Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Emma Lennox; UK Abstract: Arts and Humanities in Higher Education, Ahead of Print. This research examined the pre-university decision-making process of first-year Arts, English and Language undergraduate students within a non-arts specific university, their perceptions of their current career readiness, barriers they have encountered, and how academic and professional services can best support their career development and confidence. Through 12 semi-structured interviews, the student perspective provided valuable insights into choices, experiences, and challenges, underscoring the importance of tailored support for arts students, recognising their passion, addressing uncertainties, and providing practical avenues for career development. Citation: Arts and Humanities in Higher Education PubDate: 2025-02-12T10:30:02Z DOI: 10.1177/14740222251320339
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Maria Eichmans Cochran, Rebecca E Burnett; USA, , Rebecca E Burnett1372Georgia Institute of Technology, USA Abstract: Arts and Humanities in Higher Education, Ahead of Print. Narratives help situate arts and humanities—exploring the creation of artifacts as well as providing space for making sense of the world. Narratives can preserve the original context as well as recontextualize art in light of contemporary political and social issues. Personal, community, global, and universal narratives can make art more accessible and memorable to students. Four well-known pieces of art created over 550 years serve as models for ways narratives can be the focus of teaching arts and humanities to encourage engagement, comprehension, retention, and memory. Citation: Arts and Humanities in Higher Education PubDate: 2025-02-12T10:25:46Z DOI: 10.1177/14740222251319524
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Miranda Clare Cleary Rodrigues; Instituto de Educação, Universidade de Lisboa, PortugalUniversity of Porto, Portugal Abstract: Arts and Humanities in Higher Education, Ahead of Print. The event of meaning making in fine art studio pedagogy is explored in this paper through the enquiry into the practice of critique (colloquially known as ‘crit’). It will seek to understand the role of consensus (in the Kantian sense) and judgement in formative group critique feedback exchanges and how these concepts interplay with the concept of dissensus as developed by Rancière. It argues that joint inquiry into what an artwork does within a specific context provides insights into the creation of meaning for the developing artist as an individual and within a learning community. Citation: Arts and Humanities in Higher Education PubDate: 2025-01-15T03:38:57Z DOI: 10.1177/14740222241311857
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Ryan Gerald Wilkinson, Connor Ashworth; UK, , Connor Ashworth7314Sheffield Hallam University, UK Abstract: Arts and Humanities in Higher Education, Ahead of Print. Higher Education (HE) continues to find itself subject to neoliberal doctrines of competition, standardisation, managerialism and marketisation. This paper presents selected findings from a grounded theory study in which creative arts practitioners working in HE institutions shared their understandings of the arts and the critical pedagogies inherent in their discipline within the context of a neoliberalised educational economy. The research shows that arts pedagogies and anarchist principles have similitude between them, with anarchist ideals directing and informing teaching practices through non-hierarchical modes of exchange, fluid approaches to teaching and co-operative learning practices in educational spaces. This perhaps indicates that despite the prevalence of neoliberal marketised governance infiltrating and influencing pedagogic practice in the arts there is still resistance to managerialist, stratified notions of education within this discipline. Citation: Arts and Humanities in Higher Education PubDate: 2025-01-09T07:09:14Z DOI: 10.1177/14740222241313303
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Jacob Hertzog; 3341University of Arkansas, Fayetteville, AR, USA Abstract: Arts and Humanities in Higher Education, Ahead of Print. This paper presents the relationship between organizational adaptation strategy and environmental perception for a single academic discipline: music. Music units were found to exhibit a trend toward the adoption of greater levels of organizational change as environmental perception increased, supporting the importance of environmental sensing capabilities in academe. Adaptations additionally clustered around organizational expansion as environmental perception increased providing important implications for music and other areas of higher education experiencing a rapidly evolving industrial environment. The case of higher music education illustrates challenges involved in measuring organizational change and offers a contribution to theoretical constructs in the evaluation of externally driven institutional change. Citation: Arts and Humanities in Higher Education PubDate: 2025-01-06T06:00:20Z DOI: 10.1177/14740222241313305
