Pub Date : 2021-04-05DOI: 10.1177/14740222211007404
A. Alawad, Donia M. Bettaieb, Raif B. Malek
Design spaces can be read in two complementary structural and compositional dimensions: the implicit dimension, and the formal dimension. This study aimed to answer the following questions: What are the phases of the original idea transformation in the design process? Does taking advantage of the implicit dimension of others’ interior spaces count as inspiration or plagiarism? Participants comprised nine postgraduate students, who were asked to copy others’ project ideas by applying four design phases: idea source, test, choice, and output. The results showed that plagiarism of the concept of others’ work could not occur unless the concept copies the structural, functional, and aesthetic aspects of the design space at the level of its components and the relationships between them. Otherwise, taking advantage of the implicit dimension of others’ project ideas can be an inspiration. The results are expected to increase awareness among interior design instructors in higher education.
{"title":"Plagiarism of the implicit concept in interior design projects: Does it exist?","authors":"A. Alawad, Donia M. Bettaieb, Raif B. Malek","doi":"10.1177/14740222211007404","DOIUrl":"https://doi.org/10.1177/14740222211007404","url":null,"abstract":"Design spaces can be read in two complementary structural and compositional dimensions: the implicit dimension, and the formal dimension. This study aimed to answer the following questions: What are the phases of the original idea transformation in the design process? Does taking advantage of the implicit dimension of others’ interior spaces count as inspiration or plagiarism? Participants comprised nine postgraduate students, who were asked to copy others’ project ideas by applying four design phases: idea source, test, choice, and output. The results showed that plagiarism of the concept of others’ work could not occur unless the concept copies the structural, functional, and aesthetic aspects of the design space at the level of its components and the relationships between them. Otherwise, taking advantage of the implicit dimension of others’ project ideas can be an inspiration. The results are expected to increase awareness among interior design instructors in higher education.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":"21 1","pages":"21 - 39"},"PeriodicalIF":1.1,"publicationDate":"2021-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14740222211007404","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41791090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-05DOI: 10.1177/14740222211002967
G. Orona
In recent decades, philosophy has been identified as a general approach to enhance the maturity of higher education as a field of study by enriching theory and method. In this article, I offer a new set of philosophical recommendations to spur the disciplinary development of higher education, departing from previous work in several meaningful ways. Due to their deep and useful connections to higher education research, philosophy of measurement, virtue epistemology, and Bayesian epistemology are introduced and discussed in relation to their conceptual association and potential practical influence on the study of higher education. The culmination of these points signals a learnercentered lens focused on the development of students.
{"title":"Philosophy’s rematch: A new conceptualization of the study of higher education","authors":"G. Orona","doi":"10.1177/14740222211002967","DOIUrl":"https://doi.org/10.1177/14740222211002967","url":null,"abstract":"In recent decades, philosophy has been identified as a general approach to enhance the maturity of higher education as a field of study by enriching theory and method. In this article, I offer a new set of philosophical recommendations to spur the disciplinary development of higher education, departing from previous work in several meaningful ways. Due to their deep and useful connections to higher education research, philosophy of measurement, virtue epistemology, and Bayesian epistemology are introduced and discussed in relation to their conceptual association and potential practical influence on the study of higher education. The culmination of these points signals a learnercentered lens focused on the development of students.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":"20 1","pages":"386 - 402"},"PeriodicalIF":1.1,"publicationDate":"2021-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14740222211002967","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43642169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-25DOI: 10.1177/14740222211004884
J. Butcher, Anactoria Clarke
Despite the plethora of research on widening participation in the last 20 years, access to the arts and humanities has remained relatively under-explored, especially in relation to the preparedness of adult learners. This article reports a case study investigating the impact of an arts and languages Access module at the UK Open University. Findings from interviews with 37 Access students were analysed in relation to four themes: the need for Access preparation; generic studentship skills; discipline-specific skills; intrinsic enjoyment and interdisciplinary study. We conclude embedded generic skills enhance learner confidence and time management, while academic literacy skills relevant to the arts and humanities enhance cultural capital and enable disadvantaged learners to access challenging disciplines. The impact of a preparatory arts and humanities module extends into the lives of individual students, suggesting a counter-narrative to the prevailing, ‘economic value’ paradigms of higher education policymakers.
