000			02034nam a22002657a 4500
003			ZW-GwMSU
005			20240731101937.0
008			240731b |||||||| |||| 00| 0 eng d
022			_a02650517
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aML5 BRI
100	1		_aEsteve-Faubel José-María, _eauthor
245	1	0	_aA quantitative assessment of students’ experiences of studying music: _ba Spanish perspective on the European credit transfer system (ECTS) _ccreated by José-María Esteve-Faubel , Jonathan Stephens and Miguel Ángel Molina Valero
264	1		_aCambridge _bCambridge University Press _c2013
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aBritish Journal of Music Education _vVolume 30, number 1
520	3		_aThe purpose of this investigation is to evaluate whether or not the allocation of time proposed in the Music Study Guide, adapted from the European Higher Education Area (EHEA) guidelines, is consistent and adequate for students with minimal musical knowledge. The report takes into account the importance of students’ previous knowledge and the relation this has to the time and effort expended by students in acquiring appropriate knowledge and skills. This is related also to the adequacy of the course specification to meet the demands of university study and the labour market. Results show that those students who enrolled at university without any previous musical knowledge are likely to experience significant difficulty in the acquisition of certain musical and professional competences. This highlights a need to reinforce the music curriculum, or establish zero-level courses, in order to enable such students to succeed in the subject.
650			_aQuantitative assessment _vStudying music _xCredit transfer _zSpain, Europe
700	1		_aStephens Jonathan _eauthor
700	1		_aMolina Valero Miguel Ángel _eauthor
856			_uDOI: https://doi.org/10.1017/S0265051712000071
942			_2lcc _cJA
999			_c166434 _d166434