Research training for teaching staff as a catalyst for professional and institutional development: a case study

Darla Crispin, Tine Stolte, Evert Bisschop Boele

Research output: Chapter in Book/Report/Conference proceedingChapterProfessional

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Abstract

When an institution wishes to develop a Masters programme that combines relevance to the profession with preparation for possible 3rd cycle study, there are many things to consider: curriculum design and content, facilities, stakeholder
opinion, assessment, likely student intake, etc. But at least as important as any of these is ensuring that the teaching staff are fully engaged with the development process and, if possible, that their activity within the institution reaches into most
or all of the areas that their students are addressing.
Original languageEnglish
Title of host publicationPerspectives on 2nd cycle programmes in higher music education
Subtitle of host publicationcombining a research orientation with professional relevance
Place of PublicationBrussels
PublisherAEC
Pages132-142
ISBN (Electronic)978-2-9601378-3-5
Publication statusPublished - 2015

Keywords

  • music education
  • research skills

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    Crispin, D., Stolte, T., & Bisschop Boele, E. (2015). Research training for teaching staff as a catalyst for professional and institutional development: a case study. In Perspectives on 2nd cycle programmes in higher music education: combining a research orientation with professional relevance (pp. 132-142). AEC.