What is it about?
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. 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.
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Why is it important?
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.
Perspectives
I greatly enjoyed this research project, as it connected me with music education faculty across the United States and around the world. Many thanks to the participants for their candor! I hope this article generates a broader perspective on music teacher education globally and helps institutions improve faculty well-being, reduce burnout, and enhance the quality of music education for future generations.
Josef Hanson
University of Memphis
Read the Original
This page is a summary of: Music Education Program Leadership in Tertiary Education: International Perspectives and the Impact of Role Strain, International Journal of Music Education, December 2025, SAGE Publications,
DOI: 10.1177/02557614251404795.
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