Crafting Professionals: Logics of Professional Development in Craft Higher Education

Autor/in	England, Lauren
Titel	Crafting Professionals: Logics of Professional Development in Craft Higher Education
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 22 (2023) 2, S.128-147 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (England, Lauren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/14740222231156895
Schlagwörter	Higher Education; Student Experience; Case Studies; Handicrafts; Undergraduate Students; Foreign Countries; Program Evaluation; Curriculum Development; Teacher Attitudes; College Faculty; College Graduates; Employment Potential; Teaching Methods; Professional Development; Career Development; Skill Development; Educational Facilities; Studio Art; Student Attitudes; Art Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienerfahrung; Case study; Fallstudie; Case Study; Handwerk; Ausland; Programme evaluation; Programmevaluation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerverhalten; Fakultät; Hochschulabsolvent; Hochschulabsolventin; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Berufsentwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Bildungsstätte; Kunstwerkstatt; Schülerverhalten; Arts; Education; Art in Education; Kunst; Bildung; Erziehung
Abstract	This article explores how the presence of competing logics in craft higher education (HE) influences educational provision and student experience. Findings are presented from four craft HE case studies across England, including analysis of degree programme specifications and module curricula and interviews with educators, current students and recent graduates conducted in 2018. The article presents how these logics influence employability-focused teaching in craft curricula and how this impacts time, space and facilities allocated to physical craft work. Key tensions identified include perceptions and measurement of graduate "success", the impact on skill development and studio space and (dis)engagement with professional development training. The article concludes with reflection on how this relates to the perceived value of arts degrees, but argues that the responsibility to "prepare" students for craft careers cannot lie solely with HE providers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01