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Authors:Daniel Ashton, Dawn Bennett, Zoe Hope Bulaitis, Michael Tomlinson Abstract: Arts and Humanities in Higher Education, Ahead of Print. This introductory overview sets out the scope and aims of the special issue, which is concerned with establishing more meaningful understandings and discourses on the relationship between arts and humanities and graduate employability. The issue comes at a time of increased government-level questioning of the social and economic value of higher education (HE), and particularly humanities disciplines. The propositions developed in this introduction and the contributing authors’ papers aim towards developing stronger and more meaningful engagement with the future place and role of arts and humanities within HE and wider society. We establish a variety of themes in the value of HE and make connections to the contributing authors’ articles. We finish with critical questions for continued debate and research in the nexus between arts and humanities and graduate outcomes. These are all pertinent to the questions of value that underpin many of the papers in this issue. Citation: Arts and Humanities in Higher Education PubDate: 2023-02-25T07:29:25Z DOI: 10.1177/14740222231160409
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Authors:Anna Apostolidou Abstract: Arts and Humanities in Higher Education, Ahead of Print. The article illustrates the potential of engaged arts-based pedagogies in higher education with respect to integration interventions for young refugees in Europe. It discusses the conception and implementation of the collaborative initiative “Find Refuge in Art”, which was part of the research Project PRESS at the Hellenic Open University. This example shows how artistic synergy may become an integral part of research design, framing both awareness raising and open education in the backdrop of intercultural exchange. The initiative encouraged the co-production of artistic work from pairs of artists with refugee and non-refugee background and culminated in an exhibition with over 75 participating artists. Challenging the victimizing conceptualizations of refugee art as a primarily trauma-centered representation of displacement, the article invites us to consider questions of agency and inclusion in terms of mutual recognition and to widen participation as a means of fostering transformative intercultural learning and epistemic justice in universities. Citation: Arts and Humanities in Higher Education PubDate: 2023-02-16T09:35:19Z DOI: 10.1177/14740222231156807
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Authors:Adrian Hale Abstract: Arts and Humanities in Higher Education, Ahead of Print. This article builds on research, previously published in this journal, which tracked student outcomes in a first year core course in an Australian university over the space of 6 years. That research found that a fundamental shift in educator attitude - away from problematising student disadvantage, to seeing student disadvantage as an opportunity - was essential in activating student motivation and autonomy. Success was measured by student retention, overall grade distributions, and positive student feedback. Viewing student deficits not as the problem, but rather as ‘rich points’, or opportunities for adaptation, is helping to facilitate student success. Indeed, this article asserts that an integral part of finding solutions is the ability to decode student feedback – both positive and negative – as an articulation of what disadvantaged students need most. Citation: Arts and Humanities in Higher Education PubDate: 2023-02-16T09:34:15Z DOI: 10.1177/14740222231156820
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Authors:Lauren England Abstract: Arts and Humanities in Higher Education, Ahead of Print. 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. Citation: Arts and Humanities in Higher Education PubDate: 2023-02-15T10:38:44Z DOI: 10.1177/14740222231156895
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Authors:Becky Muradás-Taylor Abstract: Arts and Humanities in Higher Education, Ahead of Print. England has a language education crisis: fewer people are studying languages at school and university language programmes are closing. This study analyses data from the Universities and Colleges Admissions Service (UCAS), the UK admissions service for higher education. The study quantifies how entry tariff and socioeconomic background affect access to language degree programmes. The results show that (1) the number of students studying languages and number of languages offered correlate with entry tariff and (2) the probability of a university offering languages and probability of it offering a range of at least five languages correlate with entry tariff and the percentage of students from less privileged socioeconomic backgrounds. Thus a widening participation crisis is highlighted: while many young people are unable to access language degree programmes, a small proportion, with the highest tariffs, can choose from a range of at least five languages. To combat the crisis, a Widening Participation Languages Network has been launched, supporting universities offering languages at below-average entry tariffs. Citation: Arts and Humanities in Higher Education PubDate: 2023-02-15T09:55:10Z DOI: 10.1177/14740222231156812
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Authors:Naima Iftikhar, Philip Crowther, Lindy Osborne Burton Abstract: Arts and Humanities in Higher Education, Ahead of Print. An understanding of the theoretical basis of the design learning process, and the resulting partnership between students and teachers in contemporary design studios, is required to optimise learning. Students’ learning in the architecture design studio has been widely studied, however the specific activities of students and teachers, and the interpersonal interactions between them, have not been investigated in great depth. This research identifies a complex, nuanced situation, one with three consecutive phases of different learning activities and relationships. An undergraduate architecture program at a large Australian university is analysed using a modified Delphi method to investigate the perceptions of staff and students and achieve convergence upon a shared understanding of how the design learning process unfolds through three distinct phases to support learning. Citation: Arts and Humanities in Higher Education PubDate: 2023-02-15T09:49:11Z DOI: 10.1177/14740222231156816
