Arts In Higher Education Research Articles

Exploring Departmental-Level Fundraising: Relationship-Based Factors Affecting Giving Intention in Arts Higher Education

Fundraising for higher education institutions is becoming more important as there is increasingly limited government funding for public education. With shrinking funding, university programs and departments may be expected to raise more income on their own. This study hypothesizes that higher levels of stakeholders’ (students and alumni) knowledge, awareness, involvement, satisfaction, and relationship with the department and its fundraising efforts are positively associated with fundraising success measured in intention to give and likelihood to recommend others to give. By using mixed methods research design and relationship fundraising as a theoretical framework, the study found that satisfaction and relationship are the most significant variables positively affecting giving intention. The qualitative results can explain why these variables matter to stakeholders’ intentions to give. Using a case study approach of examining one university’s arts administration department fundraising practice and its relationship to stakeholders, this research initiates academic and practical discussion on effective fundraising for higher education units.

Paradigm Shifts in Global Higher Education and e-learning: An ecological perspective

The digital knowledge age has changed our world in inexplicable ways, and education is not immune to these changes. In a time when online technologies, networked learning spaces, mobile devices, cloud computing, and many other innovative tools have resulted in a paradigm shift, we need to revisit what is known about the current state of the art in higher education and e-learning. This special issue aims to reflect the changes in global higher education with a special focus on e-learning.

Methodological aspects for the preparation of future teachers of fine arts

The article reveals methodological principles for the preparation of future teachers of fine arts for individual pedagogical activity. It was demonstrated, that the preparation should be carried out on the basis of a system, competence, integration, creativity and activity approach. A substantiation of concepts from the above-mentioned approaches in the preparation of future teachers of fine arts was made, which consideration should contribute to innovative alterations in the general education system of specialists in the field of fine arts in higher education institutions.The system approach is considered by the authors as a purposeful and clearly organized method to achieve the determined goal. It envisages a combined consecutive work of students and teachers, managing the educative process, it ensures the integrity, efficiency and resulting quality of the educational process, creating conditions for future teachers to achieve a combination of new qualities, necessary in an individual professional occupation.The competence oriented approach is defined by the authors as a shaped individual quality of a future teacher of fine arts, specifying the extent of his or her knowledge and qualification. The introduction of the competence approach envisages the deposition of cognitive accents of students’ readiness for independent work to competent accents, which are based on value priorities of a person, particularities of his or her experience and beliefs, and ensures the readiness for creative and productive individual work.The integration approach envisages the alteration of accents in the construction of the pedagogical process from a subject-centric structure to a poly-centric one, by overcoming disunity, fragmentation of professional knowledge, differentiated according to different academic disciplines, and contributes to the creation of an integral thinking style.The creativity approach envisages depriving the educational process in higher education institutions from patterns and standards, as well as giving preference to an active search for non-standard solutions, methods, forms, approaches for improving the education of students in order to achieve a higher professional level.The introduction of the activity approach, where the teacher is considered not as a “translator”, but as a coordinator for students in methods of obtaining and digesting new information, by assisting the students to get involved in different forms of creative artistic and pedagogical occupation, which demonstrates their activity as an universal “instrument” of self-fulfillment of the artistic and creative potential, which ensures the readiness formation for an active life position and a continuous education during the whole life

Finding creativity in the extrinsically motivated environment of architecture students

ABSTRACTResearchers have found both that rewards decrease creativity and that rewards such as money/pay increase creativity. Higher education arts and STEM faculty acknowledge that their environment is often a pedagogical transmission system in which students are given final stress-evoking exams which typically result in little creativity growth and feedback on creativity goals. Given the dominant focus of educators and students on grade-based extrinsic rewards, we focus on how the main curriculum ‘capital’, namely grades, is affecting creativity in architecture students. To measure creativity as product, design projects of freshmen architecture students were assessed for creativity using the Consensual Assessment Technique. To measure motivation, we used Amabile’s Workplace Preference Inventory. We found that even with a schedule of formative assessments, extrinsic motivation caused students to focus on technical more than creative skills. We suggest that high-level formative assessment with its emphasis on developing intrinsic motivation may improve creativity skills in architecture students.

Порівняльний аналіз теоретичних засад технічної естетики і промислового дизайну у закладах вищої мистецької освіти

Порівняльний аналіз теоретичних засад технічної естетики і промислового дизайну у закладах вищої мистецької освіти

Art Education in the Regions: Modernization Perspectives

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The importance of writing as a material practice for art and design students: A contemporary rereading of the Coldstream Reports

Abstract This paper suggests that strong beliefs about the recommendation of academic writing for practitioners in the Coldstream Reports remain in teaching and management positions across the current Higher Education (HE) sector. However, an intensive re-reading of the reports establishes these beliefs are unfounded. This article posits that upholding these institutional assumptions may have an impact on how writing is used as a component of examination and therefore aligned with the need for academic parity across the HE sector, rather than as a tool for understanding and articulating practice. As a result, this article calls for the reinstatement of a unified HE art and design curriculum to be filled with a diversity of pedagogical approaches, including writing practices, that are complementary to and inform the purposes of creative practice.

