From Expert Student to Novice Professional: Higher Education and Sense of Self in the Creative and Performing Arts

Autor/inn/en	Reid, Anna; Rowley, Jennifer; Bennett, Dawn
Titel	From Expert Student to Novice Professional: Higher Education and Sense of Self in the Creative and Performing Arts
Quelle	In: Music Education Research, 21 (2019) 4, S.399-413 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bennett, Dawn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2019.1632279
Schlagwörter	Self Concept; Novices; Specialists; Employment Potential; Performance; Outcomes of Education; Higher Education; Foreign Countries; Models; Interdisciplinary Approach; Learner Engagement; Transformative Learning; Music; Music Education; Professional Identity; Musicians; Job Skills; Motivation; Work Attitudes; Education Work Relationship; Self Determination; Success; Australia + Suchen Sie Ihr Suchwort? Selbstkonzept; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Achievement; Leistung; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Analogiemodell; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Pädagogische Transformation; Musik; Musikerziehung; Musiker; Produktive Fertigkeit; psychologische; Motivation (psychologisch); Work attitude; Arbeitshaltung; Selbstbestimmung; Erfolg; Australien
Abstract	The employability of graduates is of concern across further and higher education, but it is particularly problematic in the Creative and Performing Arts disciplines. Understanding the journey to work for arts graduates requires collaborative action from multiple agencies, particularly the collection and reporting of nuanced statistics on higher education graduate outcomes and empirical investigations of graduate work and employability. This paper reports on a study of Australian creative workers who described how their experiences of work inform their sense of 'being' and 'becoming'. Two models are discussed in relation to the transition from student to professional worker. The first model explores how the self-determination of an individual's motivation influences the success of the transition. The second model poses a multidisciplinary view of student engagement and provides a lens to the transformative processes for developing one's sense of being through tacit knowledge and active engagement in professional self. The article exposes models of selfhood that might enhance our understanding of higher education students' sense of becoming as well as how these models might be applied within the higher education context. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01