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Ronald Barnett, Kelsey Inouye; UK, , Kelsey Inouye6396University of Oxford, UK Abstract: Arts and Humanities in Higher Education, Ahead of Print. Academic writing is a complex and often painful process, made more difficult by the alienating pressures placed on academics to publish. In this paper, we offer an analysis of this pain that is both phenomenological and realist. We draw on literatures from several disciplines and our own experiences as academic writers to identify seven ‘pains’, each of which represents a particular set of discomforts generated by the act of academic writing, especially in the humanities and social sciences. These discomforts arise from self-confrontation, visibility and external gaze, discursive complexity, struggle for authenticity and sincerity, ambiguities in the temporal horizons, external judgment, and loss of control. We argue that confronting and intentionally negotiating these discomforts provides opportunities for self-enhancement and even self-transformation. Writing is a space of continually becoming. We hold out the hope that academics might acknowledge the sources of their writing discomforts and recognise themselves as writers (as well as academics). Citation: Arts and Humanities in Higher Education PubDate: 2024-12-09T08:19:25Z DOI: 10.1177/14740222241305781
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Chloé Dierckx, Bieke Zaman, Karin Hannes; Belgium, , Bieke ZamanUniversity of Leuven, Belgium, , Karin HannesUniversity of Leuven, Belgium Abstract: Arts and Humanities in Higher Education, Ahead of Print. What is the potential of arts-based works to help learners grasp complex theoretical insights' In this paper, we discuss the integration of an artistically inspired course in a university curriculum. Social science students created arts-based works to explain the essence of complex social theories. These works were used to communicate theoretical insights to peer students during a presentation session. Through a questionnaire, we analyzed which works scored best in generating a sense of understanding of the theory. We then evaluated the artistic and technical characteristics of the highest and lowest scoring works. Our findings reveal that incorporating material accuracy, connective relations, and a coherent narrative into arts-based science dissemination can enhance engagement with and communication of theoretical knowledge. We therefore encourage educational staff and researchers to consider these characteristics when teaching and disseminating social scientific concepts. Citation: Arts and Humanities in Higher Education PubDate: 2024-12-03T12:17:17Z DOI: 10.1177/14740222241305777
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Hatice Nuriler, Søren SE Bengtsen, Barbara Grant; Søren SE Bengtsen1006Aarhus University, Denmark, , Barbara GrantThe University of Auckland, New Zealand Abstract: Arts and Humanities in Higher Education, Ahead of Print. This article explores societal impact of humanities doctoral research. Through an empirical inquiry based in Denmark, we analyse how current doctoral researchers conceptualize societal impact and how they articulate potential contributions to society. For theoretical framing, we employ a double-winged perspective combining concepts from the work of Danish philosopher Søren Kierkegaard with others from French sociologist Pierre Bourdieu, namely concepts of subjective thinking, necessity-freedom; and the concepts of field, capital and habitus. Such a combination allows taking into consideration both the structural, social factors and the individual and subjective elements shaping doctoral researchers’ perspectives. Our findings offer both shared concerns and anxieties across several humanities doctoral contexts in Denmark with regards to the impact agenda and the more subjective aspirations of researchers for producing impactful research, as articulated in idiosyncratic ways. We offer the term of ‘zone of entanglement’ to describe the landscape of humanities doctoral researchers navigate. Citation: Arts and Humanities in Higher Education PubDate: 2024-11-26T09:37:17Z DOI: 10.1177/14740222241302118
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Lisa Dush; Chicago, IL, USA Abstract: Arts and Humanities in Higher Education, Ahead of Print. Collaboration is not a core practice in humanities teaching and learning, despite convincing arguments that it should be. To encourage collaboration in classrooms and with communities, DePaul University has developed its Experiential Humanities Collaborative. The Collaborative connects faculty, community partners, and students to co-design and implement new community-engaged, project-based humanities courses. This article outlines several rationales for collaboration in the humanities, situates the approaches of the Experiential Humanities Collaborative among those of similar initiatives, and shares outcomes from the project’s early years. While teaching and learning the humanities will always involve independent reading, reflection, and writing, the Collaborative demonstrates the value, as well as the challenges, of adding collaboration to these core practices. Citation: Arts and Humanities in Higher Education PubDate: 2024-11-21T01:04:27Z DOI: 10.1177/14740222241302122
