needs assessment cycle - lawrence cornell carter...

Running head: NEEDS ASSESSMENT CYCLE 1

Needs Assessment Cycle

Lawrence Cornell Carter II

CUR 528

May 28, 2014

Jim Huber

NEEDS ASSESSMENT CYCLE 2

Table of Contents

Narrative………………………………………………………………………………………p.3

Needs Assessment………………………………………………………………………..p.7

Methodology and Instrumentation………………………………………………p.10

Supporting Documentation………………………………………………………….p.12

References…………………………………………………………………………………..p.15


Needs Assessment Cycle

Narrative:

A needs assessment was conducted to determine the effectiveness of the music industry

entrepreneurship course facilitated by the Berklee College of Music. According to Royse, Thyer,

& Padgett, “Needs assessments are attempts at estimating deficiencies” (Royse, Thyer, &

Padgett, p. 55, 2010). Needs assessments allow administrators, stakeholders, and decision

makers the ability to analyze programmatic problems and determine if the course should be

discontinued, modified or left alone. According to McKillip “Needs assessments are decision-

aiding tools used for resource allocation, program planning, and program development…”

(Mckillip, p. 262, 1998). A needs assessment will be used to determine the effectiveness of the

course, relevancy of course materials and literature and also to assess student success and

practicable application of principles of entrepreneurship upon completion of the course.

The needs assessment began with a clear understanding of the purpose of the assessment,

the level of assessment, the stakeholders, budget and time allotted for the assessment. The

purpose of the assessment is defined as the effectiveness and practicality of the music industry

entrepreneurship course. This assessment takes place on a statewide level and involves many

stakeholders such as the students, teacher, Berklee College of Music, college accreditation

associations and the music industry. The Berklee College of Music allocated $10,000 dollars per

year for the teacher to decide on class materials and instructional aids, although the school profits

$67,200 per 12-week cycle at minimum enrollment and $112,000 per 12-week cycle at full

enrollment. I determined the needs assessment would take about two weeks to complete.


Following the initial information I proceeded to identify the specific information and

determined if the information exists or needs to be created. The specific information needed

ranged from information about the students, the course and the overall Berklee College of Music.

Information also had to be obtained about music industry entrepreneurs. Some of the information

such as statistics among previous students is already created where as interview questions and

the summative assessment must be created.

Upon determining if the information was already created, I designed the methodology

and instrumentation of the needs assessment. I decided that I would perform the needs

assessment by reviewing current and previous students success level in the course and success

with entrepreneurship post graduation. I also will interview two industry professionals and study

current high earning music industry entrepreneurs. Following the design of methodology I

collected data to prepare the report by conducting the studies, assessments, interviews, and

reviewed relevant artifacts.

Data gathered in the review of literature and content showed that course materials were

outdated, old and not industry standard, therefore it does not benefit the students. Student’s

success rates in the class had very little correlation to success in the music industry due to many

variables that cannot be accounted for. Successful music industry entrepreneurs were very

difficult to quantify and duplicate through course procedures. Based on the interviews with

Robert Jones and Tyler Anderson the course did not adhere to the goals that Berklee College of

Music states that it wants students to get out of the course. Students were not learning how to

become music industry entrepreneurs, but they were learning about music industry entrepreneurs

and outdated business models. Robert Jones stated, “ Students may benefit more about learning


how to be creative in music industry entrepreneurship rather than putting together general

business plans”.

After collecting the data I prepared the report, and presented it to administrators and key

stakeholders. Who then decided it was best to present to the staff, students, and stakeholders

surrounding the music industry entrepreneurship course. Although my recommendations may not

be implemented immediately, there are some major causes of concern for the Berklee College of

Music when facilitating this course to students. Decisions must be made on the resource

allocation, program planning, content planning, activity planning and overall facilitation of the

course, or the choice can be made to discontinue the course.

The results of the needs assessment prove that the Berklee College of Music can greatly

benefit by the modification of or discontinuation of the music industry entrepreneurship course.

The problems with the course that have been discovered are elements including, course content,

effectiveness of the course and the ability for the course to transcend into the professional careers

of the students. According to two industry professionals the materials, literature and course

activities are not relevant to the music industry. The two music industry executives also stated

that, the entrepreneurship business models used in the course are outdated. Robert Jones and

Tyler Anderson also made a point to state that a change is needed quickly to ensure the quality of

education offered at the Berklee College of Music and to ensure all Berklee College of Music

graduates receive adequate information and skill development to be effective in the workplace.

