Some further reading: current research on Music degrees and professional pathways

Bates, V. C. (2021). Reflections on music education, cultural capital, and diamonds in the rough. Philosophy of Music Education Review, 29(2), 212-229.

Gaunt, H., Duffy, C., Coric, A., González Delgado, I. R., Messas, L., Pryimenko, O., & Sveidahl, H. (2021). Musicians as “makers in society”: A conceptual foundation for contemporary professional higher music education. Frontiers in Psychology, 12, 3159.

Holmgren, C. (2022). Empowering piano students of Western classical music: challenging teaching and learning of musical interpretation in higher education. Music Education Research, 24(5), 574-587.

Jääskeläinen, T. (2023). “Music is my life”: Examining the connections between music students’ workload experiences in higher education and meaningful engagement in music. Research Studies in Music Education, 45(2), 260-278.

López-Íñiguez, G., & Burnard, P. (2022). Toward a nuanced understanding of musicians’ professional learning pathways: What does critical reflection contribute?. Research Studies in Music Education, 44(1), 127-157.

MacGregor, E. H. (2022). Conceptualizing musical vulnerability. Philosophy of Music Education Review, 30(1), 24-43.

Musgrave, G. (2023). Musicians, their relationships, and their wellbeing: Creative labour, relational work. Poetics, 96, 101762.

Palmer, T., & Baker, D. (2021). Classical soloists’ life histories and the music conservatoire. International Journal of Music Education, 39(2), 167-186.

Smith, G. D. (2021). Doublespeak in higher music education in England: Culture, marketisation, and democracy. In The Routledge Handbook to Sociology of Music Education (pp. 219-231). Routledge.

Spruce, G., Marie Stanley, A., & Li, M. (2021). Music teacher professional agency as challenge to music education policy. Arts Education Policy Review, 122(1), 65-74.