Chapter 5: Summary, Conclusions, Implications and Recommendations for Further Study

Introduction

This chapter is organized into seven sections. The first section provides an introduction
for this chapter. The second section includes a summary of the activities examining how and why
this study was conducted. Section 3 presents the conclusions derived from this study. This
section includes a description of the conclusions derived from the analyses that utilized SPSS
12.0; and a description of the conclusions derived from the analyses that utilized NUD*IST.
Each of these analyses includes the conclusions based on the combined responses of all three
groups using either the quantitative questions asked or the NASM categories. The final portion
of this section examines the research questions pertaining to each group and the conclusions
related to each original research question. A table listing the elements and factors identified in
this study, suggested implementation or considerations for each element or factor, and the
category placement of each element or factor based on the NASM categories concludes this
section.

Section 4 contains an examination of the implications of this study. Any differences this
study may make and the identification of those that may benefit from this information are
presented.

The fifth section discusses the dissemination and implementation of the information from
this study. ‘What should be done next?’ is discussed in this section.

Recommendations for further study including the questions generated from the study
results are presented in section 6. Finally, section seven contains a summary of the main points
presented in this chapter.

Summary of Activities

Introduction

Universities and colleges will change more in the next 50 years than in the last 300 years
and these changes will create the need for each college and university to prepare for the
“abandonment of everything it does” (Drucker, 1995, p. 79). The move in the United States from
a goods and services economy to a knowledge based economy have provided opportunities and
challenges for these institutions of higher learning both in current coursework and in the creation
of new programs of study. Students today and in the future need the knowledge that can be
provided in higher education institutions for career success (Oblinger & Katz, 1999, p.302). The
creation of new programs of study must include the ability for managing change while creating
an environment conducive to life-long learning and the pursuit of knowledge. Programs that do
not prepare for change may not last (Ross, 1997). The inclusion of clear program goals,
objectives, and standards (NASM, 2003; Steele, 1999, p. 79); the use of strategic planning and a
planning and management model (Shirley, 1998; Bryson, 1995; Penrod & West, 1989); and the
inclusion of a shared vision in the plan to plan that includes concerns for student persistence to

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graduation (Lovitts, 2001; Spann, 1990) must be addressed when creating a new program of
study.

Many Schools of Music have created new programs based on a reactionary approach. The
literature available on music unit program creation reflects the lack of planning both for existing
programs and new programs. Authors (Glazer, 1988; Fross Pothering, 1998; Steele, 1999)
recommended the use of strategically created programs to avoid the past problems which
included lack of alignment in communication, goals, standards, and mission. The primary points
made by these authors reflect a lack of planning from music units when creating a new program.
Examining the factors necessary in creating a master’s degree program, and creating a strategic
plan that includes those factors as well as a vision shared by all constituents will help avoid the
mistakes made by other institutions. The purpose of this study is to determine the necessary
elements and important factors in a plan to plan for the creation of a Master’s Degree in
Commercial Music that will lead to eventual accreditation by the National Association of School
of Music (NASM).

Conducting the Study

This paper is a mixed method study whose central phenomenon is to discover the factors
necessary for the creation of a master’s degree program in commercial music at Belmont
University. Four groups were identified as participants to aid in identification of the necessary
elements and important factors. These groups included the accrediting body for schools of
Music, NASM; Music Industry Leaders; Academic Music Executives; and previous Commercial
Music Graduates. To obtain information from these groups and to address the purpose of the
study, four research questions were created. These research questions were: (a) What are the
essential elements that are required to obtain plan approval from the National Association of
Schools of Music (NASM)? (b) What factors are considered important by Music Industry
Leaders for the creation of a Master’s degree in Commercial Music? (c) What factors are
considered important by Academic Music Executives for the creation of a Master’s degree in
Commercial Music? (d) What factors are considered important by previous Commercial Music
Graduates for the creation of a Master’s degree in Commercial Music?

NASM provides seven broad categories that must be addressed for new program plan and
final approval. These categories were used for factor coding and description1. The methods and
procedures for this study focus on sifting through information discovered from research utilizing
three groups and to categorize the information based on the accrediting body’s categories. The
seven categories provide the answer to the first research question. These categories are the
essential elements that are required to obtain plan approval from NASM. Lists of the categorical
responses were created using three different processes for research, one for each of the three
groups.

Seven Music Industry Leaders were interviewed in person and six of the seven interviews
were video-taped. All interviews are available for examination in this study. Six Academic

1
Additional information about the NASM categories can be found on pp. 2-3, and pp. 14-16.

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Music Executives participated in an asynchronous discussion group using the Quickplace format.
122 Previous Commercial Music Graduates were mailed a questionnaire.

All but one question asked of the Music Industry Leaders gave the participants the
opportunity for an open ended response. These questions were analyzed using the NUD*IST
platform. The one additional question asked for a yes or no answer and was analyzed using SPSS
12.0. The information sifted and categorized from the analyses examined the research question:
What factors are considered important by Music Industry Leaders for the creation of a Master’s
degree in Commercial Music?

Academic Music Executives were asked 10 questions. Five of the questions were open
ended and were analyzed using the NUD*IST platform. The remaining five questions were
analyzed using SPSS 12.0. The information sifted and categorized from the analyses examined
the research question: What factors are considered important by Academic Music Executives for
the creation of a Master’s degree in Commercial Music?

Previous Commercial Music Graduates were asked 11 questions using a questionnaire.

There were 39 returned questionnaires. The first nine questions were analyzed using SPSS 12.0
and the remaining two open ended questions were analyzed using the NUD*IST platform. The
information sifted and categorized from the analyses examined the research question: What
factors are considered important by previous Commercial Music Graduates for the creation of a
Master’s degree in Commercial Music?

