CRAFTING THE ANDRAGOGY: a study of teaching and learning of Film and Broadcast editing in Irish Higher Education (2017-2020).

Abstract

The proliferation of film and television programs in Irish Higher Educational institutions has introduced students to digital crafts, such as non-linear editing. The period from 2017 to 2020 is crucial for understanding the teaching of film and broadcast editing due to significant technological, pedagogical, and industry changes. Therefore, it is essential to develop a comprehensive understanding of their engagement with the craft, particularly in the context of its current pedagogical methods. Film editing has evolved into a modern craft that merges intuitive creativity, technical precision, and narrative logic, significantly influencing visual storytelling across various digital media platforms. These advancements present an intriguing opportunity to investigate the intersection of film editing craftsmanship and adult teaching and learning principles through andragogy. Despite the potential connections between film editing, craftsmanship, and andragogical principles, more empirical research must examine this intersection and its impact on teaching, learning, and professional identity development. This doctoral thesis addresses this research gap by thoroughly exploring the integration of film editing craftsmanship with andragogical approaches to enhance teaching and learning experiences in Higher Education. The study is conducted from the perspective of a practising lecturer, utilising a reflexive qualitative approach to explore effective methods for teaching craftsmanship in a classroom setting. The research employs an autoethnographic interpretative stance, choosing qualitative semi-structured interviews and visual observations to gather participant data, focusing specifically on addressing the challenge of maintaining an industry identity while effectively transferring tacit practice knowledge. The study also incorporates desk-based research to compare the marketing of editing modules or programs in Irish Higher and Further Education, with a particular emphasis on relevant discourse concerning craft, craftsmanship, identity, tools, and spaces for editing. The findings in this research reveal new insights into the connections between teaching craftsmanship in editing and employing andragogical approaches in Higher Education. Practitioner lecturers are uniquely positioned to enhance andragogical teaching by leveraging their professional identities and fostering teamwork with their students, thus facilitating the transfer and creation of industry tacit knowledge. The findings highlight the importance of integrating real-world scenarios that mirror industry practices, which practitioner lecturers can effectively create and simulate. Significantly, the research underscores educators' need to have the time and opportunity to utilise and impart their craft knowledge to students but are hindered by institutional factors. A new approach may be suggested to allocate additional time, opportunity and resources for exploring craftsmanship. Greater autonomy for practitioner lecturers is necessary to facilitate the transfer and creation of valuable tacit knowledge. The research is significant for practitioner lecturers, students, and industry professionals, particularly during the 2017-2020 period of technological, pedagogical, and industry changes. During this period, a search of Irish Higher Education institutions (H.E.I.s) revealed that several offered pragmatic pedagogical initiatives and practical programs. However, none had an in- house production unit (IPU) that matched the recommendations of this research. Establishing an IPU within an educational institution could provide the necessary foundation for integrating andragogical principles with craftsmanship while also allowing for additional gender, diversity and inclusivity between participants and thereby enhancing the learning experience in Higher Education. "Ex Arte, Scientia" - From Craft, Knowledge.