This article analyses the impacts of institutionalising oral folk/traditional musics into tertiary-level performance-oriented degree programmes in Western-style conservatories, music academies, and universities. The Folk Music Department at the Sibelius Academy in Finland serves as a primary case study, with ethnographic data supplemented by statistical analysis to illustrate the nature and extent of the Sibelius Academy's influence. This case study is also compared with other programmes in the Nordic countries, the British Isles, North America, China, Indonesia, and former Soviet states in Eastern Europe and Central Asia. The article demonstrates how conservatory environments and high valuation of Western classical music have often led to the adoption or imposition of Western art music conventions or value systems (labelled Westernisation or artification); how curricula and pedagogies have been shaped by specific cultural agendas and political ideologies (such as nationalism, socialism, anarchism, democracy, or pluralism); and how academy programmes can create new musician hierarchies, disseminate their ideologies, and transform attitudes and practices far beyond institutional walls.