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Education-to-work transitions in the digital content industries: A Web 2.0 creative ecology
- 1. Enabling successful education-to-work transitions for emerging creatives: A Web 2.0 creative ecology Dr Jen Pei-Ling Tan, Dr Sandra Haukka Queensland University of Technology jen.tan@qut.edu.au Other researchers: Justin Brow, Prof Greg Hearn, Prof Stuart Cunningham
- 3. Education-to-work transition challenges for emerging creatives
- 4. 60sox: an innovative Web 2.0 creative ecology
- 5. facilitate industry exposure, social networks, transdisciplinary engagement
- 7. examples:
- 8. online/digital film, TV, broadcasting
- 9. online/digital graphic design, media and visual effects (software, music, games, services)
- 10. online/digital artefacts (museums, galleries, libraries)
- 11. online/digital education content(DCITA, 2006; DCMS, 2001)
- 13. UK: 1997-2005,6% overall growth of the creative industries’ GVA, ₤14.6 billion exports, 7.3% GDP, 2M jobs
- 15. CI/DCI: Australia 1996 – 2006,jobs rose by 34% to ~500,000 jobs Source: Unpublished ABS data provided by the ARC Centre for Creative Industries and Innovation (CCI)
- 17. key engine of (future) economic growth
- 18. key competitive advantage in globalised economy
- 19. For example, Singapore’s Ministry of Information, Communication & The Arts (MICA):
- 20. Creative Industries Development Strategy (2003)
- 25. skills shortage
- 28. commercially illiteratesuccessful education-to-work transitions a key challenge
- 29. education-to-work challenges for creatives Source: Karmel, Mlotkowski and Awodeyi (2008)
- 30. education-to-work challenges for creatives Source: Haukka et al. (2009)
- 31. education-to-work challenges for creatives Source: Haukka et al. (2009)
- 32. barriers to successful ed-to-work transitions Qs: Difficulty/ease in finding work in chosen creative field? Source: Haukka et al. (2009)
- 33. barriers to successful ed-to-work transitions “Connections, not knowing the right people.” “Experience—all jobs these days are looking for current experience in the area, or so they seem to be.” “It's hard to get a job without much experience, and it's hard to get experience because no one will give you a job.” “I've had a lot of work experience and great references, but it’s a hard industry and there is a lot of competition.” Source: Haukka et al. (2009)
- 34. successful education-to-work transitions: some strategies time in industry to acquire industry-specific skills and experience, work habits and culture access to mentors with expertise and industry experience access to up-to-date resources (facilities, materials, equipment) institutions that provide information on skill needs, develop partnerships with industry bodies, facilitate dialogue between creatives/teachers/employers (Jung et al. 2004)
- 35. successful education-to-work transitions: some strategies industry exposure trans-disciplinary skills (specific + generic) social networks how can we make this happen in practice?
- 40. cool bits watchlists favourites communication between members Creative Commons & Copyright work opportunities GuruVu & trajectory
- 42. 2bobmob interactive media film & video design animation photography visual art music & audio writing
- 43. 2bobmob (some of ‘em) Karyn Lanthois Kukan Studio Jason Stark Krome Studios Kid Kenobi Legend DJ Gotye Musician Extraordinaire Garry Emery emerystudio Erik Williamson Photographer Simon Cahill Sony/BMG Red Label Woody Sneaker Freaker Magazine Steve Danzig International Digital Art Projects (iDAP) Robert Murray Firemint Andrew Apostola Portable Film Festival John Birmingham Author / Journo Eddie White The People's Republic of Animation Tim Parrington MRPPP Miles Merrill Performance Poet
- 44. 60sox social network analysis: what goes on?
- 45. 60sox: enabling education-to-work transitions social networks industry exposure trans-disciplinary engagement & skills
- 47. 437 Soxters (May 2008), 68 2bobmob (July 2008)
- 48. enhance social networks, industry exposure, trans-disciplinary engagement
- 49. enabled (some) successful education-to-work transitions
- 53. Enabling successful education-to-work transitions for emerging creatives: A Web 2.0 creative ecology Dr Jen Pei-Ling Tan, Dr Sandra Haukka Queensland University of Technology jen.tan@qut.edu.au Other researchers: Justin Brow, Prof Greg Hearn, Prof Stuart Cunningham
Notes de l'éditeur
- They are estimated to be worth $21 billion or almost 3.5% of Australia’s GDP and employ 300,000 people. They are driversof the knowledge economy and enablers for other industry sectors. They translate ‘directly into the competitive advantage and innovation capability of other sectors of the economy’ (QUT CIRAC and Cutler&Co, 2004). Software + digital content + design/visual arts/architecture = accounts for largest share of growth
- Similar trend – software & digital content + architecture, design and visual arts sectors accountfor the largest proportion of jobs.
- Lucas films, polytechnics, ITE, university == responding to these labour demands, we see an increasing number of programs, courses, units that provide education and training in the creative industries.
- Table: Employment using creative talents by State and territory (excluding NT and Tasmania)Security of employmentOut of the 166 respondents who were graduates, 105 respondents were currently working and 67 of these respondents indicated their employment type. Respondents employed to use their creative talents were more likely to work full-time, casually, or through freelance/project work (Figure 6). Respondents not currently employed to use their creative talents were significantly more likely to work casually. These findings confirm that many CI graduates lack job security.
- Table: Difficulty/ease in finding work in chosen creative fieldBarriers to successful transitionsResponses = 31261.5% RR1 Very hard = 96 (18.9%)2 Difficult = 143 (28.2%)3 Undecided = 50 (9.9%)4 Easy = 18 (3.6%)5 Very easy = 5 (1%)Almost half of all respondents indicated that finding work was either ‘very hard’ or ‘difficult’ (Table 12). The project team performed a number of cross tabs to determine whether there were any differences between the views of CI graduates and CI students about the difficulty/ease in finding work, and between the views of respondents employed to use their creative talents and those not employed to use their creative talents. This analysis found no significant differences in the views of these different groups in finding work.
- Table: Difficulty/ease in finding work in chosen creative fieldBarriers to successful transitionsResponses = 31261.5% RR1 Very hard = 96 (18.9%)2 Difficult = 143 (28.2%)3 Undecided = 50 (9.9%)4 Easy = 18 (3.6%)5 Very easy = 5 (1%)Almost half of all respondents indicated that finding work was either ‘very hard’ or ‘difficult’ (Table 12). The project team performed a number of cross tabs to determine whether there were any differences between the views of CI graduates and CI students about the difficulty/ease in finding work, and between the views of respondents employed to use their creative talents and those not employed to use their creative talents. This analysis found no significant differences in the views of these different groups in finding work.
- People can set-up WatchLists of other creators they reckon are cool, they can nominate Favourites so can easily refer to items on the site they find inspirational, they can communicate to each other and use other people’s work as the basis of new creative content. We have written-in Creative Commons licensing so people can choose how they want their work used. Industry can upload available positions such as paid work, apprenticeships and interested folk can apply with the click of a button.
- Green = soxtersOrange = 2 bobmobPurple = industrybodYellow = admin