Creative industries careers: shifting aspirations and pathways from high school to university—a NSW case study

Abstract

Creative careers are responding rapidly to new creative practices, new audiences, emerging digital platforms and technologies. These careers are well paid, resistant to automation and permeate all aspects of society. Yet students’ and teachers’ perceptions and attitudes are not in alignment with the reality of a job in Australia’s Creative Industries. Research exploring the perceptions of a creative career in high schools showed there was a significant disconnect between perceived jobs and actual jobs, impacting on student aspirations to work in the creative industries. Current narratives in schools need to shift beyond an outdated idea of traditional “Arts” towards the realities of a contemporary creative workforce which combines digital, entrepreneurial and creative skills. A mixed method Australian state case study, was conducted in regional school communities, collecting data from across creative classroom practice, surveys and interviews. The findings point to a limited understanding of creative careers held by specialist teachers, careers advisors and students. This resulted in severely limited advice being provided to high school students in terms of choices of secondary curriculum and educational pathways for a creative career.