The BAPP course has been an enriching experience. Not only has it helped me to expand my academic capabilities, but its work-based setting has enabled a great deal of self-study. The course offers the academic development that would normally result from a traditional University degree programme, accompanied by a unique opportunity to better understand yourself and your professional practice. I will explain my point further:
Academic improvement
One of the most enjoyable aspects of the course has been learning a variety of academic skills, such as:
- Developing three key writing styles: academic, descriptive and marketing
- Using the Harvard system of referencing
- Formatting text correctly, in accordance with the University’s guidelines
- Developing vocabulary and grammar
- Understanding the importance and process of research
- Writing a literature review
- Presenting data as charts or diagrams
All of the above are skills that can be drawn upon outside of a University course, which I look forward to doing. I especially enjoy knowing how to reference sources properly, as it is an important part of academic writing that I had not explored until the BAPP course. There is a plethora of useful information relating to the above academic techniques in the four handbooks issued during the course. I shall certainly keep hold of them for future reference.
Personal development
This element of the BAPP course has been of equal benefit to me. A work-based course requires a considerable amount of self-reflection, especially on one’s professional practice, as the degree title suggests.
This was encouraged from the very beginning of the course as the initial tasks focussed on our own vocational experiences. It was insightful to discuss, either at campus sessions or through our blogs, our personal working habits. Insight also turned to reassurance when programme advisers or fellow students highlighted traits that I recognised in myself, such as procrastinating from starting work for fear of not doing it perfectly. In a distance learning course it was helpful to be reminded that others were experiencing the same learning curve.
The theme of personal development has continued throughout the course, culminating in a research project that has not only improved, or rather initiated, my research skills, but has yielded some interesting data. I chose to research the topic of unemployment amongst dancers, as the management of vocational unemployment was a skill that I had failed to acquire! The results that my research brought were of such interest to me that I wished I had known them at the beginning of my first term of unemployment. Now that I am familiar with the process, and potential benefits, of distributing a survey it is something that I would be keen to revisit in the future should I have a particular point of interest to explore.
Final words
The process of completing a distance learning degree has been both difficult and enjoyable. I found the main challenge to be finding enough time to study, especially during the final module, where I had to juggle my project around a 50 hour week in a non-vocational job. I found that I could not always enjoy sitting down at my desk to complete tasks thoroughly, as time would not often allow such indulgence.
I still have not learnt, however, that wanting to do everything to the best of my ability is not an acceptable reason to procrastinate from starting a piece of work. I have been conscious of this habit throughout the BAPP course, but am yet to achieve any real progress in moving away from it. I will endeavour to control this tendency as I am sure that adult life will only get busier and I do not wish to be left behind!
In terms of the enjoyable aspects of the course I have found the opportunity to study at University level extremely satisfying. Despite the worries that come with a distance-learning course (“Am I heading in the right direction?” “Am I the only one finding this difficult to understand?”) I have always enjoyed reading back over a piece of work in the knowledge that I created it entirely from my own initiative. In hindsight I should have sought more guidance from my course advisers and peers, but I have always enjoyed working on my own and this course provided a challenging opportunity to do so.
I shall greatly look forward to applying all that I have learnt, academically and personally, to my forthcoming ventures.
Thursday, 6 January 2011
100 word summary of my project's main findings
My project aimed to explore the way in which professional dancers perceive, experience and manage vocational unemployment.
The findings showed that dancers encounter practical difficulties when not in contract, such as limited finances and restricted training regimes. It was also discovered that although vocational unemployment can be damaging towards self-confidence, many dancers maintain their enthusiasm and discipline in spite of this.
Strategies to help manage vocational unemployment were identified. The most popular of these included: working in a non-vocational job; maintaining close contact with the dance industry; using the emotional support of friends and family and pursuing alternative methods of keeping fit, outside of the dance studio.
The findings showed that dancers encounter practical difficulties when not in contract, such as limited finances and restricted training regimes. It was also discovered that although vocational unemployment can be damaging towards self-confidence, many dancers maintain their enthusiasm and discipline in spite of this.
Strategies to help manage vocational unemployment were identified. The most popular of these included: working in a non-vocational job; maintaining close contact with the dance industry; using the emotional support of friends and family and pursuing alternative methods of keeping fit, outside of the dance studio.
Thoughts on Google Docs
As with Delicious (see previous blog post), the online sharing of resources has become increasingly favoured. One only has to consider the popularity of Wikipedia, which attracts users on a worldwide scale, or the level of interest generated by the controversial website WikiLeaks.
