Leadership & Management in Music Education - MUS00085M
Module summary
What makes an effective music education leader? And how can leaders make a real difference to their music education settings? This module will develop your understanding of contemporary music education leadership in diverse settings. Across this module you will explore theory, reflect critically, and develop the necessary skills to help you prepare for the challenges and opportunities that await you in your own future leadership practice.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 1 2025-26 |
Module aims
This module aims to develop your knowledge of leadership in contemporary music education. You will understand how music education leaders adopt different leadership styles and approaches, work effectively with their teams and colleagues, design and respond to policy, formulate strategy, and respond to changing work contexts. Through critical reflection on current challenges and opportunities, this module aims to develop transferable knowledge applicable across diverse music education settings, including schools, further and higher education, private teaching, community music, and professional music organisations.
Module learning outcomes
On completion of this module, you will be able to:
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Critically reflect on current issues and opportunities in music education leadership in practical and theoretically informed ways
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Relate management and leadership issues within music education to your own professional identity, philosophy and development
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Identify needs and make persuasive cases for change from a leadership perspective
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Apply core skills in music education leadership, including curriculum development, strategy and change design, stakeholder management, and problem solving.
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Evaluate the effectiveness of your personal leadership and the leadership of others, through critical reflection and application of relevant scholarship and experiential learning
Module content
Module syllabus (indicative)
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Leadership styles, approaches and competencies for music education
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Promoting equality, diversity and inclusion
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Communication, team dynamics and stakeholder engagement
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Curriculum development and reform
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Strategic planning
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Change management, execution and evaluation
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Policy and creative advocacy
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Policy and creative advocacy
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100.0 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100.0 |
Module feedback
You will receive written feedback in line with standard University turnaround times.
Indicative reading
Bennett, D., Rowley, J., & Schmidt, P. (Eds.) (2019). Leadership and Musician Development in Higher Music Education. New York: Routledge.
Bull, A. (2019). Class, Control, and Classical Music. New York: Oxford University Press.
Burnard, P., & Haddon, E. (Eds.) (2015). Activating Diverse Musical Creativities: Teaching and Learning in Higher Music Education. London: Bloomsbury.
Bolden, R. (2023). Exploring leadership. (B. Hawkins, J. Gosling, & R. Bolden, Eds.; Second edition /). Oxford University Press.
Kallio, A. A. (2020). Difference and Division in Music Education. Abingdon: Routledge.
Rumiantsev, T. W., Wilfried F. A., & van der Rijst, R. M. (2020) Conservatoire Leaders’ Observations and Perceptions on Curriculum Reform. British Journal of Music Education, 37, 29–41
Schedlitzki, D. (2022). Studying leadership: Traditional and critical approaches (G. Edwards, Ed.; Third edition.). SAGE.
McPherson, G., & Welch, G. (Eds.) (2012). The Oxford handbook of music education. Volume I. Oxford University Press.
Schipper, H. (2010). Facing the Music: Shaping Music Education from a Global Perspective. Oxford: Oxford University Press.