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    From expert student to novice professional: higher education and sense of self in the creative and performing arts

    76755.pdf (1.160Mb)
    Access Status
    Open access
    Authors
    Reid, A.
    Rowley, J.
    Bennett, Dawn
    Date
    2019
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Reid, A. and Rowley, J. and Bennett, D. 2019. From expert student to novice professional: higher education and sense of self in the creative and performing arts. Music Education Research. 21 (4): pp. 399-413.
    Source Title
    Music Education Research
    DOI
    10.1080/14613808.2019.1632279
    ISSN
    1461-3808
    Faculty
    Faculty of Humanities
    School
    School of Education
    Remarks

    This is an Accepted Manuscript of an article published by Taylor & Francis in Music Education Research on 17/07/2019 available online at http://www.tandfonline.com/10.1080/14613808.2019.1632279

    URI
    http://hdl.handle.net/20.500.11937/76512
    Collection
    • Curtin Research Publications
    Abstract

    © 2019 Informa UK Limited, trading as Taylor & Francis Group. 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.

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