Abstract

This study sought to determine what factors could impact career development pathways for postsecondary film studies through survey research. The selected determining factors that offered eventual success as a filmmaking professional were students' personality characteristics and unique, innate abilities. The survey questions polled film study educators whose primary contact with film students was at college-level classrooms and could offer significant opinions about the factors measured. Only those educators with demographic characteristics that dealt with actual filmmaking procedures of production and post-production gave a measurable statistical result related to a single dependent variable. The differentiator between filmmaking disciplines was distinguished by those with direct interaction with the practical procedures of filmmaking, i.e., Screenwriting, Production, and Post-Production in contrast to those without, i.e., Theory, Critique, History, and Audiences. Of these seven film studies specialties represented, 37.5% agreed, 33.9% disagreed, and 26.7% neither agreed nor disagreed.

The implications for future research suggest polling educators with direct practical film education activity at a secondary school level whose student/teacher relationships are significantly more intimate. Additionally, their presence is at a time when students are beginning to consider what college career studies they will follow. These participants could offer survey data to understand the suggested phenomenon more accurately. A more accurate study would further clarify the current dilemma that film students face when selecting their most appropriate career path for film studies.

Thesis Completion

2022

Semester

Fall

Thesis Chair/Advisor

Martino, Lisa

Degree

Bachelor of Science (B.S.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Technical Education and Industry Training

Language

English

Access Status

Open Access

Release Date

12-15-2022

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