UDMBEMGT - BA (Hons) Music Business and Events Management

There is much evidence of demand for graduate skills in the Events and Music Industries, this course delivers on that demand by being a comprehensive, cutting-edge multidisciplinary degree in tune with the industry and employability requirements.

The impactful Music in the Air report by Goldman Sachs sets the rise in valuation of the global music sales alone, from $104.9bn recorded in 2024 to $196.8bn by 2035, nearly twice as much as the current figure. Live music events will greatly contribute to that increase (https://accessaa.co.uk/live-music-industrys-value-to-nearly-double-by-2035/). On the other hand, the events sector in the UK is worth £61.1bn in 2025 (https://www.ncass.org.uk/news/ukevents-showcases-the-61-6-billion-value-of-the-uk-events-industry-at-exhibition-in-parliament/)

We possess significant knowledge capital in both fields of practice, having led in the market by innovation and quality, and having delivered the longest standing degrees in London in music and events management respectively. Vital digital skills are taught from the outset from Level 4.

Our modules are innovative, based on actual industry practice and advanced research, and the course presented here takes the best of both fields, combining them in an integrated yet diversified package: This new course provides synergies of events and music industries, while retaining their individual coherence and integrity. The course will enable learners to benefit from a vast array of skills and knowledges delivered in an inclusive, empowering manner, in such pragmatic and personalised ways as to prepare them for these competitive fields and match all the employability needs of the industry, covered in every aspect. The course is modern, diverse, inclusive and commanding, ambitious and focused.

Its internal diversity and personalisation lead to enhanced employability outcomes: Students will be able to navigate their own journey through options and alt cores in events, music and more. Strengths in identity as and co-creation are facilitated by inclusive assessment. Much of the course is project/portfolio-driven, therefore much reflection and personal development planning is invested in career-oriented curricula co-created by students through assessment, peer debates and collaboration, bolstering a sense of identity, drive and peer support.

The modules within the course cover a broad range of knowledge and skills, including media campaign design and delivery, entertainment experience strategies, and cutting-edge business modelling research and practice. These elements inform a programme that is co-created with students.

Students are encouraged to reflect on real-world business model opportunities throughout the course, including those emerging from their own artistic and creative careers. This approach bridges the music and events sectors while strengthening conceptual links with wider creative, media, and entertainment industry practices.

Students work on live campaigns for clients across the music, media, and entertainment sectors, integrating their insights into assessed work. Assessments include: A1, the planning and design of campaigns; and A2, reflective analysis drawing on a range of theoretical and practical approaches to teamwork, campaign management, project delivery, marketing, and organisational practice.
The course is designed to ensure strong connections between modules, supporting both professional practice and real-world application. A particular emphasis is placed on live events practice within London-based professional environments. Student co-creation, authentic assessment, and reflective practice are the three core features of the course.

The course is designed for experiential learning both on module and degree level: the former by goal-oriented teaching and learning; the latter, through the structuring of student journey.

This course exemplifies the University’s Education for Social Justice Framework (ESJF) in each aspect. Assessment is not an add-on to learning but an integral part of it: All of the subject specific modules encourage practical reflective personalisation based on students’ identities, the diversity of career path aspirations and inclusive treatment of all student work. This is done by enhancing students’ open use of conceptual diversity of industry themes, projects and practices. Seminars and workshops, peer assessment (ungraded) and tutor moderation will foster students’ personalisation of topics, tools and procedures in class, in project and portfolio work and assessment. Identity is at the heart of industry work and utilised in teaching and learning it enables the students to open to a diversity of views, nurturing a sense of global citizenship and enabling inclusive leadership.

Learning is supported by accessible strategies involving VLEs, hybrid teaching and learning environments, interactivity and content (both own and research-led), integrated with classroom experiences and delivery of module syllabi. Teaching is inclusive and focuses on diversity of perspectives, both within the student body and in the industry. Academic Mentors and Personal Advisors play a key role in the support structure. We also work closely with the DDS, School Offices and the Library for learning support, personalised wherever required.