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Olivia Urbaniak, Helen F Mitchell; Helen F Mitchell180129Sydney Conservatorium of Music, The University of Sydney, Australia Abstract: Arts and Humanities in Higher Education, Ahead of Print. The role of tertiary music performance education is to prepare students for professional performance. Professional performers demonstrate stage mastery, and their concert preparation transcends the score to equip them for the concert stage. Music educators must translate professionals’ insights into performance education. This study developed, trialled and evaluated two learning modules for performance students, based on expert strategies. In Module 1, students engaged in a backstage immersion task. In Module 2, students roleplayed as expert performers and audience members. Participants reflected on their experiences in interviews. Workshops and interviews were recorded, transcribed, and coded thematically. Students analysed the concert environment critically and observed their performance mindset. Emulating expert performers prompted compelling stage presence and students observed the effects of stagecraft on audiences. Peer-to-peer learning facilitated critical reflection on professional practice and students resolved to apply these skills to concert preparation. Future studies will develop these tools for pedagogues and students. Citation: Arts and Humanities in Higher Education PubDate: 2024-11-19T08:02:38Z DOI: 10.1177/14740222241302114
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Kelly Schrum, Sophia Abbot, Allie Loughry, Erin Fay; 3298George Mason University, USA, , Sophia AbbotOffice for the Advancement of Teaching Learning, University of Rhode Island, USA, , Allie LoughryJohns Hopkins University, USA, , Erin FayHigher Education, 3298George Mason University, USA Abstract: Arts and Humanities in Higher Education, Ahead of Print. Troubling signs about the state of humanities in higher education are not new, but the steady decline in humanities majors is cause for concern. The humanities, however, play a critical role in society and public life, promoting citizenship and public engagement along with valuable skills. There are untapped opportunities for expanding history, and more broadly humanities, appreciation through cross-disciplinary collaborations and stronger connections with pre-professional programs. History of higher education courses in higher education and student affairs (HESA) programs have the potential to introduce the value of the humanities to a new audience. This article presents the results of the study examining efforts to teach historical thinking skills and appreciation for humanities to future higher education professionals. Citation: Arts and Humanities in Higher Education PubDate: 2024-11-16T01:46:07Z DOI: 10.1177/14740222241302117
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Christabel Parung, Acep Iwan Saidi, Yan Yan Sunarya, Riama Maslan Sihombing; Indonesia, , Acep Iwan Saidi, Yan Yan Sunarya, Riama Maslan Sihombing89224Faculty of Art Design, Bandung Institute of Technology, Bandung, Indonesia Abstract: Arts and Humanities in Higher Education, Ahead of Print. This research explores the relationship between music and visual art through the visual artworks of four Indonesian students. Focusing on eight paintings inspired by two types of instrumental music, the study employs a qualitative multi-method approach, including Inquiry Graphics and Peircean’s semiotic analysis, to understand the creative process. The study focuses on eight paintings inspired by two instrumental pieces: Yiruma’s “River Flows in You” and Clifford Brown’s “Joy Spring.” Through free-painting experiments and semi-structured interviews, the research results in two key approaches to transduction (intersemiotic translation): one that reflects the formal qualities of music through visual elements and another that interprets the music through the lens of personal and cultural narratives. The result of this study underscores the value of multimodality in art education, showing how this approach enhances creativity and cognitive engagement across disciplines, including music, visual art, fashion, and product design. Citation: Arts and Humanities in Higher Education PubDate: 2024-10-17T01:18:21Z DOI: 10.1177/14740222241292804
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Carina Borgström Källén, Cecilia Ferm Almqvist; Sweden, , Cecilia Ferm Almqvist7671Södertörn University, Sweden Abstract: Arts and Humanities in Higher Education, Ahead of Print. Studies have shown that gender inequality in higher music education is maintained through unreflective actions. Efforts to address the issue have been made and gender-equality programmes have been instigated in several European countries. This study takes a sociological approach to music education, with the goal of revealing constructions of gender inequality in four higher music education institutions in northern, eastern, and central Europe. The aim is to illuminate obstacles to gender-equal education within the field of higher music education. Data was collected through interviews with both students and teachers, with the analysis taking a two-stage structure. The analysis was first performed thematically, and then driven by Connell’s gender theory and Bourdieu’s field theory. The findings are presented as: The objectified body, A natural state of mind, Claming space and Changes in sight. The findings show that gender equality activities seem to increase awareness among both students and staff, but they also show that such awareness does not necessarily lead to changes in practice. Citation: Arts and Humanities in Higher Education PubDate: 2024-10-09T01:20:44Z DOI: 10.1177/14740222241276164
