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Journal articles on the topic 'Arts management training'

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Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Liotas, Naoum. "Gestalt Practice and Arts-Based Training for Leadership, Innovation and Change Management Skills." Industry and Higher Education 28, no. 3 (June 2014): 171–75. http://dx.doi.org/10.5367/ihe.2014.0204.

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Gestalt practice and arts-based training has been examined and evaluated using evidence from the literature and personal experience. Gestalt practice allows the training and learning process to take into account the intrapersonal as well as the interpersonal aspects of the group and the individuals involved: the resulting knowledge and understanding can be used to the benefit of learners. Gestalt practice is in essence a highly experiential approach and, as such, provides space for active experimentation in a training or coaching session. By combining Gestalt concepts with experimentation from the arts, a significant methodology for teaching soft skills and helping learners to acquire leadership, innovation and change management skills can be developed. Insights are provided into how a combination of Gestalt practice and arts-based training can benefit organizations and individuals. Arts-based training is evaluated by using Kirkpatrick's four levels of rigour framework (reaction, learning, behaviour and results). It was observed that a paradigm shift in training and education is in progress, from what has been referred to in the literature as the ‘logico-rational Anglo-Saxon’ model to a more flexible and holistic model that encompasses emotions, feelings and the human body.

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2

Gibb, Stephen. "Arts‐based training in management development: the use of improvisational theatre." Journal of Management Development 23, no. 8 (September 2004): 741–50. http://dx.doi.org/10.1108/02621710410549594.

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3

Beckwith, Annabelle. "Improving business performance – the potential of arts in training." Industrial and Commercial Training 35, no. 5 (September 2003): 207–9. http://dx.doi.org/10.1108/00197850310487359.

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4

Poster, Cyril. "Management training for deputy heads." School Organisation 6, no. 1 (January 1986): 31–37. http://dx.doi.org/10.1080/0260136860060107.

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5

Brown, Ralph. "Performing Arts Creative Enterprise." International Journal of Entrepreneurship and Innovation 6, no. 3 (August 2005): 159–67. http://dx.doi.org/10.5367/0000000054662836.

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The UK government has recently established the National Council for Graduate Entrepreneurship (NCGE) to promote entrepreneurship in higher education, across all subject disciplines. This article considers the UK government's policy initiative from the perspective of a new project supporting tutors in the performing arts sector, who are working to ‘bridge the gap’ between arts education and professional artistic practice. The article explores, in particular, fundamental issues such as: what is distinctive about cultural entrepreneurship and how can it be taught? It also discusses the role of higher education institutions in developing relationships with the creative industries sector and in developing training and support systems for aspiring professional artists.

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Trulson, Michael E. "Martial Arts Training: A Novel “Cure” for Juvenile Delinquency." Human Relations 39, no. 12 (December 1986): 1131–40. http://dx.doi.org/10.1177/001872678603901204.

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7

Berardinelli, Paula K., James L. Burrow, and Linda S. Dillon Jones. "Management training: An impact theory." Human Resource Development Quarterly 6, no. 1 (1995): 79–90. http://dx.doi.org/10.1002/hrdq.3920060107.

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8

Marchant, Graham. "The Funding of Drama Student Training in Britain." New Theatre Quarterly 17, no. 1 (February 2001): 31–44. http://dx.doi.org/10.1017/s0266464x00014305.

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The National Council for Drama Training represents the drama sector of the British performing arts industry and is responsible for the accreditation of the standard and content of the courses at vocational drama schools for professional actors and stage managers, to ensure their relevance to the industry. The Council has three wings: the employers (Society of London Theatre, Theatrical Management Association, the BBC, Channel 4, Channel 5, and ITV), the trades union (Equity), and the leading professional training providers. The purpose of the report which follows was to provide as objective as possible an assessment of the workings of the government's new Dance and Drama Awards scheme, to assist the industry in discussions with Government on improvements to the scheme. Its author, Graham Marchant, is an arts consultant with an exceptional breadth of knowledge and experience, particularly as theatre administrator, senior Arts Council officer, and principal of a vocational school for professional dancers. The NCDT was enabled to commission the Report through the generous provision of funds from the Mackintosh Foundation and the Society of London Theatre.

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9

Makaf, Akhyar. "PELATIHAN SENI TEATER DI SURAKARTA : POTENSI, PERKEMBANGAN, DAN PENGELOLAAN." Acintya Jurnal Penelitian Seni Budaya 12, no. 1 (July 27, 2020): 1–12. http://dx.doi.org/10.33153/acy.v12i1.3137.