The students are encouraged to programme-plan through options and alt cores within their curricula and create their own, fine-tuned study experience, also selecting the topics of assessment to foster research and learning.

Extracurricular activities include enrichment events and industry panels, guest talks etc.

The university developed a number of peer support structures within the overall structure of teaching, learning and support integrating also Academic Mentors and Personal Advisors. Mentoring by individual course team members is inherent to it, both formally and informally.

As stated in the opening, the events and music industries are both buoyant and growing. Having grown despite past disruptions the sectors are rejuvenated for the 21 Century. The combined sales in these sectors is in excess of £120bn pa, generating much labour demand.

Employability is integrated into the curricula at the core.

Wherever possible, a task-oriented approach to teaching, learning and assessment is adopted.
This has twofold consequences:
1. Critical pedagogy and use of critical theory in classes are embodied in problem-solving, ethical debates and converging perspectives discussed in class with practical aims in mind.
2. By empowering students’ expressive voices, not only inclusive leadership of sustainability-conscious learners if fostered, but identity is used as a strength in career personalisation. In turn, this employs reflection in practical ways that enable learners’ personal development.

Multifaceted, malleable skills are needed in the modern workplace. This includes critical thought as emphasised by our successful industry-based alumni delivering talks to students. This course covers all the key aspects of events management and music business, as well as a number of fields of their integration, and the creative industries as a whole. Versatile, highly competitive, critical, driven, informed, goal-oriented graduates are highly employable.

The events and music industries are thriving. Exciting, competitive and highly desirable fields of music and events are thoroughly examined in this modern and inclusive creative industry degree.

This is a multidisciplinary course aimed for practical applications. Its three key subject components are: Events, Business and Management and Music.

The aims of this course, which follow those set out in the QAA benchmarks for Events, Leisure, Hospitality, Sports and Tourism (QAA, November 2019), are:
• To offer an intellectually demanding programme of study which enhances the understanding of the events industry and its role within a wider leisure, tourism and business context and how these relate to the society as a whole.
• To provide students with the theory and application of key event management concepts, approaches and techniques so as to provide knowledge, understanding and skills suitable to the development of a professional career in events management.
• To foster an awareness of the social, cultural, economic and political environment in which the events industry operates, and the strategic implications and broader social responsibilities that this environment generates.
• To create graduates who possess the relevant specific skills needed in the industry upon their successful completion of the course, including, but not limited to: time management, prioritisation, numeracy, communication and leadership, as well as life-long learning) and who are capable of driving their career forward.
The purpose of the course also aligns with QAA benchmarks for Business and Management (QAA, 2019), which requires:
• Increasing understanding of organisations, their management, the economy and the business environment
• Preparation for, and development of, a career in business and management
• Enhancement of a wide range of skills and attributes which equip graduates to become effective global citizens.

In line with the QAA Benchmark Statement for Music subjects,
The aims of this course are to:
• Provide students with an intellectually demanding programme of study which enhances understanding of the nature and characteristics of the music industry and its links to any management application in related industries and sectors; and an intellectual awareness of the position of the music industry within the broader set of creative industry contexts
• Provide students with the theory and application of key management concepts, approaches and techniques that are central to the music industry, and to augment theoretical concepts with a framework of experiential learning to ensure that students possess the practical skills necessary to make a positive and effective contribution within their chosen industry
• Provide students with a comprehensive analysis of the transformational context of fragmented digital distribution and communications channels within the global music industry context, and how, through an applied conceptualisation of contemporary theory and practice, the music industry utilises the prospects and pressures presented by the transformational forces of interactive digital platforms and novel entertainment models.
• Foster an evaluation of the social, cultural, economic and political environment in which the music industry operates and the strategic implications and broader social responsibilities that this environment generates.
• Develop skills to operate as effective learners, both individually and collaboratively, and to provide a wide range of transferable skills to ensure that graduates develop and succeed in professional careers in a variety of business contexts.
The underlying philosophy of this multidisciplinary course is to provide an education experience that gives a sound academic base focusing on the business environment for events management and music industry and that is designed to demonstrate coherence and progression within the different business management disciplines.
The curriculum provides students with an understanding of the business environment and the techniques, concepts and principles that make businesses successful and efficient in the context of the events industry. Students will have the opportunity to study events and music businesses, acquire real life and virtual business experience, and explore the factors that influence business from an international perspective. Students will also be able to develop an appreciation of the wider context of their studies in terms of social and ethical issues and a respect for cultural diversity.

