|dc.description.abstract||This study has endeavoured to establish how the creation of a music industry (MI) related
baccalaureate could transform higher music education (HME) in South Africa (SA) to better
prepare graduates for jobs in the MI. The project set out to meet its objectives through a sixphase
process, as follows:
(I) In the first phase, a background study was conducted to determine the prevalence
of MI qualifications. The size of the creative industry and its employment trends,
opportunities and capacity were determined. Finally, trends in creative education
and education, in general, were established.
(II) In the second phase, the curriculum was defined, various curriculum development
and design methodologies were scrutinised, prominent educational reforms were
interrogated, the South African educational structures were reviewed and higher
music educational pathways, structures and trends were investigated.
(III) In the third phase, different music industry degrees, hosted at universities
internationally, were inspected and reviewed to establish the content, assessment,
outcomes, aims, rules of engagement, module distribution, articulation and
generally to determine how these qualifications are constructed.
(IV) In the fourth phase, a needs assessment was conducted, in which I assembled and
interviewed a group of 10 leading South African music industry stakeholders. In the
interview process, I undertook to determine if a need exists for a music industry
degree for the South African context, the needs of the South African music industry
and the transformative value of such a qualification for students, the business and
music education (ME).
(V) Following from the findings of phases I-IV, I designed a curriculum framework based
on research conducted and suggestions offered by the stakeholder group.
(VI) In the sixth phase, an additional group of South African music industry insiders was
interviewed to gain further comments on the form and structure of the framework,
and to establish if, in their expert opinions, the curriculum designed would have a
transformative effect on ME, graduates and the music industry in South Africa.
Finally, based on the research conducted and stakeholder groups consulted,
conclusions and recommendations were made.
The designed framework was created to inspire discussion regarding the introduction of MI
education in SA and may result in the creation of an MI related qualification.
Various elements of the framework aimed specifically to encourage transformation, open up
HME to a broader audience and better prepare graduates for non-performing careers in music.
These may be summarised as follows:
(a) As the qualification is not strictly a music qualification, the lowering of the barrier to
entry is justifiable, as students do not require prior access to a formal ME which will
make the programme more accessible than typical degrees in music, to a more
significant and diverse number of students, ensuring the future sustainability of music
(b) The practical application of work taught in class, through interventions such as
internships, will give students access to interactions with music students and the music
profession, allowing them to gain a greater understanding of the interdisciplinary nature
of the industry. This practical application will instil in them the ability to be adaptable
and flexible in this continually evolving industry and will improve their chances of finding
gainful employment which will also result in a dynamic and flexible curriculum that will
remain in tune with current developments, because of its consistent interaction with the
(c) By having access to entrepreneurial and humanities training, students will be able to
better lead the industry, by identifying gaps in the market, establishing structures to
deal with these gaps, generating more significant employment opportunities and having
access to a more profound depth of knowledge, allowing them to be more creative.
(d) Finally, students will have access to music creation modules, giving them a better
understanding of the music creation process, facilitating communication between the
industry and creatives, allowing for the creation of more internationally competitive
output and individuals who are more invested in promoting musicians’ creative output.
Based on the above and through a process of consultation with the two sample groups, it was
concluded that the introduction of an MI related baccalaureate at SA universities might have a
transformative effect on HME, the MI and graduates seeking employment.||en_ZA