Hostname: page-component-848d4c4894-nr4z6 Total loading time: 0 Render date: 2024-05-07T19:49:32.526Z Has data issue: false hasContentIssue false
  • English
  • Français

A quantitative assessment of students’ experiences of studying music: a Spanish perspective on the European credit transfer system (ECTS)

Published online by Cambridge University Press:  09 May 2012

José-María Esteve-Faubel ,
Jonathan Stephens  and
Miguel Ángel Molina Valero
José-María Esteve-Faubel*
Affiliation:
Faculty of Education, University of Alicante, Carretera San Vicente del Raspeig s/n – 03690 San Vicente del Raspeig, Spainjm.esteve@ua.es, ma.molina@ua.es
Jonathan Stephens
Affiliation:
Department of Music School of Education, University of Aberdeen, MacRobert Building King's College, Aberdeen AB24 5UA, UKj.p.stephens@abdn.ac.uk
Miguel Ángel Molina Valero
Affiliation:
Faculty of Education, University of Alicante, Carretera San Vicente del Raspeig s/n – 03690 San Vicente del Raspeig, Spainjm.esteve@ua.es, ma.molina@ua.es
*
Correspondence to José-María Esteve-Faubel
Get access Rights & Permissions [Opens in a new window]

Abstract

The purpose of this investigation is to evaluate whether or not the allocation of time proposed in the Music Study Guide, adapted from the European Higher Education Area (EHEA) guidelines, is consistent and adequate for students with minimal musical knowledge. The report takes into account the importance of students’ previous knowledge and the relation this has to the time and effort expended by students in acquiring appropriate knowledge and skills. This is related also to the adequacy of the course specification to meet the demands of university study and the labour market. Results show that those students who enrolled at university without any previous musical knowledge are likely to experience significant difficulty in the acquisition of certain musical and professional competences. This highlights a need to reinforce the music curriculum, or establish zero-level courses, in order to enable such students to succeed in the subject.

Type
Research Article
Information
British Journal of Music Education , Volume 30 , Issue 1 , March 2013 , pp. 59 - 84
Copyright
Copyright © Cambridge University Press 2012