The course will equip students with the skills and attributes that will enable them to compete with success in the complex and challenging events and music industry environments and employment markets. This course is of inherently multidisciplinary nature and refers to three principal sets of QAA Benchmark Statements:
• The QAA Benchmark Statement for Business and Management subjects require the achievement in and consistent demonstration of a breadth, depth, integration and application of knowledge and understanding; subject-specific and intellectual skills; learning, personal and interpersonal skills; the capacity to deal with uncertainty and complexity; and the capabilities of evaluation, reflection, creativity and originality.
• The QAA Benchmark Statement for Events, Hospitality, Leisure, Sport and Tourism (EHLST) subjects advises that they are particularly sensitive and responsive to changes in the world environment. This is reflected in the increasing inclusion in degree courses of opportunities for students to consider the issues of internationalisation, environmental sustainability, ethical positioning, social responsibility and social justice, global security and risk, crisis management and other contemporary issues.
• The QAA Benchmark Statement for Music subjects require the achievement of diversity of approach within the same discipline or sub-discipline which can have positive value in questioning received wisdom and in developing good practice, thereby moving the study of the subject forward in innovative ways.

The University learning outcome that crosses the entirety of the London Metropolitan University provision, and therefore this course, is:

The School has translated its mission statement into a set of learning objectives that translate into the lived experience of students and academics alike to produce the attributes differentiating GSBL graduates. Upon graduating with an honours degree in Music Business, students will typically:

UL0 On completion of this course, students will be able to: demonstrate confidence, resilience, ambition and creativity and will act as inclusive, collaborative and socially responsible professionals in their discipline)

