ORCID Profile
0000-0002-0676-1623
Current Organisation
Bond University
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Performing Arts and Creative Writing not elsewhere classified | Music Performance | Business and Management not elsewhere classified | Performing Arts and Creative Writing |
Publisher: Springer International Publishing
Date: 2017
Publisher: SAGE Publications
Date: 02-08-2017
Abstract: Many classical music listeners attend concerts with some knowledge of the music to be performed, especially when the repertoire is familiar and comes from the Western music canon. In the case of music that is new to the listener and/or sung in an unfamiliar language, program notes may provide essential information however, there is little understanding of what information should be provided or the impact of this information on the listener. This article presents the findings of practice-led research that sought to determine the types and modes of information that might enhance the experiences of both listeners and performers. Listeners ( n = 29) attended a performance of unfamiliar music. The music was performed twice, with program notes shared only after the first performance. All respondents listened differently to the music once they had been given the program notes. Only 39% of listeners reported that the program notes had had a positive impact on their listening experience. More experienced listeners were far more likely to reject the program note information in favour of their own interpretation particularly if they had experiences of music-making.
Publisher: Springer Science and Business Media LLC
Date: 08-2013
DOI: 10.1038/NBT.2665
Publisher: SAGE Publications
Date: 12-2022
DOI: 10.1177/10298649221108576
Abstract: This article introduces the validation of a Musical Identity Measure (MIM), developed to support in iduals’ self-conceptions in relation to their musical activities (e.g., performance, composition, music technology). Initial model validation was carried out using a principal axis factor analysis with a erse and international s le of 336 musicians. The factor analysis revealed a four-factor measure: Musical Calling, Musical Self-Efficacy, Emotional Attachment, and Growth Mindset. Confirmatory factor analysis with the 25-item measure suggested that the model fit would be improved with the removal of three items, resulting in the same four-factor model with 22 items. Further validation with a different dataset confirmed MIM as a strong fit as a bifactor model. Measurement invariance tests confirmed that the bifactor structure was the same for male and female participants in idual measurement invariance in relation to age could not be fully examined due to variance in group sizes. Subsequent analysis of variance (ANOVA) calculations suggested gender differences in musical self-efficacy and highlighted possible changes in MIM factors across the lifespan. MIM has the potential to provide in iduals with insights into their motivations to engage with musical activities, to help identify areas requiring additional support or guidance, and to support future-oriented decision making. The measure may also support educators and researchers wishing to understand and support the processes of musical development and skill acquisition.
Publisher: Springer International Publishing
Date: 2016
Publisher: Springer Singapore
Date: 25-11-2016
Publisher: Informa UK Limited
Date: 20-01-2015
Publisher: Unpublished
Date: 2018
Publisher: Springer International Publishing
Date: 2016
Publisher: Informa UK Limited
Date: 08-2010
Publisher: Common Ground Research Networks
Date: 2011
Publisher: Edward Elgar Publishing
Date: 2014
Publisher: Queensland University of Technology
Date: 08-03-2015
Publisher: Elsevier BV
Date: 07-2022
Publisher: Informa UK Limited
Date: 22-02-2022
Publisher: Informa UK Limited
Date: 2015
Publisher: Springer Science and Business Media LLC
Date: 12-07-2013
Publisher: Informa UK Limited
Date: 08-11-2017
Publisher: Elsevier BV
Date: 08-2019
Publisher: Springer Science and Business Media LLC
Date: 12-07-2013
Publisher: SAGE Publications
Date: 18-05-2022
DOI: 10.1177/10298649221089869
Abstract: The classical music sector faces an urgent challenge as increasing numbers of performance graduates struggle to establish themselves as full-time professional musicians. In part, this situation relates to narrow higher music education curricula that do not sufficiently prepare musicians for the precarious and nonlinear careers that characterize music work. The study reported here employed Version 1 of the Musical Identity Measure (MIMv1) together with three open-ended questions to explore student musicians’ motivations to engage in music and their career-related meaning-making. A lexicometry analysis based on Bayesian statistics was applied to six psychological and environmental areas identified in MIMv1: (1) resilience and adaptability, (2) approach to learning, (3) emotional attachment, (4) social factors, (5) music and self, and (6) career calling. Results indicate that postgraduate classical music performance students have a strong musical calling and emotional attachment to music. They also recognize the importance of identifying themselves as learners to thrive in the profession, and they accept that the development of social capital, resilience, and adaptability needs attention both during their studies and during their professional life. The article presents recommendations for higher music education and identifies potential risks related to strong identification with music.
