Academic literature on the topic 'Music – Vocational guidance – Australia'
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Journal articles on the topic "Music – Vocational guidance – Australia"
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Francis, Valerie, and Adele Prosser. "Does Vocational Guidance Become Gendered When Discussing Construction?" Australasian Journal of Construction Economics and Building - Conference Series 1, no. 1 (February 5, 2013): 73. http://dx.doi.org/10.5130/ajceb-cs.v1i1.3157.
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The Australian construction industry is highly reliant on the local labour force and those employed within it undertake a wide variety of roles ranging from labouring to management. In the past 20 years construction has seen record levels of employment; however lack of skilled labour is becoming problematic. Australia, like most industrialised countries, has an ageing population due to falling birth rates, increased life expectancy and the ageing of the large post-World War II ‘baby boom’ generation. Deciding on a career is one of the most fundamental activities in a young person’s life and the role of the school career counsellor is crucial in this process. This research examined secondary school career counsellor’s knowledge of construction, their perceptions of it as a good career choice and how often they directed male and female students to investigate construction as a career. Comparisons using paired t-tests found career counsellors perceived construction to be a better career option for young men, and directed them more frequently than women, to explore construction careers. The findings also indicate that an educative model, where students and counsellors gain firsthand knowledge from people working in the industry, may counter negative gender stereotypes associated with this area of work and encourage more young people, both male and female, to consider a career in the construction industry.
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Holbrook, Allyson P. "Models for vocational guidance in Australia 1920s–1930s: American influence in conflict with British tradition." Vocational Aspect of Education 41, no. 109 (August 1989): 43–52. http://dx.doi.org/10.1080/10408347308003331.
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Hoad, Catherine, Oli Wilson, Shelley Brunt, Gene Shill, and Ben Howe. "Work-integrated learning in university popular music programmes: localised approaches to vocational curricula in Melbourne, Australia and Wellington, Aotearoa/New Zealand." British Journal of Music Education 37, no. 2 (April 27, 2020): 181–92. http://dx.doi.org/10.1017/s0265051720000066.
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AbstractThis article investigates the possibilities of a vocational pedagogy for undergraduate popular music education which is grounded in site and city. The value of work-integrated curricula in tertiary music environments is well established; however, often absent from such discussions is consideration of how geospatial contexts mediate the opportunities and resources available to universities. In response, we provide a critical comparison of how work-integrated learning (WIL) has been developed in two undergraduate popular music degrees in Australia and Aotearoa/New Zealand. Through comparison, we consider how the geographic locations of both programmes have shaped WIL, as well as identifying the specific economic, cultural and political tensions that emerge.
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Elsworth, Gerald, and Adrian Harvey-Beavis. "Interests, Reasons and Subject Choice." Australian Journal of Career Development 4, no. 2 (July 1995): 29–34. http://dx.doi.org/10.1177/103841629500400210.
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Evidence from recent Australian research indicates that vocational and educational preferences and choices are related thematically in a manner that is well described by Holland's RIASEC themes. A recent Australia-wide survey of the curriculum choices of senior secondary students showed a pattern of relationships with measured interests that was consistent both with Holland's typology and the hexagonal arrangement of interests. The reasons that students gave for their subject choices were also classified and described. It is concluded that a school guidance program could valuably integrate attention to the choice of school subjects, the development of career plans and the critical discussion of anticipated reasons for subject and course choice.
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Jaccomard, Hélène. "Work Placements in Masters of Translation: Five Case Studies from the University of Western Australia." Meta 63, no. 2 (December 18, 2018): 532–47. http://dx.doi.org/10.7202/1055151ar.
