Högre utbildning
https://hogreutbildning.se/index.php/hu
<p>Tidskriftens övergripande syfte är att stödja framväxten av kunskap som är av relevans för undervisning och utbildning vid universitet och högskolor.</p>Stockholms universitetsv-SEHögre utbildning2000-7558How can I help? A less-is-more-approach to responsible, supportive and sustainable, doctoral supervision
https://hogreutbildning.se/index.php/hu/article/view/4075
<p style="font-weight: 400;">The significance of writing for PhD students, particularly at faculties of Humanities, cannot be overemphasized; the written manuscript is the final product to be publicly discussed by external examiners. This article takes as its starting point a “quick & dirty” study of a student-initiated writing group at a humanities department (HD) and the assumption that thesis supervisors nowadays need to take more responsibility for doctoral students’ writing because of existing demands on PhD-students to publish or perish and finish on time (Brodin, 2020). It asks the question how, in times of stress and demands on productivity, increased responsibility may be practiced sustainably in terms of work-load and still benefit students’ development and goals. In other words: How can I, as supervisor, help? What support is needed and how much?</p> <p style="font-weight: 400;">The article has as its starting point the experiences and perspectives of the doctoral students and what they think supervisors could do to support. Their answers indicate the significance of minimal intervention and the article discusses the implications and potentials of this: perhaps less is more? Is it enough for supervisors to hold the beacon of vision and purpose in the background? If so, when, and how can this be understood? This article suggests that a less-is-more approach may be implemented as significant non-invasive responsibility and supervisory support, given that there is intentional, collective, mutual awareness and communication among students and supervisor colleagues. The less-is-more approach, as contextualized in this article, is advocated as a sustainable practice, promoting not only self-sufficient successful doctoral students, but a long and healthy work-life and continued careers for students and university teachers alike. </p>Jessica Enevold Duncan
Copyright (c) 2024 Jessica Enevold
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2024-02-282024-02-28141162810.23865/hu.v14.4075Att öppna för ett annat musikaliskt varande: Kultivering av klassiska musikerstudenters professionella omdöme
https://hogreutbildning.se/index.php/hu/article/view/5281
<p>Musikerstudenter inom klassisk västerländsk musik utbildas i ett europeiskt perspektiv vid musikhögskolor, sprungna ur den konservatorietradition som uppstod under 1800-talet inom vilken hantverksmässiga färdigheter betonades. I och med Bologna- anpassningen av musikerutbildningarna fick reflektion ökad betydelse vilket har aktualiserat relationen och spänningen mellan praktik och teori i undervisningen. Dock har vare sig vilka aspekter av musikerprofessionen som dylik reflektion omfattar eller hur utbildningarna förbereder studenter för att kunna agera med gott omdöme i sin yrkespraktik hitintills beforskats i någon högre grad. Vår avsikt är att i denna resonerande artikel söka skissera och problematisera ett förslag på vad ett professionellt omdöme skulle kunna innebära för klassiska musiker och hur det kan kultiveras inom högre musikutbildning. Med utgångspunkt i ett exempel från en av författarnas konstnärliga praktik, Hannah Arendts omdömesfilosofi, samt författarnas tidigare och pågående forskning inom området resonerar vi om vad undervisning och lärande av ett professionellt omdöme bland klassiska musikerstudenter kan och skulle kunna innebära i en konstnärlig akademisk professionsutbildning. </p> <h3 class="label">ENGLISH ABSTRACT</h3> <p><strong>Opening for a different musical being: Cultivating classical music students’ professional judgment</strong></p> <p>From a European perspective, musicians in Western classical music are educated at conservatories, stemming from the conservatory tradition that arose in the 19th century, emphasising craftsmanship. With the Bologna adaptation of higher musician education, the significance of reflection has increased, which has brought attention to the relationship and tension between practice and theory in conservatory teaching. However, neither the aspects of the musician’s profession that such reflection encompasses nor how the educational programs prepare students to act with good judgment in their professional practice have previously been researched to any greater degree. Our intention in this reflective article is to outline and problematise a proposal for what professional judgment could entail for classical musicians and how it can be cultivated within higher music education. Drawing on an example from one of the authors’ artistic practice, Hannah Arendt’s philosophy of judgment, as well as the authors’ previous and ongoing research, we highlight what teaching and learning of professional judgment among classical musicians can and could mean in an artistic, academic, professional education. </p>Carl HolmgrenCecilia Ferm Almqvist
Copyright (c) 2024 Carl Holmgren, Cecilia Ferm Almqvist
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2024-02-072024-02-0714111510.23865/hu.v14.5281