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Re-imagining the HASS Narrative for a 21st Century Cohort

Explore the evolving role of Bachelor of Arts programs in the 21st century, focusing on creativity, human culture, and social science. Discuss the challenges of marketing and communicating the vision of the BA program and managing transitional changes.

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Re-imagining the HASS Narrative for a 21st Century Cohort

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  1. What is/Why Arts?RE-IMAGINING THE HASS NARRATIVE FOR A 21ST CENTURY POST-SECONDARY COHORT ASSOCIATE PROFESSOR PETER KEEGAN Associate Dean Learning and Teaching, Faculty of Arts Macquarie University, New South Wales

  2. Why?

  3. What is? http://www.dassh.edu.au/ba_scoping_project Gannaway,D and Sheppard, K. (2012) Benchmarking the Australian Bachelor of Arts: A Summary of trends across the Australian Bachelor of Arts Degree Programs. Teaching & Educational Development Institute (TEDI), University of Queensland

  4. Who? Bachelor of Arts, Master of Arts, and Doctor of Philosophy Academic roles in teaching/research institutions A single mode only of content/concept delivery: “a discourse on a given subject before an audience for purposes of instruction,” (early 16thcentury) = Associate to Senior Lecturer Recognition of expertise in some branch of knowledge: “a person who professes to be expert in some art or science; a teacher of highest rank” (early 16th century) = ASPRO and Professor

  5. What? Oxford English Dictionary 3. (arts) Subjects of study primarily concerned with human creativity and social life, such as languages, literature, and history (as contrasted with scientific or technical subjects). 3. (humanities) Learning concerned with human culture, especially literature, history, art, music, and philosophy. 1. (social science) The scientific study of human society and social relationships. 1.1. A subject within the field of social science, such as economics or politics.

  6. How? Bold = content categories/fields of study + curriculum terminology = the AQF/HESF What? Italics = graduate experience skills (outcomes) = the “employability”/”work-ready” Why? Underline = touching on the intrinsic What is?

  7. How? Bold = content categories/fields of study + curriculum terminology = the AQF/HESF What? Italics = graduate experience skills (outcomes) = the “employability”/”work-ready” Why? Underline = touching on the intrinsic What is?

  8. How? Bold = content categories/fields of study + curriculum terminology = the AQF/HESF What? Italics = graduate experience skills (outcomes) = the “employability”/”work-ready” Why? Underline = touching on the intrinsic What is?

  9. How? Bold = content categories/fields of study + curriculum terminology = the AQF/HESF What? Italics = graduate experience skills (outcomes) = the “employability”/”work-ready” Why? Underline = touching on the intrinsic What is?

  10. New Work Order

  11. What is/Why? How clear is the HASS vision? Is it as simple as: the creative in Arts, the human in Humanities, the social in Social Science? How (well) do we market our BA? How clearly do we communicate our vision? How do we manage transitional/transformative change from inward- to outward-facing perspectives?

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