All data were sifted, indexed, and categorized using the categories specified by NASM
for plan and final approval. The identified categories included (a) Course content, (b) Faculty
experience, (c) Adequate facilities, (d) Industry internships, (e) Fiscal resources, (f) Possible
barriers, and (g) Other – NASM. One additional category was added to the seven categories
provided by NASM bringing the final total number of categories to eight. This category was
created as a place to add information that was not appropriate to include in the existing
categories. The new category was called ‘Additional Discovered Factors’ and contained positive
comments regarding creation of the new program. As all data were examined, a content editor
and a NUD*IST editor were consulted to assure appropriate indexing of non-numeric
information. Commonalities of answers to the questions based on the categories, differences in
answers based on the categories, and lack of responses into the categories were all examined.

Conclusions

There were many responses in each group that were coded into the eight broad
categories. These responses will be examined by category and sub-category. There were also 15
quantitative questions that were analyzed using SPSS 12.0. These questions and conclusions
derived from the study will be examined next.

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Conclusions from Analyses of Quantitative Questions

Music Industry Leaders were asked only one question that was entered into SPSS 12.0.
When asked whether a Master’s degree in Commercial Music would be valuable, 85.70% of the
interviewed Music Industry Leaders responded positively.

Academic Music Executives and previous Commercial Music Graduates agreed that
performance and composition/arranging should be part of the new program course content. The
previous graduates also responded positively to the inclusion of music technology and music
business as part of the course content. Academic Music Executives’ responses to the inclusion of
music technology and music business in their institution’s program of study were not statistically
significant. However, in the area of music technology, 50% of all respondents agreed or strongly
agreed that their programs contained a music technology element and 50% responded neutral to
the question. While not statistically significant, there were no negative responses to the inclusion
of music technology in course content.

Academic Music Executives responded positively to the inclusion of a proficiency

competence standard for each student enrolled. Previous graduates also commented on the
possible need for admission standards. These standards should ensure that courses were not
created based on the abilities of some students with less proficiency thereby inhibiting the pace
at which most students could progress. These responses may conflict with the literature that
identifies selectivity in admission as a potential factor in failure to graduate (Lovitts, 2001, p.
37). Some of the best students may be potentially eliminated through the use of such standards.

Previous Commercial Music Graduates were asked to respond to a number of factors that
may influence enrollment. Most strongly agreed or agreed that night or weekend courses were
important for participation. A similar question regarding online courses provided a non-
significant statistical response. Also, the frequency responses based on the emphasis area in
which the student graduated showed that more performance emphasis students responded to the
questionnaire followed by music business emphasis. Both composition/arranging and music
technology emphasis graduates were third in frequency with identical numbers of responses.

When asked to rank seven factors that would influence participation, previous graduates
ranked “financial assistance” first. This seems to align with the impact of lack of finances which
was given as the reason many students fail to graduate (Lovitts, 2001); and the need for more
financial aid described by the study conducted by Ross (1997). “Stature of the faculty/level of
the program” was the second response by graduates followed by “amount of time needed to
complete the degree”. These two responses had identical means with “Stature of the faculty/level
of the program” having a slightly smaller variance. Fourth was “obtaining a full-time music
industry position” followed by “course schedule”, “acquiring academic credentials”, and “other”.

The responses loaded into SPSS 12.0 seem to partially answer the research questions for
all three groups. Two groups indicated inclusion of performance and composition/arranging in
course content; one group indicated the inclusion of music technology in course content; one
group had concern for financial aid; Academic Music Executives gave a positive response to

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admission performance standards; and a positive response to creation of the new program by
Music Industry Leaders were each factors considered to be necessary for the new program.

Conclusions from Analyses that Utilized NUD*IST

The responses coded into the NUD*IST format were placed in one of the eight
categories. Some responses were also included in more than one category, but upon examination
seemed to fit into one category with similar responses and were included as part of that category
for analyses. The conclusions are shown by category next.

Course content. This category contained the largest amount of responses by all three
groups. The category contained five sub-categories, (a) technology, (b) performance, (c) music
business, (d) composition/arranging, and (e) core classes. Performance was divided further into
three sub-categories called studio/live, projects, and performance standards. In addition, music
business contained three sub-categories including real world and career options, music business
standards, and history.

Technology included comments by Academic Music Executives and previous graduates.

Two existing programs contain technology and 10 graduates suggested that technology should be
part of the course content of the new program. Performance contained comments in each sub-
category by the same groups. Both groups seemed to include having abundant live performing
opportunities, abundant studio performing opportunities, participation in ensembles, participation
in applied lessons, and expansion of knowledge and individualism as important factors for the
new program. These comments seem to reinforce the need for these factors as discussed by
Morgan (1966).

The sub-category of Music Business contained comments by the Music Industry Leaders
and the previous Commercial Music Graduates. Both groups commented on the need for real
world instruction and opportunities for real world interaction. The Music Industry Leaders
presented 23 music business standards that were seen as necessary for longevity and success in
the music industry. Of these 23 standards, six group categories that included responses by two or
more Music Industry Leaders were identified. These six group categories suggested the inclusion
of standards seen as important by the multiple leaders and are worth mentioning here. They were
credibility, ethics, and integrity; diversity of skills and having an open mind; understanding
networking; setting high standards; achieving longevity through use of good people skills; and
the ability of the student to effectively communicate both verbally and electronically. The
graduates requested more instruction in these standards. Glazer (1998) also previously discussed
this need for real world knowledge with skill-based instruction.

Absent from the Music Business sub-category were responses from the Academic Music
Executives which made no comments in this area. This lack of comment could be a result of the
questions asked. No response may also align with a lack of consensus for course content that
may result in widely diverse and sometimes ineffective programs (Fross Pothering, 1998; Ross,
1997; Steele, 1999). Music Industry Leaders and previous Commercial Music Graduates seem to
share a vision regarding the inclusion of music business as an important factor. Academic Music

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Executives may not share this vision. The lack of a “shared vision” (Senge, 1990) that includes
commonalities from all constituents can result in chaos in the creation of new programs.