A few possible solutions for the Berklee College of Music in regards to the music

industry entrepreneurship course include, changing the course content, changing the course

literature, changing the class materials or changing the course to an entirely different course. If

the course included materials that were industry standard and up to date the information would


be more beneficial to the students. If the course literature was up to date and used relevant

examples the students may be able to learn more from the literature and it may be more

applicable to the most recent music industry updates. If the course were discontinued all together

the Berklee College of Music would likely change the course and create another course to

address the gap in units left by this course. The Berklee College of Music is unlikely to

discontinue the course and replace it with nothing due to the income stream the class provides as

well as the students who would have a gap in the content that they have learned.

A needs assessment is used to determine the gaps between what is wanted and what is

achieved. Needs assessments are also used to gather data and determine the effectiveness of a

course, training, or program and allocate resources accordingly. I developed a needs assessment

for the Berklee College of Music to determine the effectiveness of the music industry

entrepreneurship course, and to see if actually produces students who are ready to be

entrepreneurs in the music industry. Based on the needs assessment the Berklee College of

Music should modify elements of the course to make them of better use to the students or

discontinue the course completely. By modifying the course, the quality of education at the

Berklee College of Music can be preserved. If nothing is done students will continue to pay and

learn about information that does not help them in the future. If nothing is done the reputation of

the Berklee College of Music will tarnish because the students who represent the college will not

have necessary skills to compete and become effective in their music industry endeavors. The

music industry will also suffer if nothing is done to modify the course because there will be

employees at prominent music industry companies that are not capable of performing the skills

relevant to their work.


Needs Assessment Cycle:

Identity of a Course

The course used for this needs assessment cycle is titled,” Music Industry

Entrepreneurship Course” which is facilitated by the Berklee College of Music. This course is

offered in an online format and takes 12 weeks to complete. 1400 dollars is the cost.

Identity of Assessment Purpose

Purpose

The purpose of the assessment will be to determine if students of the Berklee College of

Music are learning, implementing, and applying principles of entrepreneurship to their studies

and career in the music industry.

This level of assessment

The level of assessment is statewide due to the online format of the course and possibility

that students can be located anywhere in the United States.

Stakeholders in this assessment

Internal: students, teachers, administrators and planning committees of the Berklee

College of music. External stakeholders include accreditation committees (New England

Association of Schools and Colleges (NEASC), music industry officials.


Budget

For students this course cost 1400 dollars for the 12 week of instruction. For the school it

cost 45,000 per year for a full time assistant professor. An average class has between 12-20

students. If the school has the teacher teach this course to 4 classes at a time and four times a

year.

Budget Facts

$10,000 budget for facilitating course.

If only 12 students enroll in each course, that course generates 16,800 for the college.

If 20 students enroll in the course, the course generates 28,000 for the college.

If the teacher teaches four classes of 12, which would be 48 students at a time the course would

generate 67,200 dollars for the college in 12 weeks.

If the teacher teachers four classes of 20, which would be 80 students at a time the course would

generate 112,000 for the college in 12 weeks.

The college pays the teacher 45,000 a year and the course generates between 67,200 and 112,000

in 12 weeks.

Available Resources

Music industry executives, insiders, and representatives can provide information on

what their companies are looking for in the knowledge and skills of prospective clients.

They also can offer insight into what their companies are currently doing as well as trends

of the market and music industry.


Time allotted for assessment

It will take about two weeks to complete the needs assessment and the summative

assessment will take place upon the completion of the most recent course.

Specific Information needed to measure using assessment

How well are students learning entrepreneurship skills that will help them in their careers inside

of the music industry?

How are successful musicians in the music industry using entrepreneurship skills to create more

money or avenues for money?

Does the instructor have any first hand experience or practical experience with entrepreneurship

in the music industry?

How well this class addressing the pitfalls or problems that make it hard externally for music

artists and internally for students of the Berklee College of music to learn about and apply

principles of entrepreneurship?

Do the objectives and goals of the course also apply to the students who are being asked to learn

and apply these goals?

Do the activities of the course help students learn how to make money in the music industry?

Is the information in the course currently the industry standard or is material outdated?

How much money is needed to run the course, change the course, and pay the teachers?

What are students really getting out of this course?

How do music industry insiders and executives feel about the content and usability of

information used and discussed in this course?

How students feel about the course and the course content?


Does information already exist?

Information on the students and the review of artifacts and literature are already created.

The summative assessment and interview questions will need to be created.

