Jääskeläinen, Tuula: Students’ Experienced Workload in Higher Music Education
Research-based findings of students’ experienced workload are lacking in higher music education although music students have field-related physical and psychological demands in their studies. The primary aim of this study is to examine in higher music education context in Bachelor and Master levels how students experience workload in their studies and how students’ experienced workload is related to their coping styles in different music genres. The secondary aim is to indicate how this kind of research-based knowledge can be utilised in the pedagogical development in higher music education institution by investigating in Bachelor and Master levels how classical music students’ experienced workload and coping styles are related to their conceptions of instruction.
In this study, workload in studies is scrutinized through observing students’ own experiences in workload instead of perceived, estimated or objectively measured workload. In that regard, proactive coping styles shed light on students’ strategic behaviours in stressful situations, while conceptions of instruction shed light on teacher’s pedagogical practices as perceived by the students. The empirical data will be gathered in higher music education institutions through a mixed methods design.
Research findings can be utilised in the development of teaching, curricula, study programs, and courses in higher music education. This study will also encourage students to reflect on their own experiences of workload, coping styles, and conceptions of instruction which may promote equality in pedagogical practices by supporting health, well-being and conceptual change in higher music education institutions, and in that way contribute also to the creation of a more equitable, respectful, and just society.
Keywords: Conceptions of instruction; higher music education; mixed-methods; music genres; proactive coping styles; students’ experienced workload