Music Industry Leaders also provided information regarding the many changes that have
occurred in the music industry over the past several years. This information was placed in the
history sub-category of course content. Most comments related to the impact that constantly
changing technology had on the creation of product and the monitoring of product sales; and the
changes in how product is marketed today in part due to the use of the internet.

In the sub-category Composition/Arranging, The basic responses suggested the inclusion

of arranging and songwriting courses. In the sub-category indexed as Core Courses, courses in
Jazz history; Jazz theory; Jazz pedagogy including the study of diverse styles; commercial music
education teaching techniques; research instruction; and fundamental music business and music
technology classes were suggested as necessary factors in the Course Content category.

The factors suggested by all three groups in the category Course Content will add to the
knowledge needed by the students for future success as mandated by NASM.

Faculty experience. Both Academic Music Executives and Previous Commercial Music
Graduates commented in this area. The executives discussed the need for additional faculty with
special skills based on the program of study. Graduates suggested the new program should utilize
certain qualities as criteria for faculty inclusion. These qualities were professional excellence
based on achievement, experience faculty, credentialed faculty, and faculty that had the ability to
provide advising help. To conclude this category, three recommendations were identified. First,
the need for specialized faculty to provide real world learning opportunities for students seems to
be a necessary factor supporting the recommendations in course content by the two groups. Next,
the need for experienced advisors would help assure student persistence to graduation (Lovitts,
2001). Finally, the interaction between students and their advisors would also help to integrate
the student into the academic community which may help with persistence to graduation
(Lovitts, 2001).

There were no comments by Music Industry Leaders in this category. This may be due to
the lack of interaction with faculty by this group. They generally discussed only matters that
were related to their interaction with the music industry and not with any higher education
institution faculty member or members.

Adequate facilities. Comments in this category related in part to the need for higher
education institutions to have excellent facilities that support graduate performing opportunities
both live and in the studio. These comments were made by the former graduates. Academic
Music Executives commented on the current construction occurring at their institutions to meet
these needs. They also presented the need for ongoing construction to meet needs in student
enrollment growth and technological advances. There were no comments by Music Industry
Leaders in this category. Conclusions in this area may relate to the need for strategic planning to
address the necessary changes in infrastructure that must support the new program. Facilities
cannot be created quickly and a strategic plan that allows for inclusion of the necessary factors
suggested in this area by the groups must be created for the new program to be successful.

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 Internships. Music Industry Leaders and Previous Commercial Music Graduates were
quite clear in their comments regarding the necessity for including internships in the new
program. The industry leaders did suggest that students in the new Master’s degree program
could interact with the industry in a mentor or apprenticeship relationship rather than the typical
undergraduate internship experience. The level of maturity presented by the graduate student, as
well as knowledge gained through undergraduate study, may provide the basis for a different
type of relationship that would provide the real world experience requested by the former
graduates and suggest by the industry leaders.

The lack of comments by Academic Music Executives in this category may contribute to
the lack of a shared vision that could create chaos when the new program begins to connect the
factors as suggested by all groups. Conclusions in this category are that the need for artistic
standards discussed by some Academic Music Executives must be maintained, but the inclusion
of real world experience must also be included with the use of internships as an important factor.

Fiscal resources. This category contained comments from all three groups. One Music
Industry Leader commented on the need for a ‘state of the art’ studio that would require
designated funding impacting the fiscal resources of the new program. Academic Music
Executives commented on the financial implications of hiring new faculty and building new
facilities.

The greatest number of comments in this category came from previous Commercial
Music Graduates. The need for financial aid, more assistantships, and low student/teacher ratio
were all discussed as necessary factors for inclusion in the new program. Previous studies
included similar discussion including the need for financial aid as well as the concern for faculty
workload and increased enrollment (Ross, 1997). The concern regarding available funding also
impacts students’ persistence to graduation (Lovitts, 2001). In addition, the graduates’
comments reflect the need for financial support that would allow them to participate in the new
program. These comments are reinforced by the statistical ranking of financial assistance as the
number one factor influencing participation.

The comments of all three groups seem to emphasize the need for strategic planning to
assure that fiscal resources are adequate to provide the necessary infrastructure as well as
technological support. The limited fiscal resources available in higher education institutions and
for the new program make the use of strategic planning imperative (Fross Pothering, 1998,
p.164).

Barriers. Comments in this category were made by all three groups. Most comments by
Music Industry Leaders discussed the lack of need for a new Master’s degree program. These
comments were based on the success of those who have not utilized a graduate education to
achieve success in the music industry. Some concluded that the program may not be necessary
for industry success.

Additional comments by Academic Music Executives included barriers formed from lack
of funding. The problems with funding could lead to a lack of support for faculty hiring and

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limited support for facilities, i.e., the building of performance and rehearsal spaces. Previous
graduates seemed to want proof of guaranteed employment upon degree completion. They also
commented on the mission of the program potentially focusing on creation of graduates that were
more prepared to teach more graduate students than enter successfully into the music industry.

Through examination of the conclusions in this category, the new program may avoid
problems that could occur through inadequate planning.

Other – NASM. NASM requires a description of the leadership and administration of a

new program when submitting plan approval. Only Music Industry Leaders commented on this
aspect of this category. The leaders’ comments addressed the need for effective leadership skills.
In the music industry, the leadership of a company may be the deciding factor in the success or
failure of the company. The industry leaders understood this concept and thus included
comments on leadership in their responses. To assure that the new music program is based upon
a strategically created and well communicated plan, the need for effective leadership, as
recommended in this sub-category, is essential. The lack of comments from the two remaining
groups may help to explain why previous newly created programs have sometimes been
unsuccessful. The lack of embedded leadership principles, as described in the Learning
Organization leadership attributes (Senge, 1990), whenever a new program was created by music
executives could help to fuel lack of consensus and shared vision. Without proper leadership
training that is recommended for inclusion in higher education instruction, the student may have
no awareness of the importance of these attributes. This lack of leadership instruction may be
responsible for the lack of comments by previous graduates.

