UNDERGRADUATE MUSIC STUDENT RECRUITMENT FROM THE PERSPECTIVE OF MUSIC FACULTY AND ADMINISTRATIVE PRACTITIONERS

This large-scale qualitative study was initiated to explore, examine, and document undergraduate music student recruitment from the perspective of faculty and administrators at institutions chosen to represent a range of Carnegie Classifications. Interviews were conducted using constant comparative methodology, transcribed verbatim, and coded using a grounded theory approach within a phenomenological framework. Analysis of the data indicated three main themes of concern to participants as critical to recruitment processes: (a) money, (b) personal contact, and (c) process. Multiple subthemes within each of these main themes were also identified. In addition, the data revealed that there were similarities in recruitment strategies among all the institutions; however, thresholds of admissions differed due to variations in educational mission. The results of the study support the complex conclusion that recruitment is, first, crucial to the success of the culture of the music unit, regardless of Carnegie designation. Second, successful recruitment strategies depend heavily on available funding, administrative engagement, and faculty commitment and expertise; this leads to the inevitable need to develop relationships with funding sources, maintain administrative motivation, and include recruitment coaching/training in faculty professional development seminars. Thirdly, there are many music units that still hold the misconception that their recruitment policy shares little with other such processes in other non-fine arts disciplines within the academy; by addressing this fallacy, music units have the potential to borrow successful strategy patterns from other institutional sources. Lastly, the results indicate many areas for future studies with related fine arts disciplines with potential for significant and useful analysis