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ABSTRACT Theater Arts is widely taught in non-formal educational institutions such as studios, hermitage and extracurricular activities in formal schools. Its existence continues to grow as art education is realized to be an alternative media for the learning process. There came a number of Theater Arts training institutions in Surakarta. This research was conducted to examine the potential, development, and management of several training institutions that have a good reputation and have proven their presence in Surakarta. Qualitative research methods with analytic descriptive are used to analyze the training methods, curriculum, and management of training institutions that are used as research objects in order to see their potential and development. The results of this study can be used as a reference for anyone who is interested in developing non-formal educational institutions in the arts, especially Theater Arts. Based on this research, it can be concluded that the city of Surakarta as a City of Performing Arts, has the potential to be a location for the development of the Theater Arts training field. From the two objects of the training institution studied, the differences and variations in the training and management methods applied are described in accordance with the composition of the participants and the curriculum applied.Key words: theater arts, non-formal education, training methods, management. ABSTRAK Seni Teater banyak diajarkan dalam lembaga pendidikan non-formal seperti sanggar, padepokan dan kegiatan ekstrakurikuler di sekolah formal. Keberadaannya terus berkembang seiring disadarinya pendidikan seni sebagai media alternatif proses pembelajaran. Maka muncullah beberapa lembaga pelatihan Seni Teater di Surakarta. Penelitian ini dilakukan untuk mengkaji potensi, perkembangan, dan pengelolaan dari beberapa lembaga pelatihan yang sudah bereputasi cukup baik dan teruji keberadaannya di Surakarta. Metode penelitian kualitatif dengan deskriptif analitik digunakan untuk menganalisis metode pelatihan, kurikulum, dan pengelolaan lembaga-lembaga pelatihan yang dijadikan objek penelitian, guna melihat potensi dan perkembangannya. Hasil penelitian ini dapat digunakan sebagai rujukan bagi siapa pun yang tertarik untuk mengembangkan lembaga pendidikan non-formal di bidang seni, khususnya Seni Teater. Berdasarkan penelitian ini, dapat ditarik kesimpulan bahwa kota Surakarta sebagai Kota Seni Pertunjukan, berpotensi sebagai lokasi pengembangan bidang pelatihan Seni Teater. Dari dua objek lembaga pelatihan yang diteliti, tergambar perbedaan dan variasi metode pelatihan dan pengelolaan yang diterapkan sesuai dengan komposisi peserta dan kurikulum yang diterapkan. Kata-kata kunci : seni teater, pendidikan non-formal, metode pelatihan, pengelolaan.

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10

Harding, Carolyn. "Training for Middle Management in Education*." School Organisation 10, no. 1 (January 1990): 27–37. http://dx.doi.org/10.1080/0260136900100103.

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11

Lonergan, Nicholas. "Reference management software preferences among liberal arts faculty." Reference Services Review 45, no. 4 (November 13, 2017): 584–95. http://dx.doi.org/10.1108/rsr-06-2017-0024.

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Purpose The purpose of this study was to determine faculty preferences and attitudes regarding reference management software (RMS) to improve the library’s support and training programs. Design/methodology/approach A short, online survey was emailed to approximately 272 faculty. Findings Survey results indicated that multiple RMS were in use, with faculty preferring Zotero over the library-supported RefWorks. More than 40 per cent did not use any RMS. Research limitations/implications The relatively short length of the survey precluded a more detailed investigation of faculty attitudes. The 20 per cent response rate, although typical of surveys of this type, may over-represent those faculty who have strong attitudes toward RMS. These findings support the necessity of doing more research to establish the parameters of the RMS environment among faculty, with implications for support, instruction and outreach at the institutional level. Practical implications Surveys should be conducted to establish local faculty RMS usage and preferences, as they may differ from both published findings and local expectations. Because it is unlikely that faculty will overwhelmingly use one RMS, libraries should plan to support multiple RMS. Originality/value This study is among the first to investigate the issue of RMS faculty preferences in a liberal arts setting.

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12

Erol, Cansu Çelebi. "New approaches in art education: Moodle learning and content management system based art education." Global Journal of Arts Education 5, no. 2 (November 15, 2015): 67. http://dx.doi.org/10.18844/gjae.v5i2.248.

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Become also used in the training of multimedia software, is the most important innovation in the field of education provided by emerging technologies. Graphics, text, many factors such as digital images and sound are located in multiple environments. All of them gained importance in our daily lives and lead new structures in education is inevitable. To make meaningful abstract information is necessary to take advantage of the interactive multimedia applications. It is stated that a lot of research, teaching methods that increase the motivation of students and courses appeal to different senses can have a positive impact on student learning in arts education. One of the main areas of learning for training art students of the Art Criticism efficient way to gain knowledge to create effective learning situation is needed in the process of training materials. In this study, Moodle based educational material draft is aimed to create, which can be used in the field of art education courses given theoretical learning in higher education programs include effective teaching-learning experiences, and planned to offer. Mentioned art education courses is limited to a subject that’s "Principles and Elements of Art" at Fine Arts Departments Art Criticism course. In the study, an e-learning management system Moodlesupported training that can be used as the material of the design process, the design principles that have been referred to the eligibility for arts education learning and teaching experiences. Keywords: art education, moodle, web based learning

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13

DiPasquale, Sarah, Nicole Becker, Sarah Green, and Kim Sauers. "Self-Reported Injury and Management in a Liberal Arts College Dance Department." Medical Problems of Performing Artists 30, no. 4 (December 1, 2015): 224–30. http://dx.doi.org/10.21091/mppa.2015.4041.