In the area of creating a community of students and scholars, all three groups presented
comments. Most comments discussed the need for interaction with the graduate students and
faculty. Also, interactions with professionals from the industry external to the institution were
included in the programs of Academic Music Executives; and requested by the other two groups.

Only the previous graduates commented on utilizing alternative learning opportunities

such as inter-disciplinary collaboration, distance learning, and study abroad. The conclusion to
these comments is that students may be more interested in exploring new learning opportunities
than Music Industry Leaders, which are concentrating on the ongoing business practices. Also,
students may be more interested than music executives, who are supporting the existing program
of study which may or may not include these opportunities. NASM encourages the possible
inclusion of these opportunities and this must be examined in the plan to plan for the creation of
the new program.

Additional discovered factors. This category was added to the original seven categories
mandated by NASM to accommodate the identified positive and supportive comments regarding
creation of the new Master’s degree program in Commercial Music. Comments were made by
Music Industry Leaders and previous Commercial Music Graduates in this category. While many
responses from Music Industry Leaders and previous graduates commented on barriers for the
creation of the program, many also discussed the program in the way Ronn Huff commented.
Mr. Huff said, “A Master’s degree in the study of the commercial music industry is an idea
whose time has come.”

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Conclusions Related to the Research Questions

Four research questions were examined in this study. The first was: “What are the
essential elements that are required to obtain plan approval from the National Association of
Schools of Music (NASM)?” The essential elements are the seven categories provided by NASM
that must be addressed for plan and final approval. These seven categories are: (a) Course
content, (b) faculty experience, (c) adequate facilities, (d) industry internships, (e) fiscal
resources, (f) possible barriers, and (g) other – NASM. One additional category was added to the
seven categories provided by NASM bringing the final total number of categories to eight. This
category was created as a place to add information that was not appropriate to add to the existing
categories. The new category was called “Additional Discovered Factors” and contained positive
comments regarding creation of the new program. The identified information that was sifted and
categorized, based on the NASM requirements, from all responses determined the necessary
elements and important factors in a plan to plan for the creation of a Master’s Degree in
Commercial Music that will lead to eventual accreditation by the National Association of School
of Music (NASM).

The second research question was: “What factors are considered important by Music
Industry Leaders for the creation of a Master’s degree in Commercial Music?” Eight factors
identified from the interviews were considered important for the new program by Music Industry
Leaders. These factors were: (a) Create opportunities for students to gain real world knowledge,
(b) encourage understanding of the 23 identified music business standards, (c) include instruction
of the history of the music industry and the changes that have occurred that have led to the
current system including technology and marketing, (d) include internships and explore the
possibility of mentoring and apprenticeships, (e) maintain an awareness of the perceived lack of
need for the new program by some in the music industry and work to eliminate these barriers, (f)
include instruction of leadership skills, (g) establish a community of students and scholars that
includes external professionals, and (h) strive for and create the most up to date facilities to help
facilitate student learning. In addition, six of the seven Music Industry Leaders answered yes
when asked if the new program would be valuable supporting the creation of the program.

“What factors are considered important by Academic Music Executives for the creation
of a Master’s degree in Commercial Music?” was the third research question. Fourteen factors
identified from the Quickplace discussion were considered important for the Master’s degree by
Academic Music Executives. These factors were: (a) Inclusion of an element for performance,
(b) inclusion of an element for composition/arranging, (c) require professional competence in
performance as part of the admission criteria, (d) include instruction in Jazz history, (e) include
instruction in Jazz theory, (f) include instruction in research techniques and preparation of
scholarly papers, (g) include planning for renovation or construction of existing or new facilities
including funding of these projects, (h) plan for additional faculty including funding, (i) consider
the implications of the lack of planning in the areas of facilities and faculty, (j) provide
opportunities for study by students with active professionals, (k) support and encourage the
process of mentoring, and (l) support and encourage collaborations with other departments. Two
areas with no comments by Academic Music Executives that were listed as important factors by
all other groups were study of the music business and the use of internships.

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 The final research question was: “What factors are considered important by previous
Commercial Music Graduates for the creation of a Master’s degree in Commercial Music?”
Twenty-one factors identified from examination of the returned questionnaires were considered
important by previous Commercial Music Graduates. These factors were: (a) Inclusion of a
performance component; (b) inclusion of a composition/arranging component; (c) inclusion of a
music technology component; (d) inclusion of a music business component; (e) include
instruction in Jazz history; (f) include instruction in Jazz theory; (g) include instruction in
research techniques and preparation of scholarly papers; (h) include opportunities for night and
weekend classes; (i) create financial assistance; (j) create opportunities for placement in music
industry positions for graduates of the new program; (k) create opportunities for students to gain
real world knowledge; (l) provide instruction in proper communication techniques including
verbal, written, and electronic; (m) include faculty that are credentialed, have professional
achievements, and have advising expertise; (n) include opportunities for live and studio
performance as well as ensemble participation; (o) provide excellent state of the art facilities; (p)
include internships and explore the possibility of mentoring and apprenticeships; (q) provide
instruction with low student/teacher ratio; (r) align the mission of the new program to prepare
students for entry into the music industry not just to focus on preparing graduates to teach more
graduate students; (s) establish a community of students and scholars that includes external
professionals; (t) provide opportunities for study by students with active professionals; and (u)
create opportunities for varied learning environments including interdisciplinary learning,
distance learning, and study abroad.

