs of the small and medium enterprises (Prior, Shen and Karamanoglu, 2007). This trend is especially prominent in UK. The futuristic courses of web designing, graphic arts, art appraisal, brand development, etc. are being incorporated in the design education course curricula (University of the Arts London, 2011). Moreover, according to Heller (2002), graphic design and brand development are some of the core design fields in America. Successful entrepreneurs like Margaret Martinez are making the world of advertising, production and publishing in America richer and versatile. Works of Rudy Vanderlans and Zuzana Licko also deserve mention since their quarterly design journal ‘Emigre’ has added new meaning to the experimentations with typefaces. (Heller, 2002) Figure – 3: Typeface design and implementation by Zuzana Licko Source: Heller, 2002 Hence, in the western world (and UK as well) design enterprises are evolving around the various fields like brand development, book design and illustration, creative direction, typography and a loot more! This has been possible since the design education curricula in universities in the western countries including UK cover the most modern and technical topics in the field. However, in Saudi Arabia, the prime focus is on Islamic art. Design education in KSA evolves mainly around Arabic calligraphy. As far as the design education in technological field is concerned, there is immense emphasis on the subjects like engineering design. Embedded MBA degrees in design engineering are also available (King Abdullah University of Science and Technology, 2011). However, art education departments are generally absent or defunct in the KSA universities. There are separate world class art and design education departments only in the big and reputed universities like King Saud University and Princess Nora bint Abdul Rahman University. But in such highly sophisticated environments too, there is excessive stress on Islamic theology and the course curricula are generally structured around traditional and modern Arabic calligraphy. Figure – 4: Calligraphic script The Name of Allah Source: IslamiCity.com - Islam & The Global Muslim eCommunity, 2011 The orthodox elements in the educational society are still not open to the learning of graphic art and design involving aggressive marketing and topics of sensuality. Art entailing human and animal figures and subjects like nude art are missing in the design education courses of the KSA universities. Finally, we should say that western design education has more varieties and richer heritage, although controversial sometimes. More Focus on Design Education in KSA Dealing with the subject of Saudi design education, teaching in KSA universities is very different from the modern context of design education as it in UK. “Art education curriculum guidelines developed by the Ministry of Education (1974) states that the study of the human figure and making of statutes of any kind of being shall not be included in the teaching activities of art education” (Alghamedy, 1986). This approach of the Saudi government has proved to be detrimental for design education. And since design education is itself in a state it with enterprise studies becomes challenging, although not impossible since business studies are already popular in the KSA universities. Saudi design industry is vastly based on calligraphy which involves religious conservatism. The traditionalists do not agree to turn the centuries old art of calligraphy into a business (Zeyad, 2004; Luqmani, Yavas and Quraeshi, 1993; Al-Baba, 1983). However, design education in KSA universities is not really enterprise or employment oriented. “The identity of Islamic culture is expressed perfectly through the traditional forms of Arabic calligraphy, which effectively promote the traditions of Muslims and Arabs” (Alnajdi, 2001). Thus it can be understood that Islam and the traditional culture determine the functionality of Saudi universities especially in the design education. However, policy stakeholders have aimed to realize the value and significance of art education is Saudi academia (Al-Zahrani, 1988). This has resulted into art education in accordance to the Islamic guidelines in some KSA universities like the King Saud University and Princess Nora Bint Abdul Rahman University. King Saud University has a dedicated department for art and design education (King Saud University, 2010). Also, Princess Nora Bint Abdul Rahman University offers several courses in art and design. It is the world’s largest women’s university (Princess Nora Bint Abdul Rahman University, 2010). Further in this context, Zeyad (2004) advocates the following activities regarding design education in KSA: “(a) identifying the most effective and productive approaches for obtaining governmental approval for establishing schools for Fine Art; (b) developing new strategies for improving the current graphic design and calligraphy education in the country; (c) attracting public and governmental attention to the importance and need of establishing schools for teaching Fine arts and related areas of art study.” The final opinion in this subsection is that KSA needs a nearly radical change in its contemporary structure of design education. Comparison between the UK and the KSA Approaches After reviewing academic literature through the subject areas like Saudi design education and art study covering Arabic calligraphy, a comparative study