Tuula Jääskeläinen


Tuula Jääskeläinen (M.Ed.) has twenty years working experience in the higher education administration of the University of Helsinki and University of the Arts Helsinki, Finland, as a project coordinator, planning officer, university pedagogy lecturer, and head of Student Services. She has a general teacher qualification in arts university pedagogy, and is specialized in human rights education. She conducts workshops for teachers on developing human rights education and countering hate speech through arts education.

Tuula is a doctoral candidate in music education in the MuTri Doctoral School in the Sibelius Academy, University of the Arts Helsinki, Finland, and in the ArtsEqual Research Initiative associated with the Center for Educational Research and Academic Development in the Arts (CERADA). During 2018 she has been a doctoral exchange student in the Queensland Conservatorium, Griffith University, Australia, and in the Royal Northern College of Music, the United Kingdom.

Her research interests are in the field of higher education, especially experiences of learning in the music university. The title of her doctoral project is Students’ Experienced Workload in Higher Music Education. She has also conducted research on intercultural learning in the visual arts study program.

Read more about her research projects, publications, presentations, and teaching on the web page: https://tuulajaaskelainen.com

Doctoral project

Jääskeläinen, Tuula: Students’ Experienced Workload in Higher Music Education

Music students are known to have field-related physical and psychological demands in their studies, such as painful musculoskeletal conditions and performance anxiety, however, research-based findings of students’ experienced workload are lacking in higher music education. The primary aim of this study is to examine in a higher music education context how students in the Bachelor and Master levels experience workload in their studies and how their experienced workload is related to their proactive coping styles in different music genres. As research also indicates differences in music genres in learning music, the secondary aim is to investigate in the specific context of classical music genre how this kind of research-based knowledge can be utilised in the pedagogical development in higher music education institution. This will be achieved by investigating how the experienced workload and proactive coping styles of classical music students enrolled in Bachelor and Master levels studies are related to their experiences of instruction.

In this study, workload in studies is scrutinised by collecting data through interviews to investigate students’ own experiences in workload instead of perceived, estimated, or with predefined criteria measured workload. Because the public performances are essential parts of studying in higher music education, music teaching and learning situations are characterised by embodied cognition and physical and psychological experiences are emphasized more than generally in higher education. In addition to the interviews of students’ experienced workload, results of the analysis of data collected by using questionnaire about proactive coping styles will shed light on students’ strategic behaviours in stressful situations, while experiences of instruction will shed light on teacher’s pedagogical practices as perceived by the students.

The response rate is usually low in student surveys, and most study programs in single higher music education institutions have students in numbers too small to provide statistically significant findings using comparison methods. Therefore, this statistical analysis is based on a mixed methods design utilising the Bayesian statistics with Structural Equation Modelling (SEM), and samples will be grouped according to the music genres. Research findings can be employed in the development of teaching, curricula, study programs, and courses in higher music education. This study will also encourage students to reflect on their own experiences of workload, proactive coping styles, and experiences of instruction by offering the participants the opportunity to receive individual feedback on scores in addition to receiving the overall results of the study. The overall aim of this research is to promote equity in pedagogical practices by supporting health, well-being, and conceptual change in higher music education institutions.

Keywords: coping skills; experiences; genres; higher education; instruction; mixed methods; music students; student workload

Job description
M.Ed., Doctoral Candidate
MuTri Doctoral School, ArtsEqual Project and CERADA
Faculty of Music Education, Jazz and Folk Music
Sibelius Academy/University of the Arts Helsinki
Helsinki, Finland