The use of learner-generated drawings in the development of music students’ teacher identities

Identity development is a continuous process framed within changing social contexts, and is particularly problematic for musicians and other artists whose work contradicts the mythologized image of the artist. The purpose of this article is to examine the professional growth of music students in relation to developing teacher identities. The article reports on the use of learner-generated drawings and journal reflections produced by music performance and education majors; in particular, the article probes students’ perceptions of teaching within a traditional career hierarchy that favours performance and artistic creation above all else. Whilst initial student drawings illustrated traditional images of the teacher as knowledge giver, these gave way to student-centred images in which students appeared to identify with teaching in new ways. The combination of textual and non-textual data provided insights that would not otherwise have been evident, and the consideration of ‘possible selves’ became a useful tool in the explorations of identity and career

Employers’ Perception on the Antecedents of Graduate Employability for the Information Technology Sector

This chapter aims to analyze the perceptions of the employers in the Information Technology (IT) sector in India on the antecedents of graduate employability. With an increased emphasis on Organizational flexibility in today’s volatile and complex Business environment, the employability of the workforce has gained crucial significance. Flexibility has been acknowledged as a predictor of Organizational performance (Sushil, Global J Flex Syst Manag 16(4):309–311, 2015) and its Strategic driver (Sharma et al., Global J Flex Syst Manag 11(3):51–68, 2010). Flexible strategies and business plan often demand the need to scale up the quality of manpower or shift the required skill set to swiftly adapt to the Market changes accordingly. This Flexibility is not confined to the quantity of manpower only but also encompasses the quality of skills deployed by the manpower (Srivastava, Global J Flex Syst Manag 17(1):105–108, 2016). Therefore, it is imperative for the potential Job seeker to understand and continuously adapt to the changing knowledge and skill requirements of the employers to develop and maintain their employability. The employers in this dynamic sector demand a range of knowledge, skills, and other attributes from potential job seekers. However, the graduates passing out of Higher Education Institutions fail to meet these expectations of the employers. Therefore, the sector is struggling with the challenges of talent crunch and qualitative demand–Demand–supply mismatch of manpower. The identification of factors that influence graduate employability is based on literature review. This chapter is empirical and examines the perceptions of the employers on the factors that impact employability and validates the association between the research constructs. Opinion surveys are used to elicit responses from a sample of 236 respondents, i.e., Technical/HR personnel at the middle-level/upper middle-level management positions spanning across 71 reputed IT companies in India. These respondents are actively involved in the staffing of graduates seeking Technical jobs in IT sector. The perception of these employers has been investigated using bivariate and multivariate analysis techniques. The key insights drawn in this chapter enable potential job seekers to clearly understand the employer demands in the IT sector and equip themselves with the required knowledge and skills. This also contributes to enhancing the manpower Flexibility in organizations. The chapter has significant implications for the policy-makers and key stakeholders to bridge the Employability gap in this sector

Integrating Entrepreneurship into the Design Classroom: Case Studies from the Developing World

© 2017, Springer Science+Business Media, LLC. Developing countries are more and more committed to building a knowledge-based economy as a means to diversify from their current resource-based economy. The current focus of many governments is on technology with real insights on creative economy and arts. In this context, universities are seen as a key partner of the government. This article presents the results of two innovative case studies of professors working in the College of Art and Design collaborating with a professor in the College of Business to integrate the concepts of entrepreneurship into their interior design courses. This was done through designing space for entrepreneurial projects and by the students acting as entrepreneurs themselves with an external client. This dual model of training combines (1) learning processes about the habits and the needs of entrepreneurs and (2) learning by acting as an entrepreneur. Such methods demonstrate the role of universities to provide a proper theoretical background for students and to foster entrepreneurial behaviors through arts entrepreneurship education. Furthermore, the central role of professors to introduce innovative teaching methods to combine entrepreneurship and the creative economy into non-business courses is an important finding in these case studies

