Creative disciplines education: a model for assessing ideas in entrepreneurship education?

Purpose The aim of this paper is to explore how creative disciplines education is taught, delivered, and assessed, and how this might inform the development of enterprise education UK. Design/methodology/approach The paper makes use of empirical data from three main sources across creative disciplines: interviews with entrepreneurs; job adverts for lecturing staff; and a survey of educators. This approach offers multiple perspectives on hypothesis development as well as the validation of emergent result. Findings The analysis of the three strands of data highlights the benefits of contextualized enterprise education. It confirms that ideas assessment techniques within creative disciplines are well embedded in practice and applied consistently within the context of an academic framework. Practical implications An exploration of delivery styles and ideas assessment in the creative sector has highlighted a potential model which could be adopted by generic enterprise education in business schools and other faculties. Potentially, it offers educators a template for assessment of entrepreneurial ideas. Originality/value This paper highlights characteristics of creative discipline education and ideas assessment, which might potentially be a model for teaching enterprise within an academic framework, which could be adopted by enterprise educators.