DDI description: Political Life and Public Pedagogy in the Higher Music Education: Survey in Nordic Countries 2024 DDI-kuvailu: Poliittisuus ja julkinen pedagogiikka musiikin korkeakoulutuksessa: kysely Pohjoismaissa 2024 3943 Finnish Social Science Data Archive Finnish Social Science Data Archive Finnish Social Science Data Archive 1.0.0 Political Life and Public Pedagogy in the Higher Music Education: Survey in Nordic Countries 2024 [metadata]. Metadata version 1.0.0 (2025-09-10). Finnish Social Science Data Archive [producer and distributor]. DOI: https://doi.org/10.60686/t-fsd3943; URN: https://urn.fi/urn:nbn:fi:fsd:T-FSD3943 FSD:n aineistokuvailut (FSD metadata records), joiden tekijä on Suomen yhteiskuntatieteellinen tietoarkisto (Finnish Social Science Data Archive), on lisensoitu Creative Commons 1.0 Yleismaailmallinen (CC0 1.0) -lisenssillä. FSD:n aineistokuvailut (FSD metadata records) by Suomen yhteiskuntatieteellinen tietoarkisto (Finnish Social Science Data Archive) are licensed under a Creative Commons 1.0 Universal (CC0 1.0) license. FSD:n aineistokuvailut (FSD metadata records) av Finlands samhällsvetenskapliga dataarkiv (Finnish Social Science Data Archive) är licensierade under en Creative Commons 1.0 Universiell (CC0 1.0) licens. Political Life and Public Pedagogy in the Higher Music Education: Survey in Nordic Countries 2024 Poliittisuus ja julkinen pedagogiikka musiikin korkeakoulutuksessa: kysely Pohjoismaissa 2024 3943 urn:nbn:fi:fsd:T-FSD3943 10.60686/t-fsd3943 Laes, Tuulikki 0000-0002-4134-979X Koivisto, Taru-Anneli 0000-0002-4555-191X Saether, Eva 0000-0002-6466-1639 In accordance with the agreement between FSD and the depositor. 355247 Finnish Social Science Data Archive Individual datasets

Individual datasets that do not belong to any series.

 1.0 Laes, Tuulikki (University of the Arts Helsinki) & Koivisto, Taru-Anneli (University of the Arts Helsinki) & Saether, Eva (University of the Arts Helsinki): Political Life and Public Pedagogy in the Higher Music Education: Survey in Nordic Countries 2024 [dataset]. Data version 1.0 (2025-08-15). Finnish Social Science Data Archive [distributor]. DOI: https://doi.org/10.60686/t-fsd3943; URN: https://urn.fi/urn:nbn:fi:fsd:T-FSD3943 tertiary education higher and further education teaching personnel music music education musicians political participation educational environment teaching higher education institutions politics Social sciences Humanities Higher and further education Cultural activities and participation Political behaviour and attitudes

The survey examines the views of personnel at Nordic higher music institutions on public pedagogy, societal engagement, and the relationship between politics and higher music education.

First, respondents were asked whether they had utilized ideas from public pedagogy in their own teaching. More specifically, they were asked what kinds of public spaces or groups of people had been involved in their artistic and/or pedagogical work. Respondents were also asked to describe in their own words what public pedagogy means to them in higher music education. Finally, they were asked what kind of changes the idea of public pedagogy could bring to their teaching or institution.

Next, respondents were asked about their views on politics and societal engagement. Among other things, they were asked how societal engagement is reflected in their educational institutions, curricula, and teaching. Respondents were also asked about the relationship between political life and higher music education. Finally, respondents were asked to list three wishes for their own institution.

Background variables included the respondent's educational background and educational field, as well as the country in which the respondent's institution is located.

 Finland Norway Denmark Finland Norway Denmark Individual Individual Academic and administrative personnel from four Nordic higher music education institutions Quantitative Cross-section CrossSection Laes, Tuulikki Koivisto, Taru-Anneli Saether, Eva Non-probability: Availability Nonprobability.Availability Non-probability: Respondent-assisted Nonprobability.RespondentAssisted

Research and teaching staff as well as decision-makers from four Nordic higher music education institutions were invited to participate in the survey. Participants were recruited via public mailing lists of the institutions and national networks, as well as through snowball sampling. No responses were received from one of the countries. The survey was conducted using the Surveypal platform.

