The past decades have seen a growing interest in researching performance-related health issues among professional musicians and higher music education students. While many research projects have focused on health education interventions (see Baadjou et al., 2021; Lee et al., 2012; Stern et al., 2012), significantly less attention has been paid to the complex contexts of the music institutions themselves as environments which shape student work and health (Jääskeläinen et al., 2020; Perkins et al., 2017). To address this, a study of three higher music education institutions internationally examined the ways music students’ work and health were coordinated institutionally through policies and practices (see Sabo et al., 2024). Framed using a sociological method of inquiry called Institutional Ethnography (IE), this project sought to understand how student work and health are coordinated locally and extra-locally through social organization. In keeping with the values underpinning IE, the three studies stayed with participants as research ‘subjects,’ and not ‘objects’ of study; they employed three interrelated concepts: work, text, and discourse to explore the ways ‘ruling relations’ coordinated the everyday work and health of music students within the institutions (Smith & Griffith, 2022). Previous outputs from this project have provided key insights into the many ways student work and health are organized and have already contributed to changes in institutional policy. However, there remains a gap in understanding the important voices of faculty and administration whose work organizes (and is similarly organized by) institutional policies and practices. To address this issue, this presentation expands upon and analyzes responses from ten (n=10) members of faculty and administration from one larger higher education institution in Canada who engaged in 30-60 minute research interviews exploring a) the work and activities they did in their day-to-day; the resources they drew upon to do their work; c) who they ‘did their work with’ (those who coordinated/were coordinated by their work); and d) the ways health and wellness discourses showed up and organized their work.This presentation expands upon analysis from previous study findings focused on student work and health and provides a crucial and missing piece of the institutional puzzle, highlighting the complexity of the ruling relations within the institutional space. This presentation concludes with implications for knowledge users within higher music institutions and suggestions for future research directions.