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“And All I Gotta Do Is Act Naturally” : Transmedia Pop Stars, Musical Performance, and Metareference in Narrative Cinema
Full text linkThis article analyses musicians’ performances on film, using the iconic Beatles film Help! (Richard Lester 1965) as a foundational case study. The study investigates distinctions between film acting and musical performance while exploring the defining characteristics of musicians’ performances within the context of cinema. Building upon established concepts of persona (Auslander 2021), metafiction and metareference (Waugh 1984; Wolf 2009), the author introduces novel conceptual frameworks of “metaperformance” and “intramedial transmediality”. “Metaperformance” refers to the doubling of the act of performance, whereas “intramedial transmediality” describes the coexistence of diverse media texts within a single media text. Due to their off-screen musical persona, musical stars in films often provoke a pronounced transtextual and transmedial network and convey an implicit claim to reality. Compared to film actors, musical stars on film frequently provide metaperformances, embodying not only (fictional) characters but also performing their (“real”) musical persona within them. Additional case studies of Ed Sheeran’s performance in Danny Boyle’s Yesterday (2019) and the Spice Girls’ performance in Bob Spiers’s Spice World (1997) further clarify these theoretical insights. Working deductively, these films serve as contemporary illustrations of the theoretical concepts under examination. The findings of this essay contribute to an enriched understanding of the intricacies in musicians’ performances on film and shed light on the interplay between music, cinema, and artists’ on-screen personas
“POP/STARS”: The Personas of K/DA, Transmedia Marketing, and Riot Games Music
Full text linkIn 2018, American developer Riot Games introduced their new musical venture – K-pop virtual band K/DA – through a live augmented reality performance opening the League of Legends World Championship Finals. The band’s first single – POP/STARS – quickly became a hit even outside of gaming circles, leading the developers to stage a follow-up in 2020, when the band released a full EP titled ALL OUT. This article examines the evolution of the virtual band and its members as virtual characters, personas, and performers, at the intersection of discourses surrounding popular music, videogames, and hallyu
La colonialité et les faiblesses du concept de localisation
Full text linkThis article uses coloniality as an analytical framework to critique the concept of localisation. It argues that localisation is inadequate to respond to the asymmetrical power dynamic that it seeks to dislodge. Fundamentally, this is because localisation does not account for coloniality, which is the underlying logic of colonialism embedded within the humanitarian sector. Positionality and funding are two factors that enable organisations in the ‘Global North’ to remain powerful even through localisation, but this article goes further to interrogate how epistemic and methodological coloniality reinforces andmaintains subordination of organisations in the ‘Global South.’ Ironically, localisation seeks to recognise knowledge and experience from the ‘local’, but largely, this knowledge and experience must be produced through the methods and systems of the ‘Global North’. This is self-defeating because institutions in the ‘Global North’ gatekeep methods and practices and perpetuate a capacity gap that prevents effective localisation.Cet article utilise le cadre analytique de la colonialité pour montrer les faiblesses du concept de localisation. Il soutient que pour rompre la dynamique asymétrique de pouvoir et réduire les inégalités existantes, le concept de localisation n’est pas adéquat. En effet, la localisation ne tient pas compte de la colonialité, la logique sous-jacente du colonialisme, qui est ancrée au sein du secteur humanitaire. La position et le financement sont aussi deux facteurs permettant aux organisations des pays du Nord de rester dominantes, même dans les contextes où la localisation est appliquée. Cet article va encore plus loin et questionne la manière dont la colonialité épistémique et méthodologique renforce et maintient la subordination des organisations des pays du Sud. La localisation cherche à mettre en lumière et reconnaitre les connaissances et l'expérience locales, toutefois, ironiquement, ces connaissances et cette expérience doivent souvent être produites à l'aide des méthodes et des systèmes des pays du Nord. Cette dynamique va donc à l’encontre du but recherché, car les institutions des pays du Nord contrôlent les méthodes et les pratiques et maintiennent ainsi le manque de capacite qui empêchent l’instauration d’une localisation efficace
Imaginer l’autonomie : une cartographie du parcours des femmes en situation de veuvage dans le nord de l'Ouganda
