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| Preface | |
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| Acknowledgements | |
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| Introduction: meeting the demands placed on the twenty-first century museum | |
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| Museum audiences: their nature, needs and expectations | |
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| 'Traditional' museum audiences: a quantitative and qualitative analysis | |
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| Introduction: the rise of museum visitor studies | |
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| Audience segmentation | |
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| Market surveys | |
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| Quantitative visitor surveys | |
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| Qualitative data on visitor expectations, motivations and needs | |
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| Discussion: an audience in decline - trends and challenges | |
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| Case study: lessons from tourism research | |
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| Developing new audiences | |
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| Introduction | |
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| Social exclusion and museums | |
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| Audience development | |
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| Audience development planning | |
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| Discussion: how will an audience development strategy impact on a museum's public face? | |
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| Case study: developing museum content for young children and families with babies/young children | |
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| Operating for quality | |
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| Stimulating the visit | |
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| Introduction | |
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| Awareness | |
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| Entrenched negative attitudes | |
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| The 'wrong' positive perceptions | |
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| Positioning the museum | |
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| Influencing the visitor agenda | |
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| Positive marketing | |
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| Marketing to diversify the audience base | |
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| Discussion: seven core issues | |
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| Case study: repositioning Manchester Art Gallery | |
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| Visitor services: operating for quality | |
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| Introduction | |
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| A central role for visitor services | |
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| How do you define quality in a museum visit? | |
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| Measuring visit quality | |
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| Discussion: managing for quality | |
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| Case study: adapting Servqual to measure visitor services quality | |
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| Learning in museums | |
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| Museums and lifelong learning | |
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| Introduction: the rise of 'learning' up the museum agenda | |
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| Museums and lifelong learning | |
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| Learning theory and museums | |
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| Discussion: applying learning theory to museum display and support | |
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| Case study: evaluating visitor learning in museums | |
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| Use of museums by schools | |
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| Introduction: museums and structured educational use | |
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| The agenda for structured educational use | |
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| How can museums best support schools use? | |
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| Discussion: enjoyment and memories come first | |
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| Case study: education resource packs/websites | |
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| Planned to engage: using interpretation to develop museum displays and associated services | |
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| Applying the principles of interpretation to museum display | |
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| Introduction: what is interpretation? | |
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| Modern museums and interpretation | |
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| Defining interpretive principles for museum display | |
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| Discussion: the impact of interpretive principles on museum display | |
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| Case study: exhibition standards/guidelines | |
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| Interpretive master planning | |
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| Introduction | |
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| Developing an interpretation strategy for a museum service | |
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| Developing an interpretation masterplan for a multi-collection museum | |
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| Discussion: the role of the project manager | |
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| Case study: process mapping | |
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| Concept development for museum galleries | |
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| Introduction | |
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| What: the collections audit | |
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| Why: aims and objectives | |
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| Who: specific audience targets | |
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| How: developing the concept and turning it into reality | |
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| Discussion: the impact of interpretive planning | |
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| Case study: a design brief for a small gallery at New Walk Museum, Leicester | |
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| The engaging museum | |
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| Introduction | |
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| The 'big picture'-a museum for the twenty-first century | |
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| Direct engagement with objects | |
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| Discussion: satisfying museum experiences and visitor take-aways | |
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| Case study: the visitor response | |
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| Bibliography | |