Developing socially responsive competencies in arts administration through teaching cases: Needs, barriers, debates & possibilities for an essential pedagogy

Authors

• Wen Guo, Florida State University
• Elena S. V. Flys, TAI University Center for the Arts, Spain
• Jeremy Peters, Wayne State University
• Susan Badger Booth, Eastern Michigan University
• Mark Clague, University of Michigan - Ann Arbor

Document Type

Article

Publication Date

2025

Department/School

Communication, Media and Theatre Arts

Publication Title

The Journal of Arts Management, Law, and Society

Abstract

Case studies are integral to arts administration education, yet accessible materials on social justice topics remain scarce. Using a decolonial lens, this study employs a triangulation-based, mixed-methods design that incorporates surveys, focus groups, and a systematic review to examine existing teaching cases and how instructors utilize them. Findings highlight barriers such as high costs, limited representation, and inadequate institutional support. We advocate for expanding peer-reviewed, open-access case studies that invite broader international perspectives. This study advocates for a more inclusive and equitable approach to arts administration education, equipping students to navigate social justice challenges in the arts sector more effectively.

Comments

S. B. Booth is a faculty member in EMU's School of Communication, Media, and Theatre Arts.

Link to Published Version

DOI: 10.1080/10632921.2025.2540993

Recommended Citation

Guo, W., Flys, E. S. V., Peters, J., Booth, S. B., & Clague, M. (2025). Developing socially responsive competencies in arts administration through teaching cases: Needs, barriers, debates & possibilities for an essential pedagogy. The Journal of Arts Management, Law, and Society, 55(5), 249–266. https://doi.org/10.1080/10632921.2025.2540993