Real learning gets to the heart of what it means to be human. Through learning we re-create ourselves. Through learning we become able to do something we never were able to do. Through learning we re-perceive the world and our relationship to it. Through learning we extend our capacity to create, to be part of the generative process of life. There is within each of us a deep hunger for this type of learning....Peter Senge

If we educators are doing our jobs, students receive knowledge, insights, advice and wise counsel from us. But do our students see their teachers themselves as learners, open to new directions of thought, eagerly analyzing and embracing the changes in today's music industry, evolving technology, and new musical styles that stretch the imagination?

Universities are often categorized as "research" or "teaching" institutions. But are our schools "learning" organizations? We expect our students to learn, but do we expect the same of our faculty?

If we are not extremely vigilant, the curriculum of a music business degree will be closer to "the history of music business" than to the rapidly evolving realities of the music industry.

Many music executives are still tied to the historical business models that are fast becoming irrelevant. Are teachers tied to curricular models that are equally outdated?

With a few exceptions, the music curriculum in many colleges and conservatories looks much the same as it did decades ago (dare I say centuries ago?). We teach harmony, counterpoint, ear training, ensembles, music history and so on as if music itself has not changed, largely ignoring the seismic changes that have come with the new technologies.

We ignore the fact that consumers of music have drastically changed how and when they listen to music, how they choose to purchase it (the vast majority now downloaded one song at a time), and how easily they can bypass all the elements of the historical music business and go directly to the source thorough the Internet.

It is an enormously exciting time to be a musician, and to be an educator. As Peter Senge states so eloquently, it is always a wonderful time to be learning.

Professional development of our faculty must be a high priority. The college should provide it, the faculty should take advantage of it, and performance reviews should take note of it. Finding good teachers and allowing them to stagnate in a cozy, low demand environment is a common failure of educational institutions. Helping teachers continue to grow, develop, and model learning for our students is essential.