Abstract
<title>Abstract</title> <p> The purpose of this exploratory study was to establish an understanding of the ethical perspectives and behaviors characterizing the teaching practice of experienced arts entrepreneurship educators (AEEs). I distributed an electronic survey to a sample of AEEs ( <italic>N</italic> = 66) that asked them to respond to a series of 30 ethical scenarios using Likert-type rating scales that measured both the ethicality of each behavior and its prevalence in their own teaching. Of the 30 items, none reached consensus for high ethicality, but nine reached consensus for being unethical, including awarding lower grades to students with opposing views and ignoring evidence of cheating. Seven items proved to be difficult judgments for respondents, and four were particularly controversial. Two arts entrepreneurship-specific teaching behaviors that garnered higher ethicality and frequency scores were mentoring outside one’s artistic tradition and encouraging students to pursue arts career pathways with remote chances of success. Respondents were more conflicted about the role of aesthetic critique in arts entrepreneurship education and the practice of redirecting a student’s artistic efforts towards production of more marketable/commercial products or services, despite them sharing their strong concerns about “selling out.” Demographics had little bearing on respondents’ ethical stances and behaviors. Overall, there was strong congruence between respondents’ stated ethical beliefs and actual teaching behaviors. </p>