Professional Standards
Preface
Museums are by definition institutions designed to serve the public. While they collect, research, and preserve a wide variety of materials and objects, it is their presentations to the general public about these objects through the media of exhibitions and public programs that give museums their distinct and unique character. Such presentations vary widely in their content and style, from paintings in a gallery, to an interactive computer game on the importance of rain forests, to a docent-led tour of school children visiting a zoo or aquarium. Nevertheless, they all share a common purpose – to facilitate visitor experiences that are both enjoyable and informative. However, the heterogeneous and voluntary nature of the visitor population presents unique challenges to those who conceive of, design, and implement museum exhibits and programs. A knowledge and understanding of that population is a necessary prerequisite to the realization of the educational goals of museums.
It is in this context that the field of visitor studies has evolved over the years. Starting in the late 20s and gaining momentum since the mid-60s, there is now a considerable body of knowledge (much of it published and available) that clearly demonstrates the value of utilizing information obtained from and about visitors to improve exhibits and programs in their ability to communicate with their intended audiences.
In preparing these Standards it is the goal of Committee on Audience Research and Evaluation to promote professionalism and quality in all visitor research and evaluation activities and to increase the institutional commitment of museums to utilize this knowledge in their day-to-day activities. We also recognize that creativity and diversity are needed to keep the field of visitor studies responsive and viable, and so we expect that these Standards will evolve as the field itself evolves, and as museums continue to respond to the forces of change in our dynamic and pluralistic society.
The Committee sincerely thanks all those who helped in the preparation of this document, but especially the ground work of the previous Subcommittee on Professional Standards – Lois Silverman, Chairperson, with Steven Bitgood, Harris Shettel, George Hein, Minda Borun, Ross Loomis, and Mary Ellen Munley and the more recent efforts completed by the current Subcommittee on Professional Standards chaired by Ilona Holland with Zahava Doering, Ross Loomis, Gretchen Overhiser, Susan Wageman, Metta Freund and Beth Twiss-Garrity.
Committee on Audience Research and Evaluation
A Standing Professional Committee of the American Association of Museums
Professional Standards
for the practice of AUDIENCE Research and Evaluation in Museums
Revised May 2003
Committee on Audience Research and Evaluation
A Standing Professional Committee of the American Association of Museums
Introduction
The missions of museums intimately involve and depend upon visitors. Accordingly, museums bear the vital responsibility to understand the needs, interests, and concerns of audiences, actual and potential, and to incorporate this understanding into their policies, practices, and products. Studies of visitors carried out to date amply document the fact that assumptions and speculations about visitors can be both inaccurate and unknowingly biased. For example, visitor experiences and interests often differ in important ways from the expectations and intentions of those who prepare exhibits and other public access programs. In light of repeated findings such as these, the need to support and engage in visitor evaluation, research, and other audience advocacy efforts becomes paramount. Only in this way can museums respectfully and accurately respond to the needs, perspectives, and diversity of audiences, even as they change over time. While the design and conduct of visitor studies should be undertaken by those who possess the appropriate skills and knowledge, the entire community of museums shares this broad responsibility.
This document defines general guidelines for the competent and responsible support and practice of visitor studies, defined as the process of systematically obtaining knowledge from and about museum visitors, actual and potential, for the purpose of increasing and utilizing such knowledge in the planning and execution of those activities that relate to the public.
*The word "museum" as used throughout this document refers to all public interpretive facilities and institutions, including zoos, botanical gardens, aquariums, science centers, historic houses, heritage sites, natural parks, etc.
Over time, the practice of visitor studies has evolved into a rich, interdisciplinary field, characterized by a variety of methodologies and theories. Those who engage in such studies include social scientists from disciplines such as psychology and sociology, educators, exhibit designers/developers, professional consultants, as well as others. While the needs and skills of these individuals may vary, and while their locus of operation may be within or without the institutions they serve, this document is intended to provide standards of practice that have applicability to all of them. These standards are also intended to serve as useful guidelines to museum studies programs in developing curriculum materials related to visitor research and evaluation as well as to those governmental agencies and private foundations that may support visitor studies.
These Standards are divided into three major sections. The first presents the responsibilities of those who engage in and support visitor studies. The second addresses the competencies required to carry out visitor studies. The third section deals with the responsibilities of the museum community at large to support efforts to improve our understanding of the museum visitor.
I. RESPONSIBILITIES
While two groups are identified below as having special responsibilities connected with the conduct of visitor studies, (A) those who design and implement them, and (B) those who sponsor and facilitate them, it should be emphasized that anyone connected with such studies shares in these responsibilities.
THOSE WHO DESIGN AND IMPLEMENT VISITOR STUDIES HAVE THE RESPONSIBILITY TO:
DECIDE – whether or not a study is feasible and appropriate, based on a careful consideration of the needs and concerns of the sponsor and the resources available to carry out the study
DESIGN – methods and procedures that are sensitive to and appropriate for the needs of the study and the supporting institution, the questions and issues raised, the audiences selected, and the constraints imposed.
