OBJECTIVE
Development of Art, Enterprise and Innovation Workshops and Incubators in new or established universities, in a new or established campus:

1)Implementation of independent Global Incubator Universities of Art, Enterprise and Innovation or by administrative control over established traditional primitive technocratic universities using neoclassic nineteen century technical specialization and bureaucratic administration. These usually practice doctrinal dogmatism, religion of science, absolute truth of laws of mother nature created by father god embellished by complicated mathematics, discipline, hierarchy, fear/desire incentives with threat of punishment and offer of reward, in tune with traditional primitive educational process.

Art is a free creative individual method of knowledge. Science is a conceptual, theoretical and empirical method of knowledge. The Art of Science is a free creative individual conceptual theoretical empirical method of knowledge. Science Artists can use current or new research/development methods, technology paradigms, conceptual theories, empirical tests to create prototype inventions and product/service incremental or radical innovations.

2) Implementation of Bachelor, Master and Doctor degrees of Art, Enterprise and Innovation in areas of innovative projects, using tools of Administration, Economics, Multimedia and Languages, obtaining practical-artistic results in workshops and incubators of projects.

Traditional universities are technocratic, inefficient and obsolete tending to generate non-creative, non-risk taking bureaucratic technical specialized professionals. The start-up artistic, entrepreneurial and technological information revolution of the internet, requires a new university, where creative students don't want to drop out to develop their full potential, but to drop in to empower that potential.

3) Implementation of a process of selection, research and development of artistic, entrepreneurial, innovative projects in workshops of coordinators and entrepreneurs. Projects and resumés/CVs are the basis for workshop and incubator selection with a creative democratic plural non-doctrinal approach.

Traditional university professors are conservative, bureaucratic, dogmatic and doctrinaire, when they should be progressive, democratic, plural and open to creativity. They tend to select submissive, disciplined and noncreative students through personal and non-plural doctrinal selective processes.

4) Implementation of Workshops of Institutional Systemic Strategy and Global Multimedia Communication, producing bilingual Plan, Book, Script, Film and Website of the selected projects. A minimum flexible structure of artistic expression provides a guide and vehicle for entrepreneurial incentive.


Traditional universities/teachers tend to encourage memorizing traditional theories, repetitive theoretical exercises and abstract empirical experiments. Creativity is not ignored but repressed, as a secondary activity to be pursued in the distant future, with probable negative results in an even more distant future. In reality the future must be built in the present. This conservative attitude is mainly aimed at preserving self-interest of conservative teachers, educated on the basis of threat of punishment and offer of reward, generating fear of obsolescence, desire to maintain privileges and aversion to the new and innovative creativity.

5) Implementation of real-virtual residential-commercial infra-structure for the incubation/marketing of the projects developed and selected from the workshops. Graduated projects can generate cultural, social, economic results for entrepreneurs, coordinators, universities, communities and societies. The collective interest of society and individual or creative professionals is for radical innovation that accelerate progress.

Traditional universities with research/development systems, patent licensing and consultancies, generally create incubators that maintain the same system. Infrastructure, including laboratories and commercial space are usually allocated to teachers and intellectually submissive students. These in general create companies with patent licensing and consulting activities, within the same technological paradigms, instead of innovative products/services. Most patents never reach the market and when they do are usually as abusive monopolies. Incremental innovations are usually preferred to radical innovations that create new technological paradigms, requiring new training, hardware and software.