A creator-to-consumer music licensing platform on blockchain by and for students, based at the Berklee School of Music, in collaboration with MIT.
💫 Your brief bio
she/hers. Music Business student, artist advocate, obsessed with under-listened, independent artists.
Boston, MA, USA
Eastern Standard Time GMT-5:00
Within the next few months, I want to see more students involved with the project, and a transition of leadership. I want to involve students in freshmen and sophomore year, and work with people who are invested in the project and in it for the long haul. We need to figure out a way to keep the energy alive after many original team members leave, and need to do this by focusing heavily on leadership sustainability and making sure that students who partake All feel HEARD and EMPOWERED.
Time in operation
I want to have a full onboarding system for new members to join RAIDAR and feel empowered to take the reigns once joining the team. I want to have identified potential student leaders and work with them to ensure they'll be upholding the right values, and figure out some way to take the hierarchy out of their positions.
E2C journey so far
The most significant takeaway I've had from E2C so far is that a major part of community-led governance is accepting constant change. More eloquently said, it was mentioned in one of the sessions that you should "allow your village to change and grow as you need." In discovering the best way for us to transition RAIDAR to include a more expansive student team, I found myself caught up in the details- creating specified organization systems, specialized roles for new team members, etc. and realized that this is not only ineffective, but it's against the purpose I am trying to achieve! If I am attempting to ensure a transition in leadership and an onboarding of new students with little to no understanding of the project itself, yes, broad "training" systems are necessary to empower new additions to the team. However, the whole reason we're embodying a community-led model is to hear every voice, however and whenever they would like to express it. Micro-management is entirely contrary to our goal. I have become far more aware of how to balance organization and management without being overly controlling.
E2C journey ahead
The concept of hierarchy is troubling to me. I think we need it for stability and organization, and leadership roles actually have a great benefit within our project because it gives students who step into leadership roles the opportunity to develop leadership skills, which is right in line with our educational purpose. However, I need to figure out a way to "train" (dislike the word, but it's the best word for the description) student leaders to not function as dictators. I believe this can only be a true learning process for everyone involved if people don't perceive it as a "teacher-student" relationship between an "advanced" student and a "less knowledgable" one. This issue, which is psychological, is the main one I've been grappling with, and would love others input and thoughts on the matter.