Beyond the studio: tertiary music production graduates in Kenya pursuing non-production roles

Abstract

This study investigates the reasons behind music production graduates in Kenya moving away from production roles, with a focus on gaps in education and challenges in cultural competency. Through a qualitative research design employing semi-structured interviews and focus group discussions with recent graduates in Nairobi County, the study utilizes Kolb's Experiential Learning Theory to analyse how graduates transform their educational experiences into professional capabilities. The findings reveal a significant theory-practice gap characterized by the dominance of Western musical paradigms in formal education, which creates substantial barriers for graduates engaging with local music production contexts. Additionally, the research identifies critical cultural competency challenges stemming from limited exposure to indigenous musical traditions during formal training. These challenges manifest in graduates' inability to produce commercially viable music that resonates with local audiences, often leading to career transitions into music education roles. The study demonstrates how the current educational framework creates what is termed an "impeded transformative experience," where graduates struggle to convert their academic knowledge into viable industry practice. The research concludes that successful reform of music production education in Kenya requires a holistic approach that addresses both technical competency and cultural literacy, suggesting the need for curriculum reforms that balance Western production techniques with local musical traditions while maintaining global industry standards. This transformation is essential for improving graduate outcomes and ensuring the sustainable development of Kenya's music industry.