Disconnected : stakeholder perceptions of what constitutes higher popular music education

From the 1990s onwards, popular music became increasingly common in higher music education. This dissertation examines the different ideas about what popular music means in a context of higher music education and analyzes what the added value of higher popular music education (HPME) can be for a successful career in popular music. The research presented in this work is based on interviews and surveys with leaders and staff in HPME; students and alumni of HPME and representatives of the labour market. The research reveals the position that popular music has within higher music education. It also demonstrates that popular music programs find it often challenging to prepare students for the labour market. Alumni seem ill-equipped to enter this market and often miss essential skills to succeed.
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