The skill with the highest relevance in fine art curricula in both sample groups was the development of an art idea, named by each of the HEIs in both samples. The reasons for the highest-ranking position are obvious. F irstly, fine art education is based on creativity. More than in any other profession, the students need to develop ideas and an art approach for the creation of professional output, namely the individual art portfolio. Secondly, the art approach and idea are considered by the HEIs, alongside artistic talent, as the absolute prerequisite for developing and maintaining an artistic personality with which a successful position in the art market among practicing artists can be established. A successful positioning, in turn, helps to increase the degree of awareness and raise the artist’s profile am ong peer artists, gallerists, art dealers, journalists, critics, and finally by art investors. A successful positioning is therefore needed in order to distinguish oneself from other artists. However, some crucial ‘five plus 2’ entrepreneurial skills, such as opportunity skills, strategic thinking, leadership, and cash management skills were totally out of consideration at the investigated HEIs of both samples. Instead, the institutions defined their educational focus on employability and subject-specific professional skills.