As well as enabling individuals to share information of personal interest, or documents that they have written, the storing of information online ensures its safekeeping. Files and resources are commonly saved on an individual’s computer. Unless these are backed up, the failure of that particular computer could cause such information to be lost. Saving work through a website such as Google Docs ensures that documents do not rely completely on personal computers, USBs or back up CDs.
Furthermore, documents stored on Google Docs can be accessed from any computer with internet access, allowing personal documents to be read and edited without the need to carry a personal laptop or USB.
Google Docs has been of use to me during this module in two ways. Firstly it has ensured peace of mind that my work is backed up in the safest way possible. Secondly it has allowed me to access it from computers other than my personal laptop.
In the future I would hope to extend my use of Google Docs to sharing work with others online, as I have not needed to do so during the course of my project. Google Docs would be of particular benefit to any collaborative projects where the authors cannot always work together.
As well as enabling individuals to share information of personal interest, or documents that they have written, the storing of information online ensures its safekeeping. Files and resources are commonly saved on an individual’s computer. Unless these are backed up, the failure of that particular computer could cause such information to be lost. Saving work through a website such as Google Docs ensures that documents do not rely completely on personal computers, USBs or back up CDs.
Furthermore, documents stored on Google Docs can be accessed from any computer with internet access, allowing personal documents to be read and edited without the need to carry a personal laptop or USB.
Google Docs has been of use to me during this module in two ways. Firstly it has ensured peace of mind that my work is backed up in the safest way possible. Secondly it has allowed me to access it from computers other than my personal laptop.
In the future I would hope to extend my use of Google Docs to sharing work with others online, as I have not needed to do so during the course of my project. Google Docs would be of particular benefit to any collaborative projects where the authors cannot always work together.
Thoughts on Delicious ~ a social bookmarking site
I am pleased to have been introduced to this social bookmarking site through the BAPP course, although my use of it during the module has not been extensive.
Delicious provides a useful way to recommend resources found on the internet to other users. It is a progression from the way in which we save online resources to our computer’s ‘Favourites bar’, as it allows anyone with a Delicious account to view your bookmarked items.
There are two key benefits to this feature. The first is that we can instantly find our saved items through any computer with internet access, as opposed to the traditional method of using just one computer to access our saved links. The second benefit is the ability to share resources with an online community, which is of particular benefit to a group such as those on the BAPP course. The ability to tag resources with keywords is a useful device when searching for links that those inside your Delicious network have added. I have also found it beneficial to see resources that other Delicious users (outside of my network) have contributed to the online library.
Sharing resources amongst an online community is a technique that could be used for a variety of purposes. Students; work colleagues; friends; family, or members of an organisation or club are all examples of groups that could potentially find Delicious of benefit. Social bookmarking is a new concept for me, but one that I shall certainly bear in mind for the future.
Delicious provides a useful way to recommend resources found on the internet to other users. It is a progression from the way in which we save online resources to our computer’s ‘Favourites bar’, as it allows anyone with a Delicious account to view your bookmarked items.
There are two key benefits to this feature. The first is that we can instantly find our saved items through any computer with internet access, as opposed to the traditional method of using just one computer to access our saved links. The second benefit is the ability to share resources with an online community, which is of particular benefit to a group such as those on the BAPP course. The ability to tag resources with keywords is a useful device when searching for links that those inside your Delicious network have added. I have also found it beneficial to see resources that other Delicious users (outside of my network) have contributed to the online library.
Sharing resources amongst an online community is a technique that could be used for a variety of purposes. Students; work colleagues; friends; family, or members of an organisation or club are all examples of groups that could potentially find Delicious of benefit. Social bookmarking is a new concept for me, but one that I shall certainly bear in mind for the future.
Wednesday, 8 September 2010
8th September
Well then, it's time for me to switch off my overheated laptop! I feel as though I've fulfilled my POA for today, having:
- familiarised myself with Google Docs
- set up my Delicious account -I'm simply under 'laurabentley' should you want to add me
- enrolled for this semester
- visited various course related websites (there's a lot of information out there!)
- completed an application form for the university's Web Helpdesk (visit http://webhelpdesk.mdx.ac.uk )
- organised my laptop (favourites bar/documents folder) to make way for plenty of new work!
Small steps I know, but they've certainly helped me get the study bug back!
- familiarised myself with Google Docs
- set up my Delicious account -I'm simply under 'laurabentley' should you want to add me
- enrolled for this semester
- visited various course related websites (there's a lot of information out there!)