Internationalisation in Higher Education as a catalyst to STEAM

Internationalisation efforts in Higher Education are usually led by the institutions' International Offices in partnership with the academic units at various levels, thus providing an ideal opportunity to promote collaboration across colleges, schools and departments, and to bring staff with a broad range of experience and expertise to work together. This chapter discusses two ways in which Higher Education institutions can take advantage of these internationalisation efforts to cultivate and nurture STEAM. First, considering internationalisation of the curriculum (IoC) across disciplines, which entails the incorporation of 'an intercultural dimension into the content of the curriculum as well as the teaching and learning processes and support services of a programme of study' (Leask 2015). Inasmuch as IoC seeks to develop students' international and intercultural perspectives as global professionals and citizens, it requires engagement with the arts, humanities, social sciences and sustainability initiatives across programmes, providing an opportunity to embed STEAM in the curriculum. Further, I argue that there is a parallelism between the national cultures that IoC seeks to draw from and the disciplines themselves, which are also different cultures, 'separate communities of practice with their own organisations, power hierarchies, questions to answer and [sometimes heavily policed] entry boundaries' (Brown and Harris 2014, 115). An interdisciplinary approach, and in particular one that promotes STEAM, should enrich the curriculum and increase its relevance in the same way that an international approach would. And second, through matching an employability and transferable skills training programme across disciplines to the 'internationalisation at home' initiatives that seek to deploy international students and staff as resources in Higher Education institutions (Altbach and Yudkevich 2017). Such a programme would focus on bringing skills traditionally associated with the arts and humanities - such as aesthetic appreciation, critical thinking or communication skills - to students of technology and science, while also bringing skills traditionally associated with science and technology - such as planning and problem solving, numeracy and the use of information technology - to students of arts and humanities, actively taking advantage of the innovative perspectives that international staff and students bring. In sum, the chapter argues that the internationalisation agenda in Higher Education partly inherently overlaps with that of STEAM cultivation, and highlights two practical ways in which curricula can be modified to promote the latter while advancing the former for a more inclusive student experience, enhancing employability skills and promoting the interdisciplinary outlook to the most pressing wicked problems that societies so badly need today

Creative aspiration and the betrayal of promise? The experience of new creative workers

The promise of ‘doing what you love’ continues to attract new aspirants to creative work, yet most creative industries are so characterised by low investment, shifting foci and ongoing technological innovation that all promises must be unreliable. Some would-be creative workers negotiate their own pathways from the outset, ‘following their dream’ as they attempt to convert personal enthusiasms and amateur activities into income-earning careers. Others look to the proliferation of available training and education options, including higher education courses, as possible pathways into creative work. This chapter reviews recent research from the USA, Australia and the UK on the effectiveness – or otherwise – of higher education as preparation for a creative career. The chapter discusses the obstacles that many creative workers, including graduates, encounter on their creative pathways, for instance, as a result of informal work practices and self-employment. The chapter also looks at sources of advantage and disadvantage, such as those associated with particular geographic locations or personal identities. The chapter concludes by introducing the subsequent chapters in the collection. These critically explore the experience of new creative workers in a wide range of national contexts including Australia, Belgium, China, Ireland, Italy, Finland, the Netherlands, Russia and the United Kingdom

Developing Graduate Employability: The CareerEDGE Model and the Importance of Emotional Intelligence

This chapter discusses a model of graduate employability development, the CareerEDGE model (Dacre Pool and Sewell 2007) which includes Emotional Intelligence (EI) as a key component. Although previous models and theories of employability (e.g. Fugate et al. 2004; Knight and Yorke 2004) have alluded to adaptive emotional functioning as an aspect of employability, CareerEDGE was the first to give EI such prominence. There is scope for EI to have a direct impact on graduate employability but also an indirect impact via other aspects of employability development

Symmetry and perceived facial attractiveness: a monozygotic co-twin comparison

Symmetry is a major correlate of physical attractiveness across species, including humans. Investigating the nature of this relationship has been difficult, however, for several reasons, including the facts that variance in symmetry is attributable to more than one source and is often correlated with other variables related to attractiveness. This study assessed the role of facial symmetry in relation to perceptions of facial attractiveness. Some of the natural covariates of symmetry were controlled for by comparing the symmetry and attractiveness differentials between monozygotic co-twins, who are genetically, but not developmentally, identical. The more symmetric twin of a pair was consistently rated as more attractive, and the magnitude of the difference between twins in perceived attractiveness was directly related to the magnitude of the difference in symmetry.L. Mealey and R. Bridgstock, G. C. Townsen