Course Learning Outcomes are:
1. Have the confidence needed to take leadership decisions in challenging situations (LO1).
2. Possess the necessary communication skills that will help them adopt a global and multicultural perspective in their professional context (LO2).
3. Be cognisant of the effects of the social and environmental effects of their decisions and will remain active citizens of the places they live and work (LO3).
4. Demonstrate application of creative thinking skills to practical problems, and possess the analytical and organizational skills to translate creative ideas to operational solutions (LO4)
5. Be able to critically analyse and evaluate the concepts and defining characteristics of events as an area of academic and applied study (LO5). This includes being able to:
- explain, interpret and challenge theories and concepts which are used to understand the origin, purpose, meanings and development of events from a range of critical perspectives
- display an insight into the structure of event providers and their sectors, and analyse the political, technological, social, environmental and economic factors which affect, or impact upon, the supply of, and demand for, events
- analyse and reflect on the different cultural and business concepts, intercultural and international dimensions of events
- demonstrate a critical awareness and understanding of how core values, for example, ethics, sustainability, creativity, strategy, and continuous improvement, relate to, and are reflected in, events.
6. Demonstrate a range of professional event planning and management knowledge and skills (LO6). This includes being able to:
- demonstrate a critical awareness and understanding of appropriate domains, including administration, design, operations, marketing and risk, and how they apply to the phases of events, such as initiation, planning, staging of the event and closure and legacy
- operate and effectively manage resources, including human (paid or volunteer), financial, venue, and subcontracted and technical resources and the development of return on investment models
- display critical knowledge, understanding and application of risk management and the legal, ethical and regulatory frameworks that affect event management, including health and safety considerations and crowd management
- plan, project-manage, produce, stage, analyse and evaluate events, including the procurement of support service provision, the application of new technologies and logistics
- design creative events, including the programming of spectacle, exhibition, ritual, and performance
- engage with, contribute to, and produce events based on an acquisition and understanding of appropriate vocabularies, skills, working methods and professional business communications.
7. Be able to recognise and value the centrality of the attendee and/or client and meet and respond to their needs and expectations (LO7), including being able to:
- analyse the nature, characteristics, needs and expectations of different consumers through applying consumer behaviour theories and concepts and socio-cultural theories
- generate creative ideas/concepts, proposals, pitches and solutions to offer experiences that meet differing needs
- analyse and evaluate the quality of the event experience and its impact on the event consumer and/or client and the wider organisation and the practices of coproduction and co-creation
- evaluate the importance of cultural and other diversities in developing access to, and participation in, events by specific target groups
- demonstrate an understanding of the ways in which attendees behave at events and within the venue and surrounding destination, in particular, crowd management.
8. Be able to use, and understand the impact of, rationales, sources and assumptions embedded in policy, planning and delivery mechanisms in an events context (LO8), including being able to:
- evaluate the legacy and impacts of events in social, economic, environmental, political, cultural, technological and other terms.
9. Have a wide knowledge and understanding of the broad range of areas of business and management and the detailed relationships between these and their application to practice relevant to the Music Industry (LO9).
10. Consistently demonstrate a command of subject-specific skills in Music Business as well as proficiency in generic skills and attributes (LO10).
11. Have a view of business and management that is relevant to the Music Industry and influenced by a wide range of learning sources, based on a proactive and independent approach to learning (LO11).
12. Be distinguished from the basic standard (threshold) of achievement by their enhanced capacity to develop and apply their own perspectives to their studies, to deal with uncertainty and complexity, to explore alternative solutions, to demonstrate critical evaluation and to integrate theory and practice in a wide range of situations (LO12).

QAA Business and Management Benchmark Statement (08 Mar 2023)
https://www.qaa.ac.uk/the-quality-code/subject-benchmark-statements/subject-benchmark-statement-business-and-management

QAA Events, Hospitality, Leisure, Sport and Tourism Benchmark Statement (28 November 2019)
https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/subject-benchmark-statement-events-leisure-sport-tourism.pdf

QAA Music Benchmark Statement (07 April 2025)
https://www.qaa.ac.uk/docs/qaa/sbs/subject-benchmark-statement-music-2025.pdf?sfvrsn=d859de81_3

Education for Social Justice Framework (ESJF) is at the heart of Teaching, Learning, and Assessment for BA (Hons.) Events and Music Industries. Reflection and practical scholarship attuned to a diverse student body are central to ESJF. Section 9 “Course Description” as well as 12, “Reflective Learning and Personal Development Planning (PDP)” for more detail on embedding reflexive practice within the curriculum through the USP-modules of this Degree and authentic assessment geared for industry practice.

In several subject-specific modules reflection constitutes a significant part of formal assessment. Informally, as well as formatively, reflection is central to class debates, peer review and peer support activities, advice and feedback sessions and qualitative assessor feedback across the board. Reflection is integral to many aspects of professional practice (See Section C, also 12 and above in this section for detail) - and thus due consideration is given to their integration in student advice and feedback both formative and summative. This not least as Events and Music Industries are among the most diverse, identity-driven, soft skills-underpinned sectors in the world. Reflection is a professional practice attribute in the management of music and events portfolios, from talent discovery, product development, to environmental issues, cultural regard for projects and staff, to client relations and evaluation of marketing campaigns and more. Subject specific scholarship is attuned to that. Thus, the principles of Experiential Learning, culturally contextualised didactics and Bloom’s taxonomy underpin the approach to inclusive learning and assessment, promoting diversity, identity, personalisation and skills-led reflective practice.