 Self-administered questionnaire: Web-based (CAWI) SelfAdministeredQuestionnaire.CAWI Semi-structured questionnaire Questionnaire.Semistructured There are no weight variables in the data. Detailed and specific data description in Finnish and English. The data are checked and processed in detail. If necessary, the data are anonymised. Finnish Social Science Data Archive Three respondents were removed from the data at FSD due to partial non-response. The dataset is (D) available only by permission from the data depositor/creator. The data and its creators shall be cited in all publications and presentations for which the data have been used. The bibliographic citation may be in the form suggested by the archive or in the form required by the publication. Notify FSD of all publications where you have used the data by sending the citation information to user-services.fsd@tuni.fi. The original data creators and the archive bear no responsibility for any results or interpretations arising from the reuse of the data. For anonymisation purposes, the researchers have removed names of organizations and other information identifying respondents from the data. To prevent identification of respondents, professional position and variables containing open-ended responses to the response option "Other, please specify" have been removed from the data at FSD. In addition, one response was removed from variable 4_1, and some information identifying respondents was coarsened in the open-ended responses. The entries made by FSD are indicated by [[double brackets]]. FSD3945 Political Life and Public Pedagogy in the Higher Music Education: Focus Group Interviews in Nordic Countries 2024 daF3943_eng.sav 29 67 SPSS Data File [fsd_no] FSD study number FSD study number 29 3943 3943 3943.00 .000 [fsd_vr] FSD edition number FSD edition number 29 1.0 1.0 1.000 .0000 [fsd_id] FSD case id FSD case id 29 1 29 15.00 8.515 [Aloitettu] Start time Start time 29 04-MAR-2024 12:14:31 11-MAY-2024 12:07:09 29-MAR-2024 01:03:49 20 08:07:39.349 [Lopetettu] End time End time 29 04-MAR-2024 12:45:28 11-MAY-2024 12:09:24 29-MAR-2024 01:26:16 20 08:03:42.498 [Kestominuutteina] Duration in minutes Duration in minutes 29 3 91 22.90 20.187 [Q1] Country of the higher music education institution where you are employed? Country of the higher music education institution where you are employed? 29 1 3 1.97 .680 1 Denmark 7 2 Finland 16 3 Norway 6 [Q2] Educational background? Educational background? 29 1 3 1.76 .739 1 Doctoral degree 12 2 Master´s degree 12 3 Other 5 [Q4_1] Educational field or performance degree program your work relates to? Arts management Educational field or performance degree program your work relates to? Arts management 1 1 1 1.00 . 1 Arts management 1 SYSMISS 28 [Q4_2] Educational field or performance degree program your work relates to? Church music Educational field or performance degree program your work relates to? Church music 5 1 1 1.00 .000 1 Church music 5 SYSMISS 24 [Q4_3] Educational field or performance degree program your work relates to? Classical music Educational field or performance degree program your work relates to? Classical music 14 1 1 1.00 .000 1 Classical music 14 SYSMISS 15 [Q4_4] Educational field or performance degree program your work relates to? Folk music Educational field or performance degree program your work relates to? Folk music 5 1 1 1.00 .000 1 Folk music 5 SYSMISS 24 [Q4_5] Educational field or performance degree program your work relates to? Global music Educational field or performance degree program your work relates to? Global music 2 1 1 1.00 .000 1 Global music 2 SYSMISS 27 [Q4_6] Educational field or performance degree program your work relates to? Jazz music Educational field or performance degree program your work relates to? Jazz music 7 1 1 1.00 .000 1 Jazz music 7 SYSMISS 22 [Q4_7] Educational field or performance degree program your work relates to? Music education/instrumental pedagogy Educational field or performance degree program your work relates to? Music education/instrumental pedagogy 12 1 1 1.00 .000 1 Music education/instrumental pedagogy 12 SYSMISS 17 [Q4_8] Educational field or performance degree program your work relates to? Popular music Educational field or performance degree program your work relates to? Popular music 5 1 1 1.00 .000 1 Popular music 5 SYSMISS 24 [Q4_9] Educational field or performance degree program your work relates to? Other Educational field or performance degree program your work relates to? Other 3 1 1 1.00 .000 1 Other 3 SYSMISS 26 [Q5] Based on the description above, have you used the ideas of public pedagogy in your teaching for example by including public spaces or groups of people in the artistic-pedagogical work? Based on the description above, have you used the ideas of public pedagogy in your teaching for example by including public spaces or groups of people in the artistic-pedagogical work? 27 1 3 2.52 .643 1 Can´t say 2 2 No 9 3 Yes 16 SYSMISS 2 [Q5A_1] What kind of public spaces have been involved in the artistic and/or pedagogical work? Schools, educational institutions What kind of public spaces have been involved in the artistic and/or pedagogical work? Schools, educational