Building Compassion Capacity: Chester Retold and Storyhouse, a Case Study

This article is a case study of a level five experiential learning module that I designed and taught at the University of Chester in the summer term of 2018 in collaboration with the city’s innovative new arts hub, Storyhouse. As a case study, it will demonstrate how ‘compassion’ can be placed at the heart of module design within Higher Education Arts and Humanities teaching, as well as how compassionate practice can emerge organically from innovation.

ЗАРУБІЖНИЙ ДОСВІД КОРОЛІВСТВА ШВЕЦІЇ У ПОБУДОВІ СИСТЕМИ УПРАВЛІННЯ ВИЩИМИ НАВЧАЛЬНИМИ ЗАКЛАДАМИ МИСТЕЦЬКОЇ ОСВІТИ

Actuality. Quality assurance in the European system of management of arts higher education has always been in a state of dynamic changes and it has been conditioned by intensive eurointegration educational processes. In most countries of the European Space, institutions are responsible for quality assurance in the field of higher education, including artistic ones, which have been based. This situation compels the re-inclusion of a large number of people in the education sector. Education will have tendencies of constant distribution and renewal throughout the life of the individual. Purpose and methods. The aim of the article is to reveal and summarize the main trends and principles of the formation of the management system of higher educational institutions, in particular the artistic direction, the Kingdom of Sweden. With the help of a comparative analysis, we have carried out an assessment of the structure of the control system and its individual elements. Methods of spatial analysis and synthesis have actively been used. Results. Conclude in the allocation of the prerequisites for the formation the structure of the management system and its elements, features and regularities of their functioning. Conclusions and discussion. The scientific novelty consists in distinguishing the key trends and principles of the formation and functioning of the management system of the higher educational institutions of the Kingdom of Sweden. It is of practical importance to further develop, on the basis of the study, strategic directions on the implementation of this experience in the Ukrainian management system, which will be able to improve the rating positions of domestic higher education institutions in an international dimension.

The Significance of the Humanities and Liberal Arts in Higher Education

Two tendencies in present-day higher education in China, namely the neglect of the humanities and liberal arts and their incorporation of officialized programmes, are bringing about a change in the values that the humanities and liberal arts foster, and are making for unclear programming. A case in point is the practice that has identified higher education as a tool, overemphasizing its functions and ‘usefulness’ for the nation. It is reasonable to consider higher education from the perspective of national interests. Nonetheless, the author of the current article contends that the overemphasis on function and ‘usefulness’ runs counter to the nature of higher education that endeavours to cultivate a student’s humanity. The author will also argue that one of the principal methods for this humanization is to learn about human nature and to know how to follow one’s good conscience. That is, students have to be educated to know their essential human character and the various demands that are embedded in all intellectual and moral virtues and all language games, and abhor and refrain from any practices that violate them. In this sense, the humanities and liberal arts can provide various human experiences that would be a great help for students to know and to learn the above-mentioned human nature and virtues.

Activity of Higher Education art Inctitutions in the Contemporary Socio-cultural Realities

The use of culture and art for socio-economic development and the formation of a positive image of Ukraine abroad require highly skilled specialists. The cultural development of society depends to a large extent on the effectiveness of artistic education, which functions as a streamlining of spiritual life and aesthetic education of a person. The article emphasizes that the characteristic feature of the artistic institutions of higher education in modern conditions is the ability to take into account the demands of society, to carry out an assessment of all internal and external factors that provide favourable conditions for their normal functioning. It is also necessary to take into account the requirements of cultural and artistic institutions to the quality of training specialists and to make carefully thought out management decisions. It is emphasized that the specificity of the preparation of creative personnel at the level of postgraduate education in artistic higher educational establishments requires further development of the normative base, the establishment of clear requirements for the competences of the applicant of the degree of doctor of arts. In this context, it becomes relevant to study the problems of artistic education as a component of public culture and cultural policy of the state, and allows considering possible ways of development of artistic higher educational institutions, taking into account their peculiarities.

Higher education fine art in the United Kingdom and Spain since 1992: A study in perceptions of change by staff in two universities

This article explores the perceptions of a small sample of academic staff from a university in Spain and another in the United Kingdom towards changes in fine art higher education (HE) in both countries over the last 25 years. The authors sought to understand if, and how, the changing HE context had influenced the provision of fine art in each university, and considered it useful to address whether there was any comparability across the two institutions in terms of the responses to the broad changes in resourcing and quality assurance. They used a series of semi-structured interviews with eight respondents, four in each country, aimed at eliciting staff views. These perceptions were considered alongside available data on student numbers, enrolments, graduation and gender, in order to explore the reactions of teaching staff to shifts in context over the period. The study concludes that the stance of criticality adopted by many fine art academics, who value their academic freedom and autonomy and prioritize the practice of their discipline, is being challenged by many of the recent changes in HE. As a result, staff who are being asked to undertake a wider range of activities are having to adapt their view of the nature of fine art HE.

