Motivations and expectations of higher popular music education in Scotland: Student perspectives.

This article investigates the motivations and expectations of students enrolled in undergraduate higher popular music education (HPME) programmes in Scotland, focusing on the pedagogical debate of "training versus education." It finds that students' expectations are strongly shaped by their formative musical and social experiences, with those having industry-focused backgrounds favoring vocational training and others preferring a more holistic, exploratory approach. Many students view university study as a way to "buy time" for personal and musical development, while also perceiving a fundamental dichotomy between music education and the music industry, often questioning the practical value of their degree for employment. The study suggests that HPME curricula might benefit from moving away from narrowly vocational training toward fostering critical thinking and reflective skills, alongside reforming high school music education to better support diverse learner pathways.