institutions 13 1 1 1.00 .000 1 Schools, educational institutions 13 SYSMISS 16 [Q5A_2] What kind of public spaces have been involved in the artistic and/or pedagogical work? Hospitals, healthcare settings What kind of public spaces have been involved in the artistic and/or pedagogical work? Hospitals, healthcare settings 6 1 1 1.00 .000 1 Hospitals, healthcare settings 6 SYSMISS 23 [Q5A_3] What kind of public spaces have been involved in the artistic and/or pedagogical work? Refugee centers, immigrations services What kind of public spaces have been involved in the artistic and/or pedagogical work? Refugee centers, immigrations services 2 1 1 1.00 .000 1 Refugee centers, immigrations services 2 SYSMISS 27 [Q5A_4] What kind of public spaces have been involved in the artistic and/or pedagogical work? Community houses, libraries, public services What kind of public spaces have been involved in the artistic and/or pedagogical work? Community houses, libraries, public services 11 1 1 1.00 .000 1 Community houses, libraries, public services 11 SYSMISS 18 [Q5A_5] What kind of public spaces have been involved in the artistic and/or pedagogical work? Public marketplaces, shopping centres What kind of public spaces have been involved in the artistic and/or pedagogical work? Public marketplaces, shopping centres 6 1 1 1.00 .000 1 Public marketplaces, shopping centres 6 SYSMISS 23 [Q5A_6] What kind of public spaces have been involved in the artistic and/or pedagogical work? Private services, associations, third sector What kind of public spaces have been involved in the artistic and/or pedagogical work? Private services, associations, third sector 6 1 1 1.00 .000 1 Private services, associations, third sector 6 SYSMISS 23 [Q5A_7] What kind of public spaces have been involved in the artistic and/or pedagogical work? Rural spaces, nature What kind of public spaces have been involved in the artistic and/or pedagogical work? Rural spaces, nature 5 1 1 1.00 .000 1 Rural spaces, nature 5 SYSMISS 24 [Q5A_8] What kind of public spaces have been involved in the artistic and/or pedagogical work? Virtual, digital spaces What kind of public spaces have been involved in the artistic and/or pedagogical work? Virtual, digital spaces 6 1 1 1.00 .000 1 Virtual, digital spaces 6 SYSMISS 23 [Q5A_9] What kind of public spaces have been involved in the artistic and/or pedagogical work? Other What kind of public spaces have been involved in the artistic and/or pedagogical work? Other 4 1 1 1.00 .000 1 Other 4 SYSMISS 25 [Q5A_other] What kind of public spaces have been involved in the artistic and/or pedagogical work? If other types of public spaces, you may specify here (open question) What kind of public spaces have been involved in the artistic and/or pedagogical work? If other types of public spaces, you may specify here (open question) [Q5B_1] What groups of people have been involved in the artistic and/or pedagogical work? Students and/or teachers What groups of people have been involved in the artistic and/or pedagogical work? Students and/or teachers 15 1 1 1.00 .000 1 Students and/or teachers 15 SYSMISS 14 [Q5B_2] What groups of people have been involved in the artistic and/or pedagogical work? Children What groups of people have been involved in the artistic and/or pedagogical work? Children 12 1 1 1.00 .000 1 Children 12 SYSMISS 17 [Q5B_3] What groups of people have been involved in the artistic and/or pedagogical work? Healthcare service users, e.g. hospital patients What groups of people have been involved in the artistic and/or pedagogical work? Healthcare service users, e.g. hospital patients 4 1 1 1.00 .000 1 Healthcare service users, e.g. hospital patients 4 SYSMISS 25 [Q5B_4] What groups of people have been involved in the artistic and/or pedagogical work? Immigrants What groups of people have been involved in the artistic and/or pedagogical work? Immigrants 5 1 1 1.00 .000 1 Immigrants 5 SYSMISS 24 [Q5B_5] What groups of people have been involved in the artistic and/or pedagogical work? Digital communities What groups of people have been involved in the artistic and/or pedagogical work? Digital communities 2 1 1 1.00 .000 1 Digital communities 2 SYSMISS 27 [Q5B_6] What groups of people have been involved in the artistic and/or pedagogical work? Science or other experts What groups of people have been involved in the artistic and/or pedagogical work? Science or other experts 7 1 1 1.00 .000 1 Science or other experts 7 SYSMISS 22 [Q5B_7] What groups of people have been involved in the artistic and/or pedagogical work? Seniors/older people What groups of people have been involved in the artistic and/or pedagogical work? Seniors/older people 7 1 1 1.00 .000 1 Seniors/older people 7 SYSMISS 22 [Q5B_8] What groups of people have been involved in the artistic and/or pedagogical work? Inmates What groups of people have been involved in the artistic and/or pedagogical work? Inmates 2 1 1 1.00 .000 1 Inmates 2 SYSMISS 27 [Q5B_9] What groups of people have been involved in the artistic and/or pedagogical work? Refugees What groups of people have been involved in the artistic and/or pedagogical work? Refugees 3 1 1 1.00 .000 1 Refugees 3 SYSMISS 26 [Q5B_10] What groups of people