Summary of the Conclusions

The purpose of this study is to determine the necessary elements and important factors in
a plan to plan for the creation of a Master’s Degree in Commercial Music that will lead to
eventual accreditation by the National Association of School of Music (NASM). Three groups
and their responses to various questions were included in this study to address this purpose. 31
necessary elements and important factors were identified from these groups based on the
information that was identified, sifted, and categorized from interviews, discussions, or
questionnaires. While all 31 factors are important, 20 factors were identified as important by
more than one group. These factors were: (a) Create opportunities for students to gain real world
knowledge; (b) Include internships and explore the possibility of mentoring and apprenticeships;
(c) Inclusion of a performance element; (d) Inclusion of a composition/arranging element; (e)
Inclusion of a music technology element; (f) Inclusion of a music business element; (g)
Encourage understanding of the 23 identified music business standards; (i) Include instruction of
leadership skills; (j) Establish a community of students and scholars that includes external
professionals; (k) Strive for and create the most up to date facilities to help facilitate student
learning; (l) Provide instruction in proper communication techniques including verbal, written
and electronic; (m) Include faculty that are credentialed, have professional achievements, and
have advising expertise; (n) Include opportunities for live and studio performance as well as
ensemble participation; (o) Include instruction in Jazz history; (p) Include instruction in Jazz
theory; (q) Include instruction in research techniques and preparation of scholarly papers; (r)
Create opportunities for varied learning environments including interdisciplinary learning,
distance learning, collaborations with other departments, and study abroad; (s) provide

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opportunities for study by students with active professionals; and (t) plan for funding in the areas
of facilities and faculty.

All 31 factors will be included in the plan to plan. Suggested implementation or

consideration of the factors, and placement of these factors into NASM mandated categories will
also be included. Table 15 includes the identified factors, suggested action plans for factor
implementation or consideration, and NASM category placement.

Table 15

Factors Considered Important by Music Industry Leaders, Academic Music Executives, and
Previous Commercial Music Graduates for Creation of the Master’s Degree in Commercial
Music
______________________________________________________________________________

Identified Factors Suggested Implementation NASM Categories

or Consideration
______________________________________________________________________________

Admission criteria Require professional competence Course Content

in performance as part of the
admission criteria.

Barriers – Awareness Maintain an awareness of the Barriers

perceived lack of need for the
new program by some in the music
industry, and work to eliminate
these barriers.

Communication techniques Provide instruction in proper Course content

communication techniques
including verbal, written
and electronic communications.

Community of students and Establish a community of Other – NASM

scholars students and scholars that
includes external professionals.

Develop the mission Develop the mission of the new Barriers

program to prepare students for
entry into the music industry not
only to focus on preparing
graduates to teach more
graduate students.
______________________________________________________________________________
(table continues)

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Table 15 (continued)
______________________________________________________________________________

Identified Factors Suggested Implementation NASM Categories

or Consideration
______________________________________________________________________________

Element – Composition/Arranging Include a Composition/ Course Content

Arranging element.

Element – Music Business Include a Music Business Course Content

element.

Element – Music Technology Include a Music Course Content

Technology element.

Element – Performance Include a Performance Course Content

element.

Facilities – Excellent/State of the Provide excellent state Adequate Facilities

art of the art facilities to
assist student learning.

Facilities – Implications of not Consider the implications Adequate Facilities/

planning of the lack of planning in Fiscal Resource
the area of facilities.

Facilities – Planning for Include planning for Adequate Facilities

renovation and new renovation or construction
of existing or new facilities,
including funding of these
projects, in the strategic plan.

Faculty – Characteristics Include faculty that are Faculty Experience

credentialed, have
professional achievements,
and have advising expertise.

Faculty – Low student/teacher Provide instruction with Faculty Experience

ratio low student/teacher ratio.

Faculty – Plan for additional Plan for additional faculty Faculty Experience
hiring hiring including funding.

______________________________________________________________________________
(table continues)

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Table 15 (continued)
______________________________________________________________________________

Identified Factors Suggested Implementation NASM Categories

or Consideration
______________________________________________________________________________

Faculty – Support and encourage Support and encourage Faculty Experience

mentoring the process of mentoring.

Faculty – Implications of not Consider the implications Faculty Experience/

planning of the lack of planning in Fiscal Resources
the area of faculty.

Financial Assistance Create financial assistance. Fiscal Resources

Instruction in – History of Include instruction of the Course Content

the Music Industry
history of the music industry
and the changes that have
occurred that have led to the
current system including
technology and marketing.

Instruction in – Jazz history Include instruction in Course Content

Jazz history.

Instruction in – Jazz theory Include instruction in Course Content

Jazz theory.

Instruction in – Research Include instruction in Course Content

techniques research techniques and
preparation of scholarly
papers.

Internships Include internships and Internships

explore the possibility of
mentoring and
apprenticeships.

Job Placement Create opportunities for Barriers

placement in music industry
positions for graduates of
the new program.
______________________________________________________________________________
(table continues)

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Table 15 (continued)
______________________________________________________________________________

Identified Factors Suggested Implementation NASM Categories

or Consideration
______________________________________________________________________________

Leadership Skills Include instruction of Other – NASM

leadership skills.

Live/Studio Performances Include opportunities for Course Content

live and studio performance
as well as ensemble
participation.

Music Business Standards Encourage understanding Course Content

of the 23 identified music
business standards.

Night and Weekend Classes Include opportunities for Barriers

night and weekend classes.

Real World Knowledge Create opportunities for Course Content

students to gain real world
knowledge.

Study with Active Professionals Provide opportunities for Course Content

study by students with
active professionals.

Varied Learning Environments Create opportunities for Other – NASM

varied learning
environments including
interdisciplinary learning,
distance learning,
collaborations with other
departments, and study
abroad.
_____________________________________________________________________________

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 Implications

The identification in this study of the necessary elements and important factors in a plan
to plan for the creation of a Master’s Degree in Commercial Music will be most applicable to
Belmont University and the Belmont University School of Music. Because the study utilized
graduates from this institution and Music Industry Leaders from the Nashville, TN area, the
study may make the most difference in that institution. The results will be most applicable to the
creation of the new program, however the current undergraduate program in Commercial Music
may benefit from the comments from the Music Industry Leaders and the previous Commercial
Music Graduates. The knowledge gained by this researcher in his current position as coordinator
of this program will definitely make a difference in the administration of the current
undergraduate program.

