Date of Award

10-30-2020

Publication Type

Master Thesis

Degree Name

M.Ed.

Department

Education

Keywords

Creative Arts, Education, Higher Education, Mixed-Methods

Supervisor

Darren Stanley

Rights

info:eu-repo/semantics/openAccess

Abstract

Ontario Universities offer a variety of undergraduate programs that could be classified as creative arts programs. Whether these programs focus on one specific major, such as a Bachelor of Fine Arts in Acting, or concurrent programming, such as a concurrent music and education program, students have a variety of choices for their post-secondary studies. The current body of scholarly literature examines many reoccurring factors that influence a student’s choice post-baccalaureate. These factors include socio-economics, institutional characteristics, and student experience. A majority of literature addressing these three factors focuses on students enrolled in Science, Technology, Engineering, and Mathematics (STEM) programs, suggesting a gap in the literature with a minimal focus on students from programs found within the humanities. The purpose of this mixed-methods study is to investigate the institutional factors that influence the decisions of students with a creative arts undergraduate degree to continue their studies within a faculty of education. An online survey was sent out to Ontario Universities with a Faculty of Education, allowing participants to comment on institutional factors that may have had an influence on their decision to further their studies. For the purposes of this study, there are a total of four institutional factors used in the survey: (1) Academics, (2) University Employment and Student Involvement, (3) University Campus, and (4) University Facilities. The results of this study highlight reoccurring themes, such as the accessibility of financial aid, employment opportunities, and the availability and flexibility of programs within a Faculty of Education.

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