Hostname: page-component-586b7cd67f-r5fsc Total loading time: 0 Render date: 2024-11-27T11:21:05.507Z Has data issue: false hasContentIssue false
  • English
  • Français

Chasing a moving target: perceptions of work readiness and graduate capabilities in music higher research degree students

Published online by Cambridge University Press:  11 January 2016

Scott Harrison  and
Catherine Grant
Scott Harrison
Affiliation:
Queensland Conservatorium Griffith University, PO Box 3428, South Brisbane QLD 4101, [email protected]
Catherine Grant
Affiliation:
The University of Newcastle (UoN), The Conservatorium, Corner of Laman and Auckland Streets, Newcastle NSW 2300, [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Recent efforts to increase workplace readiness in university students have largely centred on undergraduates, with comparatively few strategies or studies focusing on higher research degree candidates. In the discipline of music, a wide diversity of possible career paths combined with rapidly changing career opportunities makes workplace readiness a moving target. Drawing on qualitative and quantitative data from semi-structured interviews, dialogue forums, an online survey and pre-existing literature, this paper explores perceptions of higher degree research (HDR) music students about their work readiness, and critically examines these perceptions against graduate capabilities frameworks. It recommends ways to better prepare HDR music students for life beyond their studies, advocating in particular a more collaborative model of research education than is currently the norm. The findings may help improve the student experience and graduate outcomes among HDR students, both in music and more broadly.

Type
Research Article
Information
British Journal of Music Education , Volume 33 , Issue 2 , July 2016 , pp. 205 - 218
Check for updates
Copyright
Copyright © Cambridge University Press 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

