Promoting the making self in the creative micro-economy
Promoting the making self in the creative micro-economy
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在创意微观经济中促进自我创造
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
J. Andrew
中科院分区：
文献类型：
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作者：
Susan Heather Luckman;J. Andrew
本文报告了一个为期三年的ARC Discovery项目的非常早期的发现，该项目探索在线分销如何改变一个创意微型企业的运营环境，并特别关注设计师-制造者。该项目的一个关键研究问题是：在这个竞争激烈的环境中，要想取得成功，需要哪些“自力更生”的技能？除了采访顶峰组织和设计工艺领域的知名制造商外，该项目还热衷于收集有关高等教育毕业后立即在专业实践中建立自己的经验的丰富信息。约40名国家重点艺术/设计/手工艺学位的毕业生将参加该项目整个生命周期(2015-2017)的年度1-UP面试，以确定支撑这一职业发展关键时刻的复杂决策。与其他使用人口普查或荷兰银行注册记录的研究不同，这种方法非常有价值地收集了那些可能失败和/或选择离开创造性实践的人的数据，产生了关于失败和成功的宝贵信息。然而，在确定潜在项目参与者的过程中，发现机构之间在如何处理最后一年的展览和目录作为学生晋升和职业过渡的潜在地点方面存在巨大差异。鉴于我们的毕业生涌入竞争激烈的创意职业市场，这里将提出，在整个行业中，需要在最后一年的评估活动中纳入更一致的外向型、数字化参与的过渡和推广战略，以更好地为学生准备迎接未来的专业挑战。
This paper reports upon very early findings from a three year ARC Discovery project exploring how online distribution is changing the environment for operating a creative micro-enterprise, with a specific focus on designer-makers. A key research question for the project is: what are the ‘self-making’ skills required to succeed in this competitive environment? In addition to interviews with peak organisations and established makers in the design craft sector, the project is keen to capture rich information on the experience of establishing oneself in professional practice immediately following graduation from tertiary study. A cohort of around 40 graduates from key national art/design/craft degrees will be approached to participate in annual 1-Up interviews across the life of the project (2015-2017) in order to identify the complex decision-making which underpins this critical moment in professional development. Unlike other studies which use Census or ABN registration records,this approach valuably captures data from those who may fail and/or choose to leave creative practice, generating invaluable information about failure as well as success.However, the process of identifying potential project participants revealed wide discrepancies between institutions in regards to how they approach final year exhibitions and catalogues as potential sites for student promotion and professional transitioning. Given the competitive creative career marketplace into which our graduates emerge, it will be argued here that across the sector more consistently outward-looking, digitally-engaged transitioning and promotional strategies need to be embedded in final year assessment activities to better prepare students for the professional challenges ahead.