Social awareness and engagement in undergraduate music students: Generating a foundation for curriculum decisions

Abstract

Tertiary music institutions, like universities generally, are increasingly recognising the value and importance of a curriculum that fosters social awareness and social engagement in students. This article reports on a mixed-methods research project that investigated the nature and extent of social awareness and engagement among undergraduate students at one Australian tertiary music institution. Through a survey methodology, the research sought to understand students’ interest in, and awareness of, pressing contemporary social issues, as well as their prior, current and perceived potential future engagement in those issues. A clear understanding by educators, researchers and tertiary music institutions of the nature and degree of undergraduate students’ social awareness and engagement is an important and arguably necessary foundation for expanding and improving socially engaged teaching and learning initiatives.