Student-Centric Management - Association of Arts Administration

Report
Student-Centric
Recruitment
Overview:
• Know Them
• Meet Them
• Welcome Them
Get out of town!
• After the challenge of Enrollment Management - Recruitment Means
•
•
•
•
•
Travel
Searching
Digging
Begging
Challenging
• All because you need to Find the Students so you can:
• Know Them
• Read Apps & Es s ays / No To Creative!
• Invite / Interact
YOU have to invite them to campus
• Meet Them / Dig Deeper
• Ask, Listen, Talk
• What is “custom-designed?”
• Focus on Career from the beginning
• Expect a lot / Give a lot
We like to play…
with Polling Technology!
I am a:
1.
Student
2.
Parent
56.8%
43.2%
Student
Parent
What I want out of college is…
3.6%
7.1%
1. Knowledge, Learning,
21.4%
Classes!
2. Networking, Getting
Work,
67.9%
Meeting Professionals
Knowledge, Learning, Classes!
3. WooHoo! Parties! Social Life
at last!!!!
Networking, Getting Work, Meeting Professiona...
4. This is a compromise I am
making with kid/parent so
WooHoo!I Parties!
Social Life at last!!!!
hopefully
wont starve
someday.
This is a compromise I am making with kid/par...
My primary field of interest is...
10.7%
1. Music
6.7% 1.3%
2. Dance
14.7%
3. Theater
4. Visual Arts
12%
5. Movies/TV
6.5.3%Digital Media
7. Sports Entertainment
8. Other/Undecided
Music
Theater
Movies/TV
Sports Entertainment
40%
9.3%
Dance
Visual Arts
Digital Media
Other/Undecided
My primary focus is…
1.
2.
3.
4.
Creative
Business
Both
Undecided
0%
8%
16%
76%
Creative
Business
Both
Undecided
Meet and Talk about Career
•Welcome Them
• Make them feel at home
• Make them eager to get there.
• Make clear – expect a lot!
• It’s about PROGRAMS
• It’s about PEOPLE
• It’s about REAL
• Communicate you want to know each of them – to
guide each of them – to a career.
Follow It Up
• Add each to email newsletter.
• More than one edition.
• What’s going on now?
• What’s coming up?
• Most importantly, what are alumni doing?
NEWSletter
(So much going on, just the latest…)
Andrew Leib (’12): “I’m thrilled to announce that I have officially joined Red Light
Management's LA office and signed Cheers Elephant who will be under the management of
I will also be assisting Mark in day‐to‐day operations for his artists
Counting Crows, Corinne Bailey Rae, 3 Doors Down, Pia Toscano, and Von Grey.
Mark DiDia and myself.
Emily Marcouiller( ’12), moved to LA last fall: “I'm working as an assistant to a head technical
engineer (technical director) on live entertainment television‐ award shows, as I'm sure you saw me talk
about on Facebook. I'm
going to be working on the OSCARS! As a PA, per the
reference of the Line Producer whom I also met working on Miss America. A show, by the
way, I wouldn't have worked on if I didn‘t meet the Field Manager on The Bachelorette, which is an opportunity I
had because of fellow EAM alumn Brittani West.
Ben Giller (’13): “I have
switched jobs just recently and am now currently working as an
Operations Coordinator for Live Nation Philadelphia. I do production for the Tower Theater in the
winter and the outdoor venues and festivals in the summer time.”
Pulitzer Prize and Tony
Award‐Winning playwright Doug Wright will be on campus
COMING UP with EAM @Drexel!
with EAM for a minresidency this May (May 6‐8, 2014). Doug received the Pulitzer Prize, a Tony Award, the Drama
Desk Award, a GLAAD Media Award, an Outer Critics Circle Award, a Drama League Award and a Lucille Lortel Award for I
Am My Own Wife, which premiered at
NEWS letter
ALUMNI NEWS
facebook.com/EntertainmentArtsManagement
“We have a lot
going on…”
thank you
Student-Centric
Curriculum
Designing Arts Management Programs for the
Success of Young/Inexperienced Students
Maria Guralnik, Arts Management BOS Coordinator
Purchase College
Student-Centric Strategy:
B.A. in AMG at Public Institution
• Student Preparedness and Expectations
• Environmental Analysis
• External (Field and Institutional)
• Internal (Program)
• Program and Curricular Goals
• Game Plan: Strategies, Tactics, Tools
• Assessment and Evaluation
• Revise and Repeat
WHOM DO WE SERVE?
• EXPERIENCE
• Academic
• Arts
• Business
• EXPECTATIONS
•
•
•
•
College degree
Skill/Knowledge
Job preparation
Advanced study
• MOTIVATION??
SETTING STUDENT-CENTRIC
GOALS FOR SUCCESS
• Self-discovery (vs.
expertise and skill
mastery)
• Job or advanced
study readiness (vs.
guaranteed
career/entry)
• College retention and
graduation vs.
Degree in AMG (see
self-discovery)
ENVIRONMENT FOR SERVICE
S





