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Beyond musicians and teachers: Explo...

Morgan, Zachary S.

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Beyond musicians and teachers: Exploring the role-identities of faculty members in music.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Beyond musicians and teachers: Exploring the role-identities of faculty members in music./
作者:	Morgan, Zachary S.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	124 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10276925
ISBN:	9781369774351

Beyond musicians and teachers: Exploring the role-identities of faculty members in music.
Morgan, Zachary S.

Beyond musicians and teachers: Exploring the role-identities of faculty members in music. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 124 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2017.

The identity of faculty members is often discussed as the two distinct role-identities of the researcher and the teacher. Often these are discussed as being in conflict with one another, although scholars have also presented evidence of overlap and reinforcement between the two. In disciplines such as music, the researcher identity is replaced by a musician identity due to the different nature of creative work for applied music faculty. However, doing so neglects the research and scholarship conducted by some of these faculty members, as well as the numerous other roles associated with being a postsecondary educator such as mentorship, community engagement, and service to the institution.

ISBN: 9781369774351Subjects--Topical Terms:

641065
Higher education.

Beyond musicians and teachers: Exploring the role-identities of faculty members in music.
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245 1 0 $a Beyond musicians and teachers: Exploring the role-identities of faculty members in music.
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300 $a 124 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Megan Palmer.
502 $a Thesis (Ph.D.)--Indiana University, 2017.
520 $a The identity of faculty members is often discussed as the two distinct role-identities of the researcher and the teacher. Often these are discussed as being in conflict with one another, although scholars have also presented evidence of overlap and reinforcement between the two. In disciplines such as music, the researcher identity is replaced by a musician identity due to the different nature of creative work for applied music faculty. However, doing so neglects the research and scholarship conducted by some of these faculty members, as well as the numerous other roles associated with being a postsecondary educator such as mentorship, community engagement, and service to the institution.
520 $a The purpose of this study was to broaden the discourse of faculty role-identities beyond the limited view of musicians and teachers. Using Messick's (1995) unified concept of construct validity as a guide, the author developed, tested, and distributed a survey intended to measure the role-identities of music faculty through analysis of how meaningful they find activities they may perform. Evidence of the content and substantive aspects of construct validity were collected through a focus group and cognitive interviews prior to the distribution of the survey. Exploratory factor analysis on the survey data resulted in nine role-identities that may be present in music faculty: Scholar, Performer, Administrator, Mentor, Musician, Creator, Teacher, Advocate, and Promoter, with the Mentor and Musician identities being the most commonly salient.
520 $a To address the issue of the consequential aspect of construct validity and show possible uses for measures, the relationship between the role-identity scores and scales for sense of belonging and institutional commitment were examined using multiple regression. Among the results of these analyses were a positive relationship between sense of belonging and the Administrator and Musician role-identities as well as a negative relationship between the Scholar role-identity and institutional commitment. The author concludes by encouraging institutions to use the knowledge of faculty activities and role-identities to engage current and future faculty in the activities that will invigorate them.
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