Open access to knowledge is the foundation of learning and discovery in higher education. Yet in Australian music faculties, the use of essential material is regulated and commercialized by record companies and music publishing houses. This paper details the impact of this framework through the eyes of music academics and students by making equity parallels with traditional academic arrangements. It outlines aspects of originality at the coalface while also revealing persistent blocks to creativity and the growth of identity. Through this examination the paper suggests alternatives for music education, research and development to be fully recognised as part of any truly national Australian innovation system.