DOCUMENT – prior to the initiation of the study an agreement among relevant parties regarding the rationale and objectives of the study, the work to be done, the role of all individuals involved, the time and funds estimated as required to complete the work, and the rights, restrictions and conditions regarding the publication and dissemination of study findings.
COMMUNICATE – to project and support personnel the progress of the work being done as well as any problems that may interfere with its successful completion.
ADHERE – to existing ethics and standards documents that may apply to a particular study and/or methodology, such as those published by the American Association of Museums, the American Psychological Association, the American Sociological Association, the American Evaluation Association, and the Joint Committee on Standards for Educational Evaluation.
RESPECT – the rights and privacy of all individuals who may be involved in a study. For example, visitors who are asked to participate in a study should be fully informed of the purpose of their participation, given the right of refusal, and be assured their anonymity.
REPORT – findings and recommendations that are based on the information collected, are in keeping with the original objectives of the investigation, and which acknowledge the known limitations of the study. Distinguish between those findings that meet the criteria of significance, relevance, and practical importance, and those that do not. Care should be taken to describe the composition of the sample and the methods used in sample selection, data collection, and data analysis.
DISSEMINATE – to the extent possible and allowed, the study design, procedures and findings to other practitioners, and to museum professionals in general, through presentations, publications, and other appropriate forums. Include both the strengths and the limitations of the study and the extent to which findings can be generalized to other settings.
THOSE WHO SPONSOR OR FACILITATE VISITOR STUDIES HAVE THE RESPONSIBILITY TO:
PROVIDE - the necessary financial, staff, logistical, and other forms of support, as previously specified and agreed upon.
ASSESS - the original plan, its execution, and the outcomes of the study based upon its original objectives, the time and funds required, the recommendations made, and the extent to which the results provide information that leads to improved understanding of, and communication with, visitors.
UTILIZE - study findings appropriately, accurately, and in keeping with the original objectives of the study.
II. COMPETENCIES
While visitor studies are conducted by individuals representing a variety of backgrounds and training, the following areas describe the basic competencies required for professional practice:
1. RELEVANT LITERATURE
All professionals involved in the practice of visitor research and evaluation should be familiar with the history, methodologies, past and current developments, and major findings of the field. In addition, there exists a large body of work in areas that have relevance to visitor studies, including educational theory, environmental design, developmental psychology, communication theory, leisure time studies, and marketing research. While it is not possible for any one person to keep abreast of all these fields, professionals share a collective obligation to monitor major directions and findings and to be open to opportunities for the enrichment of the visitor studies field by other relevant areas of inquiry.
2. MUSEUM POLICIES AND PRACTICES
All individuals who engage in visitor research and evaluation must understand the practices and procedures of museum operations in general, as well as those of the particular institution for which such work is being conducted. In order to make intelligent study interpretations and recommendations, an understanding of the principles and practices of museum education and the exhibit development process must be acquired.
3. METHODOLOGICAL AND ANALYTICAL SKILLS
Those who design and/or conduct visitor studies must possess a working knowledge of social science research design and the related methodological and analytical skills necessary for responsible decision-making and study execution. While some may specialize in a particular methodological or theoretical approach, they must also possess sufficient familiarity with alternative methods and approaches so that they can properly assess and represent the 'best fit" for any given study issue or problem.
4. COMMUNICATION SKILLS
Visitor study practitioners must be skilled in effective communication and information-gathering techniques with museum staff at all levels, as well as with visitors. This includes the ability to clearly articulate what is being done, why it is being done, and how it is being done, as well as how the findings will be of use to the institution.
5. FIELD ADVANCEMENT
Most involved in visitor research and evaluation have a commitment to the pursuit, dissemination, and critical assessment of theories, studies, activities, and approaches utilized in and relevant to visitor studies. Through conference attendance and presentations, journals and publications, and other formal and informal forums of communication, visitor study practitioners should support the continued evolution of visitor research and evaluation.
III. INSTITUTIONAL COMMITMENT AND SUPPORT
The practice of visitor studies can make its most important contribution to the museum community when it is considered to be an integral part of professional museum practices. To realize this, every museum should:
ADVOCATE - efforts to increase knowledge and understanding of their audiences, both actual and potential.
INCORPORATE - the needs, interests, and perspectives of visitors of different ages, backgrounds, and from all walks of life, in the planning, execution, and revision of exhibits, programs, and other presentations that relate to the museum’s general public.
SUPPORT - the practice of visitor research, evaluation and other audience advocacy efforts within their own institution by incorporating these into both their short term and long term planning and providing the necessary staff and funding.
The Committee on Audience Research and Evaluation welcomes critical comments and suggestions. Send them to the committee, c/o the American Association of Museums, 1225 Eye St. NW, Washington, DC 20005.