Full text linkThe traumatic experiences of widows in Northern Uganda are in a subtle intersection of cultural practices, social stigma, and the impacts of widowhood on their mental and physical health. Utilising data from local ‘Specialised, In-Depth Information & Newsletters’ (SIDINL), this analysis captures a comprehensive narrative of widowhood through online platforms that serve as micro-humanitarian networks. These networks enable widows to share their stories, access support, and engage in a communal healing process facilitated by local therapists and humanitarian workers. Using Solution-Focused Brief Therapy (SFBT), these interventions aim to foster resilience and positive change among the different types of widows. Culturally sensitive and community-based approaches address the unique challenges of this local context such as the polygamous marriage balance, childlessness, and land grabbing issues. The findings advocate for humanitarian leaders at all levels to tailor strategies to empower all people in crisis, by integrating legal, economic, and psychological support to transform their roles from passive recipients to active participants in their healing and empowerment journeys.Dans le nord de l'Ouganda, les expériences traumatisantes que les veuves vivent se situent à l'intersection subtile des pratiques culturelles, de la stigmatisationsociale et des questions de santé mentale et physique. En utilisant des données locales provenant de « Specialised, In-Depth Information & Newsletters » (le réseau SIDINL), cette analyse, par le biais de plateformes en ligne qui utilisentdes micro-réseaux humanitaires, nous donne un récit complet du parcours complexe du veuvage. Ces réseaux humanitaires permettent aux veuves de partager leur histoire, d'obtenir du soutien et de s'engager dans un processus de guérison communautaire facilité par des thérapeutes et des travailleur.euse.s humanitaires locaux.ales. Grâce à la thérapie brève centrée sur la solution (TBCS) (Solution-Focused Brief Therapy) ces interventions visent à favoriser la résilience et le changement positif parmi des veuves vivant dans des contextes sociaux et familiaux différents. Les approches utilisées, adaptées à la culture et basées sur la communauté, abordent les défis uniques de ce contexte local, tels que l'équilibre des mariages polygames, l'absence d'enfantsau sein du couple et les problèmes d'accaparement des terres. Les conclusions plaident pour que les responsables humanitaires, à tous les niveaux, adaptent leurs stratégies avec pour but l’autonomie de toutes les personnes en situation de crise. Pour ceci, il est nécessaire d'intégrer un soutien juridique, économiqueet psychologique afin de transformer le rôle de bénéficiaires passives que les veuves ont aujourd’hui, en un rôle de participantes actives dans leur parcours de guérison et d'autonomisation
Bridging the gap: Graduate dispositional employability and the interconnected relationship between third space career and learning support services
Full text linkThis conceptual paper explores the dynamic interplay between university career development and learning support services. A distinct focus on enhancing dispositional employability of both staff and the graduates they support is discussed. Integral to successful career preparedness, the essential attributes of dispositional employability include openness to work change; resilience via a sense of control over career decision-making; an optimistic and proactive approach to seeking future opportunities; motivation in career self-management, and confidence in linking work and personal identity. Additionally, the paper also discusses how career and learning support services are positioned within the third space of higher education which is outside of administrative and traditional academic spaces. The significance of collaborating whilst maintaining distinct career development and learning advisory services is highlighted, so as to enhance graduate employability via effective connection of academic learning with career readiness. Investigations of the literature in the field lead to a conceptual model, the Maturity Model of Integrated Career and Learning Services (MM-ICLS), and recommendations that encourage collaborative peer support and capacity building for these third space staff, and congruent student support that will strengthen the dispositional employability of graduates and empower student success
Reconceptualising and supporting graduate employability practitioners for higher degree research candidates
Full text linkResearch supervisors and their higher degree research (HDR) candidates – including Master, Professional Doctorate, and PhD candidates – make critical contributions to research and innovation. In addition to providing research training, research supervisors have traditionally also acted as the graduate employability practitioner for their HDR candidates through preparation for work in academia. However, the effectivness of traditional HDR training models (such as the knowledge transmission, master-apprentice model for PhD training) are being reviewed in Australia and elsewhere due to changes in the contemporary employment environment. These changes include: fewer available academic jobs; increased desire of HDR candidates for non-academic careers; and implementation of government policies aimed at increasing the return on research investment, including by increasing alignment of graduate attributes with contemporary employer needs. Consequently, work-integrated learning (WIL) activities are being incorporated into HDR degrees to broaden HDR training beyond acquisition of research-focussed skills. For effective incorporation of WIL into HDR degrees, recognition is needed of the different types and roles of graduate employability practitioners required by HDR candidates, as well as improvements to training support structures, and evolved metrics for assessment of supervisor and HDR candidate success
