Multiple case study explores ethical dilemmas in music schools, highlighting tensions between individual and institutional values.
Key Points
This study aims to analyze the ethical challenges faced by music institutions regarding their values and the conflicts experienced by individual members.
Conducted interviews with faculty and administrators at two music schools in the United States—one public and one private.
Utilized collective belief epistemology and institutional virtue/vice epistemology as theoretical frameworks for analysis.
Examined both within-case and between-case themes related to institutional values.
Identified three major themes from the between-case analysis: necessity of faculty governance and policies, challenges in resisting institutional vice, and institutional virtue as a long-term project.
Found that individual and institutional values often misalign, leading to ethical tensions.
Discussed implications for music education policy and future research directions.