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Dancers often view injuries as a necessary sacrifice for participating in their art form. The purpose of this research was to determine the frequency and patterns of injury in a non-conservatory, liberal arts dance environment. These data may enable dance departments to provide more effective health resources. METHODS: Dancers registered in technique courses in a liberal arts dance department (including ballet, modern, tap, and jazz) completed an injury questionnaire immediately following the occurrence of any dance-related injury over the course of one semester. RESULTS: Out of 168 students registered in the department, 46 injuries were reported throughout the semester. The greatest rate of injury was in September and December with 0.95 and 0.65 injuries reported per day, respectively. 89.1% of participants indicated that they would use a direct-access, on-campus physical therapist or athletic trainer if available, though 45.7% of injured participants indicated that they would seek treatment off campus. CONCLUSIONS: Dancers in a liberal arts collegiate program may train at a higher intensity during the semester than summer break, which likely accounts for the high incidence of injury in September. Of those injured, most planned on self-treating, but none planned on missing class. Pre-semester screening and post-semester cross-training education should be implemented in liberal arts dance programs to help decrease the rate of injury seen when returning to dance following prolonged time off from dancing. Additionally, direct access to physical therapy or athletic training treatment would likely be utilized by these students if available.

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Kirk, Christopher, Carl Langan-Evans, David R. Clark, and James P. Morton. "Quantification of training load distribution in mixed martial arts athletes: A lack of periodisation and load management." PLOS ONE 16, no. 5 (May 10, 2021): e0251266. http://dx.doi.org/10.1371/journal.pone.0251266.

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The aim of this study was to quantify typical training load and periodisation practices of MMA athletes. MMA competitors (n = 14; age = 22.4 ± 4.4 years; body mass = 71.3 ± 7.7 kg; stature = 171 ±9.9 cm) were observed during training for 8 consecutive weeks without intervention. Seven athletes were training for competitive bouts whilst the remaining 7 were not. Daily training duration, intensity (RPE), load (sRPE and segRPE), fatigue (short questionnaire of fatigue) and body region soreness (CR10 scale) were recorded. Using Bayesian analyses (BF10≥3), data demonstrate that training duration (weekly mean range = 3.9–5.3 hours), sRPE (weekly mean range = 1,287–1,791 AU), strain (weekly mean range = 1,143–1,819 AU), monotony (weekly mean range = 0.63–0.83 AU), fatigue (weekly mean range = 16–20 AU) and soreness did not change within or between weeks. Between weeks monotony (2.3 ± 0.7 AU) supported little variance in weekly training load. There were no differences in any variable between participants who competed and those who did not with the except of the final week before the bout, where an abrupt step taper occurred leading to no between group differences in fatigue. Training intensity distribution corresponding to high, moderate and low was 20, 33 and 47%, respectively. Striking drills accounted for the largest portion of weekly training time (20–32%), with MMA sparring the least (2–7%). Only striking sparring and wrestling sparring displayed statistical weekly differences in duration or load. Athletes reported MMA sparring and wrestling sparring as high intensity (RPE≥7), BJJ sparring, striking sparring and wrestling drills as moderate intensity (RPE 5–6), and striking drills and BJJ drills as low intensity (RPE≤4). We conclude that periodisation of training load was largely absent in this cohort of MMA athletes, as is the case within and between weekly microcycles.

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15

Kurgansky, S. I., O. A. Kireeva, and O. A. Sokolova. "Management of integration processes in training specialists in the sphere of culture and arts." Alma mater. Vestnik Vysshey Shkoly, no. 7 (July 2018): 12–19. http://dx.doi.org/10.20339/am.07-18.012.

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16

Martin, Dan J., and J. Dennis Rich. "Assessing the Role of Formal Education in Arts Administration Training." Journal of Arts Management, Law, and Society 28, no. 1 (January 1998): 4–26. http://dx.doi.org/10.1080/10632929809597276.

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17

Clement, Ryan, Amy Blau, Parvaneh Abbaspour, and Eli Gandour-Rood. "Team-based data management instruction at small liberal arts colleges." IFLA Journal 43, no. 1 (January 5, 2017): 105–18. http://dx.doi.org/10.1177/0340035216678239.

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This paper describes a collaborative approach taken by librarians at five small, regional liberal arts colleges to developing/enhancing research data management services on their campuses. The five colleges collectively belong to a consortium known as the Northwest Five Consortium. Over 10 months, librarians from the five schools collaborated to plan a data management and curation workshop with the goals of developing relationships with researchers working with data, developing their own research data management skills and services, and building a model for future training and outreach around institutional research data management services. This workshop brought together research teams including faculty, students, and librarians, and incorporated active learning modules as well as in-depth pre-workshop discussion. This article will discuss the context and background for this workshop, the model itself, and the outcomes and possibilities for future developments.

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18

Cao, Xi Dong, and Li Zhang. "Study on the Development of Wushu from the Perspective Based on Information Technology." Advanced Materials Research 926-930 (May 2014): 2122–26. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.2122.

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With the help of information technology, we study the relationship in-depth with martial arts, to promote the development and progress for the martial arts, so that it can provide a theoretical basis for the strategic decision of the martial arts development, offering innovative ideas for the reform of heritage protection, teaching management and training of Wushu.

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Vermeer, Eduard B. "Chinese Management Training Programmes: a Review." China Information 3, no. 2 (September 1988): 51–62. http://dx.doi.org/10.1177/0920203x8800300206.

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20

Huerta, Ricard, and Ricardo Domínguez. "Educación artística para fomentar la investigación en cine y audiovisuales." eari. educación artística. revista de investigación, no. 9 (December 13, 2018): 10. http://dx.doi.org/10.7203/eari.9.13378.

