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Best practices for career preparatio...

Lamb, Eliza Bland.

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Best practices for career preparation in four undergraduate art programs.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Best practices for career preparation in four undergraduate art programs./
作者:	Lamb, Eliza Bland.
面頁冊數:	306 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Art education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3704489
ISBN:	9781321769173

Best practices for career preparation in four undergraduate art programs.
Lamb, Eliza Bland.

Best practices for career preparation in four undergraduate art programs. - 306 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2015.

Strategies in higher education for preparing students to meet the challenges of life and work beyond their degrees are of increasing concern to many art school graduates, faculty, and administrators. A pilot study (Lamb, 2012) suggested that art school graduates value career preparation but many felt that this had received scant attention in their degree programs. This study investigates best practices in career preparation in undergraduate art programs by examining the skills deemed necessary in art careers, the implementation of career preparation, and the assessment tools of four art colleges across the country.

ISBN: 9781321769173Subjects--Topical Terms:

547650
Art education.

Best practices for career preparation in four undergraduate art programs.
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245 1 0 $a Best practices for career preparation in four undergraduate art programs.
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500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Judith Burton.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2015.
520 $a Strategies in higher education for preparing students to meet the challenges of life and work beyond their degrees are of increasing concern to many art school graduates, faculty, and administrators. A pilot study (Lamb, 2012) suggested that art school graduates value career preparation but many felt that this had received scant attention in their degree programs. This study investigates best practices in career preparation in undergraduate art programs by examining the skills deemed necessary in art careers, the implementation of career preparation, and the assessment tools of four art colleges across the country.
520 $a A review of literature related to the current art career environment and career preparation for artists in higher education provided a foundation for the development of this study. Comparative case studies of the four art schools were developed through emergent themes from interviews with art school personnel and a review of primary documents. Cross-case thematic analysis of data was used to identify current trends as well as unique offerings in the provision of career preparation.
520 $a The data led to the following findings. First, that art students need training in various skills that fall into four categories: soft skills, including interpersonal skills, resilience, flexibility, information literacy, professionalism, time management, self-motivation, ethics and the breaking down of stereotypes; business skills, specifically entrepreneurship, arts law, marketing, financial management, business protocol within the field of study, job search skills and pedagogy; studio skills including design thinking, software skills, and the development of professional portfolios; as well as exposure to specific knowledge bases such as the liberal arts, art history and a survey of contemporary art. Secondly, it was noted that each art school is addressing these skills to varying degrees through informal learning across the curriculum, designated required and elective classes, career services departments, clubs, off-campus experiences, and the college's contributions the field at large. Finally, it was found that the four art schools' evaluative measures varied considerably and included senior exit, first destination and long-term alumni surveys, focus groups, and internal assessment measures including curriculum mapping and SLOs. Based on these findings, recommendations for the future were made.
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