Publisher: Springer Science and Business Media LLC
Date: 23-03-2018
Publisher: Wiley
Date: 09-03-2017
DOI: 10.1111/GWAO.12176
Publisher: Informa UK Limited
Date: 04-09-2023
Publisher: Springer International Publishing
Date: 2016
Publisher: Informa UK Limited
Date: 03-2010
Publisher: Cambridge University Press (CUP)
Date: 07-2007
DOI: 10.1017/S0265051707007383
Abstract: For the majority of undergraduate classical music performance students, ‘musotopia’ is a place where performance ambitions are realised with an international performance career. However, given that so few musicians achieve this ambition, should this ideal be redefined? This paper investigates instrumental musicians' careers by exploring the realities of professional practice. A detailed study which incorporated interviews, focus groups and a lengthy survey, revealed the multiplicity of roles in which most musicians engage in order to sustain their careers. The findings call into question the concept of a musician as a performer, positing that a musician is rather someone who practises within the profession of music in one or more specialist fields. The ersity of roles pursued by practising musicians is not reflected in the majority of conservatorium curricula, thus the enormous potential for the transfer of music graduate skills into the broad cultural industries setting remains largely unrealised. Acceptance of, and preparation for, a more holistic career will enable many more graduates to find their own musotopia.
Publisher: Springer Science and Business Media LLC
Date: 12-07-2013
Publisher: Unpublished
Date: 2013
Publisher: Informa UK Limited
Date: 17-07-2019
Publisher: Springer International Publishing
Date: 2016
Publisher: Elsevier BV
Date: 2014
Publisher: Routledge
Date: 26-04-2023
Publisher: Cambridge University Press (CUP)
Date: 02-06-2010
Publisher: Informa UK Limited
Date: 06-07-2020
Publisher: Equinox Publishing
Date: 25-08-2010
Publisher: SAGE Publications
Date: 13-11-2015
Abstract: Unlike the work available in many creative disciplines, musicians and dancers have the possibility of company-based employment however, participants outweigh the number of positions. As a result, many graduates become “enforced entrepreneurs” as they shape their work to meet personal and professional needs. The similarities between initial music and dance careers offer opportunities for research across both. This article explores the career projections of 58 music and dance students who were surveyed in their first week of post-secondary study. It contrasts these findings with the reality of graduate careers as reported by five of that cohort four years later. In contrast with the students’ focus on performance roles, the graduate cohort reported a prevalence of portfolio careers incorporating both creative and non-creative roles. The paper characterizes the notion of a performing arts “career” as a messy concept fraught with misunderstanding. Implications include the need to heighten students’ career awareness and position intrinsic satisfaction as a valued career concept.
Publisher: Routledge
Date: 27-04-2023
Publisher: SAGE Publications
Date: 11-10-2011
Abstract: Artistic research output struggles for recognition as ‘legitimate’ research within the highly-competitive and often traditional university sector. Often recognition requires the underpinning processes and thinking to be documented in a traditional written format. This article discusses the views of eight arts practitioners working in academia by asking whether or not they view their arts practice as research and, if they do, how it is so. The findings illuminate ways in which artistic practice is understood as research and reveal how the process of analytical and reflective writing impacts artist academics, their artistic and academic identities and their environment. The findings suggest a frame within which to advocate the equivalence of artistic research with traditional scholarly research. They also suggest a rationale for arguing against this, focusing instead (or perhaps as well) on a wider understanding of what constitutes knowledge. This has implications for academics, for students and for universities in recognizing the research inherent within arts practice itself, and in recognizing the value of practice-led writing in understanding and communicating new knowledge, new methods, and new definitions of research.
