Is the first-year predictive for study success in subsequent years? Findings from an academy of music

ABSTRACT

In higher education, departments are under increasing pressure to improve study success. Research in this field focusing on higher music education is scarce. The aim of this study was to gain insight into the predictive capability of the first year for study success of students at an academy of music in subsequent years. Data on study progression of 327 students were examined and courses with low pass rates were identified. In order to determine to what extent the first-year curriculum is selective, feasible and representative for the curriculum of subsequent years, group interviews and a survey were carried out. A clear relationship was found between study progress in year 1 and subsequent years. These results provide more insight into the predictive capability of the first year and have led to recommendations in how to improve study success in an academy of music.

KEYWORDS:

• Undergraduate music education
• study success
• student attrition
• retention
• higher education
• conservatoire
• first year

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Josien Mennen is head of academic affairs in the Maastricht Academy of Music in the Netherlands. She studied classical guitar and music in education, worked as a music teacher and obtained her Master’s degree in Educational Science at the Open University in Heerlen, the Netherlands.

Marcel van der Klink is the director of a research programme on educational innovation and teachers’ professional development. He also has a position as researcher at the Department of Educational Research and Development, School of Business and Economics, Maastricht University, The Netherlands.