Navigating Dual Roles: Practice Perspectives of the Educator-Supervisor in University Music Therapy Centres.

Abstract

This qualitative study explored the practice perspectives of music therapists who hold dual roles as educator-supervisors within university music therapy centres. Through thematic analysis of semi-structured interviews with four participants, four themes emerged: 1) Andragogical advantages of operating university music therapy centres, 2) Benefits of the educator-supervisor role, 3) Complexities of the educator-supervisor role, and 4) Navigating institutional systems. Findings highlight the balance required of educator-supervisors to manage academic teaching and student supervision, revealing benefits and complexities within the dual role. Participants described university music therapy centres as vital “living laboratories” for student learning, yet their establishment and sustainability were often limited by institutional barriers and resource constraints. This study’s findings emphasise clear role delineation for music therapy educator-supervisors, and institutional support to optimise student learning and professional development. Recommendations aim to 1) Support educator-supervisors in their dual roles, 2) Inform institutional strategies for supporting training program centres, and 3) Guide future research endeavours, including exploration of student perspectives on the impact of Work-Integrated Learning (WIL) in university music therapy centres. This research contributes to a deeper understanding of learning opportunities within university music therapy centres, providing a deeper understanding of WIL in the training of future music therapists.