Publisher: Informa UK Limited
Date: 06-2020
Publisher: Unpublished
Date: 2015
Publisher: Auckland University of Technology (AUT) Library
Date: 31-10-2015
Abstract: Much Indigenous affairs journalism in the Western Australian state capital of Perth reproduces colonial discourse and perpetuates racist stereotypes of Aboriginal people. Against this background the traditional custodians of Perth, the Noongar people, have struggled to find a media voice. Meanwhile, observers in several countries have critiqued a shift from journalism about specific places toward journalism concerned with no place in particular. Spurred by globalisation, this shift has de-emphasised the ‘where?’ question in the ‘what, where, who, why, how and when?’ template of journalistic investigation. Reporting from a project in which journalism students collaborated with Noongar community organisations, we argue that an understanding of Indigenous Australians’ profound connection to place can inform journalists about the underlying character of places about which they report. We suggest that working with Indigenous people can transform the way journalists conceptualise their careers, and help secure a sense of place for Indigenous people in the media. Finally, collaborating with Indigenous people can teach journalists to view their professional practices through a sense of place lens, re-emphasising the ‘where?’ question in its application to both geographic place and the realm of a journalist’s imagination.
Publisher: Springer Science and Business Media LLC
Date: 12-07-2013
Publisher: SAGE Publications
Date: 24-02-2023
DOI: 10.1177/14740222231160409
Abstract: This introductory overview sets out the scope and aims of the special issue, which is concerned with establishing more meaningful understandings and discourses on the relationship between arts and humanities and graduate employability. The issue comes at a time of increased government-level questioning of the social and economic value of higher education (HE), and particularly humanities disciplines. The propositions developed in this introduction and the contributing authors’ papers aim towards developing stronger and more meaningful engagement with the future place and role of arts and humanities within HE and wider society. We establish a variety of themes in the value of HE and make connections to the contributing authors’ articles. We finish with critical questions for continued debate and research in the nexus between arts and humanities and graduate outcomes. These are all pertinent to the questions of value that underpin many of the papers in this issue.
Publisher: Bloomsbury Academic
Date: 2015
Publisher: Springer International Publishing
Date: 2017
Publisher: Unpublished
Date: 2014
Publisher: SAGE Publications
Date: 07-2021
Abstract: This study investigated why university students choose to major in Science, Technology, Engineering, Mathematics, and Medicine/health (STEM(M)) disciplines, and how their study and career-related confidence compares with that of their peers. The study engaged 12,576 students enrolled at Australian universities. The findings suggest that STEM(M) students’ career decision making is guided by their interest in the subject and their intentions to help people. Within the STEM(M) cohort, students in medicine and health were more confident in their career decision making than either their STEM or non-STEM(M) peers. Of interest, they were less aware of alternative career pathways and less prepared to reorient their careers should this be necessary. Female students reported greater confidence than male students in their career decision making, career identity, and career commitment. Implications include the need for career narratives beyond the STEM industries and for career development initiatives that are mindful of disciplinary and gendered differences.
Publisher: Unpublished
Date: 2014
Publisher: Unpublished
Date: 2013
Publisher: Australian Government Office for Learning and Teaching
Date: 2015
Publisher: Informa UK Limited
Date: 2014
DOI: 10.3402/JAC.V6.24476
Publisher: Unpublished
Date: 2014
Publisher: Common Ground Research Networks
Date: 2008
Publisher: SAGE Publications
Date: 12-2006
Abstract: Previous research with classical instrumental musicians has highlighted the intrinsic benefits of teaching in addition to the perhaps more obvious benefits of securing a regular income. Yet, despite the presence of educational activities in the portfolio of most musicians, teaching remains on the periphery of many music performance programmes in universities and conservatoria. The hierarchical inference in musicians' self-report of success as a soloist, instrumentalist or teacher is perpetuated in the separation of education and performance students during their university education. This study investigated the effects of providing a positive engagement with teaching through a unit of study delivered to a combined cohort of 2nd-year undergraduate music education, composition and performance students. The unit was designed to increase students' understanding of the realities of professional practice, and to form productive and mutually beneficial partnerships: promoting a better appreciation of career development and self-identity during the formative years of tertiary study. Students' responses were gauged with the use of surveys implemented at the commencement and conclusion of the unit. Performance and composition majors reported a positive change in their perception of the role of teaching in their careers, and music education majors reflected a growing awareness of the benefits of working in partnership with performers. The study demonstrated that positive teaching experiences during the training of musicians increases the likelihood that students will plan a positive engagement with teaching.