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Mbuyisi Mgibisa; South Africa Abstract: Arts and Humanities in Higher Education, Ahead of Print. This article takes a deep dive into my doctoral journey and my lived experience as an emerging Black African scholar doing decolonial research in a South African colonial and Westernized university. I wrestle with the contradictions and tensions that emerged during this period that took place at the time of the Covid-19 pandemic. I also look back with ‘willful resistance’ to the oppressive systems of knowledge productions and the limitations of doing decolonial work. I consider my own complicity with these oppressive systems of knowledge production as I attempt to work within institutional constraints to fulfil the requirements of a PhD degree. Using Black existential theory as a lens and autoethnography as method, the goal is to generate a discussion with other emerging scholars about their own lived experiences doing decolonial research in colonial universities. Citation: Arts and Humanities in Higher Education PubDate: 2024-10-07T06:03:50Z DOI: 10.1177/14740222241284436
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Jody Nyboer, Tara Winters, Riham Nady Faragallah; USA, , Tara Winters1415University of Auckland, New Zealand, , Riham Nady Faragallah110124Pharos University in Alexandria, Egypt Abstract: Arts and Humanities in Higher Education, Ahead of Print. The landscape of higher education is currently undergoing extraordinary change. Critical to informing fundamental shifts in how institutions operate and educate is an understanding of today’s learners. In the wake of recent global events, the authors have observed that ‘something has changed’ about their students. They seem to bring different attitudes, expectations, and preparation to the studio classroom. The purpose of this study was to capture university teacher observations toward a deeper understanding of contemporary design and fine arts students and draw conclusions that may be useful for informing pedagogical change. With limited literature available addressing this topic, our research used an online survey to collect anecdotal data from teachers across studio-based disciplines (n = 64), inquiring about the nature of both pre-pandemic and contemporary learners. The findings reveal two major shifts: a perceived decline in engagement and a change in motivation. Considering the findings, the authors suggest that studio teachers re-evaluate their pedagogical approach, and that the broader educational community examines how higher education can maximise opportunities for today’s learners. Citation: Arts and Humanities in Higher Education PubDate: 2024-10-03T11:48:59Z DOI: 10.1177/14740222241289527
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Katerina Zacharia, Marientina Gotsis; USA, , Marientina Gotsis5116University of Southern California, USA Abstract: Arts and Humanities in Higher Education, Ahead of Print. This article presents the design, goals, and evaluation of Enthralled following the 2022 playtesting in three undergraduate Liberal Arts core courses. Enthralled draws on ancient Greek myths and the classical tragedy Bacchae by Euripides. As an immersive pedagogical intervention, Enthralled promotes group collaboration and rewards consideration of diverse viewpoints and cultural values. Participants vote on the motivations of dramatic characters, which allows for a deeper understanding of their preconceptions and implicit biases and offers the opportunity for self-reflection and dialogue. The game toolkit includes an original deck of cards, a role-playing script, a character sheet, ballots, a hints-and-clues deck, instructions for players and moderators, and scoring materials. The third version of Enthralled exceeded our entertainment efficacy, playability, and usability goals and contributed positively to the learning outcomes of the courses. Minor game improvements and a course-tailored implementation toolkit are the next steps for scaling this project. Citation: Arts and Humanities in Higher Education PubDate: 2024-09-08T03:04:34Z DOI: 10.1177/14740222241276165
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Kathy Luckett; South Africa Abstract: Arts and Humanities in Higher Education, Ahead of Print. Motivated by critiques from black students during the protests (2015-2016), I trace continuities between the racialised discourses and knowledge regimes that justified colonial education policies and that of Education Development at a historically white South African university. First, I show how the University of Cape Town’s Humanities Education Development Programme racialised and misrecognised black students, despite attempted reforms. Secondly, I trace the discursive formation of the ED project - from the assimilationist discourse of missionary education; the adapted model of trusteeship; the production of race science during apartheid; to a return to assimilationist discourse via the Cape Liberal tradition during apartheid’s demise. However, after a generation of inferior Banu Education, the attempt to assimilate black students into historically white universities’ curricula was not feasible. Instead, an adapted, remedial model was proposed that became entrenched post-apartheid by a state and HE system that failed to transform its inherited Eurocentric curriculum. Citation: Arts and Humanities in Higher Education PubDate: 2024-09-05T12:05:35Z DOI: 10.1177/14740222241282951
Hybrid journal (It can contain Open Access articles)
[1176 journals]
