Foot Notes
1. In 1995, the Canberra School of Art, Australian National University conducted a survey on international issues and intercultural communications in visual arts for a seminar of the Australian Council of University Art and Design Schools. (See Atkinson, Claire 1995, Internationalisation of Education in Art & Design Schools, Canberra School of Art, Australian National University, Canberra, p. 2.) The survey found that Asian students studying art and design in Australia made up for at least over half of the 371 identified overseas students. They came from Korea, Singapore, Taiwan, Thailand, Hong Kong, Malaysia, Japan, Indonesia, China, India and Sri Lanka. In addition two students were from Turkey and one from Iran, if one included these two countries as Asian. The definition of 'Asian' for the purpose of this study is given in full in the Introduction on p. 3. [Return to Text]
2. Now DEETYA—Department of Employment, Education, Training and Youth Affairs. [Return to Text]
3. IDP Education Australia Canberra, Curriculum Development For Internationalisation, DEET, Canberra, 1995, p. 20. The other categories were Arts, Humanities, Social Science—36; Education, Teaching—21; Health, Medical Sciences—9; Cross-disciplinary and Miscellaneous Studies—14; Science, Mathematics, Technology—7; Architecture, Building—6; Engineering—6; Law, Legal Studies—6; Agriculture, Veterinary Science, Animal Husbandry—5; Computing—1. [Return to Text]
4. Jones, Philip W. 1986, Australia's International Relations in Education, Australian Council for Education Research Ltd, Hawthorn, p. 21 & p. 75. [Return to Text]
5. Atkinson, Claire 1995, Internationalisation of Education in Art and Design Schools, Canberra School of Art, Australian National University, Canberra, p. 4. [Return to Text]
6. Ibid., p. 2. A precise figure for Asian students is not available because one respondent did not specify the number of international students from different countries. [Return to Text]
7. IDP Education Australia Canberra 1995, Curriculum Development for Internationalisation OECD/CERI Study, DEET, Canberra, p. 1. [Return to Text]
8. Encycopaedia Americana 1994, international edn, Americana Corporation, Grolier, Danbury, Conneticut, pp. 440–441. [Return to Text]
9. See Encyclopaedia
Americana 1994, p. 441. Also Halsey, W.D. (ed. dir.) 1988, Collier's
Encyclopaedia, rev. edn, vol. 3, Cromwell-Collier Educational
Corporation, New York,
pp. 14–26. [Return
to Text]
10. See Claire Atkinson 1995, Internationalisation of Education in Art and Design Schools, Canberra School of Art, p. 4. [Return to Text]
11. See Appendix 2—The University of New England does not offer a fine arts degree in either history/theory or studio disciplines. [Return to Text]
12. 'Asian Students' refer to full fee-paying students from Asian countries. [Return to Text]
13. In this instance, the institution, the Royal Melbourne Institute of Technology has large schools of Fine Art, Design and Visual Communication. The statistic refers in particular to their Design School. For the purpose of the survey, numbers from the School of Fashion and Design have not been included. [Return to Text]
14. This course, available at the RMIT, includes Photography and Film. This has been separated from discrete photography and film courses. [Return to Text]
15. If one only considers first choice, Australia comes a low sixth. However, if we look at the number of times Australia is mentioned (without any weighting on second or third choices), Australia rates reasonably well in second place. [Return to Text]
16. The two campuses which were targeted at Monash University supplied details regarding student numbers only. The University of Western Australia was the only non-respondent in the survey. [Return to Text]
17. The Australian Catholic University has no Art Theory/History program. [Return to Text]
18. As there was one non-respondent and the Australian Catholic University has no Art Theory/History program, the total number of respondents is 28. [Return to Text]
19. This refers specifically to the category of Non-Western art. [Return to Text]
20. Although Recommendation 2 suggested proximity to Australia as a consideration when internationalising curricula, students recognise art from Japan and China as also being important, possibly due to its influence on Western art. [Return to Text]
21. The questionnaire design makes provision for yes/no answers, percentage estimates and comments. This means that the interpretive strategies necessary for analysis vary. Care has been taken to distinguish when these different approaches are used
Issues drawn out from the additional comments are analysed in relation to the statistical data. Evidence of relationships between the types of data are also explored, for example yes/no answers were used in the initial analysis while the comments were used to expand this information.. [Return to Text]
22. It appears that the students who answered ‘no’ misinterpreted the question, as all of these respondents currently attend Drawing classes at their institution. [Return to Text]
23. A possible reason for this deficit was confusing questionnaire design and typing error where respondents were asked to go to Question 15 if their response was ‘no’, when they should have gone to Question 5. [Return to Text]
24. On one occasion a similar question was asked of students in both the Art Theory/History questionnaire and the Drawing questionnaire. The results of these questions, which were to do with the influence of Asian content on student projects, have been separated in that the Art Theory/History results appeared in Chapter 2, and the Drawing results appear in this chapter. The reason for this is that the question that appeared in the Drawing questionnaire focussed on approach, which is a pedagogical issue, and the Art Theory/History question related to content, a curriculum issue. [Return to Text]
25. It appears that the students who answered ‘no’ misinterpreted the question, as all of these respondents currently attend Drawing classes at their institution. [Return to Text]
26. The high 'not completed' rate for the following part of the questionnaire means that inferences drawn from the data must be inconclusive. The additional comments, although sparse, are a richer source of information. [Return to Text]
27. The information is only as complete as that which has been provided by the institutions contacted. The authors are aware that there is far more information available, but to include this wide resource would have been beyond the scope of this project. The information that has been included is intended as a guide and starting point for further research. [Return to Text]
28. As is discernable, the quality and quantity of information varies from institution to institution. [Return to Text]