The creation of the new Master’s degree program will also be applicable to those
institutions who may wish to create a similar program. It should help answer the question, “How
do you do this?” This is the first degree program of this type and the research in this study should
create a foundation for the plan to plan leading to creation of this new program and plan approval
by NASM.

The examination of program creation in music has had limited research as shown in the
literature review of this study. The results of this study should add to the body of knowledge in
this area. It is hoped that the comments by all three groups will be examined by Academic Music
Executives in many institutions of higher learning to improve both undergraduate and graduate
programs of study. There were discovered factors that were identified from the Music Industry
Leaders and Previous Commercial Music Graduates that were not part of the Academic Music
Executives’ comments. To create a shared vision, all participants that create the degree must
search for common goals and values. Many factors identified in this study are common to more
than one group. Some factors are closely related to those identified by another group. All factors
must be examined by the team creating the new program and decisions made for inclusion of
identified factors that contain align with the vision and mission of the program. The use of
Learning Organization (Senge, 1990) principles instead of previous reactionary procedures will
help to eliminate the mental models that would hinder the consideration of all suggested factors.
Through examination of these factors by music executives in other institutions and the
subsequent consideration of all identified factors to help create a shared vision, the reactive
nature of music program creation may be avoided.

The chaos resulting from reactive program creation and reactive program reconstruction
may be avoided by following the research methods followed in this study. The use of input from
the four groups, the inclusion of the principles of the Learning Organization (Senge, 1990); the
inclusion of change management techniques (as cited in Penrod & Harbor, 1997); and the
inclusion of the work on management planning by Shirley (1988), Bryson (1995), and Penrod
and West (1989) as proposed in this study should lay the groundwork for successful program
creation.

The examination of the categories set forth by NASM as required criteria for plan and
final approval are strengthened by the results of this study. Each category in the NASM literature

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was represented in the results of this study. The broad definitions in each category may become
more specific through examination of the comments and results placed in the categories. In
addition, discussions of these results through interaction with the NASM convention participants
may help to create meaningful discussion in the area of Commercial Music. This area seems to
have continued growth, and consideration of the specific factors identified in this study with
relation to the mandated categories may help to identify and strengthen more specific standards
in this area. An examination of existing standards using the results of this study as a catalyst for
dialogue may result in better programs.

Finally, this study is the first electronic dissertation at The University of Memphis. The
work done in this study is a beginning that will make a difference for those who choose to follow
on the path of electronic thesis and dissertation creation. The challenges undertaken by all those
involved in the creation of this eDissertation are countered by the flexibility of this new format to
include new presentation technology and world-wide 24/7 access to the results of this study. This
new opportunity for students at The University of Memphis will make a difference to students
and faculty for which additional creative construction inherent to the electronic format, and
unlimited accessibility are just the beginning.

Dissemination and Implementation

Dissemination

All information in this dissertation is available via the World Wide Web. The keywords
that will provide access to the study are: (a) Academic Program, (b) Academic Accreditation, (c)
Accreditation Standards, (d) Approval Process, (e) Curricula, (f) Curriculum, (g) Decision
Making Processes, (h) Graduate Study, (i) Higher Education, (j) Leadership, (k) Learning
Organization, (l) Management Model, (m) Masters Degree, Music, (n) Music Executives, (o)
Music Industry, (p) National Association of Schools of Music, (q) Program Content, (r) Program
Design, (s) Program Development, (t) Planning, (u) Program Evaluation, (v) Program Review,
(w) Technology, and (x) Undergraduate.

Results of the study were sent to all participants that requested this information. In
addition, the results were given to the Senior Administration at Belmont University as well as the
administration, faculty, and staff of the School of Music. Results will be presented at conferences
and lectures as opportunities arise. The NASM conference in November 2004 may provide an
opportunity for presentation. Effort has been made, and will continue, to disseminate the
information to other applicable individuals and institutions electronically. All correspondence
with these individuals and institutions has included or will include the URL address for this
dissertation.

Implementation

Implementation of the new Master’s degree must include consideration of the past
problems in music program creation. Primary points presented by previous authors reflect a lack
of planning both for existing programs and new programs within higher education music units.
New programs are created based on a reactionary approach, i.e., if a problem occurs; try to find a

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solution to the immediate problem. To avoid the past problems in music program creation which
include lack of alignment in communication, goals, standards, and mission; previous authors’
recommend strategically creating programs. Clear goals, objectives, and standards are all factors
that NASM mandates for successful plan approval. To address the NASM mandates this study
identified necessary elements and important factors, based on the identified categories, which
must be included in a plan to plan for the implementation of a Master’s Degree in Commercial
Music.

The plan to plan is the first phase in the formal planning model chosen for
implementation of the new program. This study utilized the planning model presented by Penrod
and West (1998). In the first phase, a leadership team that creates and implements the new
program must be identified by the program coordinator. This researcher is the program
coordinator and a team identified from the Commercial Music faculty has been created. The
purpose and parameters of the strategic planning process will be agreed upon by this team and
this researcher is serving as the “planning champion”. The coordinator will assume the
responsibility for presentation of a 3-5 year framework for creating and implementing the new
program to the local constituents. This may include the Board of Trustees, Senior Leadership,
and the administration of the School of Music. Without the support of the Senior Leadership and
the administration of the School of Music necessary to address funding issues and university
mission alignment, the program will not succeed.

The School of Music has placed the creation of this new program in the recently created
five-year long range plan. The new program is listed first in the section that addresses new
program creation. In addition, this researcher is part of the administrative group and has support
from that body. The support from Senior Leadership will require the creation of the 3-5 year
framework in the form of a strategic plan, and the results found in this research study will be
instrumental in the creation of this plan. This researcher will follow the leadership attributes as
described by Senge (1990) to help transform the Commercial Music department2. All efforts will
be made by this researcher to instill confidence and present clear and persuasive ideas regarding
the management of change and the creation of the new program to all constituents.

