• Journal Article
• A basis for comparison, Golding provides a historical perspective on the paradigm changes in Scottish providers and analyses this against knowledge of contemporary challenges, conventions, and practices.
• The article questions a demanding position of music as a profession, its relationship with science and the ideas of craft, genius, multiple identities, and diversity.
• Recommended for all leaders of higher music education institutions and scholars who want to explore the wider higher music education context.
• Available online:
  https://www.jstor.org/stable/10.2979/philmusieducrevi.24.2.05?seq=1

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