have been involved in the artistic and/or pedagogical work? Youth What groups of people have been involved in the artistic and/or pedagogical work? Youth 9 1 1 1.00 .000 1 Youth 9 SYSMISS 20 [Q5B_11] What groups of people have been involved in the artistic and/or pedagogical work? Families What groups of people have been involved in the artistic and/or pedagogical work? Families 8 1 1 1.00 .000 1 Families 8 SYSMISS 21 [Q5B_12] What groups of people have been involved in the artistic and/or pedagogical work? Care home residents What groups of people have been involved in the artistic and/or pedagogical work? Care home residents 3 1 1 1.00 .000 1 Care home residents 3 SYSMISS 26 [Q5B_13] What groups of people have been involved in the artistic and/or pedagogical work? Other What groups of people have been involved in the artistic and/or pedagogical work? Other 2 1 1 1.00 .000 1 Other 2 SYSMISS 27 [Q5B_other] What groups of people have been involved in the artistic and/or pedagogical work? If other groups are involved or you want to specify (open question) What groups of people have been involved in the artistic and/or pedagogical work? If other groups are involved or you want to specify (open question) [Q6] What might public pedagogy mean or look like in higher music education, in your own words? (open question) What might public pedagogy mean or look like in higher music education, in your own words? (open question) [Q7] What new ideas might the public pedagogy bring to your teaching, department, or higher music institution? (open question) What new ideas might the public pedagogy bring to your teaching, department, or higher music institution? (open question) [Q8A_1] What kinds of change might public pedagogy create within higher music education? lncrease dialogue between higher music education and society Kysymykseen on voinut valita kolme vastaustaihtoehtoa. What kinds of change might public pedagogy create within higher music education? lncrease dialogue between higher music education and society 18 1 1 1.00 .000 1 Increase dialogue between higher music education and society 18 SYSMISS 11 [Q8A_2] What kinds of change might public pedagogy create within higher music education? Create more inclusive higher music education structures What kinds of change might public pedagogy create within higher music education? Create more inclusive higher music education structures 5 1 1 1.00 .000 1 Create more inclusive higher music education structures 5 SYSMISS 24 [Q8A_3] What kinds of change might public pedagogy create within higher music education? Develop low-threshold performance practices What kinds of change might public pedagogy create within higher music education? Develop low-threshold performance practices 6 1 1 1.00 .000 1 Develop low-threshold performance practices 6 SYSMISS 23 [Q8A_4] What kinds of change might public pedagogy create within higher music education? Explore music making beyond concert hall settings What kinds of change might public pedagogy create within higher music education? Explore music making beyond concert hall settings 10 1 1 1.00 .000 1 Explore music making beyond concert hall settings 10 SYSMISS 19 [Q8A_5] What kinds of change might public pedagogy create within higher music education? lncrease the possibilities of music students to engage with local communities What kinds of change might public pedagogy create within higher music education? lncrease the possibilities of music students to engage with local communities 14 1 1 1.00 .000 1 Increase the possibilities of music students to engage with local communities 14 SYSMISS 15 [Q8A_6] What kinds of change might public pedagogy create within higher music education? Promote equality and diversity in and through musical practice What kinds of change might public pedagogy create within higher music education? Promote equality and diversity in and through musical practice 3 1 1 1.00 .000 1 Promote equality and diversity in and through musical practice 3 SYSMISS 26 [Q8A_7] What kinds of change might public pedagogy create within higher music education? Support the students' artistic citizenship and activism What kinds of change might public pedagogy create within higher music education? Support the students' artistic citizenship and activism 9 1 1 1.00 .000 1 Support the students´ artistic citizenship and activism 9 SYSMISS 20 [Q8A_8] What kinds of change might public pedagogy create within higher music education? lntroduce ecological and societal issues with higher music education What kinds of change might public pedagogy create within higher music education? lntroduce ecological and societal issues with higher music education 3 1 1 1.00 .000 1 Introduce ecological and societal issues with higher music education 3 SYSMISS 26 [Q8A_9] What kinds of change might public pedagogy create within higher music education? lncrease ethical and political responsibility in higher music education What kinds of change might public pedagogy create within higher music education? lncrease ethical and political responsibility in higher music education 7 1 1 1.00 .000 1 Increase ethical and political responsibility in higher music education 7 SYSMISS 22 [Q8A_10] What kinds of change might