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In Australia work placements are an essential part of most postgraduate qualifications in Translation Studies as a way to guarantee graduates’ job-readiness. Work placements, however, are not always run ethically and efficiently. This research paper analyzes the pragmatic and theoretical aspects of professional placements in Translation Studies, and reports on work placements of five Masters students at the University of Western Australia. The students’ experiences were diverse and proved that safeguards need to be put in place for work placements to be successful tripartite collaborations between universities, trainees and hosts. Flexibility and students’ autonomy seemed to play an important part in the success of work placement arrangements. Both work supervisor and subject coordinator must be properly prepared for their tasks, perhaps taking guidance from their counterparts in vocational studies. Nonetheless, all students in these cases studies were confronted with real-life issues that translators have to routinely solve and this rapidly increased their job-readiness.
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Goble, David. "Using the Differential Aptitude Tests for Selection and Prediction in Vocational Education and Training." Australian Journal of Career Development 7, no. 1 (November 1998): 20–23. http://dx.doi.org/10.1177/103841629800700107.
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The Differential Aptitude Tests (DAT) were first published in 1947 and have undergone numerous revisions since then. The tests were standardised in Australia and New Zealand in 1983 and are widely used by guidance counsellors, vocational psychologists, schools and business organisations. This paper reports the findings of a study focusing on the validity of the DAT as a predictor of performance in a post-secondary technical training program. Four subtests from the eight-test battery were used to predict student performance in two electronic engineering units: Electronic Principles and Digital Electronics. The sample consisted of 213 electronic engineering students with a mean age of 21.4 years (SD = 9.5 years). Principal Components Analysis and unweighted least squares factor analysis suggested that the DAT measures general ability and that its differential nature is limited. Hierarchical multiple regression was performed to measure the strength of association between the predictor variables and the criterion measures. The regression analysis indicated that general ability accounted for most of the variance in the criterion measures, ranging between 37 and 41% while specific abilities added, at most, 4% to these figures.
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Yadav, Devinder K. "University Aviation Degree Courses." Industry and Higher Education 26, no. 5 (October 2012): 393–401. http://dx.doi.org/10.5367/ihe.2012.0118.
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Universities offering aviation degree courses face a dilemma when integrating flying training, which is vocational skills training, into an academic degree programme. Whilst flying training for a pilot's licence is provided by flying schools regulated by a country's Civil Aviation Authority, the HE sector is responsible for the academic standards of related degree courses. Consequently, integrating these two aspects becomes a complex task. This paper examines the systems of three universities in Australia using a survey designed to identify the issues involved in such integration and its feasibility; and features of the courses. The paper highlights risks and opportunities for universities while considering how far they can proceed with the integration and what benefits it brings for students and universities respectively in employment and course sustainability. The findings may provide guidance for the future sustainable development of aviation courses and support the case that HEIs need to restructure aviation education by responding to rapidly shifting aviation industry requirements and international standards. The study suggests that flying training should be run independent of university degrees, and that the academic curriculum should be restructured to address aviation skills and the knowledge requirements of non-flying jobs in the aviation industry.
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FitzGibbon, Sean I., Amber K. Gillett, Ben J. Barth, Brendan Taylor, and William A. Ellis. "Do koalas really get the blues? Critique of ‘Aversive behaviour by koalas (Phascolarctos cinereus) during the course of a music festival in northern New South Wales, Australia'." Australian Mammalogy 39, no. 1 (2017): 108. http://dx.doi.org/10.1071/am16016.
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It is imperative that the reported results of scientific studies are based on sound data analyses and unbiased interpretation, especially where they may be used to guide government policy and regulation. A recent paper by Phillips (2016) evaluated the behavioural response of radio-collared koalas to an inaugural large music festival held in 2010 in northern New South Wales. The study concluded that six of seven koalas showed an aversive response. However, we regard the paper as misleading because it contains serious errors in the examination of koala home ranges and in the subsequent assessment of ‘aversive behaviour’ during the music festival. We conclude that Phillips’ paper is based on sufficient data to state that three, not six, of the koalas he studied displayed a short-term behavioural response to the music festival. These koalas temporarily moved outside of their estimated ranges during the festival period (10–80 m). Further, Phillips fails to report crucial ecological data regarding the high level of disease and mortality he recorded, which are presented in their entirety in the author’s prior, unpublished report. For the two deaths that are reported, no mention is made that these koalas had pre-existing disease. Rather, the author raises the possibility that the mortalities may have been related to festival-induced stress. The omission of such key data is prejudicial to the interpretation of results. The reported short-term impact of the festival upon some of the study animals is indeed noteworthy; however, it is apparent that the impact has been considerably overstated due to errors of analysis and the omission of critical ecological data. Our critique highlights our concerns by drawing on the author’s unpublished report as well as our own research at the same site over the past five years. Our aim is to ensure that debate over the impact of music festivals on wildlife is based on sound data analyses and unbiased interpretation, to provide guidance to relevant regulators and land managers.
