Abstract:
This thesis is a qualitative study of the Lebanese National Higher Conservatory of Music (LNHCM) and the Lebanese Philharmonic Orchestra (LPO) where key stakeholders of the LNHCM and LPO were interviewed in order to understand their perceptions of the goals of the LNHCM and the LPO; to see if there is alignment between the goals and the programs at the LNHCM and LPO; to understand the curriculum of the LNHCM and how it serves the perceived goals; to consider the impact of leadership and decision making at the LNHCM and the LPO; to assess perceptions of the relationship between the LNHCM and the LPO; and to consider all of the above in relation to tenets of social justice and decolonization. The study used methodological features of grounded theory to analyze and code data from semi-structured interviews in order to find relationships and generate theory. Results were grouped into nine themes concerning the goals of the LNHCM and the LPO, the curriculum at the LNHCM, and leadership and decision making at the LNHCM and the LPO. Recommendations revolve around Cocreation, decolonizing management and organizational knowledge, and culturally sustaining pedagogies to help direct the LNHCM towards realizing greater sustainability and inclusivity in developing a vision around which curriculum can be implemented.