In teaching and learning, dialogic approaches are central to the delivery of content and integration of industry contexts. Such contexts are often social, with considerable ethical and environmental connotations, and as such debate, discussion and exchange of ideas, viewpoints and perspectives is inherent to best practice in Events Management and Music Industry education. Assessment is integral to the project work that co-define a number of modules in this pragmatic course, so assessment cannot be separated from the learning process itself. In turn, this learning process is co-created by students when selecting the topic, focus and scope, purpose and aims of their projects, reports, analyses, presentations and portfolios within module parameters across the course. Peer review, peer-debates and peer support are central to numerous seminars and workshops and provide a procedure of formative assessment in an inclusive and diverse learning environment. Staff encourage such debates and explain and contextualise assessment analysis.

In line with the Education for Social Justice Framework (ESJF), appropriate attention is given to accessibility, diversity of learning styles and aptitudes and dimensions of cognition and talent in learning. Matched with industry needs and business methods, academic content is assessed through sets of skills both ‘hard’ and ‘soft’. Both skillsets are supported within and beyond the curriculum. The latter, formally through the work of Personal Academic Advisors, Academic Mentors, Student Services and Student Peer Support mechanisms. INAR data is duly consulted and added support provided where required. Informally, within and beyond modules, by Staff and the Course Leader in their overall pastoral capacity. Formally, within modules and overall curricula, through Advice & Feedback Hours, tutorials, programme planning support and formal pastoral advice. User-friendly Harvard Style guides are numerous and available through our website, and students are systematically directed to these materials across the degree curriculum’s modules. The Library is a top resource, with numerous industry and research databases for events and music sectors. Our Subject Librarian visits classes where required within the curriculum.

Assessment is normally spread across skills dimensions. This, either by combining different components delivered in different formats and diverse purposes or by designing assessment methods that enable students to be creative and to personalise their own work, often by PDP-driven reflection on subjects studied, the study process, career implications and any practice undertaken in the course of study. This facilitates co-creation while guiding students with care through assessment as an integral part of the professionalisation processes in learning. Moreover, co-creation boosts student motivation, ambition and creativity. The volume of assessment is in line with the AQD Assessment Tariff and the timing of it is dispersed as much as possible across the course to pre-empt bunching. The nature of assessment being diverse and personalised, facilitates achievement.

Assessment feedback, formative and summative, is presented in multimedia formats. This is done to enhance student engagement. Different dimensions (audio, text, video, interactivity) of assessment and feedback, as well as overall gamification of curricula proves an effective means of outreach to all students and effective interaction with students through assessment, especially improving the benefit from feedback. Formative feedback is done in classes in several modules. The peer support and peer review workshops, seminars, presentations both formal and informal serve to enhance the process. Formative feedback, as stated in sections above, is delivered by 1) direct integration into module curricula, as per the peer review/debate sessions, compulsory ungraded units of assessment etc; 2) Advice and Feedback tutorials with individual students or teams; 3) written communication. It is both built into the curriculum, module by module, and enshrined in our pastoral care, both within and beyond the course. The latter includes collegiate support from Academic Mentors and others. Last not least, as the course is built as an Experiential Cycle model, modules feed off each other in a sequential and concurrent manner; therefore, the formative feedback for one module may come from summative feedback of its predecessor. As we work closely with students and mentoring forms an important part of our Pastoral Duty, our Staff provide overall course support and the Course Leader or Personal Academic Advisor may direct and guide the overall learning on the degree by providing formative feedback about the student journey, elective modules, overcoming skills deficiencies or noting success for future best practice.

The degree content is once more designed to flow through an Experiential Learning cycle. This is an added strength of this curriculum as it enables and fully facilitates the developmental component of assessment. The course structure acts as a developmental project undertaken by the students; sectors, cultures and professions of events and music industries are all presented in context and designed to connect with one another, as stated above. Therefore, the entire degree forms an effective feedback structure facilitated by module leaders and other degree staff through module delivery and pastoral care. The assessment feedback is timely as it conforms with the University standard of feedback turnover, and it is structurally timely within the degree and each module as it is scheduled for effective learning without overloading the learner. Feedback is constructive, as each summative unit has a built-in formative component thus designed: in consideration of subject-specific professional practice; often directly involving reflection and fostering overall PDP/career reflections in line with modern educational scholarship. Its multidimensional nature: audio, video, text, interactive – makes feedback engaging, outreaching, accessible, seamless, integrated and consultatory in nature. The feedback is personalised and individualised through modes of delivery combining rubrics and forms with text and audio, etc.

