Art management: a study on the value function and implementation path of ethnic music in college aesthetic education

Abstract

Within the domain of tertiary aesthetic education, the systematic incorporation of ethnic musical traditions remains conceptually compelling yet operationally elusive. Anchored in an art-management perspective, the present inquiry applies a sequential mixed-methods design - encompassing a multi-institutional survey $(n=387)$ semi-structured interviews ( $(n=42)$, and three longitudinal case studies - to elucidate both the multidimensional pedagogical value of ethnic music and the concrete pathways by which colleges can institutionalise such repertoires. Factor and regression analyses reveal that programmes attentive to cultural- context integration, authentic community partnerships, and practitioner-led performance opportunities account for nearly seventy per cent of the variance in overall programme effectiveness (adjusted $R^{2}=0.681^{\prime}$. Case evidence further indicates effectiveness gains ranging from 37% to 52% when art-management principles are deliberately embedded in curriculum design, resource governance, faculty development, and evaluative practice. The findings furnish a replicable, evidence-based framework for higher-education leaders seeking to align cultural heritage preservation with contemporary educational imperatives, while simultaneously nurturing intercultural competence, creative expression, and emotional intelligence among diverse student populations.