A phenomenological inquiry into leadership and professional preparation in American four-year music school

Music school leadership reconfiguration is occurring, due to changes in higher education, as well as in the music profession itself. As a result, music unit heads are working to revise self-perceptions and those of their departments. This study inquired into the nature of how music school leaders perceive themselves within post-secondary music education in the midst of changes within the profession, what does it mean to be a music school leader, and how music school heads are transformational educators; wherein they have tested their assumptions regarding the music profession, and have begun adapting their music degree programs to the changing conditions of the industry.;Twelve music school heads from various education institution types were interviewed using qualitative research methods. Interviews were analyzed inductively, using Interpretative Phenomenological Analysis; and deductively, using a model of perspective transformation.;Chapter one demonstrated constructivist approaches to understanding music school leadership. Chapter two contextualized the changing landscape of music school leadership within the modern higher education system, and postulated that departmental leaders saw change through reflective modes of engagement. Chapter three discussed methodological approaches used to build an understanding of the leaders' lifeworld within their changing environment.;Chapter four showed the results of this study, how leaders are currently navigating between two worlds. These worlds are the traditional world that they, faculty, and students are coming from; versus an emerging musical world. The present study found that leaders negotiate between these worlds in three areas. Firstly, leaders understand themselves as middle management, working to meet the needs of faculty, students, and community; versus institutional and social norms of music. The second area is legacy versus innovation, where there is an active reassessment of curriculum. The third area concerned the expanded purposes of a musical education, where communicative discourse took place to understand the place of music education within contemporary society. Chapter five placed these findings within the context of understanding the implications for music school leadership.