Work-based placements in European higher music education institutions

Abstract

Although there is considerable research from Australia demonstrating that work-integrated learning (WIL) helps higher music education (HME) students develop their professional skills, there is little evidence from Europe. WIL involves the integration of theory and practice and workbased experiential learning is an important component of this process, giving students opportunities to become self-reflective in their application of theoretical principles in a work context. The aim of this project was to understand how practicums were implemented in European conservatoires and what political drivers and pedagogies underpinned them. A survey of conservatoires and semi-structured interviews with staff, students and placement hosts were analysed. Survey results show that 74.3% of respondents said their institutions offered undergraduate placements. Themes relating to the educational and political drivers, ethical issues, barriers to provision and challenges were derived from the interview data. Our findings suggest that although placements are varied in terms of preparation, support and assessment, they are highly valued by all stakeholder groups and sometimes pivotal in the development of musical identities. We hope our findings can help HME institutions understand the value in giving students opportunities to apply knowledge and skills in professional contexts and inspire the establishment of practicum programmes where they do not already exist.