Simulación de inyección de plástico de la base

The review of the history of museums and museum work in the United States included in Chapter 2 showed that museums have gradually redefined themselves in recent decades in efforts to become more relevant to society. The museum field is rapidly changing and has been marked by increased specialization (Boylan, 2006). According to the American Association of Museums (AAM), it is an enormous field with over 400,000 people working in over 17,500 museums in the United States (“AAM: About Museums,” 2012). In Alabama alone, there are at least 154 museums located in nearly every county across the state. (“Alabama Museums Association: List of Museums,” 2012). Many of Alabama’s public universities host museums of various types, a function of higher education that goes back to the ancient centers of learning such as the famed museum and library at Alexandria founded in 280 B.C. (Woodhead & Stansfield, 1989). As the museum field has grown and museums have sought to become more relevant to society, museum studies--a relatively new field of study--has sought to define itself and become more relevant to the museum field. The 54 university-based graduate museum studies programs that have evolved over the past hundred years in the United States offer master’s degrees and certificates and have worked to develop curricula that meet the needs of the museum profession, in an attempt to find the right balance between theory and practice while making decisions on what knowledge and skills are most important for inclusion.

Starting with two major reports of the 1970s—the International Council of Museums’ (ICOM) Professional Training of Museum Personnel in the World (1972) and the AAM’s

Museum Studies: A Curriculum Guide for Universities and Museums (1973), which called for

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called for more rigor and specialized curricula for entry-level museum professionals. Scholarly assessments by Porter (1991), Glaser and Zenetou (1996), and Genoways and Ireland (2003) have argued that graduate museum studies programs were needed, and that their curricula must be relevant to the field’s needs.

The goal of this study was to assess how graduate museum studies programs are meeting the current and anticipated future needs of the museum profession. This study therefore

conducted a comprehensive assessment to determine the knowledge and skills most emphasized in graduate museum studies curricula and those most valued by leading museum practitioners. A total of 38 leading practitioners were surveyed, with names taken from lists of board members of AAM and the American Association for State and Local History (AASLH) from 1991-2010. Responses were compared to those provided by a total of 32 respondents from the 54 leading educators from graduate museum studies programs across the United States identified from the directory maintained by the Smithsonian Institution Center for Education and Museum Studies (2011). The survey took the International Council of Museums’ International Committee for the Training of Personnel (ICOM-ICTOP) (2000) competencies across five major areas, comparing the responses of the two groups on 65 items (summarized in Table 33 on page 158) in addition to collecting responses to open-ended questions. By comparing perceptions of leading professionals and leading educators, practical insights as to if the curricula emphasizes the competencies most valued by museum leaders can be made, that in turn can lead to improvements in practice. Although much has been written that questions the need for museum studies training, and even today a small minority of museum leaders still question the very existence of a museum

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relevance of specific elements of graduate museum studies curricula at universities across the United States.

This chapter discusses the findings and conclusions of this study and presents

recommendations for graduate museum studies programs, the museum profession, and for areas of future research. The chapter is divided into five sections. The first section presents findings that answer the research questions based on results presented in Chapter 4. The second section presents conclusions made by the researcher based on the findings. The third section describes implications for graduate museum studies programs and the museum profession and includes recommendations for practice. The fourth section provides recommendations for future related research. The final section provides concluding thoughts on the study as a whole.

Findings

Finding 1: In general, graduate museum studies programs are meeting the current and anticipated future needs of the museum profession through their curricula.

For every one of the 65 competencies rated in this study, museum studies program chairs indicated a level of knowledge or ability achieved by their students that is at least as high as the level that museum leaders indicated was needed for entry-level museum professionals. For example, museum leaders rated the competency “collections management policies” with a median score of 2.0, indicating that they expect entry-level museum professionals to be able to perform tasks related to this competency with supervision. Graduate museum studies program chairs rated this item with a median score of 4.0, indicating that they believe that upon

completion, their students are able to perform tasks related to this competency without supervision.

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This finding is supported by authors such as Genoways and Ireland (2003) who argue that through their curricula, graduate museum studies programs across the United States are meeting the needs of the museum profession by providing entry-level professionals who already know the basics of museum work. This can effectively reduce the amount of time spent learning these basics from “typically eight to ten years of on-the-job learning down to approximately two years in a program” (p. 10), an especially important point in smaller museums that may lack highly specialized staff.

Museum leaders represented in this study also support this finding. Two-thirds (67%) of respondents believe that graduate museum studies programs are appropriate preparation for entering the museum field. As one museum leader commented, “I think it [museum studies] is extremely helpful to enter the field. Museum studies and public history programs that balance theory with exposure to real institutions, leaders, and staff through class presentations, field trips, and internships vastly benefit the student.” These findings suggest that the 54 university-based graduate museum studies programs through their master’s degrees and certificate curricula are producing qualified entry-level museum professionals who are meeting the needs of the field.

