Supervisor Meeting

Literature Review –
Grit
Don’t bother with Bourdieu

Findings

Stop waffling.
There are 4 questions which I wanted to answer – themes identified didn’t always focus on
that. Redone one on the why?

1. Why do school leavers and adult returners choose to enroll in popular music studies?

The investigation indicates that popular music within tertiary education is clearly catering
to a diverse population. While much government policy stresses upon employment for the
youth it is one that does not influence school leaver’s decisions initially when enrolling. It
should be noted that for several students, the tertiary sector acted as a platform for degree
study as rejection from universities were commonly discussed. The sector is therefore
supporting students who may not have the grades or musical abilities to take their first
choice but are still able to pursue their interests. In comparison, adult returners are
motivated for a variety of reasons however employment was the most present. Indications
that popular music is very inclusive and that the tertiary sector is supporting it.

2. What positive or negative influences and experiences play a significant role during
transition and study.

Evidently, there is a degree of criticism that students encounter in making the decision to
study popular music. While support for both school leavers and adult returners were
indicated negatively influences were discussed – especially among school leavers. Those
that had decided to enroll had found a degree of negativity regarding the fact that their
choice was not at degree level and their decision to choose the subject. The combination
of tertiary and popular music had been challenged by several schools and parents and data
suggests that it is regarded as a negative destination. Fundamentally, this was formed
through employment prospects. There seemed to be an interrogative stance for several
individuals and how they aim to make a career from popular music.
If transferrable skills are to be a frequently acclaimed reason, then more is perhaps
required to demonstrate this to the broader social circles of individuals. Schools arguably
have little knowledge of the popular music career and little admiration seems to be
shown.

With regards to transition this is a pressured development during an unstable time.

Popular music education arguably needs to p

Such pressures continue throughout study and may have a detrimental impact on
persistence of studies.

3. How do the experiences and perceptions of school leavers and adult returners
compare?

4. Are there characteristics that suggest whether or not a student will continue their
studies?