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ALONSO MARÍN, M. J. (2004) Perfil musical y rendimiento académico en alumnos de Música de Magisterio. Música y educación: Revista trimestral de pedagogía musical, 17, 57, 77–102.Google Scholar
APODAKA, P., GRAO, J., MARTÍNEZ, J. & ROMO, I. (1991) Demanda y rendimiento académico en educación superior. Estudio longitudinal de la inserción de dos cohortes de bachillerato en la UPV/EHU. Vitoria-Gasteiz, Servicio Central de Publicaciones del Gobierno del País Vasco.Google Scholar
BETTS, J. R. & MORELL, D. (1999) The determinants of undergraduate grade point average: the relative importance of family background, high school resources, and peer group effects. Journal of Human Resources, 34, 268–293.Google Scholar
BOEKAERTS, M. (1997) Self-regulated learning: a new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7, 161–186.Google Scholar
BOEKAERTS, M. (1999) Self-regulated learning: where we are today. International Journal of Educational Research, 31, 445–457.CrossRefGoogle Scholar
BRANDES, D. & GINNIS, P. (1996) A guide to Student-centred Learning. Oxford: Nelson Thornes.Google Scholar
CARLILE, O. & JORDAN, A. (2005) It works in practice but will it work in theory? The theoretical underpinnings of pedagogy. In O'Neill, G., Moore, S. & McMullin, B. (Eds), Emerging Issues in the Practice of University Learning and Teaching, pp. 11–26. Dublin: AISHE.Google Scholar
CASTEJÓN COSTA, J. L. (2005) Cuestionario Cuantitativo para medir el tiempo y el esfuerzo de aprendizaje del alumno. Alicante: Universidad de Alicante.Google Scholar
COHN, E., COHN, S., BALCH, D. C. & BRADLEY, J. (2004) Determinants of undergraduate GPAs: SAT scores, high-school GPA and high-school rank. Economics of Education Review, 23, 577–586.Google Scholar
DECLARATION OF BERGEN (2005) The European Higher Education Area – Achieving the Goals. Communiqué of the meeting of European Ministers in charge of Higher Education, from http://www.ehea.info/Uploads/Declarations/Bergen_Communique1.pdfGoogle Scholar
DECLARATION OF BERLIN (2003) Realising the European Higher Education Area. Communiqué of the Conference of Ministers responsible for Higher Education Available from http://www.sc.ehu.es/siwebso/Bolonia/textos/AEES_EHEA/Berlin_declaration.pdfGoogle Scholar
DECLARATION OF BOLOGNA (1999) Joint declaration of the European Ministers of Education. Communiqué of the meeting of European Ministers in charge of Higher Education Available from http://www.ehea.info/Uploads/Declarations/BOLOGNA_DECLARATION1.pdfGoogle Scholar
DECLARATION OF PRAGUE (2001) Towards the European Higher Education Area. Communiqué of the meeting of European Ministers in charge of Higher Education Available from http://www.ehea.info/Uploads/Declarations/PRAGUE_COMMUNIQUE.pdfGoogle Scholar
EDWARDS, R. (2001) Meeting individual learner needs: power, subject, subjection. In Paechter, C., Preedy, M., Scott, D. & Soler, J. (Eds), Knowledge, Power and Learning, pp. 37–46. London: Sage.Google Scholar
ESTEVE-FAUBEL, J. M., ESPINOSA ZARAGOZA, J. A., MOLINA VALERO, M. Á. & LÓPEZ DE REGO FERNÁNDEZ, C. (2006) Elaboración de una guía docente de maestro en educación musical adaptada al programa de convergencia europea en educación superior: lenguaje musical. Música y educación: Revista trimestral de pedagogía musical, 16, 127–148.Google Scholar
ESTEVE-FAUBEL, J. M., LÓPEZ DE REGO FERNÁNDEZ, C., MOLINA VALERO, M. A. & ESPINOSA ZARAGOZA, J. A. (2008). Guía docente de formación instrumental. Música y educación: Revista trimestral de pedagogía musical, 21, 73, 140–155.Google Scholar
ESTEVE-FAUBEL, J. M., MOLINA VALERO, M. Á. & STEPHENS, J. (2009) A qualitative assessment of students. Music Education Research, 11, 241–265.Google Scholar
FACULTAT D'EDUCACIÓ ILLES BALEARS (2005) Informe de autoevaluación. Palma de Mallorca: Universitat de les Illes Balears.Google Scholar
GAVIRIA SOTO, J. L., DE LA ORDEN HOZ, A. & GARCÍA RAMOS, J. M. (1986) Un acercamiento experimental a la investigación del rendimiento en la Universidad. Revista de investigación educativa (RIE), 4 (8), 21–36.Google Scholar
GIBBS, G. (1995) Assessing Student-centred Courses. Oxford: Oxford Centre for Staff Learning and Development.Google Scholar
GONZÁLEZ, J. & WAGENAAR, R. (2003) Tuning educational structures in Europe. Informe final. Fase, 1, Bilbao: Universidad de Deusto.Google Scholar
HALL, J. & SAUNDERS, P. (1997) Adopting a student-centred approach to management of learning. In Bell, C., Bowden, M. & Trott, A. (Eds), Implementing Flexible Learning. London: Kogan Page.Google Scholar