Finding 2: For entry-level museum professionals, museum leaders value skills and knowledge related to museum administration and management and the public dimension of museums over skills and knowledge related to collections management and care.

The results presented in Chapter 4 showed that the 20 competencies most valued by museum leaders were all from the categories of general, museology, management, and public programming. They include none of the 18 information and collections management and care competencies. A closer look at the museum leaders’ most valued competencies reveals that most are related either to museum administration and management (interpersonal relationships,

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professionalism, financial management, information technology, project management, vision) or the public dimension of museums (museums and society, community museology, roles and functions of museums, community relations, public programming communications, exhibitions, program development). The two highest rated competencies by museum leaders were

interpersonal relationships and professionalism.

It may be that senior museum leaders value the same areas of skill and knowledge in entry-level professionals that they believe are important for their own positions. The higher value placed by museum leaders on management and education, the so-called public dimension related competencies, over collections-related competencies reflects the attributes that writers such as Suchy (2000) say are important for today’s museum directors. Suchy argues that the 1990s saw a major shift in the United States in the role of museum directors toward “managing financial challenges and shaping changes in the museum’s form and function” (p. 59). Suchy suggested that by the beginning of the 21st century, a “new breed” (p.59) of museum directors emerged who are “well educated (but not primarily scholars), communicators, organizers, educators, high- energy individuals, enterprising, possessing good political and public relations skills, and who run their museums as businesses based on participatory leadership” (p. 59). Boylan (2006) too describes a shift away from “scholar-curators” (p. 418) in leadership positions that has

accompanied the “expansion of the museum’s role into new important areas of responsibility, particularly the increasing recognition that museums must accept a far wider educational and social role within their society and community” (p. 417). AAM has further emphasized the importance of the public dimension of museums with its landmark 1992 report Excellence and

Equity: Education and the Public Dimension of Museums (Hursey, 1992) which asserts that all

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that over the last 20 years, “Excellence and Equity launched a revolution in museums’ understanding of themselves and their public service role” (p. 21).

Finding 3: There are differences between what is most valued by museum leaders and what is most emphasized in graduate museum studies curricula, especially in the areas of financial management, information technology, public program communications, and information and collections management and care.

As mentioned above, regarding the primary research question, “How are graduate museum studies programs in the United States meeting the current and anticipated future needs of the museum profession?,” this study showed that they are meeting the needs quite well in that for every one of the 65 competencies rated, museum studies program chairs indicated a level of knowledge or ability achieved by their students that is at least as high as the level of knowledge or ability that museum leaders indicated was needed for entry-level museum professionals. A closer look at the competencies most valued by museum leaders, and those most emphasized in museum studies curricula, however, shows that the following three competencies most valued by museum leaders are not among those most emphasized in museum studies curricula:

Financial Management (General Competency) - Ability to match financial resources and activities, ensure accurate calculations of receipts and expenses and assess financial status at a given time.

Information Technology (General Competency) - Knowledge of and ability to use a full range of technologies from manual to electronically complex to manage, create and disseminate information and to understand its character as intangible heritage and its preservation requirements; understanding role of information technology in museum practice.

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Communications (Public Programming Competency) - Knowledge of communication theory, the dynamics of symbolic experience, developing communication linkages and creating relevant focal points and forums for exchange of ideas, signage

(labeling, etc.), intangible and tangible heritage in communicating with the visitor – including storyline as a tool to combine tangible and intangible heritage.

The findings of this study based on open-ended responses strongly reiterate the

importance of these three competencies and underscore the need for their inclusion in graduate museum studies curricula. Financial management and communications emerged as important themes when museum leaders were asked to identify the most important competency.

Communications, in particular, was mentioned most often as the most important competency and as the competency most often lacking in applicants.

Finance also emerged, along with information technology, as the strongest themes among responses related to the changing needs of the museum field. As one museum leader lamented, “I wish that it were not so, but the museum field is more and more concerned with money. How to get it, account for it and how to spend it well. Mostly how to get it.” Another said, “The ability to develop profit centers within the museum is a growing area of needed expertise.” One museum leader claimed, “I tell students that the sooner they learn about how to develop and manage a budget and manage a project, the sooner they will advance.”

Regarding information technology and its relevance to the changing needs of the museum field, many museum leaders commented on its importance in museums while stressing that the use of technology stay balanced with educational experiences with real objects. As one museum leader described,