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Higher education fine art in the United Kingdom and Spain since 1992: A study in perceptions of change by staff in two universities

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Higher education fine art in the United Kingdom and Spain since 1992 : A study in perceptions of change by staff in two universities. / Journeaux, Jill; Montero, Pilar; Mottram, Judith.

In: Art, Design and Communication in Higher Education, Vol. 16, No. 2, 01.10.2017, p. 217-239.

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Journeaux, Jill ; Montero, Pilar ; Mottram, Judith. / Higher education fine art in the United Kingdom and Spain since 1992 : A study in perceptions of change by staff in two universities. In: Art, Design and Communication in Higher Education. 2017 ; Vol. 16, No. 2. pp. 217-239.

Bibtex

@article{885849ce1e434eaa81edaef4ff9cb37f,
title = "Higher education fine art in the United Kingdom and Spain since 1992: A study in perceptions of change by staff in two universities",
abstract = "This article explores the perceptions of a small sample of academic staff from a university in Spain and another in the United Kingdom towards changes in fine art higher education (HE) in both countries over the last 25 years. The authors sought to understand if, and how, the changing HE context had influenced the provision of fine art in each university, and considered it useful to address whether there was any comparability across the two institutions in terms of the responses to the broad changes in resourcing and quality assurance. They used a series of semi-structured interviews with eight respondents, four in each country, aimed at eliciting staff views. These perceptions were considered alongside available data on student numbers, enrolments, graduation and gender, in order to explore the reactions of teaching staff to shifts in context over the period. The study concludes that the stance of criticality adopted by many fine art academics, who value their academic freedom and autonomy and prioritize the practice of their discipline, is being challenged by many of the recent changes in HE. As a result, staff who are being asked to undertake a wider range of activities are having to adapt their view of the nature of fine art HE.",
keywords = "Spain, United Kingdom, curriculum, fine art, staff perceptions, student data",
author = "Jill Journeaux and Pilar Montero and Judith Mottram",
note = "{\textcopyright}Intellect 2017",
year = "2017",
month = oct,
day = "1",
doi = "10.1386/adch.16.2.217_1",
language = "English",
volume = "16",
pages = "217--239",
journal = "Art, Design and Communication in Higher Education",
issn = "1474-273X",
publisher = "Intellect Publishers",
number = "2",

}

RIS

TY - JOUR

T1 - Higher education fine art in the United Kingdom and Spain since 1992

T2 - A study in perceptions of change by staff in two universities

AU - Journeaux, Jill

AU - Montero, Pilar

AU - Mottram, Judith

N1 - ©Intellect 2017

PY - 2017/10/1

Y1 - 2017/10/1

N2 - This article explores the perceptions of a small sample of academic staff from a university in Spain and another in the United Kingdom towards changes in fine art higher education (HE) in both countries over the last 25 years. The authors sought to understand if, and how, the changing HE context had influenced the provision of fine art in each university, and considered it useful to address whether there was any comparability across the two institutions in terms of the responses to the broad changes in resourcing and quality assurance. They used a series of semi-structured interviews with eight respondents, four in each country, aimed at eliciting staff views. These perceptions were considered alongside available data on student numbers, enrolments, graduation and gender, in order to explore the reactions of teaching staff to shifts in context over the period. The study concludes that the stance of criticality adopted by many fine art academics, who value their academic freedom and autonomy and prioritize the practice of their discipline, is being challenged by many of the recent changes in HE. As a result, staff who are being asked to undertake a wider range of activities are having to adapt their view of the nature of fine art HE.

AB - This article explores the perceptions of a small sample of academic staff from a university in Spain and another in the United Kingdom towards changes in fine art higher education (HE) in both countries over the last 25 years. The authors sought to understand if, and how, the changing HE context had influenced the provision of fine art in each university, and considered it useful to address whether there was any comparability across the two institutions in terms of the responses to the broad changes in resourcing and quality assurance. They used a series of semi-structured interviews with eight respondents, four in each country, aimed at eliciting staff views. These perceptions were considered alongside available data on student numbers, enrolments, graduation and gender, in order to explore the reactions of teaching staff to shifts in context over the period. The study concludes that the stance of criticality adopted by many fine art academics, who value their academic freedom and autonomy and prioritize the practice of their discipline, is being challenged by many of the recent changes in HE. As a result, staff who are being asked to undertake a wider range of activities are having to adapt their view of the nature of fine art HE.

KW - Spain

KW - United Kingdom

KW - curriculum

KW - fine art

KW - staff perceptions

KW - student data

U2 - 10.1386/adch.16.2.217_1

DO - 10.1386/adch.16.2.217_1

M3 - Journal article

VL - 16

SP - 217

EP - 239

JO - Art, Design and Communication in Higher Education

JF - Art, Design and Communication in Higher Education

SN - 1474-273X

IS - 2

ER -