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Ryan, Patrick J. "A Case Study in the Cultural Origins of a Superpower: Liberal Individualism, American Nationalism, and the Rise of High School Life, A Study of Cleveland's Central and East Technical High Schools, 1890–1918." History of Education Quarterly 45, no. 1 (2005): 66–95. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00027.x.
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At the beginning of the twentieth century about one in twenty American teenagers graduated from high school; by mid century over half of them did so; and today six of seven do. Along with this expansion in graduation, the experiences of high schooling became more significant. Though diversity existed at the school level, by the interwar period most high schools offered courses in “higher” academic subjects (literature, mathematics, and ancient and foreign languages), while they gave large numbers of students a chance to practice music, drama, and other fine arts. Business leaders and educators developed programs in technical-skill training. Courses in household economics, personal hygiene, and sex and reproduction appeared as well. A few schools operated with two shifts: day and night Many maximized their capacity by rotating students between newly constructed gymnasiums, stadiums, fields, swimming pools, showers, cafeterias, laundries, machine shops, laboratories, performance halls, and libraries. Some provided up-to-date diagnostic and preventative medical and psychological services. Others developed vocational guidance. Nearly all established relationships with juvenile justice and youth custody agencies. More than any other institution, the increasingly comprehensive high schools of the twentieth-century redefined the social lives of American youths through teams, clubs, bands, and groups engaged in a long list of contests, games, performances, and other events. Early in the century extracurricular activities began to rival formal class work as the primary focus of secondary schooling. Today there is a joke told from Ohio to Texas, funny for its sad truth. Q: How do you pass a school levy? A: Put football on the chopping-block.
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Chavan, Meena, and Leanne Carter. "Management students – expectations and perceptions on work readiness." International Journal of Educational Management 32, no. 5 (June 11, 2018): 825–50. http://dx.doi.org/10.1108/ijem-10-2016-0219.
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Purpose The purpose of this paper is to explore the expectations and reality perspectives accrued in a preliminary management course and understand if they impart and embed real-world skills and develop work readiness. Design/methodology/approach Primary data collected for the research were qualitative. A total of six focus groups were conducted with a total of 52 students enrolled at a large metropolitan university in Australia. NViVO was used to code and analyse the data. Findings The study found that at the commencement of university studies, the expectations were simple like, making new friends, getting around the campus and settling well into the university culture, which over time extended to getting a part-time job, securing internships, memberships of associations, desire to participate in exchange programs and get work-ready by the close of the first year. The research outcomes show that those who held a part-time job while studying demonstrated a better understanding of the preliminary management subject matter taught in class and obtained better grades. Primarily, the preliminary management course did not specifically impart work-ready skills and it would be fitting to embed employability skills in the management curriculum from the commencement of their programs in the first year. Research limitations/implications Qualitative research is used to comprehend a research problem from the outlook perspectives of the local population it involves. The limitations of this methodology includes no objectively verifiable result, adept interviewing skills for interviewers, slow and time consuming during interviewing process and intensive category process also as qualitative inquiry is normally open-ended, the participants have more control over the content of the data collected. Practical implications The lack of skill mismatch and graduates who are not work-ready incurs significant economic and social costs. A number of policy implications emerge due to university-labour market links and skills mismatches and the impact on students and the labour market. The rise in unemployment and the skills mismatch seen after the economic crisis requires immediate attention. Job creation is crucial but so is the need to develop graduate with appropriate matching skills and qualities to do the job. Mandatory internships, apprenticeships and on-the-job training for university students would help. Governments can provide financial incentives and subsidies to organisations