Publisher: Springer International Publishing
Date: 2016
Publisher: Springer International Publishing
Date: 2017
Publisher: Unpublished
Date: 2013
Publisher: SAGE Publications
Date: 06-05-2017
Abstract: This article explores pre-service music teachers’ professional identities during pre-service training. Its focus is a student cohort whose studies are funded by the Singaporean Ministry of Education in return for a commitment—a teaching bond or contract—to work as teachers in schools. An overview of pre-service teacher education and the challenges of attraction and retention in Singapore is followed by discussion of the literature relating to identity formation, with a focus on music teacher and musician identities. Next, analysis and discussion of the findings highlight that participants’ teacher identities did not align with their level of performance proficiency. Teacher identity did, however, align with participants’ intentions to remain in teaching participants who defined themselves first and foremost as music teachers were more likely than their peers to plan long-term teaching careers. The article considers the influence of teaching bonds, or contracts, signed by students in advance of their post-secondary studies. It concludes by considering the implications for recruitment and for developing professional identity among pre-service music teachers.
Publisher: Informa UK Limited
Date: 15-07-2016
Publisher: SAGE Publications
Date: 07-2016
Abstract: The development of employability in higher music education concerns students, musicians, educators, administrators and funding bodies, and yet employability is both impossible to measure and poorly defined. This paper sets the context for a set of short papers that explore employability from the perspective of music. Because many of the issues they raise have relevance across the creative industries, this paper discusses research that positions them within this broader context. The paper highlights the need for both the functional (how-to) aspects of employability and those that are cognitive: development of students’ cognitive dispositions and their capacity to engage as professionals. As such, the paper argues that employability requires collaborative action on three fronts: enhancement of the ways in which employment outcomes are defined and measured initiatives that engage students in career- and life-relevant activities and advocacy work that re-aligns stakeholder perceptions of graduate work and employability itself.
Publisher: Informa UK Limited
Date: 2014
DOI: 10.3402/JAC.V6.24476
Publisher: Cambridge University Press (CUP)
Date: 13-06-2018
DOI: 10.1017/S0265051718000104
Abstract: Recent decades have seen gender and feminist research emerge as major fields of enquiry in musicology and to a far lesser extent, music education. While these fields have increased awareness of the issues confronting women and other marginalised groups, the pedagogical practices and curricular design that might support aspiring women composers are in urgent need of attention. This article reports from an international survey of women composers (n=225), who in western art music continue to experience a masculine bias that has its roots in the past. The findings in the survey were focused on income, work and learning, relationships and networks, and gender. Numerous composers surveyed noted the under-representation of music composed by women in their higher education curricula. They also described their unpreparedness for a career in music. The article explores the issue of gender in music composition and makes practical recommendations for a more gender balanced music curriculum in higher education.
Publisher: Informa UK Limited
Date: 02-01-2019
Publisher: Springer Singapore
Date: 2018
Publisher: Informa UK Limited
Date: 2009
Publisher: SAGE Publications
Date: 03-02-2017
Abstract: A presumption behind work-integrated learning activities such as internship programmes is that student thinking will shift as a result of exposure to industry practice. We wondered if all students experience this change in the positive sense that teachers expect. To examine this presumption we asked to what extent and in what ways students reorient their thinking about self and identity as a result of an internship experience. Analysis of student reflections following a structured internship programme leads us to believe that not all students experience a shift in thinking, and that their personal narratives speak instead to a complex relation of modalities.
Publisher: SAGE Publications
Date: 03-02-2017
Abstract: In Malaysia, the demand for employable higher education graduates has resulted in a national strategy that outlines desirable graduate attributes including “hard,” discipline-specific skills and “soft,” generic skills. As a result, music programs are under pressure to become more relevant to the conditions and characteristics of the industry. This article presents an overview of the whole-of-education trends in Malaysia and then reports empirical data from eight Malaysian music professionals, all higher education music graduates, who described their pre-sage, transitional and career experiences. Participants emphasized that hard and soft skills are equally important dimensions of graduate employability, which supports the heightened national focus on generic skills. However, participants’ focus was not on the skills per se rather, they stressed the need for students to apply and reflect upon their development of skills during their studies. The article aligns this thinking with the Malaysian strategy and a commonly used employability framework to illustrate the soft skills that might be required of music graduates.