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Authors:Ian Kinchin, Kieran Balloo, Laura Barnett, Karen Gravett, Marion Heron, Anesa Hosein, Simon Lygo-Baker, Emma Medland, Naomi Winstone, Nadya Yakovchuk Abstract: Arts and Humanities in Higher Education, Ahead of Print. To explore the affective domains embedded in academic development and teacher practice, a team of academic developers was invited to consider a poem and how it reflects the emotions and feelings underpinning experiences as teachers within Higher Education. We used a method of arts-informed, collective biography to evaluate a poem to draw upon and share memories to interrogate lived experiences. Our research is framed using the lens of pedagogic frailty model to see how affective and discursive encounters are produced and impact us. We contend that collective arts-based and biographical approaches can provide alternative ways for ourselves and teachers to examine their own pedagogic frailty. Citation: Arts and Humanities in Higher Education PubDate: 2023-01-16T12:29:26Z DOI: 10.1177/14740222221147483
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Authors:Beata Batorowicz, Margaret Baguley, Martin Kerby Abstract: Arts and Humanities in Higher Education, Ahead of Print. This article explores how artist-researchers navigate the “uncertain” space between theory and practice in a new Doctor of Creative Arts (DCA) program in an Australian regional university. The trickster is deployed as a metaphorical device to provide insights into how the first DCA’s candidates, their supervisors, and the university’s leadership make sense of their own experiences within and about the practice-led research program under a neoliberal climate. Tricksters’ cross boundaries between critical and imaginary spaces; yet they also create boundaries, by extending collective knowledge into the unknown. This process is entirely consistent with the critical and creative work required by doctoral candidates to produce innovative research. Narrative inquiry is applied in accordance with the artist-trickster’s subjective agency within practice-led doctoral study. The article charts the DCA’s emerging identity as a doctoral qualification equal to the traditional PhD but different from it, during its implementation in 2016 to the first successful completion in 2019. The findings reveal the benefits of the program’s innovative design, grounded in the creation of its distinctive community of practice that supports practice-led research, local and international connections, and regional resilience. Citation: Arts and Humanities in Higher Education PubDate: 2022-11-23T09:17:15Z DOI: 10.1177/14740222221137858
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Authors:Michael B Charles, Marcus Harmes Abstract: Arts and Humanities in Higher Education, Ahead of Print. The study of classics has been part of Australian and New Zealand higher education from the beginnings of tertiary education in these countries, followed shortly after by the study of ancient history. This article offers an analysis of current units of study in each Australian and New Zealand public university that continues to teach classics and ancient history. Set in the context of the origins of this field in both countries and contemporary debates on the value of studying not only the humanities in general but also classics and ancient history in particular, this article offers detailed analysis of what is taught and how universities conceptualize the merit and usefulness of this field of study. Analysis reveals some decline in more traditional areas, but also identifies the evolutionary trajectories that classics and ancient history have followed, including departures from the ‘sober’ political history to offerings that have been enabled by methodologies prevalent in social and gender history. Citation: Arts and Humanities in Higher Education PubDate: 2022-11-19T07:46:45Z DOI: 10.1177/14740222221137856
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Authors:Emma Coffield, Katie Markham, Jessica Crosby, Maria Athanassiou, Cecilia Stenbom Abstract: Arts and Humanities in Higher Education, Ahead of Print. This article challenges what is now a common assumption in Higher Education; that teaching for employability will result in enabled and empowered graduates. Drawing upon empirical data, and Foucault’s concept of subjectification, we argue that discourses of employability instead encouraged museum, gallery and heritage postgraduate students at one UK-based institution to perceive themselves as subjects ‘lacking’ the resources needed for work – an understanding of self that formed prior to study, which then permeated the entire learning and teaching experience. Moreover, we note that the trajectory from ‘lacking student’ to ‘employable graduate’ is often reliant upon an accrual of assets (e.g. work experience, skills) not openly available to all. As such, the article sounds a note of caution with regards the rhetoric of employability within Higher Education, while giving voice to students’ perspectives and anxieties around employability. Citation: Arts and Humanities in Higher Education PubDate: 2022-10-18T11:11:09Z DOI: 10.1177/14740222221132953
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Authors:Lia Lonnert Abstract: Arts and Humanities in Higher Education, Ahead of Print. The focus in this study is the relationships between one tertiary music academy and four amateur orchestras. In this study the kinds of cooperation that exist, how students benefit from participating in amateur orchestras, and how cooperation can be further developed is identified. Four administrators from the academy and four conductors were interviewed. The study shows that the bases for cooperation are informal arrangements and personal contacts between individuals. What the interviewees considered as the main benefit for students was that participating in amateur orchestras provided opportunities for orchestral playing that were lacking within their formal education. Policy decisions were based on the interviewees ideas about students’ benefits, which could be social, musical and professional. The interviewees also respected the students’, and teachers’, autonomy in choosing their own musical and professional paths. Both the academy administrators and the amateur orchestra conductors value the cooperative relationships between academy and amateur orchestras. Citation: Arts and Humanities in Higher Education PubDate: 2022-10-15T12:04:15Z DOI: 10.1177/14740222221132961
