Abstract
Graduate programs should be operated based on professionalism. The purpose of this study was to investigate the professionalism of thirteen doctoral dance programs in Korea. The study included thirteen doctoral programs from 10 universities in Korea. Data on the dance programs were collected using school bulletins, websites, and booklets. Educational goals, doctoral program requirements, and syllabi were analyzed based on the documents of each graduate school. Although most graduate school dance programs offered similar characteristics of courses, programs majorly comprised theory, performance, and workshops. Dance performance appeared to be an important aspect of dance programs in Korea. Interestingly, three different genres of dance (Korean folk dance, modern dance, and ballet) were overwhelmingly present in doctoral programs. This study recommended that more research- and scholastic-oriented programs should be provided in doctoral programs to enhance the fundamentals of the dance academic environment. Overall, more specialized programs are required to meet the various needs and choices of the doctoral students. It is certain that students’ interests and academic excellence are the greatest assets for doctoral dance major students. The concepts of diversity, culture, and interdisciplinary cooperation should be applied more to the description and research of graduate courses. Operationalizing these efforts through rigorous assessments of students’ mastery of key competencies in the curriculum is another evolving task for sustainable education leaders.
Highlights
In preparation for a knowledge-based society in the 21st century, the role and function of graduate schools are being reinforced through a focus on research, which may be a desirable response to meet the demands of the times
While knowledge and techniques are important in the field of dance, the development of programs that cultivate insightful leaders is crucial to the education provided through graduate school dance majors [1,2]
As the number of graduate students majoring in dance increases, the demand by society for greater clarity on the roles and responsibilities of graduate schools is becoming more evident, but it has been noted that the graduate school curriculum lacks expertise and is not future-oriented to cultivate dance professionals [3,4]
Summary
In preparation for a knowledge-based society in the 21st century, the role and function of graduate schools are being reinforced through a focus on research, which may be a desirable response to meet the demands of the times. Cultural, economic, and human exchanges between countries are likely to be more frequent, and as already seen in Europe, even national boundaries may be removed. From this point of view, the field of dance will play a catalytic role in cultural and artistic exchanges between countries. Given this backdrop, while knowledge and techniques are important in the field of dance, the development of programs that cultivate insightful leaders is crucial to the education provided through graduate school dance majors [1,2]. As the number of graduate students majoring in dance increases, the demand by society for greater clarity on the roles and responsibilities of graduate schools is becoming more evident, but it has been noted that the graduate school curriculum lacks expertise and is not future-oriented to cultivate dance professionals [3,4]
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