HARDEN, R. M. & CROSBY, J. R. (2000) AMEE Guide No 20: The good teacher is more than a lecturer – the twelve roles of the teacher. Medical Teacher, 22, 334–347.Google Scholar
HEIKKILAUMLA, A. & LONKA, K. (2006) Studying in higher education: students’ approaches to learning, self-regulation, and cognitive strategies. Studies in Higher Education, 31, 99–117.CrossRefGoogle Scholar
HOUSE, J. D., HURST, R. S. & KEELY, E. J. (1996) Relationship between learner attitudes, prior achievement, and performance in a general education course: a multi-institutional study. International Journal of Instructional Media, 23, 257–271.Google Scholar
JACOBS, B. & VAN DER PLOEG, F. (2006 a) Getting European universities into shape. European Political Science, 5, 288–303.CrossRefGoogle Scholar
JACOBS, B. & VAN DER PLOEG, F. (2006 b) Guide to reform of higher education: a European perspective. Economic Policy, 21, 535–592.Google Scholar
KELLY, A. E. (2003) Research as design. Educational Researcher, 32, 3–4.Google Scholar
KIRSTI, L. & KIRSI, A. (1995) Activating instruction: How to foster study and thinking skills in higher education. European Journal of Psychology of Education, 10, 351–368.Google Scholar
KOPER, R. & OLIVIER, B. (2004) Representing the learning design of units of learning. Educational Technology and Society, 7, 97–111.Google Scholar
LEA, S. J., STEPHENSON, D. & TROY, J. (2003) Higher education students’ attitudes to student-centred learning: beyond ‘educational bulimia’? Studies in Higher Education, 28, 321–334.Google Scholar
LIZZIO, A., WILSON, K. & SIMONS, R. (2002) University students’ perceptions of the learning environment and academic outcomes: implications for theory and practice. Studies in Higher Education, 27, 27–52.Google Scholar
O'NEILL, G., MOORE, S. & MCMULLIN, B. (2005) Emerging Issues in the Practice of University Learning and Teaching. Dublin: All Ireland Society for Higher Education (AISHE).Google Scholar
REICHERT, S. & TAUCH, C. (2003) Trends 2003: Progress Towards the European Higher Education Area. Geneve-Brussels: European Association.Google Scholar
REICHERT, S. & TAUCH, C. (2005) Trends IV: European Universities Implementing Bologna. Brussels: European University Association.Google Scholar
REMUS, W. & WONG, C. (1982) An evaluation of five models for the admissions decision. College Student Journal, 16, 53–59.Google Scholar
RODRÍGUEZ-QUILES Y GARCÍA, J. A. (2004) Competencias del profesor y experiencias previas del alumno: Puntos de encuentro para el cambio en el Aula de Música. Revista electrónica de LEEME. Logroño, Universidad de La Rioja.Google Scholar
ROZENDAAL, J. S., MINNAERT, A., & BOEKAERTS, M. (2005) The influence of teacher perceived administration of self-regulated learning on students’ motivation and information-processing. Learning and Instruction, 15 (2), 141–160.Google Scholar
SÁNCHEZ GÓMEZ, M. C. (1996) Determinantes del rendimiento académico en la Universidad de Salamanca. Métodos de investigación y diagnóstico en educación. Salamanca: Universidad de Salamanca.Google Scholar
SIMON, B. (2002) Why no pedagogy in England? In Leach, J. & Moon, B. (Eds), Learners and Pedagogy, pp. 34–45. London: Sage.Google Scholar
STEPHEN, A. (2004) Using learning outcomes: a consideration of the nature, role, application and implications for European education of employing learning outcomes at the local, national and international levels. United Kingdom Bologna Seminar, Heriot-Watt University (Edinburgh Conference Centre). Edinburgh: Scottish Executive.Google Scholar
STEPHENS, J. (1995) Artist or teacher? International Journal of Music Education, 25, 3–15.Google Scholar
TEJEDOR TEJEDOR, F. J. (1998) Los Alumnos de la Universidad de Salamanca: características y rendimiento académico. Salamanca: Ediciones de la Universidad de Salamanca.Google Scholar
TEJEDOR TEJEDOR, F. J. (2003) Poder explicativo de algunos determinantes del rendimiento en los estudios universitarios. Revista española de pedagogía, 61, 5–32.Google Scholar
TEJEDOR TEJEDOR, F. J. & CARIDE GÓMEZ, J. A. (1988) Influencia de las variables contextuales en el rendimiento académico. Revista de educación, 287, 113–146.Google Scholar
TOURÓN FIGUEROA, J. (1984) Factores del rendimiento académico en la Universidad. Pamplona: Universidad de Navarra.Google Scholar
TOURÓN FIGUEROA, J. (1985) La predicción del rendimiento académico: procedimiento, resultados e implicaciones. Revista española de pedagogía, 43, 473–496.Google Scholar
WINNE, P. H. (1997) Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology, 89, 397–410.Google Scholar