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Authors:Chloé Dierckx, Bieke Zaman, Karin Hannes First page: 3 Abstract: Arts and Humanities in Higher Education, Ahead of Print. Despite the growing interest of academia in public outreach, little is known about what university students, among who are future researchers, take away from their academic education in terms of research dissemination opportunities. In this study, we analyzed social science students’ discourses on creative dissemination practices in relation to standardized dissemination practices. Our findings reveal that student’s conceptions of creative research dissemination (CRD) are diverse and influenced by varying perceptions of knowledge, the public, and creativity. Discourses on CRD are also strongly linked with values such as innovation and impact on society, but the concrete meaning of these values often remains undefined. We propose rethinking the academic context at the educational level so it offers a platform for multimodal formats of research dissemination. This would require encouraging students to take a stance toward how they envision a progressive academic future. Citation: Arts and Humanities in Higher Education PubDate: 2022-10-13T12:18:27Z DOI: 10.1177/14740222221132952
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Authors:Karen Burland, Liz Mellor, Christine Bates First page: 26 Abstract: Arts and Humanities in Higher Education, Ahead of Print. Preparing students to navigate a life in music involves understanding how they develop awareness of their personal and professional identities, build networks, and reflect on practice in order to sustain and develop work which is meaningful. In a complex, uncertain and rapidly changing world, particularly following the Covid-19 pandemic, we explore the ways in which HEIs might support music students as they prepare for their futures. We argue that employability ecosystems may provide a useful frame for considering the ways in which students’ work transitions can be supported. We consider three vignettes of practice relating to the role of eportfolios and mentoring in scaffolding student reflections on how the intersections of passion, partnership and identity inform personal definitions of success. We suggest that there is a need to disrupt dominant working practices within the music industry and its institutions towards a more ethical, sustainable and culturally enriching employability ecosystem. Citation: Arts and Humanities in Higher Education PubDate: 2022-09-14T02:26:38Z DOI: 10.1177/14740222221125629
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Authors:Matthew Sillence First page: 45 Abstract: Arts and Humanities in Higher Education, Ahead of Print. This study examines the early-stage progress assessment for doctoral candidates at a British university through the perceptions of academic staff who acted as assessors. It was conducted in response to staff concerns about changes to the process that shortened the timescale for candidates to prepare and present their research for peer review. As well as having an impact on doctoral supervisors, there were implications for researcher developers and ‘third space’ professionals who supported candidates with research skills training. The findings of four in-depth interviews with assessors in the arts and humanities are discussed in the form of a reflective, ‘structured debriefing’. The results of these reflections form recommendations for practice that highlight the importance of conceptual frameworks for doctoral assessment, and the interpretations of criteria at institutional, disciplinary and individual levels. These could be emphasised by academic supervisors and third space professionals supporting doctoral candidates through this milestone. Citation: Arts and Humanities in Higher Education PubDate: 2022-09-10T04:34:59Z DOI: 10.1177/14740222221125621
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Authors:Andrea Schiavio, Dylan van der Schyff, Roberta Antonini Philippe, Michele Biasutti First page: 60 Abstract: Arts and Humanities in Higher Education, Ahead of Print. What are the main views and perceptions of creativity of a music teacher' By administering an open-ended questionnaire to 11 music teachers, we sought to elicit responses to clarify what are their self-reported understandings of creativity; how they think musical creativity can be facilitated in a teaching setting; and how they can differentiate between individual and collective forms of musical creativity in the classroom. A thematic analysis gave rise to five categories, each addressing one or more of these dimensions from different angles. Findings indicate that our respondents tended to associate the development of a creative musicianship with generally positive concepts, attributing to it several interrelated meanings. In particular, the music teachers who took part in the study mentioned how fostering creative attitude in their students may involve stimulating their curiosity, changing their perspectives, and helping them navigate both personal and social domains; finally, our participants indicated that both individual and collective forms of teaching may display important constraints when creativity is placed at the heart of the lesson. Citation: Arts and Humanities in Higher Education PubDate: 2022-09-17T06:13:52Z DOI: 10.1177/14740222221125640
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Authors:Neil Hughes First page: 81 Abstract: Arts and Humanities in Higher Education, Ahead of Print. This article sets out a methodology for integrating a focus on the student voice in deliberations about the future of teaching and learning in the Arts and Humanities. Qualitative data gleaned from JISC’s 20/21 Student Digital Experience Insights Survey and feedback collected from students studying on undergraduate programmes in the Faculty of Arts at the University of Nottingham in the United Kingdom (UK) is used to sketch out pedagogical imaginaries of the future that can be used heuristically by universities as they work their way through the pandemic and out the other side. The imaginaries, it argues, act as tools to kickstart debates, underpin experimentation and inform pedagogical planning and design. To address questions of credibility and plausibility, the imaginaries are rooted in the present, embody empirical trends and are consistent with practices, structures and technologies that have come to prominence during the pandemic. Citation: Arts and Humanities in Higher Education PubDate: 2022-09-09T11:54:03Z DOI: 10.1177/14740222221125623
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