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Resumen: Las tendencias actuales en Educación Artística incorporan de manera decisiva el manejo de la imagen. Fotografía, video, cine, videojuegos, TIC, y audiovisuales en general, forman parte de un entramado amplio y diverso de posibilidades de creación y difusión de las imágenes. El profesorado de educación en artes está utilizando las imágenes de diferentes formas, y lo que necesitamos es impulsar la investigación sobre estos nuevos usos de la imagen en el ámbito educativo de las artes. Cuando hablamos de imagen no nos referimos únicamente a los usos de las TIC por parte del alumnado y el profesorado, sino que estamos hablando de la posibilidad de investigar desde la propia imagen, con las imágenes, como demuestras las tendencias de las A/R/Tography (Irwin y O’Donoghue, 2012), de la ABR Arts Based Research (Rose, 2016) y de ABER Arts Based Educational Research (Rolling, 2017). Así las cosas, debemos prestar atención a todos los nuevos modelos de investigación en los cuales la imagen forma parte de las posibilidades de indagación y justificación científica en materia de arte y educación (Hernández, 2013). Palabras clave: educación artística, investigación, arte, formación de profesorado, educomunicación. Abstract: Current trends in Arts Education decisively incorporate the management of the image. Photography, video, film, video games, ICT, and audiovisual in general, are part of a wide and diverse network of possibilities for the creation and dissemination of images. Teachers of arts education are using images in different ways, and what we need is to promote research on these new uses of the image in the educational field of the arts. When we talk about image we do not only refer to the uses of ICT by students and teachers, but we are talking about the possibility of investigating from the own image, with the images, as you demonstrate the tendencies of the A / R / Tography (Irwin and O'Donoghue, 2012), ABR Arts Based Research (Rose, 2016) and ABER Arts Based Educational Research (Rolling, 2017). Thus, we must pay attention to all new research models in which the image is part of the possibilities of inquiry and scientific justification in the field of art and education (Hernández, 2013). Keywords: art education, research, art, teachers training, educommunication. http://dx.doi.org/10.7203/eari.9.13378

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21

Thoms, Peg, and Howard J. Klein. "Participation and evaluative outcomes in management training." Human Resource Development Quarterly 5, no. 1 (1994): 27–39. http://dx.doi.org/10.1002/hrdq.3920050105.

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22

Butsyk, S. V. "Horizontal Management at Russian University: Current Trend or Urgent Need?" Higher Education in Russia 27, no. 10 (December 3, 2018): 20–29. http://dx.doi.org/10.31992/0869-3617-2018-27-10-20-29.

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The article addresses an actual problem of using horizontal methods in university management in Russia. Two organizational processes are analyzed, which are relatively new for Russian universities, which came, in many respects, from the Western education system: postgraduate training (Master’s programs) and training of foreign citizens in the preparatory departments (programs in Russian). These two processes, in the opinion of the author, over the past few years could become a platform for approbation of new modern approaches to management in Russian universities and institutes. The sample study included three federal universities located in one of the regions of Russia (classical university, university for humanities and pedagogy, and institute of culture and arts). It is shown that large educational organizations, as a rule, try to integrate new processes in the traditional (vertical) management structure. The basic prerequisites for implementing horizontal ma- nagement in the institutes of culture, were mainly economic, not organizational or innovative. At the same time, the practical experience of using mixed (horizontal-vertical) management structures in the Chelyabinsk State Institute of Culture and Arts showed positive results both in terms of economic and educational-organizational indicators.

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23

Harding, Carolyn. "Training for Middle Management in Education and Industry." School Organisation 11, no. 1 (January 1991): 99–114. http://dx.doi.org/10.1080/0260136910110109.

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24

Hasman, A. "Recommendations for Medical Informatics Training in The Netherlands." Methods of Information in Medicine 33, no. 03 (1994): 308–11. http://dx.doi.org/10.1055/s-0038-1635031.

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Abstract:In this contribution recommendations for education and training in Medical Informatics as they have been formulated end 1987 by the Subcommittee Medical Informatics of the Royal Netherlands Academy of Arts and Sciences are described. The current situation of education and training is presented and compared with the recommendations. It is concluded that not all recommendations have yet been followed up.

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25

Kerr, Cheryl, and Cathryn Lloyd. "Pedagogical learnings for management education: Developing creativity and innovation." Journal of Management & Organization 14, no. 5 (November 2008): 486–503. http://dx.doi.org/10.1017/s1833367200002996.

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AbstractThis paper argues that management education needs to consider a trend in learning design which advances creative learning through an alliance with art-based pedagogical processes. A shift is required from skills training to facilitating transformational learning through experiences that expand human potential, facilitated by artistic processes.This creative learning focus stems from a qualitative and quantitative analysis of an arts-based intervention for management development, called Management Jazz, conducted over three years at a large Australian University.The paper reviews some of the salient literature in the field, including an ‘Artful Learning Wave Trajectory’ Model. The Model considers four stages of the learning process: capacity, artful event, increased capability, and application/action to produce product. Methodology for the field-based research analysis of the intervention outcomes is presented. Three illustrative examples of arts-based learning are provided from the Management Jazz program. Finally, research findings indicate that artful learning opportunities enhance capacity for awareness of creativity in one's self and in others, leading, through a transformative process, to enhanced leaders and managers. The authors conclude that arts-based management education can enhance creative capacity and develop managers and leaders for the 21st century business environment.