on the design education approaches and policies of UK and KSA becomes necessary according to the research objectives. UK approach of teaching design is not exclusively based on religion and calligraphy like KSA. In UK, design education as a subject follows the European or the Western model which extensively involves figurative art and the modern field of design covers sustainable design, interior design, packaging design, etc. Design applications developed involve environments, services and products (Salama and Wilkinson, 2007). The research and development in the field of web, graphic and user interface design is popular and rapidly involving in the UK universities (Royal College of Art, 2011; University of the Arts London, 2011). However, “Lack of well qualified type designer’s likely results from their knowledge of and skills in graphic design” (Zeyad, 2004) in the case of KSA. The qualifications in this context include strong background in graphic design and expertise design software, multimedia applications, etc. (Zeyad, 2004). Describing the Western design education model (of which the UK design education approach is also a part), Michl (2006) states, “We should then see, and teach also the students to see, the modernist aesthetic for what it is: a strikingly novel and highly inventive contribution to the stylistic pluralism of the modern time. It is the reality of this pluralism, not just its latest manifestation that design schools should embrace. Offering an aesthetically pluralist curriculum would abolish the only thing that is wrong with the modernist idiom: its monopolist pretensions.” But in KSA, techniques like modernism, stylistic pluralism, etc. are still unknown or rare implemented. Art educationists are in fact struggling to “investigate and identify problems involved establishing schools for teaching art forms that do not involve realistic drawings of human figures and making of statutes.” (Zeyad, 2004) Finally, we should conclude that the UK approach is more practical and enterprise oriented than that of Saudi Arabia. Differences between UK and KSA Design Education Methods and Curricula In order to discuss the main differences between the design education approaches in UK and KSA, it must consider certain important points. First, there are several UG degree programmes in UK that offer design studies and related topics (900 as of March 2007) (Prior, Shen and Karamanoglu, 2007). But in KSA, the government is reluctant even to establish facilities to impart design education, particularly in the field of fine arts (Zeyad, 2004; Al-Zahrani, 1988). Second, educators, design businesses, industry bodies and government in UK are being pursued to manage the expectation of design students in a perfect way (Prior, Shen and Karamanoglu, 2007). However, most of the design education proposals in KSA are still involved at the ministry level (Zeyad, 2004). Third, in UK, design education provides hundreds of career options in various industries with rich scope to start up new businesses. But Saudi design education is excessively focussed on calligraphy and Islamic. This can be regarded as a reason for enough opportunity to start new types of design enterprises in the country altogether. Fourth, marketing of British art, craft and design is almost complete and scope of enterprise training is wider (Harvey and Blackwell, 1999). In KSA too market has changed considerably into one marked by more advertising (Luqmani, Yavas and Quraeshi, 1993). In sum, we can say that in UK design education is a mainstream field of study, but in KSA it is given less importance. Incorporation of Enterprise and Entrepreneurship Teaching into Design Education The subject of management studies is well appreciated and business education is highly encouraged in KSA. For example, the Department of Business Administration in Jubail University College seeks to pursue advanced and supportive activities of learning, teaching, research and the transfer of management know-how in ways that are assessed as excellent by students, professional managers and academic worldwide (Jubail University College, 2008). In the context of business administration and management studies, enterprise and entrepreneurship are very important topics. According to OECD, the future of global socio-economic development is dependent largely on enterprise and entrepreneurship development, particularly among the young people. Therefore, governments must focus on the enterprise development enabled education plans. (LEED and OECD, 2008). KSA too, cannot remain isolated in the process. According to Ortmans (2010), the World Bank has categorised the country as a place where it is easier to start a new business. The art educationists must exploit this feature of the Saudi socio-economic structure. For a comprehensive cultural development, more technology based art and design education should be imparted to the students. The students will thus be enabled to match the international standards of design enterprise and industry. Therefore, incorporating entrepreneurial development in the sphere of Saudi design education is not only a practical but an important idea as well. For example, an MBA program in industry oriented artistic design can be integrated to a Bachelor’s degree in fine arts. Also, subjects like business management, business organisation, financial accounting, etc. can be included in the design education curricula at the universities. So if