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Music Undergraduates' Usefulness and Importance Expectations: The Bologna Process from an Australian University Perspective.

Harvey DG, Davidson JW, Nair CS - Front Psychol (2016)

Bottom Line: Drawing on this contextual literature, commencing university music undergraduates would have expectations of their prospective study founded from two historical influences.Strong relationships between usefulness and importance were found across all units of study.The educational model did not appear to affect music undergraduate expectations.

View Article: PubMed Central - PubMed

Affiliation: School of Music, The University of Western Australia Perth, WA, Australia.

ABSTRACT
The Bologna Process model of higher education has been introduced into some Australian universities since 2008. This model promoted university study through a liberal arts philosophy that advanced a worldview approach at the undergraduate level. The model generalized the student experience and eliminated undergraduate specialization. An interesting situation for music undergraduate study thus arose. Expertise and expert performance research has argued an opposing educational approach, namely: Extensive long-term commitment through focused practical engagement and specialized tuition as prerequisites to achieving musical mastery, especially in performance. Motivation research has shown that the majority of this specialized development in pre-university years would be accessed and reinforced predominantly through private music tuition. Drawing on this contextual literature, commencing university music undergraduates would have expectations of their prospective study founded from two historical influences. The first: How undergraduates had accessed pre-university music tuition. The second: How and in what ways undergraduates' pre-university musical activities were experienced and reinforced. Using usefulness and importance measures, the study observed the expectations of students about to commence music undergraduate studies at three representative Australian university music schools. One of these universities operated the Bologna styled model. No other known Australian study has investigated this implementation for any effects upon music undergraduate expectations. How much commencing music undergraduates would draw on their pre-university music instruction and experiences to predict their usefulness and importance expectations formed the basis for this investigation. Strong relationships between usefulness and importance were found across all units of study. Despite strong correlations across all units of study between usefulness and importance, there was a reluctance to be outwardly positive toward units of study that were not practical and performance-related, such as Music History. The educational model did not appear to affect music undergraduate expectations.

No MeSH data available.


Related in: MedlinePlus

Expectations of other university practical units.
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Figure 8: Expectations of other university practical units.

Mentions: Undergraduate expectations toward other practical units of study generically referred to as Music Aural and Music Ensemble are reported in Figure 8. For UWA students, Music Ensemble came under the Second Major and for MCM students, under the Applied Skills unit. Overall, music undergraduates across the schools perceived that Music Aural would be useful to them. Music Aural would be slightly less important excepting for MCM students, who expected Music Aural would be equally useful and important (M = 3.73). ECU students would find Music Aural to be most the useful (M = 3.78). ECU's result for Music Ensemble's importance (M = 3.43) shows the greatest deviation amongst the groups from the unit's perceived usefulness (M = 3.77). Expectations toward the usefulness and importance of these other practical units were nonetheless positive across the groups.


Music Undergraduates' Usefulness and Importance Expectations: The Bologna Process from an Australian University Perspective.

Harvey DG, Davidson JW, Nair CS - Front Psychol (2016)

Expectations of other university practical units.
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4940396&req=5

Figure 8: Expectations of other university practical units.
Mentions: Undergraduate expectations toward other practical units of study generically referred to as Music Aural and Music Ensemble are reported in Figure 8. For UWA students, Music Ensemble came under the Second Major and for MCM students, under the Applied Skills unit. Overall, music undergraduates across the schools perceived that Music Aural would be useful to them. Music Aural would be slightly less important excepting for MCM students, who expected Music Aural would be equally useful and important (M = 3.73). ECU students would find Music Aural to be most the useful (M = 3.78). ECU's result for Music Ensemble's importance (M = 3.43) shows the greatest deviation amongst the groups from the unit's perceived usefulness (M = 3.77). Expectations toward the usefulness and importance of these other practical units were nonetheless positive across the groups.

Bottom Line: Drawing on this contextual literature, commencing university music undergraduates would have expectations of their prospective study founded from two historical influences.Strong relationships between usefulness and importance were found across all units of study.The educational model did not appear to affect music undergraduate expectations.

View Article: PubMed Central - PubMed

Affiliation: School of Music, The University of Western Australia Perth, WA, Australia.

ABSTRACT
The Bologna Process model of higher education has been introduced into some Australian universities since 2008. This model promoted university study through a liberal arts philosophy that advanced a worldview approach at the undergraduate level. The model generalized the student experience and eliminated undergraduate specialization. An interesting situation for music undergraduate study thus arose. Expertise and expert performance research has argued an opposing educational approach, namely: Extensive long-term commitment through focused practical engagement and specialized tuition as prerequisites to achieving musical mastery, especially in performance. Motivation research has shown that the majority of this specialized development in pre-university years would be accessed and reinforced predominantly through private music tuition. Drawing on this contextual literature, commencing university music undergraduates would have expectations of their prospective study founded from two historical influences. The first: How undergraduates had accessed pre-university music tuition. The second: How and in what ways undergraduates' pre-university musical activities were experienced and reinforced. Using usefulness and importance measures, the study observed the expectations of students about to commence music undergraduate studies at three representative Australian university music schools. One of these universities operated the Bologna styled model. No other known Australian study has investigated this implementation for any effects upon music undergraduate expectations. How much commencing music undergraduates would draw on their pre-university music instruction and experiences to predict their usefulness and importance expectations formed the basis for this investigation. Strong relationships between usefulness and importance were found across all units of study. Despite strong correlations across all units of study between usefulness and importance, there was a reluctance to be outwardly positive toward units of study that were not practical and performance-related, such as Music History. The educational model did not appear to affect music undergraduate expectations.

No MeSH data available.


Related in: MedlinePlus