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Kerr, Cheryl, and Cathryn Lloyd. "Pedagogical learnings for management education: Developing creativity and innovation." Journal of Management & Organization 14, no. 5 (November 2008): 486–503. http://dx.doi.org/10.5172/jmo.837.14.5.486.

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AbstractThis paper argues that management education needs to consider a trend in learning design which advances creative learning through an alliance with art-based pedagogical processes. A shift is required from skills training to facilitating transformational learning through experiences that expand human potential, facilitated by artistic processes.This creative learning focus stems from a qualitative and quantitative analysis of an arts-based intervention for management development, called Management Jazz, conducted over three years at a large Australian University.The paper reviews some of the salient literature in the field, including an ‘Artful Learning Wave Trajectory’ Model. The Model considers four stages of the learning process: capacity, artful event, increased capability, and application/action to produce product. Methodology for the field-based research analysis of the intervention outcomes is presented. Three illustrative examples of arts-based learning are provided from the Management Jazz program. Finally, research findings indicate that artful learning opportunities enhance capacity for awareness of creativity in one's self and in others, leading, through a transformative process, to enhanced leaders and managers. The authors conclude that arts-based management education can enhance creative capacity and develop managers and leaders for the 21st century business environment.

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27

Kuchinke, K. Peter. "The role of feedback in management training settings." Human Resource Development Quarterly 11, no. 4 (2000): 381–401. http://dx.doi.org/10.1002/1532-1096(200024)11:4<381::aid-hrdq5>3.0.co;2-3.

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28

Lewandowsky, Stephan, John C. Dunn, Kim Kirsner, and Mark Randell. "Expertise in the Management of Bushfires: Training and Decision Support." Australian Psychologist 32, no. 3 (November 1997): 171–77. http://dx.doi.org/10.1080/00050069708257377.

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Gao, Yan, and Dazhi Xu. "Construction of an Intelligent APP for Dance Training Mobile Information Management Platform Based on Edge Computing." Mobile Information Systems 2021 (June 25, 2021): 1–10. http://dx.doi.org/10.1155/2021/3019009.

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In recent years, with the rapid development of modern technology and the continuous promotion of information technology, information technology has been widely used in modern performing arts. Information management has become the most practical and effective method and means in performing arts training management, but as the amount of various data grows exponentially, the requirements for computing processing power and speed for massive amounts of data and information are also increasing day by day. This article aims to study the use of edge computing to solve the problems of high latency and high cost when traditional cloud computing centers provide services. In response to these problems, this paper proposes a data acquisition and processing system architecture based on edge computing, which uses edge computing to mine the computing power of edge terminals in the network, performs partial or all calculations at the edge terminals, processes private data, and reduces cloud computing. The center’s computing, transmission bandwidth load, and energy consumption, combined with cloud computing, provide data acquisition, processing, and analysis solutions with low latency and high processing capabilities. This article details how to optimize edge server development to minimize access latency and consider network reliability when requesting access to edge servers. This paper uses the proposed edge server deployment algorithm and system load optimization, which can effectively reduce the network delay and system load of the edge server, and the experimental results show that the system performance is improved by 23.5% after effective optimization.

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Nauffal, Diane, and Jennifer Skulte-Ouaiss. "Quality higher education drives employability in the Middle East." Education + Training 60, no. 9 (October 8, 2018): 1057–69. http://dx.doi.org/10.1108/et-05-2017-0072.

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Purpose The purpose of this paper is to analyse and explain the high rates of employability of one group of Middle East youth by focussing on liberal arts and soft skills education as an integral part of quality higher education. Design/methodology/approach This paper employs the survey research method using questionnaires, focus groups and interviews to understand the labour market dynamics in Lebanon and explore factors that correlate positively with gainful employment with a special focus on the graduates of an institution that emphasises the liberal arts and soft skills training. Findings The paper finds that quality higher education – particularly with a focus on soft skills and internships – boosts the potential of graduates to secure their first jobs after graduation. Research limitations/implications Reliable data on higher education, employability and youth are scarce in Lebanon and the region. The paper is based on one labour market study in Lebanon while seeking to extrapolate to Lebanese youth as a whole as well as reflect on employability and youth in the Middle East region. Practical implications The paper demonstrates support for improving quality in higher education as well as making soft skills training and the liberal arts critical components for increased employability of youth in Lebanon and the Middle East. Originality/value The paper is innovative in its reliance on primary data from a labour market survey as such data are scarce in Lebanon. In addition, advocacy for soft skills training and the liberal arts in the midst of focus on science, technology, engineering and mathematics and other professional education at the university level is rare in the Middle East.

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Ford, Donald J. "Management perceptions of the benefits of personal computer training." Human Resource Development Quarterly 1, no. 2 (1990): 139–52. http://dx.doi.org/10.1002/hrdq.3920010205.

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Lim, Eunsung, Sung-Yong Park, Seung-Ho Jang, Won-Myong Bahk, Young-Joon Kwon, Bo-Hyun Yoon, Kwanghun Lee, and Sang-Yeol Lee. "M185. THE EFFECTS OF GROUP ARTS THERAPY BASED ON EMOTION MANAGEMENT TRAINING ON THE EMOTIONAL EXPRESSION, ALEXITHYMIA, DEPRESSION AND QUALITY OF LIFE IN PATIENTS WITH SCHIZOPHRENIA." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S206—S207. http://dx.doi.org/10.1093/schbul/sbaa030.497.

