Postgraduate Studies in Arts Education: Expectations of Programme Management and Social Partners

Banevičiūtė, Birutė; Kudinovienė, Jolita

doi:10.1016/j.sbspro.2015.07.207

Cited by 3 publications

(2 citation statements)

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“…If the expectations of the students must be met fully, then the rules of the relationship should be in the interest of the student who is a key client for the university. Graduate students have different expectations and needs (Cartier, 2011;Çiftçi et al, 2015) ) and it is not always the case that these expectations are met; it still remains a challenge from the stakeholders point of view (Baneviciute and Kudinoviene, 2015).…”

Section: Figure-2 Africa"s Performance In Regional Comparisonmentioning

confidence: 99%

Challenges and Opportunities Associated with Supervising Graduate Students Enrolled in African Universities

Bacwayo

Nampala

Oteyo

2017

International Journal of Education and Practice

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In a globalizing economy, education is key to competitiveness and economic growth. Sub-Saharan Africa (SSA) Contribution/ OriginalityThis paper presents an extensive review that faculty and students will find handy as part of quality graduate training. With the increasing number of graduate students, higher education institutions must hone their role and provide both ethical and leadership to mold excellence in graduate students.

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Section: Figure-2 Africa"s Performance In Regional Comparisonmentioning

confidence: 99%

Challenges and Opportunities Associated with Supervising Graduate Students Enrolled in African Universities

Bacwayo

Nampala

Oteyo

2017

International Journal of Education and Practice

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“…Instead, more theoretical reflections (Weber and Mayer 2011;Le Ber and Branzei 2010) and only a few empirical studies on how different expectations influence collaborations can be found in the literature (e.g., Ergen and Seeliger 2018;Mischkowski et al 2017;Kölle and Quercia 2021). In relation to cultural education, there are particularly contributions on the expectations of different professions regarding the content and output of training in the cultural sector (e.g., Baneviciute and Kudinoviene 2015;Ravindran and Kalpana 2012), on the expectations of art and music teachers (e.g., Collins 2016;Chen 2017) or on the connection between expectations and cultural programs (e.g., Abdinagoro 2017;Kwon et al 2011). Just a few pieces of literature also focus on expectations of collaborations in connection with cultural and arts education (Adams 2014;Peters 2002).…”

Section: Introductionmentioning

confidence: 99%

Expectations of Cross-Sector Collaboration in Cultural and Arts Education

Arnold

Kolleck

2022

Social Sciences

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The promotion of dialogues between youth and older adults in the field of cultural education remains one of the most important educational policy tasks in Germany. After all, intergenerational, cultural projects can make an important contribution to reducing ageism, promoting personal development, and dealing with social challenges. Close collaboration between actors from different sectors (school, cultural associations, administration, etc.) is needed to secure such programmes. However, this presupposes that the expectations that the involved actors have regarding the collaboration are transparently examined, discussed and adjusted within the collaborative network in advance. Therefore, the aim is to identify initial indications of different expectations of collaboration between actors from various sectors. In order to answer the research question, 24 semi-structured interviews were conducted in combination with ego-centred network maps in six German municipalities with actors from different fields (schools, administration, cultural associations, etc.). The data were then interpreted using qualitative content analysis. Our results show that actors participate with expectations ranging from different degrees of closeness and distance to the other involved actors. These results allow the first systematisation of individual expectations of actors at the beginning of a collaboration.

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Identifying the Components of the Integrated Curriculum of Arts Education from the Perspective of Specialists, Managers and Graduates

Farahnak,

Mashinchi,

Gholtash

et al. 2022

Iranian Journal of Educational Sociology

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Postgraduate Studies in Arts Education: Expectations of Programme Management and Social Partners

Cited by 3 publications

References 1 publication

Challenges and Opportunities Associated with Supervising Graduate Students Enrolled in African Universities

Challenges and Opportunities Associated with Supervising Graduate Students Enrolled in African Universities

Expectations of Cross-Sector Collaboration in Cultural and Arts Education

Identifying the Components of the Integrated Curriculum of Arts Education from the Perspective of Specialists, Managers and Graduates

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