Veronica Ski-Berg
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View article: Centre for Excellence in Music Performance Education (CEMPE): an inquiry into institutional change processes in higher music education
Centre for Excellence in Music Performance Education (CEMPE): an inquiry into institutional change processes in higher music education Open
This study explores change processes in higher music education by following the development of the Centre for Excellence in Music Performance Education (CEMPE) at the Norwegian Academy of Music (NMH) over the period 2014–2023. The followin…
View article: Enabling and exploiting student expertise: the case of a Norwegian centre for excellence in education
Enabling and exploiting student expertise: the case of a Norwegian centre for excellence in education Open
Student involvement has been advocated for and studied by educational scholars in recent years. Simultaneously, measures to increase student involvement have surfaced, such as the Norwegian Centres for Excellence in Education (CEE) initiat…
View article: «Studenten i front»: Strategisk forhandling av rasjonaliserte myter i høyere musikkutdanning?
«Studenten i front»: Strategisk forhandling av rasjonaliserte myter i høyere musikkutdanning? Open
The Norwegian Academy of Music is rooted in the European conservatoire tradition where apprenticeship has served as a foundation for the education of the music performer. In recent decades, however, the institutionalised master-apprentice …
View article: Between innovation and tradition: The balancing act of the ‘protean’ music student
Between innovation and tradition: The balancing act of the ‘protean’ music student Open
Innovation is being called for to renew higher music education (HME) due to substantial societal changes, yet the implications of this trajectory remain unclear. By turning to institutional theory and Foucauldian theory, this article inves…
View article: ‘Blazing the trail or exposing the gaps?’ Discourses on student-centredness in genre independent and classical music performance study programmes in Norway and the Netherlands
‘Blazing the trail or exposing the gaps?’ Discourses on student-centredness in genre independent and classical music performance study programmes in Norway and the Netherlands Open
Student-centredness is being advocated for in research on higher music education (HME), yet its perils have been largely neglected by scholars. While issues of employability are important to address in order for music graduates to thrive i…
View article: The Interdisciplinary Musician: Negotiating Identities in Higher Music Education
The Interdisciplinary Musician: Negotiating Identities in Higher Music Education Open
Music students are faced with challenges of tomorrow that higher music education does not yet teach them how to handle. The creative hierarchies of institutionalized music have been found to hinder students’ musical autonomy, and are there…