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Values of Higher Popular Music Education: Perspectives from the UK

Parkinson, Tom (2014) Values of Higher Popular Music Education: Perspectives from the UK. Doctor of Philosophy (PhD) thesis, University of Reading. (KAR id:70399)

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In the 23 years since the first undergraduate popular music degree programme

encompass over 160 programmes delivered across the higher education sector, by private

universities. This doctoral research project seeks to understand the values underpinning

It proceeds from an understanding of higher education and popular music as two

at their nexus- Higher Popular Music Education- derive from and are borne by multiple

economic and historical contexts related to each domain. It takes an inductive approach to

education institutions across the United Kingdom. Acknowledging from the outset the

combination of institutional literature, semi-structured interview and field observation data

message systems of pedagogy, curriculum, institution, assessment, lifestyle and market.

example, those relating to musical aesthetics and social justice, could in fact be

curricula and student lifestyles. Moreover, values enshrined in policy, or perceived by

odds with individuals’ personal opinions regarding the value of knowledge and education,

This interdisciplinary study sits across the research fields of music education, the

to knowledge in each of these fields.

Item Type: Thesis (Doctor of Philosophy (PhD))
Uncontrolled keywords: Higher Education, Popular Music, Popular Music Studies, Pedagogy, Curriculum, Institutional Culture, Value, Values
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
M Music and Books on Music > MT Musical instruction and study
Divisions: Divisions > Directorate of Education > Centre for the Study of Higher Education
Depositing User: Thomas Parkinson
Date Deposited: 29 Nov 2018 15:55 UTC
Last Modified: 16 Feb 2021 13:59 UTC
Resource URI: (The current URI for this page, for reference purposes)
Parkinson, Tom:
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