W
Diverse Faculty
Increasing placement of alumni
Located near cultural hub
Arts-centric campus
Low-cost degree (SUNY)
 Poor faculty/student ratio
 B.A. limited to 42 credits; most
courses 4 credits
 No involvement in acceptance
decision
 Large class size, low-income –
hard to arrange field trips,
collaborative work
O
T
 Arts-centric campus
 Good tech support
 Potential for cultivation of AMGspecific donors
 M.A. in Arts Entrepreneurship in
development
 Increased competition
 Zero money for additional lines;
resources (State financial crisis)
Student-Centric Solutions for
AMG B.A. ISSUES
ISSUE #1
LACK OF ARTS/BUSINESS
KNOWLEDGE
Related: Not sure why I
selected this major or
what I want to do after I
graduate (though I may
have a better answer next
year!)
Strategies, Tools, Resources
Require arts-history, arts
practice prior to Foundation
course and Foundation
courses before UL courses
Integrate RELEVANT field
examples of the Art as well
as business practices/theory
throughout the curriculum
Include recent, articulate
working alumni among
speakers
Be flexible (within reason)
Advising must often go
beyond providing
registration codes
Student-Centric Solutions for
AMG B.A. ISSUES
ISSUE #2
CURRICULUM DOES NOT
COVER WHAT I (THINK I)
NEED FOR MY FUTURE
CAREER IN ARTS
Related: Limited Faculty
Expertise; only 40 credits
in the B.A. (I took all the
courses and there is
nothing else I like!)
Strategies, Tools, Resources
 Develop Core Competencies for creative
sector management: collaboration,
organization, planning, communication,
decision-making, research/analysis
 Re-design your 40 credit B.A. to include
complementary course credits outside
the major (e.g. arts history; economics,
etc)
 Assess specific interests/career goals
early and often
 Get to know ALL of your colleagues,
attend faculty meetings; troll new course
offerings EVERY semester (and share)
 Encourage relevant independent study
all internship credits for mature and
working students
 Include recent, articulate working alumni
among speakers
Student-Centric Solutions for
AMG B.A. ISSUES
ISSUE #3: INCONSISTENT
STANDARDS, ACHIEVEMENT
DIFFERENT
CONTENT/STANDARDS
ACROSS SECTIONS OF THE
SAME COURSE; SENIOR
PROJECTS ARE MANAGED
AND EXECUTED
INCONSISTENTLY
Strategies, Tools, Resources
 All faculty are encouraged to meet,
review, align course outcomes, specific
topics, and share resources regularly;
 Sequencing must be enforced through
digital tools and frequent/detailed
communications and advisor mentoring;
 Junior seminar or other research/writing
course helps ensure student preparation
for senior capstone research/writing
requirements;
 Detailed Guidelines for executing and
evaluating senior projects disseminated
to students and faculty;
 Apply Business world expectations
throughout AMG coursework stressing
importance of meeting deadlines,
clean/professional grade work and
appearance (cultivate pride and esteem
as a by product!)
Creating StudentCentered Internships
Rachel Shane
University of Kentucky
Background
• Undergraduate students required to complete six credit hours
(150 work hours) of internships for graduation
• Students range in age from 18-23
• Majority have worked a job but most have never worked in
arts organization
Former Structure
• Typically 15-25 students
completing internship in a
semester
• Students often left on their
own to find opportunity
• Providers email program and
ask for us to email
opportunity to our students
• Few formalized relationships
with arts organizations
• All internship course
requirements completed at
the end of internships
Challenges in Internships:
Student Perspective
“I have never even had a
‘real job’ – How do I
even figure out how to
find an internship?”
“I felt like I had to do a lot of
‘busy work’ or activities that a
volunteer without any arts admin
background could do.”
“I couldn’t complete the
required hours because the
organization never had
enough work for me to do.”
Challenges in Internships:
Providers
• Providers don’t necessarily know
how to construct appropriate
internship opportunities
• Looking for “free
labor” rather
than providing
educational
experience
• University/program
relationships with providers
are mostly informal
Finding Solutions
Student Preparation
Added preparation activities to
100-level course and currently
creating online resource guide.
3-Party Contract
Contract between program,
provider and student.
“Real-Time” Assessments
Required assessment points
during internships via in-person
course meetings and online
assignments.

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