Raising the Curtain: Exploring Dancers’ Perceptions of Obligation through the Psychological Contract Lens

Autor/inn/en	Stanway, Alicia R.; Bordia, Sarbari; Fein, Erich C.
Titel	Raising the Curtain: Exploring Dancers’ Perceptions of Obligation through the Psychological Contract Lens
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 12 (2013) 2-3, S.254-267 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022212473523
Schlagwörter	Dance; Dance Education; Semi Structured Interviews; Higher Education; College Students; Foreign Countries; Employment Opportunities; Teacher Effectiveness; Curriculum Development; Student School Relationship; Qualitative Research; Social Networks; Peer Influence; Skill Development; Peer Relationship; Geographic Location; Australia + Suchen Sie Ihr Suchwort? Tanz; Dance; Education; Tanzerziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Ausland; Berufschance; Beschäftigungschance; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schüler-Lehrer-Beziehung; Qualitative Forschung; Social network; Soziales Netzwerk; Kompetenzentwicklung; Qualifikationsentwicklung; Peer-Beziehungen; Australien
Abstract	The current study takes an exploratory approach to investigate which situational factors influence perceptions of psychological contracts, as well as the content that comprises psychological contracts in the dance training industry. Semi-structured interviews ("n"?=?10) were conducted with students enrolled in a higher education institution in Australia. Results indicated that intending dancers take several factors into consideration when contemplating a professional dance career: natural progression of skill, employment opportunities, location, and peer recommendation. In addition, intending dancers have several perceived institutional obligations: skill development, quality of teachers and training, and networking opportunities. The current article adds novel insights to dance education literature by considering the trainee-institution relationship through the psychological contract lens. It is anticipated that the findings will assist future research that seeks to incorporate student perceptions into dance curriculum development. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10