providing the above services and working cooperatively with the universities to get students work-ready. Universities must raise the educational requirements over time as jobs become more complex. Universities can build communities of practice with the assistance of this scheme to enable students to interact with the industry professionals. An additional year of vocational training could be recommended for the graduating students. This would help the young graduates to get work-related skills. Wheelahan et al. (2015) state that building better links between education and work can help provide a more rational approach to vocational development. They propose the use of vocational streams and productive capabilities in the education system and labour market to achieve this. Social implications This requires a combined effort from all stakeholders. A systematic approach needs to be adopted. First, the gap between the knowledge provided by the universities and the skills required by the employers need to be reduced. Second, the employers and the universities should keep a watch on the labour market and develop strategies to meet the dynamic requirements of the labour market collaboratively. Third, career guidance will help inform students make a career choice to match the labour market opportunities. This should be a part of the policy agenda for responding to the lack of work-ready graduates in the labour market. Originality/value Learning and teaching activities must include industry interface and engagement right from the first year at university. The main findings from this research indicated the need for better understanding of first-year students’ expectations. The two significant student expectations that emerged were “need for collaborations” and “industry interface”.
Dissertations / Theses on the topic "Music – Vocational guidance – Australia"
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Bennett, Dawn Elizabeth. "Classical instrumental musicians : educating for sustainable professional practice." University of Western Australia. School of Music, 2005. http://theses.library.uwa.edu.au/adt-WU2006.0002.
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[Truncated abstract] This study extends understanding of the careers of classical instrumental musicians within the cultural industries, and ascertains the extent to which professional practice is reflected within current classical performance-based music education and training. Little is known about the careers of classically trained instrumental musicians in terms of the activities in which they engage and the skills and attributes used to sustain their professional practice, and there is also widespread lack of understanding about the music industry and the wider cultural industries. The extent to which education and training reflects the careers of music performance graduates has gained heightened exposure at the same time as higher education institutions have become increasingly accountable for the employability of graduates, and yet much of the available literature has only tangential relevance and there remains a shortage of literature relating to the complex area of creative practice. The research approach for the study bridges both the interpretive and normative paradigms. Using survey and interview methods, the study employs three distinct but interrelated data collections to investigate sustainable professional practice through analysis of musicians’ careers, performance-based education and training, and the cultural industries. The study identifies the longitudinal characteristics of musicians’ professional practice and presents in a conditional matrix the intrinsic and extrinsic influences that impact upon it. The study proposes a practitioner-focussed Arts Cultural Practice (ACP) framework that consists of four practitioner-focussed, non-hierarchical groups which were determined through analysis of the major foci characterising roles within the cultural industries. As such, the ACP framework represents a new paradigm of sustainable practice that circumvents existing barriers; submitting a non-hierarchical view of cultural practice that clearly indicates the potential for an exciting diversity of holistic practice often not considered by practitioners. The ACP curricular model posits the collaborative delivery of generic skills across artforms. This study substantiates the generic skills used by artists throughout the cultural industries, and confirms the rationale for education and training which considers the sustainability of music graduates’ careers as arts cultural practitioners. Thus, individual strengths and talents should be developed according to the intrinsic and extrinsic influences which drive the passion for arts practice.
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Branscome, Eric E. "Music Career Opportunities and Career Compatibility: Interviews with University Music Faculty Members and Professional Musicians." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28398/.