Publisher: Emerald
Date: 09-09-2022
Abstract: The study sought to determine whether there are gender differences in self-perceived employability of students enrolled in Australian higher education science, technology, engineering and mathematics (STEM) programs. Using an online measure comprised of Likert style and open text items, STEM students ( n = 3,134) reported their perceived employability in relation to nine dimensions of employability identified from the literature as having relevance to careers in STEM. Analysis determined whether student confidence differed according to gender, field of study, study mode, age, and engagement with work. Female students in STEM reported higher mean factor scores in relation to their self- and program-awareness, self-regulated learning, and academic self-efficacy. Male students were more confident in relation to digital literacy skills these findings were consistent both overall and across several fields of study within STEM. Gender differences were observed across study mode, age, and engagement with work. The analyses of students' perceived employability provide important insights into the formation of a STEM “identity” among female students. The study has implications for policy, higher education, the engagement of girls in early STEM education, and future research.
Publisher: SAGE Publications
Date: 22-03-2012
Abstract: Identity development is a continuous process framed within changing social contexts, and is particularly problematic for musicians and other artists whose work contradicts the mythologized image of the artist. The purpose of this article is to examine the professional growth of music students in relation to developing teacher identities. The article reports on the use of learner-generated drawings and journal reflections produced by music performance and education majors in particular, the article probes students’ perceptions of teaching within a traditional career hierarchy that favours performance and artistic creation above all else. Whilst initial student drawings illustrated traditional images of the teacher as knowledge giver, these gave way to student-centred images in which students appeared to identify with teaching in new ways. The combination of textual and non-textual data provided insights that would not otherwise have been evident, and the consideration of ‘possible selves’ became a useful tool in the explorations of identity and career.
Publisher: Common Ground Research Networks
Date: 2008
Publisher: Informa UK Limited
Date: 09-2012
Publisher: Springer Singapore
Date: 17-10-2017
Publisher: Informa UK Limited
Date: 2020
Publisher: Frontiers Media SA
Date: 09-11-2016
Publisher: Informa UK Limited
Date: 18-01-2021
Publisher: Curtin University
Date: 2016
Publisher: Routledge
Date: 21-12-2018
Publisher: Oxford University Press
Date: 05-02-2018
DOI: 10.1093/OXFORDHB/9780190219505.013.3
Abstract: Community music educators worldwide face the challenge of preparing their students for working in increasingly erse cultural contexts. These erse contexts require distinctive approaches to community music-making that are respectful of, and responsive to, the customs and traditions of that cultural setting. The challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students and that engage with communities in culturally appropriate ways. This chapter unpacks these challenges and possibilities, and explores how the pedagogical strategy of community service learning can facilitate these sorts of dynamic intercultural learning opportunities. Specifically, it focuses on engaging with Australian First Peoples, and draws on eight years of community service learning in this field to inform the insights shared.
Publisher: Informa UK Limited
Date: 09-08-2019
Publisher: SAGE Publications
Date: 16-02-2016
Abstract: Although the value of service-learning opportunities has long been aligned to student engagement, global citizenship, and employability, the rhetoric can be far removed from the reality of coordinating such activities within higher education. This article stems from arts-based service-learning initiatives with Indigenous communities in Australia. It highlights challenges encountered by the projects and the tactics used to overcome them. These are considered in relation to Young, Shinnar, Ackerman, Carruthers, and Young’s four tactics for starting and sustaining service-learning initiatives. The article explores the realities of service-learning initiatives that exist at the edge of institutional funding and rely on the commitment of key in iduals. The research revises Young et al.’s four tactics and adds the fifth tactic of organizational commitment, which emerged as a distinct strategy used to prompt new commitment, enact existing commitment, and extend limited commitment at the organizational level.
Publisher: American Physical Society (APS)
Date: 07-03-2016
Publisher: SAGE Publications
Date: 05-03-2018
Abstract: Career decision-making is arguably at its most complex within professions where work is precarious and career calling is strong. This article reports from a study that examined the career decision-making of creative industries workers, for whom career decisions can impact psychological well-being and identity just as much as they impact in iduals’ work and career. The respondents were 693 creative industries workers who used a largely open-ended survey to create in-depth reflections on formative moments and career decision-making. Analysis involved the theoretical model of self-authorship, which provides a way of understanding how people employ their sense of self to make meaning of their experiences. The self-authorship process emerged as a complex, non-linear and consistent feature of career decision-making. Theoretical contributions include a non-linear view of self-authorship that exposes the authorship of visible and covert multiple selves prompted by both proactive and reactive identity work.
