Audio Recording and Production Education: Skills New Hires Have and Where They Reported

Bielmeier D. Audio Recording and Production Education: Skills New Hires Have and Where They Reported. J Audio Eng Soc. 2016;64(4):218-228. doi:10.17743/jaes.2015.0097

@article{Bielmeier2016_18130,
  author = {Bielmeier, Doug},
  title = {{Audio Recording and Production Education: Skills New Hires Have and Where They Reported}},
  journal = {Journal of the Audio Engineering Society},
  volume = {64},
  number = {4},
  pages = {218--228},
  year = {2016},
  month = apr,
  publisher = {Audio Engineering Society},
  doi = {10.17743/jaes.2015.0097},
  url = {https://doi.org/10.17743/jaes.2015.0097}
}

TY  - JOUR
TI  - Audio Recording and Production Education: Skills New Hires Have and Where They Reported
AU  - Bielmeier, Doug
T2  - Journal of the Audio Engineering Society
J2  - J. Audio Eng. Soc.
VL  - 64
IS  - 4
SP  - 218
EP  - 228
PY  - 2016
DA  - 2016/04/06
DO  - 10.17743/jaes.2015.0097
UR  - https://doi.org/10.17743/jaes.2015.0097
PB  - Audio Engineering Society
LA  - en
AB  - To understand how audio recording and production (ARP) programs meet the needs of the audio industry, the New Hires Survey (NHS) study asked new hires to articulate the skills they have acquired, to rate their proficiency and to indicate where they learned them. New hires were between the ages of 21 and 30, and attended 3- and 4-year professional schools or 4-year music colleges for their formal ARP training. They were employed as live sound/recording engineers at medium to large businesses located in different geographic regions of the U.S. While they learned basic technical skills during formal ARP training, they learned social and communication skills by themselves or on the job. New hires requested a greater emphasis on career critical areas of the live sound and music business. Further curriculum design and research is recommended to understand industry needs, identify best practices for the acquisition of skills, and to determine how educational institutions can keep pace with the ever-changing audio industry. Meeting the needs of the audio industry is imperative for the success of these programs and their graduates.
ER  -