A Study on Development of Education and Management in Art Supplementary Class－A Case of Xing Yu Arts Center

[[abstract]]Art supplementary class is an informal educational institution, the existence of which is a cultural characteristic of Taiwanese art education; its development is significant in Taiwanese art education. Private art education began with master-student transmission and private art classes. In 1949, the government created the name “cram school for technical abilities,” and this type of classes took root. With the improved economic environment of 1970~1995 there was rapid growth, becoming a well-known educational institution. However, after 1995, they face market challenges. The purpose of this study is to explore the development of education and management of art supplementary class. Case study is conducted to review the life cycle of organizations, understand the factors that affect development, and propose concrete suggestions to personnel of art supplementary class. To the above purposes, this study conducted in-depth interviews, participant observation, and document analysis in order to collect research data. Based on legitimacy, historicity, and professional considerations, “Xing Yu” was purposively selected as the research case. Various senior personnel in the research field, including managers, teachers, parents, and students were invited, and their experiences and reflections were heard. With fact-checking and analysis of multilateral information and various roles, the developmental story of Art supplementary class is described in this paper. Based on the research and data analysis, this study arrives at the following research results: (1) The developmental context of the research case: Art education was from a viewpoint to multi-dimensional viewpoint; operational methods evolved from personal management to organized systems; customer participation evolved from passive interaction to active effort; learners evolved from class children to being without age limitations; price orientation evolved from cheap to expensive; market broadening evolved from single effort to allied cooperation; marketing management evolved from word-of-mouth to advertising and promotions; operational strategies evolved from internal environment to external environment. (2) The educational vision of the research case: continued research and development of instructional theories to solidify market position; educational vision is proposed based on scholars’ educational theories; to have employment training to advance the abilities of faculty and staff; educational views are communicated until there is member consensus; to understand learning needs of customer to provide suitable products; open-education should increase teacher-student interaction; Humanistic Education emphasize individual and differentiated education. (3) The management vision of the research case: to become market pioneer can create opportunity; to establish a management system to control a smooth operational flow; to train part-time teachers can reduce staff turnover problem; to establish relationships with clients to maintain long-term purchasing loyalty; to divide job responsibilities to avoid loss of professionalism due to personnel turnover; to have financial management that controls the budget to avoid deficits. (4) Factors that affect the development of education and operations of the research case: educational theories and thought trends affect the educational vision of supplementary classes; changes in the social environment affect the recruitment of supplementary classes; market supply and demand mechanisms affect the management strategies of supplementary classes; institutional interaction and exchange affect the public relations of supplementary classes; personal background factors affect the decision-making processes of supplementary classes; educational policy influence market localization of supplementary class.