Music business education in Canada:: Implication for colletion development.
Notice bibliographique
Résumé
Introduction Business training programs are commonly found at post-secondary institutions, but those directed specifically at musicians are relatively rare. This study assessed the situation in Canada, with a particular emphasis on post-secondary educational offerings, as there is no other research available regarding the number of programs or specific content in this Canadian context. Purpose The purposes of this study were twofold: 1) to catalog the current Musical Enterprise (ME) course offerings available at the post-secondary level in Canada. 2) to create a benchmark for use in creating or revising ME courses such that they are tailored to specific institutional and individual needs and supported with appropriate materials. Methodology A full census approach was used to give the broadest possible picture of post-secondary offerings in Canada. Canadian post-secondary institutions were identified using the author's 2012 Almanac of Arts and Culture Programs in Canada (2). Course offerings in ME were determined through analysis of all arts & culture course offerings at each institution as indicated in each school's online catalog. Courses were considered to be ME courses if they provide music-specific career skills content and are offered specifically to students. Courses in technology which are tailored to specific technical skills such as audio production or web design were not considered to be ME courses in the context of this study. By analyzing all 197 institutional course catalogs, a list was derived of those schools that have a program, including graduate level content. From this list of schools, a sub-list was compiled of schools which each offer at least one ME course. Specific ME course content at each institution was subsequently analyzed, and learning materials identified. Several implications for library collection development arose from the analysis, and are discussed below. This project focused on musical enterprise, which represents a broader swath of musical activity than music business. While definitions vary greatly, many discussions of the business are, in fact, discussions of the recording business (often, the pop recording business). For the purposes of this project, Musical Enterprise is defined as a musical activity that generates economic (but not necessarily financial) gain. Thus, as economics is not just about financial elements, musical enterprise is not just about moneymaking segments of musical life. Consider, for example, the economics of a school band concert, or a choir trip: neither is likely to generate significant income (although that outcome is possible), but either event should provide numerous tangible, non-financial benefits to participants and supporting individuals. Findings--Distribution Post-secondary institutions in Canada are spread across the country in a manner that is generally proportional to the population distribution. The exceptions are New Brunswick and Quebec, which have slightly more institutions than would be proportional to population, and Nova Scotia and Saskatchewan, which each have double the expected number. Balancing this, Ontario has only 65% of the number of institutions expected, proportional to population. Few conclusions can be drawn from these data, as the enrolment at each institution has not been considered. In total, 80 Canadian post-secondary institutions were found to have programs. The total number of programs is at least 105, although the exact number depends on the definition of program. This definition varies significantly, as program durations can range from several days to four years. Similarly, university-level programming is often not comparable to that found in conservatories, cegeps (3) or colleges. Because of this, the following findings are focused on institutions, not programs. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,004 | 0,007 |
| Études des sciences et des technologies | 0,012 | 0,002 |
| Communication savante | 0,007 | 0,002 |
| Science ouverte | 0,002 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,022 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».