- completed an application form for the university's Web Helpdesk (visit http://webhelpdesk.mdx.ac.uk )
- organised my laptop (favourites bar/documents folder) to make way for plenty of new work!
Small steps I know, but they've certainly helped me get the study bug back!
Here starts my blogging of the third and final module...
With a day off from work, and an aborted journey from Southampton to today's meeting with Peter, I have finally sat down to kick start this module into action.
Today's POA is to familiarise myself with all of the 'tools' stated in our handbook.. to get myself set up and ready to work.
I will have a busy work schedule throughout this entire module, so will need a lot of motivation to keep on top of both my job and academic studies. The plan is to broadcast my POA every time I sit down to study, hopefully ensuring that I complete a substantial amount of work to report back on. (Although I won't be offended if you want to scroll past my posts on Google Reader.. I don't want to bore you all with my lesson plans!)
Here goes...
Today's POA is to familiarise myself with all of the 'tools' stated in our handbook.. to get myself set up and ready to work.
I will have a busy work schedule throughout this entire module, so will need a lot of motivation to keep on top of both my job and academic studies. The plan is to broadcast my POA every time I sit down to study, hopefully ensuring that I complete a substantial amount of work to report back on. (Although I won't be offended if you want to scroll past my posts on Google Reader.. I don't want to bore you all with my lesson plans!)
Here goes...
Saturday, 8 May 2010
Award Title Rationale
My proposed award title is:
BA(Hons) Professional Practice (Work Ethos)
Rationale:
“Work Ethos” is drawn directly from the title of my proposed project: The Impact of Unemployment on the Work Ethos of Professional Classical and Contemporary Dancers. It is a theme on which I will focus directly; investigating work ethos within the context of professional dancers whilst holding an acute awareness of its relevance to all members of society.
In selecting a full award title I considered both the focus of my proposed project and the credentials that permitted my inclusion on the degree course. My project is based on three elements, as depicted in its title: “unemployment”, “work ethos” and “dancers”. My diploma, and therefore training, is also focused on the latter of the three, being a National Diploma in Professional Dance. Three options are thus provided for my award title, although a degree concerned with unemployment may not be viewed favourably by potential employers. ‘Work Ethos’ and ‘Dance’ therefore stand as the two rational contenders for my award title.
The BAPP course is designed to “achieve the development objectives of organisations and individuals” (Middlesex University). This notion of personal development was my primary reason for taking the course, and one that I would like my degree to reflect.
For this reason I have not proposed ‘Dance’ as my award title. My training, diploma and work experience all clearly demonstrate my extensive involvement in dance. If the focus of my degree was to be stated as ‘Dance’, a continuation of learning in a specialised area would indeed be expressed, but no other merits gained throughout the course, or my vocation, would be represented. For a degree course designed to stimulate and accredit development in an individual’s professional practice, I believe an award title reflecting the key driving force of professional practice would be of greater relevance, and certainly more noteworthy.
As stated above, ‘Work Ethos' is the central focus of my proposed project. Moreover, my training and work have enabled me to understand the components of a good work ethos, as well as those of a poor one. Observing my own work ethic and those of my colleagues has taught me a great deal about its key role in the career of a professional. I consider my project to be the missing piece of the jigsaw in learning about and achieving a good work ethos. A professional’s work ethic must be maintained, and ideally improved, throughout the three common components of a career: training, work and unemployment. In studying the matter amongst unemployed dancers, I will be completing my understanding of the trilogy of circumstances to which work ethos is so relevant. Hart considers acquiring an overall “understanding of your topic” to be “part of your academic development – of becoming an expert in the field” (Hart 1998: 1). I believe my endeavour to achieve an inclusive understanding of work ethos promises sufficient personal development to warrant its place in my award title.
When applying for this course I expressed in my personal statement that I was keen to “continue fostering my academic ability” due to my concern that a career in dance is not representative of my “academic potential” (Bentley 2009: 1). I have thus chosen an award title which demonstrates a facet to my character besides that of my ability to dance. Furthermore, this facet has been crucial to my progress as a dancer, as well as to any other venture undertaken. Work Ethos is a phrase that incorporates my eight years of professional training and the development of my work ethic during subsequent jobs. It also recognises the studies undertaken through this degree course, especially with regard to the core focus of studying and improving professional practice.