After approval by the local constituents, the process of plan approval will begin. The
factors and elements identified by this study were placed in the NASM categories to begin the
process of plan approval. Plan approval utilizes a written document completed by the requesting
organization to address how a new program meets the mandated criteria. The sifted information
identified and categorized in this study will be used to address how the criteria are met.

Phase two of the management model includes clarifying the institutional strategy. During
the fiscal year 2003-2004 this researcher began dialogue with the Commercial Music faculty
working toward the creation of a Learning Organization (Senge, 1990). This work was used to
lay the foundation for the transformation of the department into a strategically based
organizational culture where the five Learning Organizational principles could be embedded.
The move from a reactionary bureaucratic culture to a culture that includes systems thinking and
a shared vision was purposely begun. Without this move that would encourage changed behavior

2
Information about leadership attributes can be found on pp. 17-18.

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through changed experiences, a change in the organizational culture of the department would not
occur.

To address the need for change, STEEP and SWOT analyses were conducted over the
past year and the process of identifying shared values was successfully undertaken. An
organizational vision for the Commercial Music department has been created. Aligning this
vision with all processes and systems required by NASM for plan approval must be implemented
to create the new program. This process of alignment is discussed in phase three of the planning
and management model3.

The remaining three phases of the planning model must be implemented once the
mission, goals, and objectives are created by the undergraduate Commercial Music department
through the use of tactical plans. Change in the undergraduate department is necessary to form a
foundation for the Master’s degree program. If the new program is to be created and
implemented with the capacity to handle the changes in the music industry that will come in the
future, a firm undergraduate program can be instrumental in providing the initial framework with
which the graduate program can align for success. More research and development will be done
to address the creation of meaningful and lasting change. The use of Kotter’s Eight Stage Process
of Creating Major Change (as cited in Penrod & Harbor, 1997) will help the department and this
researcher enable a continuous process to meet change4. In addition to the six phases that are
utilized to reorganize the undergraduate program and create the new Master’s degree program,
the 12 critical success factors will be included as part of the management and planning model5.

The need for integration of students into the culture of the graduate program is identified
in this study. Changes in the expectation of external stockholders of the university have resulted
in a growing focus on attrition rates. This study recommends improved mentoring, establishing a
community of students and scholars, and creating a more effective and student-based graduate
program. More research is needed to identify students at the point of admission that have mental
models that align with the elements and factors included in the new program. Student
characteristics, psychological approaches, and goodness of fit require more attention and study to
ensure student persistence to graduation.

The information sorted and analyzed based on the responses provided by the four groups
in this study defined the necessary factors for success of the new program based on the required
elements from NASM that are essential for plan approval. To create the plan to plan needed to
avoid previous reactionary program creation mistakes, the formal planning model must be
implemented based on Learning Organization (Senge, 1990) principles, the need for change
management, and utilizing the identified necessary elements and important factors for the
creation of a Master’s Degree in Commercial Music.

3
Additional information about the planning and management model can be found on pp. 19–23.
4
Additional information about the eight stage process can be found on pp. 18-19.
5
Additional information about the critical success factors can be found on page 23.

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 Recommendations for Further Study

With the close of this study, many new questions for further research seem possible. This
study researched the creation of a new degree program and the opportunities for further research
based on the foundation created from this research seem great. Seven possible research scenarios
are presented next.

This study was conducted at a relatively small private institution. The research contains
direct implications only to this target population. Further research using an institution with a
medium or large population could be explored. Additionally, research involving different target
populations such as state funded institutions could be undertaken.

The geographical location of this study was Nashville, TN. The proximity to Music Row
and the Music Industry Leaders had a major role in the identification of participants. Further
research at other locations with access to music industry personnel could be done. Locations
such as Los Angeles, New York, Chicago and others may have potential for further research.

Because this is the first study examining the creation of a Master’s degree program in
Commercial Music, a follow up study in five and/or ten years could be conducted. The results of
utilizing Learning Organization (Senge, 1990) principles and change management could be
examined. The status of the program creation and implementation could be studied. The success
or lack of success of the program and potential reasons why these results occurred could be
subjects for further study. The percentage of graduates that obtained full-time music industry
positions and the positions obtained could be studied. Comparative studies could be conducted to
determine job placement in the music industry of those that graduated from the Master’s degree
program to those that graduated from the undergraduate program only. A study of the
predictability of success in the music industry based on entrance and completion of the graduate
program could be undertaken.

Graduates of the new program could participate in research similar to the research
conducted with the Previous Commercial Music Graduates from the undergraduate program. A
questionnaire examining aspects such as persistence to graduation, usefulness of the graduate
program, additional necessary factors to improve the program, and other information could be
collected, sifted, categorized, and analyzed.

The portion of the study that utilized Quickplace for the asynchronous discussion room
with Academic Music Executives did not perform as well as expected limiting the richness of the
discussion and interaction after initial responses. These individuals could be asked to participate
in a study that utilized different technology. The negative aspect of this study experienced by
participants may make this impossible. A different set of participants could be contacted and new
technology could be used to make the discussion aspect more successful.

Changes that occurred in the NASM categories due to research in this area could be an
area for further study.

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 A similar study using participants that are involved in classical music may generate
further study. Similar groups to those examined in the Commercial Music genre could be
identified but using the classical genre to generate possible participants, i.e., Opera and Musical
Theatre Leaders, Academic Music Executives from classical conservatories, and Previous
Classical Music Graduates. Research comparing the responses of classical participants to
commercial participants answering the same or similar questions could be conducted.

Summary

This chapter contained seven sections that included an introduction, presented summaries
of all activities in this study, presented conclusions based on the research, discussed implications
of the study, presented dissemination and implementation recommendations, examined possible
further study recommendations, and was concluded with this final summary. In addition, a table
that included all identified factors was included.