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This study used a semistructured interview schedule to identify the music career opportunities available to students who graduate with an undergraduate music degree, and the skills, interests, work values, and personal characteristics that may determine a person's suitability for these music careers. Six university faculty members from each of the 11 NASM-accredited undergraduate music degree fields participated in the study (n = 66). Fourteen professional musicians who were recommended by these faculty members also participated in the study. Concerning the musical and non-musical skills that may determine a person's suitability for a music career, participants consistently noted the importance of performance skills in their respective fields. Participants also consistently cited people skills, and noted that most musicians interact with people on a daily basis, and use people skills to build social networks that may lead to employment. When asked about the interests that may lead someone to a music career, participants commonly cited the importance of good high school ensemble experiences in students' music career decisions. Concerning the rewarding aspects of music careers, many participants noted that they were more rewarded by the ability to support themselves doing what they loved, than by fame or wealth. Concerning the personal characteristics that may determine music career compatibility, participants noted that tenacity is essential to contend with intense competition, extended periods of unemployment, and other common struggles of professional musicians. When asked about music career opportunities in their respective fields, participants reported numerous music careers, some of which were excluded from previous music career inventories. In addition, participants noted that there may be careers for non-musicians in some music career fields. Participants also noted that some music careers may be listed in more than one music career field, creating potential confusion for music career advisors. Finally, participants noted transitions in many music careers that may change the professional expectations of these careers.
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Bailey, Jenna Elaine. "'Lady be good' : an exploration of women making music in the Ivy Benson Band 1940-c.1985." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/47163/.
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Guzmán, Jen (Jennifer). "Examining the "Portfolio Careers" of Classical Musician Entrepreneurs through the Lens of Seven Clarinetists." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505192/.
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Many classically-trained clarinetists do not know how to use their performance skills and life experiences to create financially sustainable and artistically fulfilling musical opportunities. Music careers have traditionally included teaching positions in academia and performance positions in professional ensembles. Because of the limited number of jobs in these two areas, clarinetists, and classical musicians in general, often turn to work that provides financial security but may lack artistic fulfillment. The proposed solution to this situation is for musicians to create "portfolio careers," which is defined in this document as a combination of multiple part-time jobs to create full-time work. The purpose of this document was to examine best practices in creating and sustaining a portfolio career through the specific lens of seven clarinetists who have shown themselves to be successful performers and entrepreneurs. Results showed that the best practices include: 1) turn ideas into actions, even if the idea is still in the prototype stage, 2) build and utilize a network of successful and supportive people, 3) say "yes" to opportunities, and 4) find creative work outside the field of music that inspires music-related work.
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Neuhaus, Daniela. "Perspektive Musiklehrer-in der Berufswahlprozess von Lehramtsstudierenden mit dem Unterrichtsfach Musik." Köln : Dohr, 2008. http://d-nb.info/990302040/04.
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Hess, Jonathan Lucas. "Professional success for music majors : understanding the experiences of those who have achieved." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/780.
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Hill, Dennis R. (Dennis Roy). "An Investigation of the Career Realities and Occupational Concerns of Selected Professional Performing Musicians." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc330770/.
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The purpose was to investigate the career realities and occupational concerns of successful full-time performing instrumentalists. Four research problems were formulated; (1) the establishment of a demographic profile of musicians who perceived themselves successful; (2) the determination of the musicians' career realities; (3) the determination of the musicians' occupational concerns; and (4) a comparison of the relationship of the demographic profile to the career realities and occupational concerns. A pilot study was used to develop a questionnaire and an interview schedule. The sample for the main study was chosen by the questionnaire and consisted of twenty musicians, five each in the musical categories of jazz, classical, commercial and pop. To resolve research problem one, the questionnaire also collected general demographic data. Research problems two and three were fulfilled by an interview schedule based upon career realities and occupational concerns cited in previous sociological studies. The realities and concerns were either confirmed or refuted by each interviewee. The career realities were role conflict, career contingencies, musical labels, life style, hierarchies, audience relationships and environment. The occupational concerns were mobility, status, entrapment, personal contacts, dependency, security, competition, economic issues, working conditions, travel requirements, appearance, management control, auditions, maintenance of skills and training relevancy. The interviews were taped and transcribed by a court reporter and included in the text. An analysis of the interviews in relation to the demographic data fulfilled research problem four. Results showed that career contingencies, mobility and life style were positive influences for the sampled musicians. Also, a "hierarchy of expertise" appeared as the ultimate occupational hierarchy for the sampled musicians. Furthermore, a "hierarchy of dependency," based upon instrument played, affected the sampled musicians' attitudes toward their careers. It was concluded that performers who were devoting their full time to performance were more tolerant of imperfect career conditions than had been cited in previous studies .
