Perceptions of Program Directors Concerning Design and Implementation of the Master of Music Degree in Music Education

Abstract

The key research question for this qualitative study was as follows: How do program directors in selected schools describe the successes and challenges related to the design of their Master of Music degree in music education? Data sources included website content for 21 NASM-accredited programs and individual interviews with program directors from seven institutions. Program directors outlined several challenges associated with program development, including how to address the practical needs of music teachers in a flexible, accommodating, and efficient manner while maintaining the highest standards for coursework so as to prepare some masters students for the possibility of doctoral work. We discuss major themes in relation to past studies of graduate education in music.

Faculty Perspectives on the Master’s Degree in Music Education

“…The extent to which traditional academic year programs, hybrid, summer, and online programs vary in the research/teaching percentage allocation is unclear because many participants reported that their institution offers more than one delivery format (e.g., online program and academic year program). This varied allocation was also considered unclear by Conway et al’s (2020, 2021) participants.…”

“…In recent investigations, music education faculty have also provided perspectives on the function of the MME degree. Conway et al (2020, 2021) interviewed the program directors of seven MME programs. Those program directors in the 2020 study indicated a variety of challenges related to recruitment, enrollment, and funding of students; reputation of the program; state policy issues; the need for students to engage with empirical research and critical thinking to a greater extent; issues related to faculty time and student time commitments; and difficulty in defining success for the MME degree.…”

“…Springer’s (2020) descriptive results highlighted current MME students’ perceptions of the MME degree and how they believed the degree met their professional and academic needs. Conway et al (2020, 2021) reported the perceptions of seven MME program directors, who noted that there seemed to be varied opinions regarding the primary purpose of the MME degree. The findings related to measuring program success with these seven faculty encouraged us to consider whether a broader sample of faculty across the United States might have similar views to help generate proposed solutions for the profession.…”

Students’ Perspectives on the Master’s Degree in Music Education

“…They reported that program directors expressed a challenge in meeting the professional needs of MME students while also maintaining high instructional standards that are necessary to prepare students for doctoral study in the future. One of the program directors in their study characterized this challenge as teaching for “education versus vocational training” (Conway et al, 2020, p. 96).…”

“…Fung (2004) recommended that "both traditional and flexible modes of learning" (p. 119) be used in graduate programs to increase accessibility to more students while also preserving some face-to-face instruction with faculty. Conway et al (2020) examined the content of 21 MME program websites and interviewed directors of seven MME programs, including academic year, online, summer, and hybrid degree formats. They reported that program directors expressed a challenge in meeting the professional needs of MME students while also maintaining high instructional standards that are necessary to prepare students for doctoral study in the future.…”