The introduction section explained the organization of this chapter and was followed by
section two, the summary of activities.

The summary of activities began with an introduction that examined the need for today’s
colleges and universities to prepare for the many changes that will occur over the next few years.
This included the suggestion that the method with which new programs were created should
change. Clear program goals, objectives, and standards and the creation of a strategic plan were
presented as essential for success and not part of previous methods. Former music program
creation methods were seen as reactionary. To eliminate the chaos resulting from these methods,
a new way for creating the music degree programs was suggested. This study examined the
creation of a new Master’s degree program and this section suggested the examination of
necessary factors identified from the research and including these factors as part of the strategic
plan. This use of a strategic plan that included a vision shared by all constituents would help
avoid the mistakes made by previous institutions when creating a new program.

Next, the summaries of all activities gave a brief overview of the research questions and
the makeup of the four groups utilized in this study. The research methodology used in the
research for each group was also presented.

The summaries were followed by section three which described the conclusions derived
from the research. The NASM required categories were presented as the answer to the research
question regarding the factors considered necessary for creating the new degree program. The
remaining three groups were first analyzed using quantitative analyses. Results of these analyses
were then presented.

Next, the open ended questions were sifted, categorized, and indexed using the NASM
category definitions and the combined comments from participants were placed into these
categories. One set of responses focused on the positive aspects of creating the new program.
These comments were not easily placed into the existing categories. A new category was added
as a place to index these comments and this brought the total number of categories to eight. The
results of the analyses were presented. Throughout the presentation of the conclusions,

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references to pertinent information discovered in the literature were included to support, refute,
or suggest alternate explanations of the analyzed information.

The research questions and the answers to these questions based on the research were
shown next. Eight factors were identified from the responses of the Music Industry Leaders. 14
factors were identified from the responses of the Academic Music Executives. 21 factors were
identified from the responses of the previous Commercial Music Graduates. Some of the factors
were quite similar and the final number of identified factors from all three groups was 31. Of
these 31 factors, 20 were identified as important by more than one group. Table 15 presented all
31 factors and included implementation or consideration suggestions provided by the three
groups. This table also indexed the identified factors within the appropriate category based on
the definitions provided by NASM.

Section four examined the implications of this study. Five organizational groups were
suggested as those to whom which the study may make a difference. Belmont University and the
School of Music, institutions who wish to create a similar program, music executives from other
institutions seeking to improve current programs or create new programs, NASM through
category re-examination, and the University of Memphis through the introduction and
implementation of an eDissertation were all included as potential groups impacted by this study.

Section five discussed the dissemination and implementation of the study. The use of the
internet and various electronic communications was presented as the main source for
dissemination.

Implementation included an examination of the plan to plan. Following a description of

the past problems in music new program creation, the first phase of the planning model was
presented. Current progress toward creating a Learning Organization (Senge, 1990) in the
undergraduate program was presented as important for establishing a foundation from which the
graduate program could grow. Identification of the coordinator of this undergraduate program as
the “planning champion” and the steps that would need to occur by this individual and the
identified leadership team for local constituent approval was presented. A strategic 3-5 year plan
including the factors identified from research was recommended as the plan that would be moved
forward to Senior Leadership to gain support for the new program. Use of a change management
program will be implemented to support the new program creation. Aligning the new vision, as
created by the undergraduate faculty, and including the results of this study as cornerstones of
the new program were presented. Finally, the need to align the vision with the processes and
systems required by NASM for plan approval as well as implementing the remaining three
planning phases were presented as next steps.

Seven possible opportunities for further research closed this chapter. These included the
use of varied sizes and types of institutions as target populations, accessing different
geographical locations with music industry access, creating follow up studies, utilizing similar
research with graduates of the new program, using different technologies to enhance the
academic research component of the study with different participants, examining potential
changes in the NASM categories that came as a result of this study, and using the classical music
genre to create a parallel study.

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 This chapter presented many conclusions and much information regarding the creation of
a Master’s degree program in Commercial Music. Two conclusions seem important to mention
here. These conclusions may call for the same result. Real world instruction and real world
interaction opportunities for students are emphasized by both Music Industry Leaders and
previous Commercial Music Graduates. Music Executives emphasize the need to maintain
artistic standards. NASM requires the inclusion of both. All four groups maintain a vision of
helping the student achieve the pursuit of knowledge while empowering these individuals with
the tools needed to succeed. The differences between the groups as presented in this study can be
seen as impossible points of contention that have no resolution. They seem to be more seen at the
conclusion of this research as semantics.

All groups support learning and promote the same; all groups insist on specified
standards; all groups consider the journey for success to require life long learning; and all groups
seek to empower the next generation to not just continue the status quo, but to improve the field
of music. The differences are minimal and the similarities great. The students of tomorrow need
knowledge to succeed in an ever changing environment and this knowledge is available through
the institutions of higher learning. Those in the business of music, as presented in this study, are
willing to give the knowledge they have learned over many years of study to the next generation.
This act of mentoring suggests the arrival of these individuals at stage in life reached through
experience that they realize must be passed along. Inclusion of those outside the walls of
academia to support the real world knowledge our students must have to succeed seems only a
matter of invitation rather than exclusion.

The need for consortiums for progress in many institutions is proven. The positive
collaboration between FedEx ® and The University of Memphis is one example. The use of
Music Industry Leaders in a consortium with Academic Music Executives and their institutions
could create a knowledge base that would provide all that the groups in this study identified as
important. The real world knowledge and expertise presented by industry leaders could be added
to the important work presented to students by higher education institutions. This collaboration
may be the most important necessary factor for creation the new degree. This study presented 31
necessary factors for the creation of a Master’s degree in Commercial Music. The most
important factor may be one gleaned from all comments of all four groups which is the creation
of a shared vision that will give our students knowledge, the knowledge they must have to
succeed.

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