The locus of control in higher education a case study from performer training

Study Focus: This research examines the critical relationship between students, Higher Education (HE) institutions, and future employers within the context of performer training. The aim is to explore how educational practices can be aligned with industry needs to produce well-rounded graduates ready for the creative workforce.
Proposal: The ethos of Higher Education should evolve to reflect educational values that effectively connect with industry practices, enhance student agency, and democratize vocational training, making it more accessible and relevant.

Locus of Control: A psychological and social concept that significantly influences behavior changes within HE. It is divided into two categories:
- Internal Locus: Refers to the belief that individuals can influence their own outcomes. Students with an internal locus often exhibit higher social skills, engagement, and satisfaction because they feel empowered to effect change in their educational paths.
- External Locus: In contrast, this perception entails believing that outcomes are predetermined by external circumstances or forces. This mindset can lead to feelings of passivity, decreased motivation, and a lack of agency among students.

Be The Change Project: This innovative initiative was launched at the Guildford School of Acting (GSA) to promote equality, diversity, and inclusion (EDI) through established partnerships between students and staff.
- Goals: The project aims to foster meaningful dialogue with industry partners, engage in proactive practices, and enhance both student and educator experiences in the creative arts field.

Organizational Change: In Higher Education, organizational change can stem from various motivational forces, whether internal strategic planning or external pressures. It is crucial for students to be engaged as stakeholders in this process to secure positive and impactful outcomes.
Autonomy in Learning: Encouraging students to perceive themselves as change agents fosters an environment of empowerment, allowing them to take initiative in their learning processes and develop a sense of ownership.

International Collaborations: By forming partnerships with universities and industry leaders across the UK, US, and other countries, the program emphasizes equity and access within the creative arts, addressing global standards while localizing the learning experience.
Safe Spaces Campaign: This initiative highlights the pressing need for safe working environments that are free from bullying and harassment within creative industries, advocating for a culture of respect and support among all participants.

Action Steps for Change: The ongoing commitment to bridging the existing gaps between teaching practices and the expectations of industry is essential for promoting increased equity and diversity in educational setups. It involves creating curricula that align more closely with industry requirements.
Leadership Role: It is essential for educators not only to embody leadership qualities but also to model innovative vocational training approaches that actively involve students in the dialogue about their education and future careers.

Ongoing Dialogue: There exists an essential need for continuous collaboration and reflective practice among students, educators, and industry professionals to achieve equitable training environments that reflect the changing landscape of the creative field.
Call to Action: There is an urgent need for more inclusive structures in performer training that genuinely reflect societal diversities and foster creative communities, encouraging a broader spectrum of voices and experiences in the arts.