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Abstract Background The objective of this study was to investigate the effects of group arts therapy based on emotion management training on emotional expression, positive emotion and negative emotion, alexithymia, depression and quality of life in patients with schizophrenia. Methods 24 of 160 in-patients with schizophrenia, according to DSM-IV from H Mental Health Hospital, were randomly assigned to either an experimental or control group. Each group were consisting of 12 patients. Group arts therapy was conducted on the experimental group twice a week, 60 minutes per session, for a total of 16 sessions, while the control group was left untreated. The following scales were used for assessment: Berkeley Expressivity Questionnaire (BEQ), Positive Affective and Negative Affect Schedule (PANAS), Toronto Alexithymia Scale-Korean vesion (TAS-20K), Depression Scale for Schizophrenia (K-CDSS), Positive and Negative Syndrome Scale (PANSS), and Schizophrenia Quality of Life Scale (SQLS-R4K). Independent t-test was conducted to confirm the homogeneity, and to find the effects of group arts therapy, Repeated measures ANOVA was conducted to confirm the differences for scores of each scales regarding groups, measuring timing, and also the interaction between groups and measuring timing by pre, post and follow-up test. Results The result of this study are as follows. First, total score, expressivity factors and impulse strength factors of emotional expressivity were significantly increased after group arts therapy compared to the control group. Second, positive emotion was significantly increased and negative emotion was significantly decreased after group integrative therapy compared to the control group. Third, total score, difficulty identifying feelings of Alexithymia were significantly decreased after group arts therapy compared to the control group. Fourth, depression was significantly decreased after group integrative arts therapy compared to the control group. Fifth, negative syndromes and general psychopathology were significantly decreased after group arts therapy compared to the control group. Sixth, quality of life was significantly increased after group arts therapy compared to the control group. Discussion The group arts therapy have significantly improved the emotional expression, positive emotion, negative emotion and Alexithymia in patients with schizophrenia and also improved negative syndromes, general psychopathology, depression and quality of life. These result suggest that group arts therapy based on emotion management training could be a useful intervention for emotional disturbance treatment for in patients with schizophrenia.

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Hargiel, Owen, and Dennis Tourish. "Communication Skills Training: Management Manipulation or Personal Development?" Human Relations 47, no. 11 (November 1994): 1377–89. http://dx.doi.org/10.1177/001872679404701104.

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Huhmarniemi, Maria, and Timo Jokela. "Arctic Arts with Pride: Discourses on Arctic Arts, Culture and Sustainability." Sustainability 12, no. 2 (January 14, 2020): 604. http://dx.doi.org/10.3390/su12020604.

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There has been growing interest in Arctic arts and culture as well as in sustainability among artists, researchers, and policy makers. However, until recently, the comprehension of Arctic arts and culture within the framework of sustainable development has remained vague. In this study, by analysing diverse debates from the Arctic Arts Summit 2019 in Rovaniemi, we investigate how the arts and culture sector promotes Arctic sustainability. An analysis of abstracts, conclusions, blogs and newspaper articles reflecting the presentations, art events, exhibitions and dialogues showed that the discourse on sustainability is organised around five themes: (1) global politics and ecological crises as part of the cultural politics of the Arctic; (2) indigenous and non-indigenous Arctic arts and culture; (3) ‘handmade’ and the material culture of the Arctic; (4) place-making, revitalisation and regional development; and (5) economy and sustainability. These partly interlinked themes have relevance for policy making, defining principles for arts and culture funding, artistic practice and research on the Arctic. In addition, education and artistic training are important for all of the five themes; therefore, resources for educational institutions are crucial for the sustainable future of the Arctic. Arts, culture and education have the potential to empower people in the Arctic, increase cultural pride, educate and inform global audiences and create connectedness between the past, present and future. Arts, culture and education contribute to Arctic sustainability.

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Sternal, Malgorzata. "Cultural Policy and Cultural Management Related Training: Challenges for Higher Education in Europe." Journal of Arts Management, Law, and Society 37, no. 1 (April 2007): 65–78. http://dx.doi.org/10.3200/jaml.37.1.65-78.

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Bergquist, Brian D., Dawn L. Keig, and Timothy J. Wilkinson. "Student investment groups: enhancing the liberal arts experience." Managerial Finance 46, no. 4 (March 28, 2019): 489–98. http://dx.doi.org/10.1108/mf-08-2018-0413.

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Purpose Schools must not necessarily have a large amount of money or advanced finance curriculum for students to get the benefits of participating in a student-managed investment program. Any college or university with motivated students and faculty can have a successful program if they are willing to put forth the effort. The paper aims to discuss this issue. Design/methodology/approach The authors use a case study approach to examine specific characteristics of a successful student investment group implementation at a small liberal arts university in the Northwest USA. Findings Three student investment group implementation considerations are highlighted in this analysis: establishing an inclusive, interdisciplinary focus in a long-term club vs course format; utilizing all student-led training, governance and investment methodologies; and designing group processes with an emphasis on critical thinking and community outreach. Practical implications This case offers encouraging insights for how even a smaller college or university might successfully create and sustain a thriving successful student-led investment group with a relatively limited amount of funding and resources by leveraging liberal arts foundations. Originality/value An emphasis on how student-managed investment groups are tied to broader liberal arts foundations potentially helps schools of all sizes understand certain unique underlying value aspects for the students, the business programs and the broader university community.

