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Abstract

The role of program leader (also known as “area head,” “coordinator,” or “chair”) in tertiary music education programs is pivotal in terms of administrative oversight and program advocacy, yet seldom researched. The purpose of this study was to explore the experiences of faculty leading music education programs at colleges and universities, with a particular focus on the perspectives and priorities of an international cadre music education faculty serving in the role. Participants (N = 20) engaged in paired depth interviews in which ten program leaders at U.S. universities were paired with ten such leaders at universities around the world. The paired interviews were recorded, transcribed, and analyzed using an inductive coding process. Findings revealed differences among global music education programs in the areas of curricular specificity and institutional governance that could inform efforts to improve music education policy and practice internationally. Additionally, emergent essences of the experience of serving as program coordinator centered on feelings of imbalance and uncertainty, leading to role strain. Findings of this study suggest numerous implications for the field, including greater equity and transparency in determining program leader duties as well as specific approaches for reducing role strain and supporting faculty well-being.

Keywords

leadership role strain coordinator of music education global music teacher education paired interviews

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Music Education Program Leadership in Tertiary Education: International Perspectives and the Impact of Role Strain

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