14Visual Arts Research
Tis subjectivity accommodates a view o the researcher that shares impor-tant traits with artists. In my own work (Bresler, 00), I have examined the waysin which the arts provide rich and powerul models or perception, conceptualiza-tion, and engagement or both makers and viewers.
I have been interested in thepotential o the arts to cultivate habits o mind that are directly relevant to theprocesses and products o research.In this article, I discuss what I regard as important mind-set and characteris-tics o academics within the current culture o the knowledge society. While many o these characteristics are related to those habits o mind o the artistically sensi-tized researcher, the concept o the entrepreneur highlights additional aspects.
Academic Intellectual Entrepreneurs
Beore attempting to dene academic intellectual entrepreneurship (AIE), letme say what AIE is not. Te goal o intellectual entrepreneurs in academia is notto satisy short-term university-market demands. It is not to produce a quota o publications to meet tenure or promotion requirements, nor is it to produce aprodigious number o (o necessity repetitive) works. Richard Cherwitz (000)coined the term
, stressing the goal o educating citizenscholars, and dened it as ollows:
Intellectual entrepreneurs, both inside and outside universities, take risks andseize opportunities, discover and create knowledge, innovate, collaborate andsolve problems in any number o social realms: corporate, non-prot, govern-ment, and education. Te aim o IE is to educate “citizen-scholars”—individuals who own and are accountable or their education and who utilize their intellec-tual assets to add to disciplinary knowledge and as a lever or social good.
My own ocus on academic settings denes academic intellectual entrepre-neurship as cultivating high-impact research, teaching, and service. Indeed, thesethree traditional components o academe—research, teaching, and service—canbe conceptualized as highly entrepreneurial activities, providing a rich space orcreativity and innovation, compatible with the cutting-edge mission o academics.Te image o the academic as entrepreneur is motivated by the recognitiono unprecedented opportunities to expand the role o academics beyond tradi-tional, oten sel-imposed boundaries. Te crossing o disciplinary boundaries andthe ensuing cross-ertilization have generated new disciplines such as computa-tional neuroscience, biophysics, molecular biology, and psychological economics.Not only do contents o academia change, but also their ormats are being shapedby new inormation technologies and their audiences expanded. Although thesetrends have evolved over a long period, they have vastly accelerated in the last 0