Publisher: SAGE Publications
Date: 04-2016
Abstract: The purpose of this article is to explore the “value” of creative workers’ work from their perspective. The work of this group is often ephemeral and intangible, contributes to the development of society, and is often very poorly remunerated. Qualitative responses from a large survey of creative workers’ work experience and attitudes have provided the material analyzed for this paper. The data were analyzed using a naturalistic coding process leading to the emergence of themes describing the data. Five “elements of worth” emerged which included identity representation, motivation, catalysts of creativity, interactions with society, and recognition. Knowing how creative workers experience these five elements provides educators and local/national policy makers data on which to base their pedagogical and financial judgments. To date, there has been no other study that examines how creative workers perceive the value of their work and how that notion of value is derived from their lived experience.
Publisher: Unpublished
Date: 2013
Publisher: Emerald
Date: 06-02-2017
Abstract: The purpose of this paper is to examine the precarious nature of creative industries (CIs) work in Australia, Canada and the Netherlands, with a focus on job security, initial and on-going training and education, and access to benefits and protection. The paper reports from a largely qualitative study featuring an in-depth survey answered by 752 creative workers in the three locations. Survey data identified common themes including an increase in non-standard forms of employment and the persistence of precarious work across the career lifespan criticism of initial education and training with particular reference to business skills the need for and challenges of life-long professional learning and lack of awareness about and access to benefits and protection. Respondents also reported multiple roles across and beyond the CIs. The presence of common themes suggests avenues for future, targeted creative workforce research and signals the need for change and action by CIs educators, policy makers and representative organizations such as trade unions. While precarious labour is common across the CIs and has attracted the attention of researchers worldwide, a lack of comparative studies has made it difficult to identify themes or issues that are common across multiple locations.
Publisher: Queensland University of Technology
Date: 08-03-2015
Publisher: Informa UK Limited
Date: 11-06-2014
Publisher: Emerald
Date: 05-09-2016
Abstract: The purpose of this paper is to examine artists’ experiences of involuntary career transitions and its impact on their work-related identities. Semi-structured interviews with 40 artists in the Netherlands were conducted. Self-narratives were used to analyze the findings. Artists who can no longer make a living out of their artistic activities are forced to start working outside the creative realm and are gradually pushed away from the creative industries. This loss of their creative identity leads to psychological stress and grief, making the professional transition problematic. Moreover, the artistic community often condemns an artist’s transition to other activities, making the transition psychologically even more straining. This study provides in-depth insights into how artists deal with changes in their work-related identities in the light of involuntary career transitions.
Publisher: Informa UK Limited
Date: 03-07-2017
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 26-11-2021
Abstract: Insufficient access to specialised career development within many rural, regional and remote (RRR) areas contributes to persistent differences in the higher education participation rates of young people from these areas. This paper reports on research conducted with 4,993 students at a university in Western Australia who self-assessed their perceived employability (career capabilities) and career orientation. Data were analysed by year and mode of study, location, gender and discipline. Comparisons were made between RRR students and their metropolitan peers. The findings compare perceptions of employability and career orientation among RRR students in comparison with domestic metropolitan students. This shows a level of commonality between the two groups, with lessons from research on RRR students being applicable to metropolitan students.
Publisher: Informa UK Limited
Date: 03-04-2018
Publisher: Edith Cowan University
Date: 05-2017
Publisher: Routledge
Date: 08-10-2013
Publisher: Informa UK Limited
Date: 10-07-2023
Publisher: Informa UK Limited
Date: 12-2010
Publisher: SAGE Publications
Date: 27-10-2017
Abstract: In comparison with classroom settings that are more accessible to the scrutiny of researchers and institutional monitoring, the one-to-one setting of instrumental and vocal studio teaching has been described as a ‘secret garden’. The physical isolation of the music studio has deep roots within the traditions of apprenticeship and embodies aspects of conservatoire culture that are sometimes carried over into other musical styles. With a focus on higher education, this paper explores the nature and significance of isolation for the studio, alongside some of the benefits, limitations, and challenges that it offers. The authors contend that the physical disposition of the studio within the institution gives implicit support to the attitudes and assumptions that sustain traditional approaches to music performance teaching, and that making them explicit can help to open those approaches to further challenge, review and development.