public pedagogy create within higher music education? Accelerate institutional change in higher music education What kinds of change might public pedagogy create within higher music education? Accelerate institutional change in higher music education 2 1 1 1.00 .000 1 Accelerate institutional change in higher music education 2 SYSMISS 27 [Q8A_11] What kinds of change might public pedagogy create within higher music education? Support holistic learning approaches What kinds of change might public pedagogy create within higher music education? Support holistic learning approaches 5 1 1 1.00 .000 1 Support holistic learning approaches 5 SYSMISS 24 [Q8A_12] What kinds of change might public pedagogy create within higher music education? None at all What kinds of change might public pedagogy create within higher music education? None at all 0 0 0 0 0 1 None at all 0 SYSMISS 29 [Q8B] Can you specify why such changes you selected from the list should take place in your institution? (open question) Can you specify why such changes you selected from the list should take place in your institution? (open question) [Q10_1] Assess the significance of societal engagement in higher music education through following statements (1 = completely disagree, 5 = completely agree): Societal engagement is a necessary part of higher music education Assess the significance of societal engagement in higher music education through following statements (1 = completely disagree, 5 = completely agree): Societal engagement is a necessary part of higher music education 28 2 5 4.32 .905 1 Completely disagree 0 2 1 3 5 4 6 5 Completely agree 16 SYSMISS 1 [Q10_2] Assess the significance of societal engagement in higher music education through following statements (1 = completely disagree, 5 = completely agree): Societal engagement is essential in future music professionalism Assess the significance of societal engagement in higher music education through following statements (1 = completely disagree, 5 = completely agree): Societal engagement is essential in future music professionalism 25 1 5 4.32 .945 1 Completely disagree 1 3 2 4 9 5 Completely agree 13 SYSMISS 4 [Q10_3] Assess the significance of societal engagement in higher music education through following statements (1 = completely disagree, 5 = completely agree): Societal engagement should be embedded within the higher music education curricula Assess the significance of societal engagement in higher music education through following statements (1 = completely disagree, 5 = completely agree): Societal engagement should be embedded within the higher music education curricula 28 2 5 4.07 1.052 1 Completely disagree 0 2 3 3 5 4 7 5 Completely agree 13 SYSMISS 1 [Q10_4] Assess the significance of societal engagement in higher music education through following statements: Higher music education institutions should better support students and teachers in their societal engagement Assess the significance of societal engagement in higher music education through following statements (1 = completely disagree, 5 = completely agree): Higher music education institutions should better support students and teachers in their societal engagement 28 1 5 4.00 1.054 1 Completely disagree 1 2 1 3 6 4 9 5 Completely agree 11 SYSMISS 1 [Q10_5] Assess the significance of societal engagement in higher music education through statements: Higher music education leaders should engage in active dialogue with stakeholders/politicians about the university´s societal engagement Assess the significance of societal engagement in higher music education through following statements (1 = completely disagree, 5 = completely agree): Higher music education leaders should engage in active dialogue with stakeholders and politicians about the university´s societal engagement 28 1 5 4.04 1.138 1 Completely disagree 1 2 1 3 8 4 4 5 Completely agree 14 SYSMISS 1 [Q11] How is societal engagement taking place in your institution, curriculum or leadership? (open question) How is societal engagement taking place in your institution, curriculum or leadership? (open question) [Q12] How is societal engagement taking place in your own professionalism, teaching, artistry, or among students? (open question) How is societal engagement taking place in your own professionalism, teaching, artistry, or among students? (open question) [Q14] What the relationship between higher music education and the political life is or should be, in your own words? (open question) What the relationship between higher music education and the political life is or should be, in your own words? (open question) [Q15] If you could address three (3) wishes for your own institution what would they be? (open question) If you could address three (3) wishes for your own institution what would they be? (open question) [Q17] Can you think of anything else that has not been covered in this questionnaire that you would like to bring up? If you wish, you can also comment on the questionnaire anonymously here (open question) Can you think of anything else that has not been covered in this questionnaire that you would like to bring up? If you wish, you can also comment on the questionnaire anonymously here (open question)