The social impact of training in creative professions.
Case study the field of architecture and biotechnology.
Author: Morlà, Teresa , firstname.lastname@example.org
Department: Business Management
University: University Rovira i Virgili, Spain
Supervisor: Ignasi Brunet Icart
Year of completion: In progress
Language of dissertation: English and Spanish
, social impact
Areas of Research:
Economy and Society
, Professional Groups
Nowadays, debate and analysis about the process of setting up about economy based on knowledge, motorized to innovation is becoming increasingly necessary. This thesis investigates, on the one hand, the importance and weight of innovation in the creative jobs in Catalonia (Spain). And on the other hand, identify educational key elements that determine creative professionals, focusing on architects and biotechnology professionals. Despite this, we aim to identify educational elements emphasizing it are transferability to other creative professions. Specifically, we focused the architectural and biotechnologist profession, professions that have selected after analyzing the composition of creative jobs in Spain and its evolution in the structure of classes through secondary sources (EPA, population census, etc.).
The methodology implemented in this research is the communicative methodology (CM) (Gómez, Latorre, Sánchez & Flecha, 2006) it allows a deep and rigorous comprehension, to go beyond the diagnostics (Gómez, Puigvert & Flecha, 2011). In this sense, the MC is coherent with sociology public (Buroway, 2005). In addition, this method involved beneficiaries throughout the process of investigation, from design to research of broadcasting results. Counting on the overcoming of the interpretative hierarchy, recognising the universal capacity of the language and action (Habermas, 1987).
Regarding to the design of the research, in this study are considered different techniques in order to do an exhaustive study of the situation. First, analysis of secondary data, researching and analyzing studies done by the scientific community about creative professions. Second, do in-depth interviews with students, teachers, architects and biotechnology professionals, manager of personnel and professional associations that promote innovation courses. Three, interview creative professionals: biotechnology scientists and architects over time, in order to create communicative daily life stories. Four, make participant observation in the University and in specific innovative training courses were creative professionals from the studied scope takes part in. Finally, organise communicative focus groups and brain storm extracted conclusions, as a way to confront the individual subjectivity with the group intersubjectivity, sharing the results and bring transferable conclusions to different contexts, on those communicative focus groups will take part architects and biotechnology architects.