AANERUD, R., HOMER, L., NERAD, M. & CERNY, J. (2006) Assessing doctoral education using career path analysis. In Maki, P. & Borkowski, N. (Eds), The Assessment of Doctoral Education: Emerging Criteria and New Models for Improving Outcomes. Sterling, VA: Stylus.Google Scholar
AUSTRALIAN QUALIFICATIONS FRAMEWORK (2013) Website. Available at http://www.aqf.edu.auGoogle Scholar
BARTLEET, B-L., BENNETT, D., BRIDGSTOCK, R., DRAPER, P., HARRISON, S. & SCHIPPERS, H. (2012) Preparing for portfolio careers in Australian music: setting a research agenda [online]. Australian Journal of Music Education, 2012, 32–41.Google Scholar
BENNETT, D. (n.d.) What do musicians do for a living? Available at http://www.musiccareer.com.au/index.php/What_do_Musicians_do_for_a_Living%3FGoogle Scholar
BORTHWICK, J. & WISSLER, R. (2003) Postgraduate research students and generic capabilities: Online directions. Canberra, Australian Capital Territory: Department of Education, Science and Training. Available at http://hdl.voced.edu.au/10707/40223Google Scholar
BOUD, D. J. & LEE, A. (2005) Peer learning as pedagogic discourse for research education. Studies in Higher Education, 30, 501–516.Google Scholar
BRIDGSTOCK, R. (2013) Not a dirty word: arts entrepreneurship and higher education. Arts and Humanities in Higher Education, 12, 122–137.Google Scholar
BRIDGSTOCK, R. & HEARN, G. (2012) A conceptual model of capability learning for the 21st century knowledge economy. In Rooney, D., Hearn, G. & Ninan, A. (Eds), Handbook on the Knowledge Economy (pp. 105–118). Cheltenham: Edward Elgar.Google Scholar
BUCKLEY, F., BROGAN, J., FLYNN, J., MONKS, K., HOGAN, T. & ALEXOPOLOUS, A. (2009) Doctoral competencies and graduate research education: focus and fit with the knowledge economy? The learning, innovation and knowledge (link) research centre working paper series. Available at http://www.link.dcu.ie/publications/workingpaperseries/.Google Scholar
BURNETT, P. C. (1999) The supervision of doctoral dissertations using a collaborative cohort model. Counselor Education and Supervision, 39, 46–52.Google Scholar
CAREY, G., BRIDGSTOCK, R., MCWILLIAM, E., TAYLOR, P. & GRANT, C. (2013) Characterising one-to-one conservatoire teaching: some implications of a quantitative analysis. Music Education Research, 15, 357–368.CrossRefGoogle Scholar
CHAN, L. K. & PARKER, W. (2007) Modelling good practice in research training for design postgraduate students. ‘Connected’: International conference on design education, 9–12 July 2007, University of New South Wales, Sydney, Australia. Available at http://handle.unsw.edu.au/1959.4/39609.Google Scholar
COOPER, L., ORRELL, J. & BOWDEN, M. (2010) Integrated Learning: A Guide to Effective Practice. Abingdon: Routledge.Google Scholar
CREECH, A., PAPAGEORGI, I., HADDON, L., POTTER, J., MORTON, F., DUFFY, C., et al. (2008) From music student to professional: the process of transition. British Journal of Music Education, 25, 315–331.CrossRefGoogle Scholar
CUMMING, J., KILEY, M., THOMAS, M., HORT, L., PIKE, M., EVANS, E. & MAIN, A. (2009) Research graduate skills project. [Report.] Available at http://www.gradskills.anu.edu.au.Google Scholar
DAVIES, S., MCCALLIE, E., SIMONSSON, E., LEHR, J. L. & DUENSING, S. (2008) Discussing dialogue: perspectives on the value of science dialogue events that do not inform policy. Public Understanding of Science, 18, 338–353.Google Scholar
ENDERS, J. (2004) Research training and careers in transition: a European perspective on the many faces of the Ph.D. Studies in Continuing Education, 26, 419–429.Google Scholar
ETR ASSOCIATES (2013) National Service-Learning Clearinghouse (website). Available at http://www.servicelearning.org/.Google Scholar
GAUNT, H., CREECH, A., LONG, M. & HALLAM, S. (2012) Supporting conservatoire students towards professional integration: one-to-one tuition and the potential of mentoring. Music Education Research, 14, 25–43.CrossRefGoogle Scholar
GILBERT, R., BALATTI, J., TURNER, P. & WHITEHOUSE, H. (2004) The generic skills debate in research higher degrees. Higher Education Research and Development, 23, 375–388.CrossRefGoogle Scholar
HANNAN, M. (2003) The Australian Guide to Careers in Music. Sydney: UNSW Press/Music Council of Australia.Google Scholar
HARRISON, S. D. (2013) Pro-active music higher degrees: promoting, acting on and evaluating quality teaching and learning in music higher degrees. [Report.] Available at http://www.olt.gov.au/resources/good-practiceGoogle Scholar
HARRISON, S. D. & DWYER, R. (2014) Alleviating isolation: research in the conservatoire. Music Education Research. Published online 3 July 2014. doi: 10.1080/14613808.2014.930115.Google Scholar
KIFT, S., BAILEY, J., ANDREWS, L., GRAY, D., VAN ACKER, E. & WOODS, P. (2011) Capstone Courses: What is their place in a ‘transition pedagogy’ for final year students? Higher Education Research and Development Society Australasia Inc (HERDSA) Symposium, 4–7 July 2011, Gold Coast, Australia.Google Scholar
KILEY, M. & MULLINS, G. (Eds) (2004) Quality in postgraduate research: re-imagining research education. Proceedings of the 2004 International Quality in Postgraduate Research conference, Adelaide, Australia, 22–23 April 2004.Google Scholar
LEE, A. & GREEN, B. (2009) Supervision as metaphor. Studies in Higher Education, 34, 615–630.Google Scholar
MANATHUNGA, C. & GOOZÉE, J. (2007) Challenging the dual assumption of the ‘always/already’ autonomous student and effective supervisor. Teaching in Higher Education, 12, 309–322.Google Scholar
MANATHUNGA, C., LANT, P. & MELLICK, G. (2007) Developing professional researchers: research students’ graduate attributes. Studies in Continuing Education, 29, 19–36.Google Scholar
PARKER, S. (2009) Inside higher education. Proceedings of the National Centre for Equity in Higher Education (NCSEHE) Forum, Student Equity in Higher Education: What We Know, What We Need to Know (pp. 53–58). Adelaide: NCSEHE.Google Scholar
PEARSON, M. & BREW, A. (2002) Research training and supervision development. Studies in Higher Education, 27, 135–150.Google Scholar
PEARSON, M., EVANS, T. & MACAULEY, P. (2004) The working life of doctoral students: challenges for research education and training. Studies in Continuing Education, 26, 347–353.Google Scholar
PRATT, D. (1992) Conceptions of teaching. Adult Education Quarterly, 42, 203–220.Google Scholar
RENSHAW, P. (2009) Lifelong Learning for Musicians: The Place of Mentoring. Available at http://www.hanze.nl/NR/rdonlyres/CD4D7120-7941-464E-864D-A3842DF405A7/0/ThePlaceofMentoring2009PeterRenshaw.pdf.Google Scholar