Methodology & Instrumentation:

A needs assessment plan describes the data gathering efforts and gives a detailed account

of the process, participants and key variables involved in the needs assessment. The

methodology for determining the usefulness and practicality of the music industry

entrepreneurship course will involve a review or artifacts, summative assessment, interviews

from music industry executives and a review of content relevancy to industry standards. Also

included in the methodology a review of recent top earning music artists and what common

principles successful entrepreneurs share. Upon the completion of the assessment a

recommendation will be given based on the effectiveness of the course and determined need for

the course.

Description of procedures

Lawrence Cornell Carter II will be responsible for reviewing relevant artifacts, literature,

content, and conducting interviews with industry executives

Review of Artifacts- The review of artifacts will include data involving the success and failure,

literature and course content.


Summative assessment

Summative assessments that are given to the most recent students going through the course will

be reviewed by Lawrence Cornell Carter to analyze the student’s feelings, emotions and attitude

upon completion of the course. A separate summative assessment will be given to the teacher of

this course to determine what the facilitator of the course thinks about the courses successes and

shortcomings.

Interviews

Lawrence Cornell Carter will conduct two interviews in order to get the professional

opinion of two music industry executives. The music industry executives interviewed are Tyler

Anderson, and Robert Jones. Mr. Anderson is a music entertainment attorney with a proven track

record of success with recording artists. Mr. Jones is a booking agent with Flat Hat Club

Enterprises.

Research subjects

Research subjects for this needs assessment are students of the Berklee College of Music,

music industry executive’s professional opinion and top earning music industry entrepreneurs.

Key Variables

Key variables include on the part of the students, the overall assessment review and the

consumer behavior. On the part of the students it is important to analyze the varying levels of

motivation, opportunity, and talent each individual student has. Also it Is important that the

recommendations from interviews may be skewed in a since that maybe they have flawed


opinions or views of the content. Also music industry entrepreneur’s success rates are atypical

and are very hard to study and quantify. Consumer behavior should also be taken into account as

well as the unpredictability of various markets.

Objectives for proposed study

To determine if the Music Industry Entrepreneurship course is useful to the Berklee

College of Music students or if the course should be discontinued.

To determine if the Music Industry Entrepreneurship course content is up to date and

relevant according to industry professionals.

To determine if the Music Industry Entrepreneurship course is producing students who

can apply principles of entrepreneurship to their music career.

Supporting Documentation:

Interview questions for Robert Jones & Tyler Anderson

1) How well does the information forwarded to you about the course resemble the way music

industry entrepreneurs do business?

According to Robert Jones the information about the content does not resemble materials used in

the music industry, the materials are old and outdated.

According to Tyler Anderson the information about the course content does not resemble

materials used in the music industry because the materials are old and outdated.


2) Based on your review of the literature does the Berklee College of Music need to discontinue

this course?

According to Robert Jones, the literature is old and outdated, the course does not need to be

discontinued, but rather modified.

According to Tyler Anderson the literature is old and the course does not properly address

principles of entrepreneurship in the music industry efficiently.

3) Based on your review of the literature does the Berklee College of Music need to modify this

course?

According to Robert Jones the course needs to be modified to address new models of

entrepreneurship.

According to Tyler Anderson the course needs to be modified or discontinued all together

because the course is not properly designed to teach students how to be entrepreneurs in the

music industry.

4) Based on your review of the literature does the Berklee College of Music need to modify

content for this course?

According to Robert Jones the content should be relevant industry updates and new technologies

aiding entrepreneurs in the music industry.

According to Tyler Anderson the content will need to be changed to activities that are planned

and developed to train students in principles of entrepreneurship and practical ideas to become

entrepreneurs in the music industry.

5) Based on your review of the literature does the Berklee College of Music need to modify

literature for this course?


According to Robert Jones the course literature should be changed to All You Need to Know

About the Music business : by Donald Passman.

According to Tyler Anderson the course literature should be discontinued because the literature

is old and outdated.

6) Based on your review of the literature does the Berklee College of Music need to instructors

for this course?

According to Robert Jones the instructor is adequate in facilitating the course.

According to Tyler Anderson the instructor is adequate in facilitating the course.


References

Howard, G. (2014). Music Industry Entrepreneurship Course. Retrieved from

http://online.berklee.edu/courses/music-industry-entrepreneurship#!requirements

Mckillip, J. (1998). Needs Analysis: Process and techniques. Thousand Oaks, CA: Sage.

Royse, D., Thyer, B., & Padgett, D. (2010). Program Evaluation: An Introduction (5th ed.).

Belmont, CA: Wadsworth.

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