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

José-María Esteve-Faubel , Jonathan Stephens, Miguel Ángel Molina Valero

Research output: Contribution to journalArticle

3 Citations (Scopus)

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.
Original languageEnglish
Pages (from-to)59-84
Number of pages26
JournalBritish Journal of Music Education
Volume30
Issue number1
Early online date9 May 2012
DOIs
Publication statusPublished - Mar 2013

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music
experience
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music curriculum
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Student Experience
Credit
Music
education
European Higher Education Area
Music Curriculum
Adequacy
University Studies
Labour Market
time

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A quantitative assessment of students' experiences of studying music : a Spanish perspective on the European credit transfer system (ECTS). / Esteve-Faubel , José-María ; Stephens, Jonathan; Molina Valero, Miguel Ángel.

In: British Journal of Music Education, Vol. 30, No. 1, 03.2013, p. 59-84.

Research output: Contribution to journalArticle

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