How can music industry programs best prepare students for the near constant change and ambiguity engendered by the rapid pace of technological and structural change to the global music and entertainment business? For the authors, the answer to this question has been to develop a new model for teaching and learning in the Music Management degree program they direct. This article provides an explanation for the process of developing this revised program. It is structured in two parts, which follow a brief introduction: the fi rst part looks at the changing landscape of approaches to student learning and its meaning and potential value to educators, students, and employers. The second part identifies the progress made in creating a program incorporating this theory with identifiable and measurable benchmarks to help develop practice-ready professionals for careers in the music business, in part by attempting to enhance the opportunity for students to participate in integrative learning experiences in and beyond the classroom.