Sullivan, Jennifer2007-11-292007-11-292007-03https://hdl.handle.net/1794/527869 p. Examining committee chair: Dr. Patricia DeweyThere is a disconnect in that Doctorate of Musical Arts (DMA) degree students are trained as teacher-performers, but in reality, performing higher education music professors are regularly called upon to carry out functions outside the area of their traditional preparatory study. To aid in identifying and defining these roles to better understand them, I propose that there are four broad categories in which professors are obliged to allocate their limited time and/or resources. They are 1) Performing (research), 2) Teaching, 3) Community (service), and 4) Administration. Based on this observation, amalgamated alongside evidence from conversations with professors, DMA curricula, job descriptions, and written literature, I aim to discover a way to forge solid connections between the preparation of the performing music professor and the actual roles required within the profession. This study initially involved gathering and compiling information to clarify the scope of the roles of the music performance professor. Then, evidence such as samples of DMA curricula were compared with the compiled roles of the professors in order to shed light on determining the extent of the match or mismatch of DMA preparation for undertaking these roles. I anticipated that my findings would either confirm that the standard preparation for becoming a teacher in higher education as a performance professor is suitable, or highlight some areas for curricular consideration to improve upon DMA programs. This final synthesis paper is a study meant to serve the artistic academic community by supplying an approach to understanding more about the manifold roles and responsibilities of performing higher education music professors.602934 bytesapplication/pdfen-USMusic professorsRolesDMA curriculaAcademic job descriptionsHigher educationMusic teachersMusic educatorsProfessionOccupationCollegesUniversities and collegesOther