How institutional leaders see higher popular music education in Europe: An empirical scoping of the field

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Abstract
Leadership in higher popular music education presents distinct challenges, especially as it establishes itself within traditionally classical music-dominated institutions. The gradual institutionalization of popular music is reflected in how European higher music education institutions (HMEIs) have progressively embraced it over the past four decades. However, these programmes often follow classical music structures, which may not fully align with the needs of students who study popular music. This study examines the perspectives of institutional leaders on the integration of popular music education, using survey data and semi-structured interviews from across European HMEIs. It explores the development of popular music programmes, their relevance to the labour market and the balance between tradition and innovation. The findings suggest that while popular music education is expanding, many programmes in popular music still follow traditional classical structures, focusing on instrumental proficiency and music theory. Skills specific to popular music are often overlooked, highlighting the need for a more tailored approach.

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