● how processes for marking assessments and for moderating marks are clearly articulated and consistently operated by those involved in the assessment process.
The teamwork across the degree is structured and clearly delineated, with modules allocated for second marking and moderation. Published rubrics and forms are available to students together with comprehensive assessment guidance documents through VLEs.

Assessment feedback is timely and constructive. Its fairness, consistency, utility and detail are ensured by moderation and tested by strict practices in External Examiner oversight. It is also thus assured that assessment feedback promotes diversity and personalisation, is inclusive and accessible, matching our inclusive and accessible ESJF-led curriculum.

This is a highly practical course. In addition to the University-sanctioned work placement / work experience modules on level 5 and an optional year-long placement module, there are approx. 8 or more core modules on the degree that focus on experiential learning and actual industry project management. Skills such as networking are also taught since day one. Music and Events industries, the former in particular, are notoriously demanding in terms of entry points, and therefore a number of methods is used to secure work experience and practice as a gateway to employment. One is direct, as our Staff are industry involved developed good relations with a number of organisations and businesses within the Events and Music Industries, such as the Music Managers Forum and others. These collaborative opportunities provide the essential networking that facilitates employability.

Employment, work placements and collaborative opportunities are being enhanced and fostered through such direct industry cooperation we have engaged in consistently.

Our module results and student achievement are presented and showcased before the industry in special events linked to practice modules. These modules are often delivered with industry support. All of our practical modules have been designed with the focus on employment and business practice. In a live events practice module on level 5, students have organised numerous events in physical and virtual spaces, ranging from conferences and fashion shows, to dance lessons in established venues to concerts of various genres. This exposure and networking inherent in such reflective practice modules brings tangible results. Same applies to media campaign and entertainment strategy modules, now more inclusive and diverse to facilitate a variety of events contexts and other means of cultural and creative industry production. Last not least, the alt core modules supplied centrally enable the acquisition of transferrable skills in media, events and other relevant sectors available to the University through colleagues in Work Based Learning, Careers and Employability.

Assessed work experience modules give students practical experience and help them apply academic learning in real-world settings. They also build key employability skills and offer valuable insight into industry practices and professional environments. At Level 5 students have a choice of three alternate core 15 credit work-based learning modules, either MN5W55 Learning Through Work which allows you to apply for work experience relating to your subject, MN5W50 relevant to anyone engaged in business, interested in setting up their own business or understanding how entrepreneurial knowledge can be beneficial when working for someone else and WL5W50 for anyone interested how societal issues affect London to have work experience supporting a charity or local government.

There are no specified part-time structures for this course. Students on a part-time mode of study are required to take between 30-90 credits per academic year to complete the degree programme within the maximum time allowed (6 years for a three-year course)
Programme planning is therefore agreed between the student and the course team, in accordance with regulations on progression and completion.

Reflective learning and personal development planning (PDP) are integral to the course at the very core, as explained in other sections of this form, as appropriate. Built for a diverse student body, aimed for the industries thriving on identity, personalisation and so-called soft skills, this course incorporates reflection as a key learning tool.The empirical nature of several key modules requires so. In the new curriculum, linking the events and music industries, together with various sub-sector interests of students, diverse tasks are both inherent and promoted; students may elect to work on an events-focused, music-directed and/or media-supported projects. Connecting such diversity and personalisation based on identity and ambition, is the underpinning PDP logic of many practice-oriented modules.

