Research on Innovation and Entrepreneurship Education Model in Art Colleges: Constructing a One Body Three in One Model

Guangfeng  HUANG; Yaoping  LIU; Yudhi Arifani; Clinton  Chidiebere

doi:10.48161/qaj.v5n3a1777

Authors

Guangfeng HUANG Department of Education and Society, Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok 10120, Thailand;
Yaoping LIU Department of Global Buddhism, Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok 10120, Thailand.
Yudhi Arifani Department of Education and Society, Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok 10120, Thailand;
Clinton Chidiebere Department of Education and Society, Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok 10120, Thailand;

DOI:

https://doi.org/10.48161/qaj.v5n3a1777

Keywords:

entrepreneurship education, one body three in one model, industry collaboration, curriculum reform, student competency development

Abstract

Balancing artistic creativity with market demands presents unique challenges in fostering innovation and entrepreneurship within art institutions. This study evaluates the 'One Body Three in One' model’s effectiveness in enhancing students' entrepreneurial competencies and examines its development over time. Within a cohesive institutional framework, this model integrates three primary dimensions: entrepreneurship incubation, industry collaboration, and creative practice. Using a grounded theory approach, this study conducts in-depth interviews with five senior lecturers and five successful entrepreneurs, followed by a survey of 3,214 art students. Drawing on the Triple Helix Model and Experiential Learning Theory, this study develops semi-structured interview instruments and questionnaires. The instrument was validated by five art education experts and subsequently tested on thirty art college students in China. Based on the qualitative analysis results. The model is applied through three core strategies: (1) integrating art and entrepreneurship curricula, (2) fostering industry-academic collaboration through projects, and (3) establishing university-based art business incubation programs. Quantitative analysis reveals that students demonstrate the highest proficiency in designing art business models. Meanwhile, from an educational perspective, students identify industry mentorship as the most essential component. Other findings also highlighted the need for a more adaptive curriculum, with a project-based learning approach. The proposed model provides a structured framework to bridge arts education with entrepreneurial success, equipping graduates for the dynamic creative economy.

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