An Exploration of Factors Affecting Persistence to Degree Completion in an Undergraduate Music Education Program

Abstract

The purpose of this study was to explore the experiences of students ( N = 26) in an undergraduate music education degree program in an attempt to identify commonalities among students persisting to degree completion. All participants were in their final year of the music education degree at the time of the study. Multiple data collection methods were used to gather information about the students’ experiences in music and teaching, including experiences before and during their time in the degree program. These methods included semistructured interviews, focus groups, written questionnaires, and a researcher journal. The data were analyzed and coded, generating a number of categories for discussion and analysis. The following themes emerged: (a) participants experienced a notable drop in musical confidence early in the degree; (b) participants believed the degree is quite stressful compared to other degrees; (c) participants cited field experiences as important; and (d) participants indicated the importance of peer support to get through the “hard” times.