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Shimizu, Takuya, and Kumiko Nishio. "Characteristics and Development Patterns of the Process of Vocational Education for Chinese and Japanese Performing Arts." International Journal of Systems and Service-Oriented Engineering 10, no. 2 (July 2020): 70–82. http://dx.doi.org/10.4018/ijssoe.2020070104.

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The main purpose of this research is to contribute to the literature related to management studies and studies on performing arts education by shedding light on the important roles played by formal education at schools for training performers and management talents. The research compares the process of educational modernization for Chinese traditional theater and Japanese Takarazuka Revue to illuminate respective characteristics and developmental patterns. Although Japan and China have very different modernization processes and political systems, both cases of performing arts have been relying on school institutions for human resources development which has evolved from apprenticeship or something alike. By this comparison, the research then clarifies the ways schools are involved in improving skills and inculcating occupational identities of performers and management talents, thereby constantly producing capable young talents. Finally, the research shows how the result can provide a better view on vocational education for future research in the related field.

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Wanqi, Luo. "Training of Teachers at the Moscow Institute of Arts of Weinan Pedagogical University as a Form of International Cooperation between Russia and China." Prepodavatel XXI vek, no. 3, 2020 (2020): 76–83. http://dx.doi.org/10.31862/2073-9613-2020-3-76-83.

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The article presents some features of Russian-Chinese cooperation in the field of teacher training for China. Moscow Pedagogical State University together with Weinan Pedagogical University not only implements joint educational programs of pedagogical profile, but also forms a new system of educational process management in the joint structural educational division of the Chinese University. The implementation of joint educational programs in the field of preschool education, training of teachers of fine arts and music was the first project based on intergovernmental agreements between Russia and China on the creation of a joint structural educational unit in a Chinese University. The project is related to the development of modern approaches to teacher training for the People’s Republic of China based on the achievements of the Russian model of teacher training.

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Golding, Rosemary. "The Society of Arts and the Challenge of Professional Music Education in 1860s Britain." Journal of Historical Research in Music Education 38, no. 2 (January 18, 2017): 128–50. http://dx.doi.org/10.1177/1536600616684579.

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Higher-level music education was in a poor state in mid-nineteenth-century Britain. In particular, the country’s most significant conservatoire, the Royal Academy of Music in London, suffered from a lack of financial support, poor management, and a reputation for mediocre teaching and amateurish standards. Responding to the need for an overhaul, the Society for the Encouragement of Arts, Manufactures and Commerce launched an investigation into the management of the Royal Academy of Music in 1865. The Society’s Committee interviewed a range of high-profile figures from Britain and abroad. The reports and debates that ensued cast light not only on the state of the Royal Academy but also on the organization of professional music training across the United Kingdom and elsewhere in Europe. Many of these discussions revealed important insights into attitudes toward musical training and its institutions, toward the music profession, and toward music itself. Musicians interviewed for the purpose of the Royal Academy report had varying opinions on the curriculum suitable for aspiring professional musicians, including the role of general education and theoretical music studies. The place of amateurs in such institutions was also an important part of the discussion, both in terms of the students admitted and institutional management. Fundamental divisions over the purpose and nature of professional-level education in music reflect both the changing nature of education and deep fractures in the music profession itself, offering valuable insights into the concerns and problems of the time.

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Kirwan, Elizabeth. "The Association for the Visual Arts in Ireland (AVAIL)." Art Libraries Journal 20, no. 1 (1995): 7–11. http://dx.doi.org/10.1017/s0307472200009160.

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AVAIL came into being as a means of connecting more or less isolated professionals working with visual arts collections, ARLIS/UK & Eire (as it then was) having failed to meet the needs of colleagues in Ireland. The idea of an association for Ireland was hatched at a conference organised by ARLIS/UK with the IFLA Section of Art Libraries in April, 1992; AVAIL was subsequently inaugurated the following October. AVAIL is inter-national, in that it represents the whole island of Ireland; it also represents the broad spectrum of visual arts information management, not just librarianship. As one of its first tasks AVAIL is preparing a directory of visual arts information providers in Ireland. AVAIL’S very existence has apparently persuaded the Department of Library and Information Studies at University College Dublin to incorporate some specialist art training as an option in their programme of education for librarianship, and AVAIL – perhaps in cooperation with ARLIS/UK & Ireland – plans to meet the training needs of its members. AVAIL has adopted as its aims not only to provide a cooperative network for the provision and exchange of visual arts information, but also to ensure preservation and conservation of all Irish visual arts materials. AVAIL is working closely with ARLIS/UK & Ireland, and a joint conference of the two bodies is to take place in Dublin and Belfast in 1995. (This article is a revised version of a paper presented at the 25th Anniversary Conference of ARLIS/UK & Ireland, London 7th-10th April 1994).

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Goian, Vita, Oles Goian, and Tetiana Biletska. "Management Priorities of Audiovisual Student Projects during the COVID-crisis." International Journal of Emerging Technologies in Learning (iJET) 16, no. 10 (May 25, 2021): 35. http://dx.doi.org/10.3991/ijet.v16i10.19679.

