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A key challenge facing all educators working in practice-based subjects is the need to negotiate tensions between past and present and provide a training that prepares students for fast-changing conditions, while also conveying long-standing principles. This Element therefore investigates how effectively editing and publishing programmes prepare graduates for industry and how well these graduates translate this instruction to the workplace. Taking a global perspective to gauge the state of the discipline, the mixed-methods approach used for this Element comprised two online surveys for educators and graduates, three semi-structured interviews with industry practitioners (scholarly, education and trade) and ethnographic practice (author as educator and practitioner). Three key concepts also framed this Element's enquiry: being, learning and doing. The Element demonstrates how these transitioning but interdependent concepts have the potential to form a holistic practice-led pedagogy for students of editing and publishing programmes.
List of contents
1. Introduction; 2. Educator perspectives; 3. Graduate perspectives; 4. Industry perspectives; 5. Conclusion; Appendix 1. Educator online survey questions; Appendix 2. Graduate online survey questions; Appendix 3. Semi-structured interview questions with industry professionals.
Summary
A challenge facing educators in practice-based subjects is to provide training that prepares students for fast-changing conditions, whilst conveying long-standing principles. This Element investigates how effectively editing and publishing programmes prepare graduates for industry and how well graduates translate this instruction to the workplace.
Foreword
Concepts of being, learning and doing have potential to form a holistic practice-led pedagogy for students of editing and publishing.