For the reasons stated above I consider my chosen award title to be an accurate reflection of the project I am undertaking; representative of the objectives of the degree course, and an embodiment of a major aspect of my vocation. When placed together with my diploma, training and work experience, it observes capabilities and interests besides that of dance, whilst still acknowledging my background due to its auxiliary role in my vocation. I also believe the title to be a sensible choice with regard to approaching potential employers. It recognises a vital component of my professional practice, but in a way that is accessible to a wider field of work.
Sources:
Bentley, L, 2009, Personal Statement [essay]. Submitted to Middlesex University: June 2009
Hart, C, 1998, Doing a Literature Review: Releasing the Social Science Research Imagination. London: Sage in association with The Open University
Middlesex University, 200? probable decade, Excelling at University Level-Learning in the Workplace [online]. London: Middlesex University. Available from:. [Accessed 22 April 2010].
BA(Hons) Professional Practice (Work Ethos)
Rationale:
“Work Ethos” is drawn directly from the title of my proposed project: The Impact of Unemployment on the Work Ethos of Professional Classical and Contemporary Dancers. It is a theme on which I will focus directly; investigating work ethos within the context of professional dancers whilst holding an acute awareness of its relevance to all members of society.
In selecting a full award title I considered both the focus of my proposed project and the credentials that permitted my inclusion on the degree course. My project is based on three elements, as depicted in its title: “unemployment”, “work ethos” and “dancers”. My diploma, and therefore training, is also focused on the latter of the three, being a National Diploma in Professional Dance. Three options are thus provided for my award title, although a degree concerned with unemployment may not be viewed favourably by potential employers. ‘Work Ethos’ and ‘Dance’ therefore stand as the two rational contenders for my award title.
The BAPP course is designed to “achieve the development objectives of organisations and individuals” (Middlesex University). This notion of personal development was my primary reason for taking the course, and one that I would like my degree to reflect.
For this reason I have not proposed ‘Dance’ as my award title. My training, diploma and work experience all clearly demonstrate my extensive involvement in dance. If the focus of my degree was to be stated as ‘Dance’, a continuation of learning in a specialised area would indeed be expressed, but no other merits gained throughout the course, or my vocation, would be represented. For a degree course designed to stimulate and accredit development in an individual’s professional practice, I believe an award title reflecting the key driving force of professional practice would be of greater relevance, and certainly more noteworthy.
As stated above, ‘Work Ethos' is the central focus of my proposed project. Moreover, my training and work have enabled me to understand the components of a good work ethos, as well as those of a poor one. Observing my own work ethic and those of my colleagues has taught me a great deal about its key role in the career of a professional. I consider my project to be the missing piece of the jigsaw in learning about and achieving a good work ethos. A professional’s work ethic must be maintained, and ideally improved, throughout the three common components of a career: training, work and unemployment. In studying the matter amongst unemployed dancers, I will be completing my understanding of the trilogy of circumstances to which work ethos is so relevant. Hart considers acquiring an overall “understanding of your topic” to be “part of your academic development – of becoming an expert in the field” (Hart 1998: 1). I believe my endeavour to achieve an inclusive understanding of work ethos promises sufficient personal development to warrant its place in my award title.
When applying for this course I expressed in my personal statement that I was keen to “continue fostering my academic ability” due to my concern that a career in dance is not representative of my “academic potential” (Bentley 2009: 1). I have thus chosen an award title which demonstrates a facet to my character besides that of my ability to dance. Furthermore, this facet has been crucial to my progress as a dancer, as well as to any other venture undertaken. Work Ethos is a phrase that incorporates my eight years of professional training and the development of my work ethic during subsequent jobs. It also recognises the studies undertaken through this degree course, especially with regard to the core focus of studying and improving professional practice.
For the reasons stated above I consider my chosen award title to be an accurate reflection of the project I am undertaking; representative of the objectives of the degree course, and an embodiment of a major aspect of my vocation. When placed together with my diploma, training and work experience, it observes capabilities and interests besides that of dance, whilst still acknowledging my background due to its auxiliary role in my vocation. I also believe the title to be a sensible choice with regard to approaching potential employers. It recognises a vital component of my professional practice, but in a way that is accessible to a wider field of work.
Sources:
Bentley, L, 2009, Personal Statement [essay]. Submitted to Middlesex University: June 2009
Hart, C, 1998, Doing a Literature Review: Releasing the Social Science Research Imagination. London: Sage in association with The Open University
Middlesex University, 200? probable decade, Excelling at University Level-Learning in the Workplace [online]. London: Middlesex University. Available from:
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