Publisher: Informa UK Limited
Date: 20-07-2017
Publisher: SAGE Publications
Date: 02-2008
Abstract: Despite an increase in participation at all levels of the music profession, women continue to experience fewer opportunities to forge careers in music and are less likely than men to apply for leadership positions. This article presents results from a study in which 152 instrumental musicians reflected upon their professional practice and career aspirations. The study examined differences in the professional practice of male and female musicians and found female musicians to be more likely to teach, and less likely to sustain performance positions because of the difficulties associated with managing family and other commitments whilst maintaining an uninterrupted career in music. It is proposed that educators have a crucial role to play in the development of curricula reflective of the realities of professional practice in a profession where interrupted careers can result in a loss of technical skills and in outdated curricular and methodological knowledge.
Publisher: STAR Scholars Network
Date: 15-02-2020
Abstract: Higher education has been positively linked with increased opportunity for women, including enhanced employability, increased migration, enriched cultural capital, and improved language skills. With the number of international students rising, understanding postdegree intentions is increasingly important for institutions, policy makers, and administrators. This qualitative study explored the postdegree intentions of female international undergraduate students at the Malaysian c us of an Australian university. In-depth interviews were conducted with students from a range of degree programs and data was studied using thematic analysis. Findings revealed that postdegree intentions were substantially influenced by other people and policies a common aspiration was to balance career and family postdegree intentions were not solely career-focused and the students anticipated discrimination and inequality but were determined to successfully navigate these.
Publisher: SAGE Publications
Date: 07-2017
Abstract: Employability development is a strategic priority for universities across advanced western economies. Despite this, there is no systematic study of employability development approaches internationally. In this study, we considered how universities portray employability on the public pages of their websites. We undertook website content analysis of 107 research-intensive universities in Australia, Canada, the United Kingdom and the United States. Following Farenga and Quinlan, we classified these strategies as Portfolio, Hands-off, Award and Non-embedded. Portfolio or Award strategies were the most common across all four locations Hands-off and Non-embedded strategies were more common to US universities and Award was more common in the United Kingdom. Universities focused on either possessional or positional approaches to employability. We advocate for a pedagogical shift towards processual approaches in which responsibility for employability development is shared.
Publisher: Springer International Publishing
Date: 2017
Publisher: No publisher found
Date: 2012
DOI: 10.1037/T57484-000
Publisher: SAGE Publications
Date: 23-09-2009
Abstract: Performing arts courses within the university sector retain a necessarily strong practical focus as they prepare graduates for work within a highly competitive environment. However, the reality for graduates is a world in which performance is only one component of the myriad activities required to build a sustainable career. This article reports findings from two studies which investigated work patterns, education and professional development of practising and intending musicians and dance artists. Data gathered using a questionnaire, focus groups and interviews reveal disparity between undergraduate curricula, the career expectations of students and the realities of professional practice. Alignment between the results of the music and dance studies suggests the potential for the collaborative delivery of both initial and lifelong education. The findings are discussed within the context of protean careers, and the article advocates the potential for practising artist academics to engage students in career development and the formation of their professional identities.
Publisher: SAGE Publications
Date: 09-07-2013
Abstract: The research assessment framework is an unstable reality in many countries. While few would disagree that there is a need to measure and reward research excellence, there has been little investigation of how assessment mechanisms relate to knowledge itself. With a focus on the arts and humanities and writing from an Australian perspective, this paper draws together discussions of research assessment frameworks and forms of knowledge to consider what can and cannot be measured, and what we might gain from (or lose from not) measuring these things. We argue that the focus on measurable outputs risks a culture that favours effective packages of knowledge at the same time as ignoring the immeasurable, or hidden elements of research and scholarship – elements that Aristotle considered to underpin scholarship itself.
Publisher: Unpublished
Date: 2015
Publisher: Unpublished
Date: 2014
Publisher: Informa UK Limited
Date: 09-2012
Publisher: Unpublished
Date: 2015
Publisher: No publisher found
Date: 2016
Publisher: Informa UK Limited
Date: 2007
Publisher: Springer Singapore
Date: 15-09-2016
Publisher: Common Ground Research Networks
Date: 2012
Publisher: Informa UK Limited
Date: 06-2013
Publisher: Informa UK Limited
Date: 24-04-2019
Publisher: Springer Science and Business Media LLC
Date: 12-07-2013
Publisher: Informa UK Limited
Date: 23-12-2019
Start Date: 04-2016
End Date: 04-2019
Amount: $222,515.00
Funder: Australian Research Council
View Funded Activity