{"title":"Widening HE participation in the arts: Impacts of an access module on learner preparedness","authors":"J. Butcher, Anactoria Clarke","doi":"10.1177/14740222211004884","DOIUrl":"https://doi.org/10.1177/14740222211004884","url":null,"abstract":"Despite the plethora of research on widening participation in the last 20 years, access to the arts and humanities has remained relatively under-explored, especially in relation to the preparedness of adult learners. This article reports a case study investigating the impact of an arts and languages Access module at the UK Open University. Findings from interviews with 37 Access students were analysed in relation to four themes: the need for Access preparation; generic studentship skills; discipline-specific skills; intrinsic enjoyment and interdisciplinary study. We conclude embedded generic skills enhance learner confidence and time management, while academic literacy skills relevant to the arts and humanities enhance cultural capital and enable disadvantaged learners to access challenging disciplines. The impact of a preparatory arts and humanities module extends into the lives of individual students, suggesting a counter-narrative to the prevailing, ‘economic value’ paradigms of higher education policymakers.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":"20 1","pages":"403 - 425"},"PeriodicalIF":1.1,"publicationDate":"2021-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14740222211004884","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45248690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-11DOI: 10.1177/1474022220983255
Tom Parkinson, Olcay Muslu Gardner
Music education institutions have played a prominent role in mediating national identity in the Republic of Turkey since its founding in 1923. Initially tasked with suppressing Ottoman heritage, their nature and status changed with the ascendance of political Islam, when interest in Turkey’s Ottoman past grew and the Western aesthetics of the founding elite were increasingly contested. While music education continues to be a site of national identity construction in Turkey, no studies focus on the ideological climate of music education in the era of the Justice and Development Party, who have heralded a ‘New Turkey’ rooted in conservative Islam. We explore the discursive terrain of Turkish music education by analysing the mission and vision statements and other website texts of 71 conservatoires and music departments. Our findings reveal protectionist attitudes towards repertoires and traditions associated with competing nationalist visions, but also an emergent, reconciliatory structure of feeling and advocacy for pluralism.
{"title":"Protectionism and rapprochement in Turkish higher music education: An analysis of the mission and vision statements of conservatoires and university music departments in the republic of Turkey","authors":"Tom Parkinson, Olcay Muslu Gardner","doi":"10.1177/1474022220983255","DOIUrl":"https://doi.org/10.1177/1474022220983255","url":null,"abstract":"Music education institutions have played a prominent role in mediating national identity in the Republic of Turkey since its founding in 1923. Initially tasked with suppressing Ottoman heritage, their nature and status changed with the ascendance of political Islam, when interest in Turkey’s Ottoman past grew and the Western aesthetics of the founding elite were increasingly contested. While music education continues to be a site of national identity construction in Turkey, no studies focus on the ideological climate of music education in the era of the Justice and Development Party, who have heralded a ‘New Turkey’ rooted in conservative Islam. We explore the discursive terrain of Turkish music education by analysing the mission and vision statements and other website texts of 71 conservatoires and music departments. Our findings reveal protectionist attitudes towards repertoires and traditions associated with competing nationalist visions, but also an emergent, reconciliatory structure of feeling and advocacy for pluralism.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":"20 1","pages":"365 - 385"},"PeriodicalIF":1.1,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1474022220983255","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43347696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-20DOI: 10.1177/1474022220966944
Theron Schmidt
This article brings into relation critical perspectives and practical tactics from a range of different fields—performance studies, visual art practice, pedagogy and educational theory, and activism and community organising—in order to create some space for re-imagining what might be possible within the dynamics of the Higher Education classroom. It proceeds through a series of speculative modes: ‘what if we think of the classroom as a market?’, which for many is the currently dominant metaphor under neoliberalist economies; ‘what if we think of the work of art as a classroom?’, which traces the recent ‘pedagogical’ or ‘educational’ turn in visual art practice; and finally, ‘what if we think of the classroom as a work of art?’, in which the creative impulses and tactics drawn from performance practices, activism and community organising, and socially engaged art are speculatively applied to the arts and humanities classroom.
