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The purpose of this paper is to report on the current state of arts entrepreneurship education at higher educational institutions (HEIs) in the UK and Germany. It is based on findings from questionnaire surveys among 210 lecturers in fine art at 89 HEIs in the UK and Germany.

This paper explores issues related to fine art curriculum in higher education in the UK and Germany via survey questionnaires among 210 fine art lecturers with focus on arts entrepreneurship.

The study shows evidence that an arts entrepreneurship education, although considered by lecturers to be important and necessary for the professional and entrepreneurial preparation of fine art graduates, is definitely not implemented at HEIs, in neither the UK nor Germany.

The findings stimulate the discussion in the field of arts entrepreneurship and the redesigning of fine art curriculum to prepare fine art graduates for their entrepreneurial and professional careers.

There is still a marked paucity of research that focusses on arts entrepreneurship education. This study contributes to the knowledge by presenting specific findings related to fine art curriculum.

The purpose of this paper is to elucidate the current state of arts entrepreneurship education at higher educational institutions (HEIs) by reviewing the relevant literature and surveying lecturers in Fine Art.

The analysis of fine art students’ educational situation at HEIs in the UK and Germany is conducted in two steps: first, a literature review provides an overview of the current state of arts entrepreneurship education, followed by the second step of a cross-sectional survey by questionnaires among fine art lecturers to capture their perspectives of fine art students’ professional preparation.

The study confirms the assumed poor state of arts entrepreneurship education at HEIs by showing evidence that an entrepreneurial education of fine art students is definitely not implemented at HEIs, neither in the UK nor in Germany.

The findings stimulate the discussion of HEIs’ task and responsibility to professionally prepare fine art graduates for their entrepreneurial and professional career.

The study contributes to knowledge by presenting relevant findings related to fine art curriculum and current state of fine art graduates’ vocational preparation.

This paper provides an insight into the left and career of the sculptress Victoria Claire, told in her own words.

This is a lived experience narrative.

Diagnosed with retinitis pigmentosa at the age of 19, Victoria’s life was turned upside down. Plunged into the depths of despair, it was her love for and practice of sculpture and music which saved her and gave her purpose. Years of therapy have helped her to understand and love herself as beautiful imperfection.

The vast majority of us inhabit a “sighted world”. Victoria helps us to understand how many of the things we take for granted are so much harder for the visually impaired.

We all need to be sensitive to helping those with sensory difficulties navigate our social world.

When you look at the amazing sculptures that Victoria creates, you cannot help but be impressed that she can create such works of art using her hands, her sculpting tools and her imagination. We can gaze at the beauty of her creations. She cannot.

I can think of no better way of beginning this paper than by defining a Fine Arts Library; and no better definition of a Fine Arts Library than that given by Mr. Wheen in describing the Victoria and Albert Museum Library. It is, he says, a library for the study of the history, philosophy, technique and appreciation of the arts. The arts referred to are of course what are generally known as the Fine Arts, and those, for the purposes of this paper, are in three main classes: Painting, which includes sculpture, drawing and applied fine art; Architecture, which includes town planning; and Music, with which we may include the dance, the drama, and other entertainment arts developing from them.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

This paper aims to respond to the need for a model of doctoral supervision that can capture and represent the focus, range and complexity of instructional intentions, practices and possibilities.

The study draws on the substantive literature on supervision and changing doctoral programs in the Fine Arts and relatively new empirical findings about supervision and learning. The authors posit a holistic model of supervision ranging across micro–macro and product–person dimensions. The model is further explained and illustrated using four supervisor cases in Fine Arts.

The model offers a heuristic for supervisors to reflect on and identify existing emphases, alignments and integrative possibilities to better understand the complexities of Fine Arts supervisory practices.

There is a dearth of research that addresses how doctoral supervisors perceive and articulate their roles and breadth of responsibilities in light of new programs and changing sectoral expectations.

THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.

Michael Denny is a part‐time lecturer in General Studies at Hornsey College of Art.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.