Equally, the learning process in other, more traditionally delivered modules involves reflection as a mode of thinking used for practice. For example, the analysis of a talented artist and their output is in itself a reflective exercise that has management impact in shaping a client’s creative output. Similarly, addressing the issues of contemporary significance in events provides opportunities for reflection, fostering global citizenship and inclusive leadership through ethics and sustainability.

Moreover, the whole course can be seen as a PDP design cocreated by students. The autonomy of selection of assessment topics within practical and desk-oriented research alike; the programme planning that includes fine-tuned alt cores and options within the course, placing an emphasis on one or other aspect of these creative sectors; the pastoral care and academic supervision of Consultancy Projects and Research Dissertations – all these aspects make the degree a cocreated PDP structured journey that the Students may navigate with the aid of Staff.

Several modules within the subject-specific curriculum are focused on reflection, additionally cultivated through authentic assessment, student enterprise/cocreation and PDP. In addition, there are alternative core modules fully involved in portfolio development and reflection.

Employability is built into our degree from the outset. Resting on diverse skills, inclusive assessment done for practice, evidence-based management of own PDP portfolios, and the entire degree as a PDP project. All of this was explained in other sections of this form.

We work closely with Colleagues from Careers, Employability and Work Based Learning. This section explains in more detail the course-related activities that deliver employability outcomes.

In the section above, our industry relations and practical modules have been thoroughly analysed.

The following examples serve as an illustration of the effect of networking and work adverts and placements we facilitate, together with mentoring and industry partnerships. Recent graduates who have 1) used their assessments in business models, final projects and media campaigns for successful job application in a highly competitive environment; 2) acquiring a temp position with a live music company in their final year, the student had utilised their practical experience portfolio on the degree to secure a permanent position with a major live events company; 3) following networking at an industry event, a graduate secured a position in the streaming sector; 4) a graduate utilised the industry panel presentation of delivery of their music marketing plan and teamwork and had responded to an advert supplied to all students by an industry partner, whose feedback from the course-supported presentation had secured them a key career milestone; 5) our students utilise assessment in media campaigns for music by applying it to their career development in 5.1) theatre and 5.2) DJ technology; 6) skills acquired by our students enable them to do independent enterprise, such as the two graduates who set up a Hollywood business together; 7) a student dissertation was published as a book on music event management, etc.

Further career and study destinations include excelling in other sectors or progressing onto the MA/MSc/PhD trajectory.

This is an exciting time to enter the music industry, as it transforms into an ever more multifaceted field of practice that utilises digital platforms and new business models. This degree is designed to greatly increase your employment prospects and opportunities in music business.

The course will equip you with the skills required for entrepreneurial practice and management. On graduation you’ll be equipped to follow in the footsteps of our successful students, such as our 2018 graduate who secured a job with a fin-tech start-up within a month of graduating. He later used his experience of working in a start-up and the skills he gained on our course to set up his own digital business.

Our alumni take on a variety of roles in the music industry, from record label managers and live event promoters to digital publishers and professionals in indie label associations such as Association of Independent Music (AIM) and Worldwide Independent Network (WIN). Other career opportunities include, but are not restricted to, record company executives, positions in digital music platforms and services, digital marketing and distribution roles, publishing managers, tour managers, artist managers, strategy advisers, marketing and public relations consultants.
Continuing your studies with us

The Guildhall School of Business and Law also has a range of industry-linked postgraduate courses available on a full-time and part-time basis in business management, tourism and events, marketing and fashion, law and human resources. These courses would be ideal for postgraduate progression:

• International Business Management with Project Management - MSc
• International Events, Leisure and Tourism Management - MSc
• Marketing - MA
• Global Human Resource Management - MA

In addition to the University's standard entry requirements, you should have:

• a minimum of grades CCC in three A levels (or a minimum of 96 UCAS points from an equivalent Level 3 qualification, eg BTEC National, OCR Diploma or Advanced Diploma) in academic or business subjects
• English Language GCSEs at grade C (grade 4) or above (or equivalent)

These requirements may be varied in individual cases.

If you don't have traditional qualifications or can't meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing our Business Management CertHE course.