Dr. Ambika Patel, Department of Museology, Faculty of Fine Arts, The Maharaja Sayajirao University of Baroda, shares insight into the ‘Nuances of Education in Museology’, discussing the essential components of an effective educational program for future museum professionals.

Museology is taught as an academic discipline in very limited universities of India and the most renowned ones are, The Maharaja Sayajirao University of Baroda, Banaras Hindu University, Calcutta University, Aligarh Muslim University, Rabindra Bharati University, Calcutta and National Museum Institute, New Delhi. By providing training in museology, when the higher education institutions are aiming to produce effective museum professionals, it is extremely important to impart balanced and basic understanding of both theory and practical applications of ethics and professional standards, collection management, administration, public programing and research.  Though, all the above intuitions offer post graduate programs in Museology, they differ in nature, format, structure and emphasis of the taught course/programs while training museum professionals in aiming to take up positions in natural history, anthropology, ethnology, archaeology and multipurpose museums or in galleries and similar institutions. Thus, at this juncture, a serious thought arises that, what can be done to produce, develop and cultivate museum professionals who could take up the profession more effectively and efficiently in order to fulfil the missions of museums and similar institutions?

‘Leadership‘ and ‘Community Engagement‘ are the two facets on which our museums need to emphasise in order to maintain their vibrancy and dynamics. Therefore, future education in Museology should focus on grooming/training students with skills and knowledge related to museum administration and management, leadership and the public dimension of museums. Museum professionals with administrative and leadership abilities work well in groups, communicate lucratively and engage the community with IT skills. The ability to use this skill to further broaden the field of Museology could definitely result in a radical change.

Fig. 1-Group discussion during the conservation workshop

To provide the students a real–world experience, the need for solid meticulously supervised internship experiences, course works and project works in the museums along with volunteering opportunities in museums are to be integrated as essential parts of the taught program. The best internships offer students with a broad view of what a museum is and how it functions holistically to meet the day to day needs and demands while catering the visitors/public. Also providing platforms for participation in workshops, seminars and colloquiums to acquire specialised skills and knowledge remain an essential part of the taught course.

Further, it is important to facilitate capacity building for the museum professional to save the profession and therefore, occupational development programs for mid-career museum professionals and providing opportunities for their professional growth are equally important. For mid-career museum professionals an in-service course, diploma or a certificate course in Museology at a flagship university could further take care of the needs of the professional rejuvenation.

Fig. 2 – students installing temporary exhibition

The museology/museum studies programs should make adjustments to the curricula to ensure the adequate emphasis on museum administration, management, public dimension of museums, the development of skills and use of technology, opportunities of field experience and closely-supervised internships. The Department of Museology of the Maharaja Sayajirao University of Baroda holds its vision to expand its role as leaders in the sphere of Museology and Museography in this country through distinctive and diversified programs synergizing academic rigor and praxis along with creative freedom.

In the Indian context, we lack sufficient data to determine whether the existing training opportunities are serving the field adequately or they need to be revised or whether new programs should be developed. Also to bring compatibility among the variations that Museology programs offer, there should be a national professional association which could implement a formal accreditation that could serve to raise the stature of the programs. It is time for museum staff who work in the museums and the academic trainers to come together to assess the existing programs and thereby articulate and communicate the core attributes of a museology program.

Dr Ambika Patel is a professor and Head, Department of Museology, Faculty of Fine Arts, The Maharaja Sayajirao University of Baroda. She holds a PhD in Archeology and ancient history and has worked as the Curator-Assistant Professor in the Department of Archaeology and Ancient History from 2001-2013. She has received a range national and international grants, and has several publications in her name.

ReReeti works with museums, galleries and heritage sites across India to plan strategies, design systems and implement programmes to increase audience engagement and institutional/ company visibility. Email us at info@rereeti.org for a free consultation or to collaborate on an upcoming exhibition.