Music business curricula are
necessarily complex because the subject itself is multifaceted and continually
evolves in response to technological, social, and economic change. But in
addition, if a goal of music business education is to prepare students to
participate effectively in the business of music, then its curricula must not
only reflect the evolving complexity of the music marketplace, but also foster
the development of skills sufficiently adaptable to its changing conditions.
This article uses complexity theory and the concepts of routine and adaptive
expertise to explore how the curricular framework of music business studies
might be adjusted to deepen understanding of the principles, processes, and
patterns, as well as the critical analysis and creative problem-solving skills
essential to successful entrepreneurship in the field.
Keywords: curriculum, complexity theory, complex adaptive systems, adaptive expertise, routine expertise, transfer, transactional model, concept model, meta-model, process map, music business, music business education
Bruenger, David. “Complexity, Adaptive Expertise, and Conceptual Models in the Music
Business Curriculum.” Journal of the Music and Entertainment Industry Educators Association 15, no. 1 (2015): 99-119. https://doi.org/10.25101/15.5