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COVID-crisis has made significant changes in the educational process of many coun-tries, including the need for new management decisions that would solve the complex problem of accelerating the development of online resources for distance learning. Management, particularly in education, is valuable when it is able to combine both general and specific goals. Especially when it comes to a specific educational process for training future TV and radio journalists, advertisers and PR-managers, screenwrit-ers and directors, sound directors, TV presenters, film and cameramen. The peculiarity of these professions is the combination of both creative and technological components of production and placement of professional audio-video content, i.e. content pro-duced by TV and radio companies, film or TV studios, advertising agencies, and aimed at a mass audience. One of the basic priorities in training such specialists is, first of all, the practice, which is based on the planned implementation of educational audiovisual projects and the ability to put them into effect in certain circumstances, including COVID-crisis caused by COVID-19 virus. Therefore, the aim of the article is to hypothesize how to build a productive distance educational strategy in the condi-tions of COVID-crisis, which specifically affected the quality of practical training of specialists in the field of audiovisual media and arts in Ukraine.

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Huang, Qin. "Applied Technology in the Information Management System for the Degree of Master of Arts Education in China." Advanced Materials Research 859 (December 2013): 444–47. http://dx.doi.org/10.4028/www.scientific.net/amr.859.444.

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Degree of Master of Arts education is a form of professional degree education and it is different from the theoretical emphasis on traditional teaching methods to teach, academic research, graduate education, but in relation to the type of degree in the academic graduate degree. Understanding existence of bias, lack of basic conditions for the development of non-standard teaching management, quality supervision system and evaluation mechanisms are inadequate, the faculty to be fulfilling the practical problems of our art class professional graduate degree in education and training management. In this paper, should change their teaching concepts, reinforce the foundation conditions, to standardize teaching management process, strengthen the faculty building aspects to improve

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Hanwright, John, and Sharnie Makinson. "Promoting evaluation culture." Evaluation Journal of Australasia 8, no. 1 (March 2008): 20–25. http://dx.doi.org/10.1177/1035719x0800800104.

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This article describes the development and implementation of a comprehensive Program Evaluation Strategy by the Queensland Department of Education, Training and the Arts (DETA). It discusses the key stages adopted in this change management strategy by drawing upon characterisations of effective innovations. The Program Evaluation Strategy adopted by DETA was based on a change management model rather than a compliance approach. The evaluation strategy incorporated a number of elements: the overall strategy, an evaluation manual providing supporting materials and templates, evaluation training for staff, and specific provision of advice and assistance in evaluation. The article argues that this multifaceted approach has fostered an evaluative culture within the agency and been critical in supporting the influence and use of evaluation.

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Maghan, Jess, and Pat Ryan. "Correctional Litigation-A Resource for Creative Jail Management and Training." International Journal of Offender Therapy and Comparative Criminology 31, no. 2 (July 1987): 111–23. http://dx.doi.org/10.1177/0306624x8703100204.

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Tramposch, William J. "Some thoughts on organization and training." Museum Management and Curatorship 13, no. 1 (March 1994): 57–60. http://dx.doi.org/10.1080/09647779409515387.

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Grugulis, Irena. "Nothing Serious? Candidates’ Use of Humour in Management Training." Human Relations 55, no. 4 (April 2002): 387–406. http://dx.doi.org/10.1177/0018726702055004459.

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Kluyev, V. K. "Integration of Science and Practice (for the 10th Anniversary of the Department of Management of Information-Library Activities of the Moscow State University of Culture and Arts)." Bibliotekovedenie [Library and Information Science (Russia)], no. 5 (October 28, 2014): 116–20. http://dx.doi.org/10.25281/0869-608x-2014-0-5-116-120.

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The paper describes the activities of the Department since 2004, the significant events, reveals the basic principles of operation, presents academic staff, which results of work allow to students of the Institute of information communications and libraries of the Moscow State University of Culture and Arts to obtain profiled management training, providing perspective and panoramic thinking, mobility and competitiveness at the sectoral and regional labour markets.

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Ackermann, Bronwen J. "Making Health Care Worth It: Increasing Value and Awareness in Performing Arts Medicine." Medical Problems of Performing Artists 33, no. 2 (June 1, 2018): 146. http://dx.doi.org/10.21091/mppa.2018.2022.

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In recent years, across all health care disciplines, the higher quality and volume of specific literature on health issues pertaining to performing artists are allowing ever more specialised and targeted evidence-informed interventions to be delivered. Whether performing artists recognise the new-found knowledge as well as the growth in training and domain-specific expertise of certain dedicated health professionals is unclear. Developing and maintaining good communication and the establishment of trust between performing artists, educators, and health professionals is crucial to facilitate better management of injuries in performing artists.

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Pereg, Maayan, Nitzan Shahar, and Nachshon Meiran. "Task switching training effects are mediated by working-memory management." Intelligence 41, no. 5 (September 2013): 467–78. http://dx.doi.org/10.1016/j.intell.2013.06.009.

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Francis, Joyce L. "Training across cultures." Human Resource Development Quarterly 6, no. 1 (1995): 101–7. http://dx.doi.org/10.1002/hrdq.3920060109.

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