the topic of enterprise and entrepreneurship taken from business administration can be embedded in design education mixed with exclusion of naturalistic and fine arts from the process, government patronage can be obtained and the creative learners can be motivated more to do new things oriented to business, industry, advertising, culture, etc. Summary Saudi Arabia has already got the rise of the advertising sector through the 1990s (Luqmani, Yavas and Quraeshi, 1993). The research by Alnajdi, Alghamedy and Al-Zahrani helps us to point out the scope of Arabic calligraphy at both religious and industrial levels. Reviewing the opinions of UK, Europe and US based experts like Michl, Harvey, Blackwell, etc., it can further be concluded that on the basis of the Western experience (or UK experience) if enterprise development studies are incorporated in design education, the students of KSA will be tremendously benefited. The scope of design education can thus be opened to considerable commercial involving graphic promotion, advertising and environmental etc. in regards of different Saudi industry bodies like the petroleum companies, construction companies, chemical giants, etc. However, the secondary research suggests that wealth creation through enterprise development is a difficult but feasible possibility in KSA. Primary Research Primary research methods will include interviews to discuss what the best learning activities delivered in design universities are and what is going on regarding teaching methods in both the countries (KSA and UK)? Survey: The context of enterprise and entrepreneurship regarding design education should be analysed by obtaining opinions of the individuals involved in the design schools and universities. This target population will comprise the teachers and students who are the key stakeholders in the process. Interview sessions with such individuals will entail questions regarding student expectation, student-teacher interaction, extent of government to university policy synchronisation, political, cultural and social issues, etc. Also, it should be analysed that how can enterprise development studies practically help the students in the broader perspective of the design industry and what are the potential areas of benefit and loss. Survey technique: The survey population will mainly consist of teachers, students in design development and students who start up their business in the creative and design industries. It will be limited to a sample or a part chosen from the population. Moreover, the technique of sample survey will be applied. it should be mentioned that “the fundamental principle of sample design is to maximise test within the fixed budget, or to minimise cost for a specified level of test” (Colledge, 1995). The research will put emphasis on higher levels that require appropriate sampling. Sites of data collection: Three universities from KSA and another three universities from UK will be chosen for collection of data. Saudi universities like Princess Nora Bint Abdul Rahman University, Jubail University and King Saud University can be visited and relevant investigation can be done. In UK the preferred sites are University of the Arts London, Leeds College of Art and Royal College of Art. However, if there are problems regarding reference, recommendation or access, other universities may be selected for the purpose of the primary research such as De Montfort University. Observation and analysis: Observation will cover the behavioural and other issues as well as the ones related to entrepreneurial process and practical entrepreneurship. Response time and others can be observed during the surveys face to face question-answer/conversation. Online primary sources like blogs, forums and social networking sites that will address the student expectations, discuss problems and challenges and facilitate communication can be informative resources for further observation. Analysis of the data collected through surveys, literature review and observation of the social networks among design students will be done using techniques. Software applications like SAS, SPSS, etc. are particularly helpful in this regard. Conclusion In the 21st century, KSA is modernising, although the process is slow. Evolution of a productive design industry in the country is underway. The emerging opportunities can be exploited by means of self employment in the field. Saudi Arabia already has a strong framework for business education that entails enterprise and entrepreneurship studies too. If these elements of the business studies are embedded in the curriculum for design education, excellent results can be achieved. The UK experience is very helpful in this regard. The present study is aimed at evaluating the possibilities in this field through secondary and primary research. Implementation of surveys through the educational universities in UK and KSA will be especially helpful in this regard. List of References Al-Baba, K. 1983. ??? ???? ?????? (Rouh al-khatt al-arabi) [The spirit of Arabic calligraphy]. Beirut: Dar el-ilm lil-Malayin. Alghamedy, A.G. 1986. Investigation of the Conditions Affecting Art Teacher Preparation in Saudi Arabia. (Doctoral Dissertation, Ohio State University, 1986). Dissertation Abstracts International, 47, 3639A. Alnajdi, K. 2001. Reforming Arabic Calligraphy: For Computer Art and Design in Kuwaiti Art Education. 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