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Music Business Education in the Global Creative Industries: Curriculum design, inclusive practice and measures of success Cover

Music Business Education in the Global Creative Industries: Curriculum design, inclusive practice and measures of success

International Journal of Music Business Research
Volume 13 (2024): Issue 1 (April 2024)
By: Alex Timewell  
Open Access
|Mar 2024

Figures & Tables

Figure 1.

Creative industries sectors DCMS (2001).
Creative industries sectors DCMS (2001).

Figure 2.

UK institutions offering “Music Business” as a subject on UCAS for entry in 2023.
UK institutions offering “Music Business” as a subject on UCAS for entry in 2023.

Figure 3.

Value of the UK music industry (UK Music 2020).
Value of the UK music industry (UK Music 2020).

Figure 4.

DCMS (2023).
DCMS (2023).

Figure 5.

Commercial assets in the music industry as defined by UK Music (2020).
Commercial assets in the music industry as defined by UK Music (2020).

Figure 6.

Student pathways through the BA (Hons)BA (Hons) is an abbreviation for Bachelor of Arts with Honours, the most common undergraduate or first degree taken in the UK. Music Business at Leeds Conservatoire—formerly Leeds College of Music (Timewell 2018).
Student pathways through the BA (Hons)BA (Hons) is an abbreviation for Bachelor of Arts with Honours, the most common undergraduate or first degree taken in the UK. Music Business at Leeds Conservatoire—formerly Leeds College of Music (Timewell 2018).

Figure 7.

Proposed employability curriculum at Leeds Conservatoire (Timewell 2021).
Proposed employability curriculum at Leeds Conservatoire (Timewell 2021).

Figure 8.

List of organisations employing participants at time of survey.
List of organisations employing participants at time of survey.

Figure 9.

Roles of survey participants as stated on their LinkedIn profile.
Roles of survey participants as stated on their LinkedIn profile.

Figure 10.

Word cloud created within NVIVO.
Word cloud created within NVIVO.

Figure 11.

Nodes developed through open coding and example of coded text.
Nodes developed through open coding and example of coded text.

Figure 12.

Data encoded under the node “IP”.
Data encoded under the node “IP”.

Figure 13.

Data encoded under the node “Role or Activity”.
Data encoded under the node “Role or Activity”.

Figure 14.

Data encoded the node “Personal Skills”.
Data encoded the node “Personal Skills”.

Figure 15.

Data coded under the node “Success Indicators”.
Data coded under the node “Success Indicators”.
DOI: https://doi.org/10.2478/ijmbr-2024-0001 | Journal eISSN: 2227-5789
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Language: English
Page range: 3 - 16
Submitted on: Jan 12, 2024
Accepted on: Jan 25, 2024
Published on: Mar 2, 2024
Published by: International Music Business Research Association (IMBRA)
In partnership with: Paradigm Publishing Services
Publication frequency: 2 issues per year
Keywords:
Music Business,
Inclusive Education,
Creative Industries
Related subjects:
Cultural studies,
Media studies,
Media theory,
Business and economics,
Business management,
Industries,
Entertainment industry, media, publishing companies,
Cultural management,
Social sciences,
Sociology,
Sociology of economy, organizations, and industry

© 2024 Alex Timewell, published by International Music Business Research Association (IMBRA)
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

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