Experiential Learning Theory applied to the Degree Profiles of the Arts and Cultural Management Programmes in Europe1

Abstract

European Higher Education Area (EHEA) has been in construction for a bit more than a decade. This paper aims to explore this process as well as the communication of cultural and arts management degree programmes through outcome-based education vocabulary as something flagshipped by the EU. It also aims to engage into critical discussions about learning outcomes and experiential learning process. The theoretical framework of the paper is mainly based on constructivist education paradigm and, to a lesser extent, on connectivism; David Kolb’s experiential learning cycle and Benjamin Bloom’s taxonomy of learning domains are applied in the analysis. 23 degree programmes of ENCATC members are approached through the degree profiles provided on their websites: learning outcomes, profiles of the graduates, and other informative texts. We are questioning the connections between the learning process, learning outcomes and profiles of the graduates, and giving practical suggestions for the programmes administrators to make the information on the degree more clear and holistic, both for the students and for potential employers.