Institutional Leadership Perspectives on the National Association of Schools of Music Accreditation

This case study examined institutional leadership perspectives on the National Association of Schools of Music (NASM) accreditation process, drawing on interviews with 19 deans, directors, and senior leaders from diverse academic settings. The study revealed complex tensions between the perceived value of NASM membership and concerns about diminishing returns, highlighting issues of institutional isomorphism, outdated standards, and the challenges of balancing compliance with innovation. Findings indicated that while NASM accreditation provided legitimacy and networking opportunities, it also contributed to programmatic homogeneity and posed significant administrative burdens, particularly for smaller and regional institutions. Leaders expressed respect for NASM's mission and staff but critiqued its governance structure, slow adaptability to change, and inability to effectively address the differing needs of its diverse member institutions. This research contributes to the broader discourse on accreditation in higher education, offering insights into the challenges distinct music programs face when navigating external standards while striving for innovation and responsiveness to changing student needs.