Critical considerations of career enrolment data: Challenges, limitations, and possibilities
Full text linkThe advent of Career Enrolment Data (CED) in Higher Education is an important development for graduate employability practitioners and other stakeholders seeking to understand, analyse and enhance students’ career readiness. CED, collected annually from all students in participating universities, requires students to self-report on their own career readiness, and is described as having ‘the potential to be a component of a standardised measure of learning gain in relation to student employability’ (Cobb, 2019, p.23). Reflections are offered by two graduate employability practitioners currently tasked with introducing CED to educators and recommending its use to support careers-focused components of their curricula. Drawing on different disciplinary backgrounds to inform their approaches, both practitioners are keen to explore opportunities to capitalise on the strengths of data insights. However, they advocate for a carefully nuanced and contextualised approach, openly acknowledging relevant limitations and risks when presenting the data to educators and other stakeholders. Drawing on one author’s background in psychology, it considers the process of self-reporting on which the data wholly relies, noting potential influences and biases that may be relevant. The second author offers a sociological perspective, using the concept of neoliberalism as a framework for engaging with concerns about an employability agenda driven by corporate and economic interests, and a culture of auditing sometimes associated with hardship for academics and a detrimental effect on pedagogy. While it should be noted that experts in CED such as Gilworth and Cobb take care to acknowledge limitations and risks (Cobb, 2019; Gilworth, 2023) this reflective account grapples with the challenge of ensuring that these important nuances are not lost as the context shifts from theory to practice
‘Where soft skills are (not) developing…’: A study of graduates’ skills and the role of university in preparing students for the labour market in Hungary
Full text linkIn the 21st century, the need to develop skills has gained significance. Most education systems equip graduates with the cognitive skills needed to enter the labour market. However, it is soft skills that enable young graduates to become potential employees. Hungarian higher education is characterised by a teacher-centred approach, which is less conducive to the development of soft skills. Our research investigates graduates’ skills and the extent to which their skills are in alignment with the requirements of the workplace. The Fresh Graduate Survey 2020 database was used, while our interview survey provides nuances to the results of the secondary analysis. We also analyse how one Hungarian higher education institution has supported students’ transition to the labour market. Data show that the competences considered important in the labour market are not always the same as the skills that graduates most often possess. There is a considerable gap between expected and existing skills in the following areas: problem-solving, time management, practical expertise and conflict management. These skills are particularly important in the labour market, but graduates are less likely to have them. The results of the quantitative research are also nuanced by the interviews, which show that higher education provides a good foundation but does not sufficiently focus on the development of soft skills. The results of the qualitative research highlight a number of shortcomings in key areas, the development of which is important not only at the level of individuals but also in the long term in view of the prestige of university education
The Contribution of Work-Integrated Learning to Nutrition Undergraduate Employability Skill Development
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The field of nutrition has seen a growing interest and demand in recent years, with more students choosing to study within the field. This demand has highlighted the importance of producing work-ready graduates with skills that enhance their employability and ability to contribute effectively to the workforce. This study investigated the role of work-integrated learning (WIL) on improving employability skills in nutrition undergraduates (n=41) at an Australian university. Perceived skill development was determined using the Employability Skills Cluster Matrix-Self Assessment Tool (ESCM-SAT). Significant improvements were observed across all 24 employability skills post-internship, with the greatest increase in the communication cluster and ‘developing and managing my career’ (p<0.01). Skill development was attributed to self-awareness, exposure to a professional environment, and mentorship. Undergraduate nutrition degrees should consider strategies to develop transferable skills and include WIL for the unique application of academic knowledge to diverse workplace settings within the industry