{"title":"What if we think of the classroom as a work of art? Performance, collaboration, and social engagement considered as pedagogic practices","authors":"Theron Schmidt","doi":"10.1177/1474022220966944","DOIUrl":"https://doi.org/10.1177/1474022220966944","url":null,"abstract":"This article brings into relation critical perspectives and practical tactics from a range of different fields—performance studies, visual art practice, pedagogy and educational theory, and activism and community organising—in order to create some space for re-imagining what might be possible within the dynamics of the Higher Education classroom. It proceeds through a series of speculative modes: ‘what if we think of the classroom as a market?’, which for many is the currently dominant metaphor under neoliberalist economies; ‘what if we think of the work of art as a classroom?’, which traces the recent ‘pedagogical’ or ‘educational’ turn in visual art practice; and finally, ‘what if we think of the classroom as a work of art?’, in which the creative impulses and tactics drawn from performance practices, activism and community organising, and socially engaged art are speculatively applied to the arts and humanities classroom.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":"20 1","pages":"345 - 364"},"PeriodicalIF":1.1,"publicationDate":"2020-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1474022220966944","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46861034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-12DOI: 10.1177/1474022220965389
Maik Arnold
{"title":"Chick, Nancy L. (ed.). SoTL in Action: Illuminating Critical Moments of Practice","authors":"Maik Arnold","doi":"10.1177/1474022220965389","DOIUrl":"https://doi.org/10.1177/1474022220965389","url":null,"abstract":"","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":"20 1","pages":"339 - 341"},"PeriodicalIF":1.1,"publicationDate":"2020-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1474022220965389","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44328004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1177/1474022219870976
R. Barnacle, D. Cuthbert, Christine Schmidt, C. Batty
Rising worldwide scrutiny of the PhD has focused on issues such as return on investment and career outcomes. This article investigates PhD graduate careers and knowledge transfer looking at the Humanities, Arts and Social Sciences (HASS). Firstly, our extensive literature review of PhD graduate outcomes reveals limited knowledge of HASS careers and a Science, Technology, Engineering and Mathematics (STEM) bias. Secondly, our case study of graduates suggests HASS PhDs provide a vital conduit for end-user engagement and knowledge transfer. Our findings deepen knowledge about the careers of HASS PhDs by revealing pre-existing professional networks may be harnessed to inform end-user relationships throughout candidature and post-graduation. Contrary to dominant assumptions, these networks may endure even for graduates in the academy. This under-recognized phenomenon demonstrates the multi-sector knowledge transfer capacity of HASS researchers with implications for their research capability and career development needs and perceptions of the value of their research.
