2026 Theses Doctoral

Professional Development of Master of Fine Arts Photography Graduates: A Qualitative Case Study Using Transformative Learning Theory as a Lens

You, John Han Seok

Master of Fine Arts (MFA) degrees are considered to be essential for professional artists. As a terminal degree, MFAs are also often required to pursue a career teaching studio art at the collegiate level. However, graduates often become disoriented and disillusioned when they find themselves without the necessary skills for obtaining a career in their desired field, despite the costly investment. With little existent research on the efficacy of MFA curriculum and structure, this study seeks to understand where the disconnect is between educator, student, and employer.

This qualitative case study collects data through open-ended semi-structured interviews of twelve participants and document collection. It follows four cases, representing four institutions: Massachusetts College of Art and Design, Pratt Institute, Maryland Institute College of Art, and State University of New York at New Paltz. Each case included accounts from one educator participant and two graduates from the respective Master of Fine Arts photography program. Constant comparative and cross-case analysis were utilized to analyze the data collected from interviews and literature to illuminate the areas for improvement in preparing MFA students for successful futures.

Data and analysis reveal graduates’ desires for additional professional development and its absence in their curriculum. It also confirms the hypothesis that educators and graduates are not aligned in their understanding regarding the success of these programs. Although educators were able to identify that students had a variety of goals, none were able to offer a solution to providing support for each student’s distinctive needs. Graduates displayed varying levels of satisfaction or disappointment in their programs, but most did not occupy positions utilizing their degrees.

This dissertation includes recommendations for adaptations of both educators and MFA programs, as well as recommendations for future research. It argues that MFA photography programs can be improved by reconsidering their curriculum and incorporating professional development and emphasized the need for continued research, including feedback from graduates.