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Wood, Leigh Norma. "Graduate voices the nexus between learning and work /." Phd thesis, Australia : Macquarie University, 2007. http://hdl.handle.net/1959.14/47704.
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"2006"Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, Institute of Higher Education Research and Development, 2007.
Bibliography: p. 167-173.
Introduction -- Experience and expression -- Becoming a professional -- Study design -- Graduates' experiences: a narrative -- Reflections on communication -- Examples of texts -- Reflections on learning and teaching -- Reflections and implications.
The aim of this study is to inform curriculum change in the mathematical sciences at university level. This study examines the transition to professional work after gaining a degree in the mathematical sciences. Communication is used as the basis for the analysis of the transition because of the importance of language choices in work situations. These experiences form part of the capabilities that become part of a person's potential to work as a professional. I found a subtle form of power and, of the opposite, lack of power due to communication skills. It is not as obvious as in, say, politics but it is just as critical to graduates and to the mathematical sciences. -- There were 18 participants in the study who were graduates within five years of graduation with majors in the mathematical sciences. In-depth interviews were analysed using phenomenography and examples of text from the workplace were analysed using discourse analysis. Descriptions of the process of gaining employment and the use of mathematical discourse have been reported in the thesis using narrative style with extensive quotes from the participants. -- The research shows that graduates had three qualitatively different conceptions of mathematical discourse when communicating with a non-mathematical audience: jargon, concepts/thinking and strength. All participants modified their use of technical terms when communicating with non-mathematicians. Those who held the jargon conception tried to simplify the language in order to explain the mathematics to their audience. Those who held the concepts/thinking conception believed that the way of thinking or the ideas were too difficult to communicate and instead their intention with mathematical discourse was to inspire or sell their ability to work with the mathematics. The strength conception considers the ethical responsibility to communicate the consequences of mathematical decisions. Not one of the participants believed that they had been taught communication skills as part of their degree. -- Participants gained a 'mathematical identity' from their studies and acquiring a degree gave them confidence and a range of problem-solving skills. Recommendations are made about changes in university curriculum to ensure that graduates are empowered to make a high-quality transition to the workplace and be in a position to use their mathematical skills. Mathematical skills are necessary but not sufficient for a successful transition to the workplace. Without the ability to communicate, graduates are unable to release the strength of their knowledge.
Mode of access: World Wide Web.
xi, 195 p. ill
Books on the topic "Music – Vocational guidance – Australia"
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Hannan, Michael. The Australian guide to careers in music. Sydney: University of New South Wales, 2003.
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Sly, Lesley. The power & the passion: A guide to the Australian music industry. North Sydney, NSW: Warner/Chappell Music Aust., 1993.
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1948-, Boswell William, ed. Creating careers in music theatre. New York: P. Lang, 1988.
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Understanding the classical music profession: The past, the present and strategies for the future. Aldershot, Hants, England: Ashgate, 2008.
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Bennett, Dawn Elizabeth. Understanding the classical music profession: The past, the present and strategies for the future. Aldershot, Hants, England: Ashgate, 2008.
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Getting jobs in music. London: Cassell, 1989.
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Jumpstart your music career. Boston, MA: Course Technology, Cengage Learning, 2012.
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Cann, Simon. Jumpstart your music career. Boston, MA: Course Technology, Cengage Learning, 2012.
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Music. Chicago: Heinemann Library, 2013.
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Music. New York: Crestwood House, 1994.
Find full textBook chapters on the topic "Music – Vocational guidance – Australia"
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"Vocational Guidance." In Career Development as a Partner in Nation Building Australia, 29–57. Brill | Sense, 2019. http://dx.doi.org/10.1163/9789004410459_002.
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