{"title":"HASS PhD graduate careers and knowledge transfer: A conduit for enduring, multi-sector networks","authors":"R. Barnacle, D. Cuthbert, Christine Schmidt, C. Batty","doi":"10.1177/1474022219870976","DOIUrl":"https://doi.org/10.1177/1474022219870976","url":null,"abstract":"Rising worldwide scrutiny of the PhD has focused on issues such as return on investment and career outcomes. This article investigates PhD graduate careers and knowledge transfer looking at the Humanities, Arts and Social Sciences (HASS). Firstly, our extensive literature review of PhD graduate outcomes reveals limited knowledge of HASS careers and a Science, Technology, Engineering and Mathematics (STEM) bias. Secondly, our case study of graduates suggests HASS PhDs provide a vital conduit for end-user engagement and knowledge transfer. Our findings deepen knowledge about the careers of HASS PhDs by revealing pre-existing professional networks may be harnessed to inform end-user relationships throughout candidature and post-graduation. Contrary to dominant assumptions, these networks may endure even for graduates in the academy. This under-recognized phenomenon demonstrates the multi-sector knowledge transfer capacity of HASS researchers with implications for their research capability and career development needs and perceptions of the value of their research.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":"19 1","pages":"397 - 418"},"PeriodicalIF":1.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1474022219870976","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46268514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1177/1474022220926057
{"title":"Corrigendum","authors":"","doi":"10.1177/1474022220926057","DOIUrl":"https://doi.org/10.1177/1474022220926057","url":null,"abstract":"","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":"19 1","pages":"446 - 446"},"PeriodicalIF":1.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1474022220926057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48361053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1177/1474022219833595
M. Olweny
The design studio and the associated design review can be regarded as the signature pedagogy of architectural education, where students garner the essence of what it means to be an architect. Here, novices are transformed into architects through the acquisition of architectural cultural capital. This paper investigates the design review in East African schools of architecture from a student’s perspective, garnered from focus group discussions carried out in five schools of architecture, and corroborated through observations. Findings indicate challenges in the design review, vis-à-vis the broader goals and objectives of architectural education. However, it did uncover attempts at change, via a ‘back seat instructor approach’, for example, breaking down the stereotype of the design review as a hostile environment for students. The paper concludes with a few recommendations to help recast this signature pedagogical approach as a truly discursive environment.
{"title":"Students’ views of the architectural design review: The design crit in East Africa","authors":"M. Olweny","doi":"10.1177/1474022219833595","DOIUrl":"https://doi.org/10.1177/1474022219833595","url":null,"abstract":"The design studio and the associated design review can be regarded as the signature pedagogy of architectural education, where students garner the essence of what it means to be an architect. Here, novices are transformed into architects through the acquisition of architectural cultural capital. This paper investigates the design review in East African schools of architecture from a student’s perspective, garnered from focus group discussions carried out in five schools of architecture, and corroborated through observations. Findings indicate challenges in the design review, vis-à-vis the broader goals and objectives of architectural education. However, it did uncover attempts at change, via a ‘back seat instructor approach’, for example, breaking down the stereotype of the design review as a hostile environment for students. The paper concludes with a few recommendations to help recast this signature pedagogical approach as a truly discursive environment.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":"19 1","pages":"377 - 396"},"PeriodicalIF":1.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1474022219833595","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41996167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1177/1474022219855198
Mariangela Lavanga, J. Vickery, E. Loots
4. Name Plate – 10 (could be increased in number, depending upon the guest list). A complete set of 10 more has to be kept ready for standby. Name Plate – 10 (could be increased in number, depending upon the guest list). A complete set of 10 more has to be kept ready for standby.The size of the Name Plate should be of 1 ft. 5. Backdrop designing with overall necessities. LED screen 20ft X 10ft Backdrop designing with overall necessities. LED screen 20ft X 10ft with switches for Video conferencing 6. Podium with branding. One laptop. No change in this
{"title":"Corrigendum","authors":"Mariangela Lavanga, J. Vickery, E. Loots","doi":"10.1177/1474022219855198","DOIUrl":"https://doi.org/10.1177/1474022219855198","url":null,"abstract":"4. Name Plate – 10 (could be increased in number, depending upon the guest list). A complete set of 10 more has to be kept ready for standby. Name Plate – 10 (could be increased in number, depending upon the guest list). A complete set of 10 more has to be kept ready for standby.The size of the Name Plate should be of 1 ft. 5. Backdrop designing with overall necessities. LED screen 20ft X 10ft Backdrop designing with overall necessities. LED screen 20ft X 10ft with switches for Video conferencing 6. Podium with branding. One laptop. No change in this","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":"19 1","pages":"445 - 445"},"PeriodicalIF":1.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1474022219855198","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46362771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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