普通高校向け情報教育カリキュラムの開発 II : 文系カリキュラムの構成とその評価

普通高校向け情報教育カリキュラムの開発 II : 文系カリキュラムの構成とその評価

Study on Promoting Development of the Industry of Arts and Craft by Art Higher Education

Study on Promoting Development of the Industry of Arts and Craft by Art Higher Education

Educational development within higher arts education: an experimental move beyond fixed pedagogies

This paper explores creative educational development by asking what it is or might become. It is based on a singular pedagogical process within the fields of arts, design, and architecture in higher education. The exploration is framed by Gilles Deleuze’s philosophy of difference, which allows for a movement beyond educational certainties that might sometimes limit developmental efforts in higher education. With the intersection of artistic-pedagogical processes and theoretical investigations, the paper aims to imagine potentialities for thinking and doing otherwise in educational development. Thus, this paper strives to become open toward expanding difference and creation within educational development processes.

A certain consideration about a professional seminar of the liberal arts in higher education

A certain consideration about a professional seminar of the liberal arts in higher education

Experiential Learning through Group Work and Theater

ABSTRACTThis article highlights the positive attributes of group work and the arts in higher education, outlining a specific approach to group work using theater during a family violence class in undergraduate social work education, which provides compelling results from faculty and student reports. The article provides an overview of the project, including script development, rehearsals, performance, audience participation, facilitator responsibilities, results, and implications for practice.

Reflections from a Matt Surface

The relatively short history of the modern art education in Turkey inevitably mirrors the constitutional predicaments that the young nation undergoes for nearly a century. The article aims to survey the pivotal implementations, starting from the early days of the Republic, and brings close together an evaluative reading about what has been done to keep the Turkish higher education in fine arts relative and up to date. Consequently, the main focus has been on and about the manifold complexities that arose as a result of such pitfalls like the absence—and in some cases, also the presence—of mandatory legislative frameworks, art's and art education's assumed role and promise in the university context and the both mutual and separate motives of academics and students in the field. It can be said that the symptomatic qualities put forward a set of associations in-between those issues, causing a similarity among the key problems. Most apparent of those are about to be on the difficulty of translation—from one expression, structure, history, modality, experience or body of knowledge into another. Thus, the futility and dulling caused by the widespread institutional and individual custom of metaphrasing could be identified as a core issue whereas the necessity to paraphrase and to contextualize gains critical urgency. The concept of artistic research discussed in this context is a possible mode of structuring and programming the art education itself that could, it is hoped, be antidotal to the existing alienating and anaesthetic practice—which becomes especially significant today in a public institutional education environment that is expected to assure a free, relevant and worthy higher arts education that still has a chance to avoid the distorting restraints faced extensively by the private sector.

John Dewey and the Role of the Teacher in a Globalized World: Imagination, empathy, and ‘third voice’

Reforms surrounding the teacher’s role in fostering students’ social competences, especially those associated with empathy, have moved to the forefront of global higher education policy discourse. In this context, reform in higher education teaching has been focused on shifting teachers’ practices away from traditional lecture-style teaching—historically associated with higher education teaching—towards student-centred pedagogical approaches, largely because of how the latter facilitate students’ social learning, including the development of students’ abilities connected to empathy, such as intercultural understanding. These developments towards learner-oriented higher education teaching may offer promising opportunities; however, a central problem within these current policy recommendations is that the connection between cultivating empathy and cultivating imagination is not explicitly foregrounded. Against this background, I turn to Dewey’s notion of imagination to show how imagination is indispensable to all learning, and therefore has a role to play in teaching. In this article, I show how imagination is not only deeply connected to empathy, but also critical for gaining intercultural understanding and is a condition for the possibility that, as human beings, we can learn with and from others. On this basis, I argue that Dewey’s notion of imagination provides significant insight on how to rethink what is needed to create inclusive classrooms in higher education, especially under conditions of cultural, linguistic and religious diversity. First, I consider Dewey’s concept of learning and the indispensable role of imagination in learning. Second, drawing on the work of Martha Nussbaum, I examine how teaching through the narrative arts in higher education cultivates the imagination and helps us engage the lives of others. I use an example from my own teaching to illustrate how the narrative arts can foster dialogue across difference through the development of what I call ‘third voice’—a different or other ‘position’ that productively mediates reflective interaction between participants, including teacher and learners. In closing, I consider the implications of my discussion for present and future higher education policy on the evaluation of ‘quality teaching’.

Arts students in debt: Concerns, consequences, and interventions

abstractWhile there are many educational and experiential benefits to attending professional higher arts education programs, students who incur excessive student loan debt during their studies may experience unanticipated or poor professional outcomes either over the course of their artistic careers, shortly after the expiration of a loan grace period, or after they can no longer defer payments. To date, little to no research exists on the effects of an excessive student loan debt burden on professional arts careers. To address this gap in the higher arts education literature, and in an effort to facilitate scholarly discussion on the topic, this article identifies concerns, consequences, and potential interventions.