Challenges in Music Therapy Undergraduate Education: Narratives from the Front Lines

Abstract

Education provides the foundation and training necessary for individuals to become competent and ethical music therapists. No studies have explored how various factors impact music therapy academic programs, making it difficult to identify problems and weaknesses in the current system or to search for solutions. Therefore, the purpose of this study was to discover the challenges educators face in addressing music therapy competencies in undergraduate music therapy programs in the United States in relation to internal and external factors. Four program directors, two from public and two from private institutions, returned the Informed Consent form and completed loosely structured interviews. Interpretative phenomenological analysis (IPA) methodology supported the analysis. Results indicated the program directors found the most gratifying aspect of their jobs to be watching their students grow and become successful. The participants noted strong responsibilities to the students, faculty, academic institution, and profession. The identified factors or challenges included availability of resources, packed courses, time for development and work-life balance, pressure from administration and other faculty, and state authorization. All of the participants managed the factors by advocating at the administrative level. Program directors adapted to the growing number of competencies by adjusting how the competencies are taught, how/where they are evaluated, expectations of student achievement, and by providing supplemental material. Participants did not identify laws that directly impacted their programs. This study provides impetus for further research and exploration of undergraduate music therapy education.