AN ANALYSIS OF THE RADIOJELEVISION TRAINING PROGRAMS IN INSTITUTIONS OF HIGHER EDUCATION Thesis Io: the Dogm of Ed. D. MICHIGAN STATE UNIVERSITY Dan N. Anderson 1960 This is to certify that the thesis entitled All ANALYSIS OF THE MIDIO-TELEVISICN TRAII‘JIIIG PE’LOGRAI-B Iii II‘ISTITUTIOIJS OF HIGHER EDUCATION presented by Dale N. Anderson has been accepted towards fulfillment of the requirements for Ed. D. degree in Education %M° Major professor Date May 16, 1960 L [B R A R Y Michigan State University _ . ,_____,-‘_'._~____.__ -'WO AN ANALYSIS OF THE RADIO - TELEVISION TRAINING PROGRAMS IN INSTITUTIONS OF HIGHER EDUCATION at 9 x \N Dale NI‘Anderson AN ABSTRACT Sub-It‘l’ed to the School for Advanced Graduate Studies of Michigan State University of Argriculture and Applied Science In partial fulfill-ant of the requirements for the degree of DOCTOR OF EDUCATION Department of Teacher Education |960 Approved Atééz;;g2;~”’7‘7>7§AEéL€L This study is an exploration of the general character and validity of present-day radio and television education in leading colleges and universities as seen by representative groups of educators, graduates, and broadcasters. Its purposes are to: (I) ascertain the objectives of radio and television training programs in a representative group of institutions, (2) identify and analyze the curriculums of the training programs, iJl compare the curriculum patterns to the personnel needs and preferred elployeent qualifications of radio and television stations, (4) appraise the training progress in terms of specific race-lendations for more effective and expert instruction, and (5) discover how an organization such as the Association for Professional Broadcasting Education can best serve the radio and television training progress in institutions of higher learning. The normative-survey technique was employed. Three separate, yet interrelated, questionnaires were prepared and sent to institutions, to»foreer students, and to broadcasting stations. The following findings are along the east ieportant resulting from the study: I. Seven objectives were reported for the radio and television training programs. The nest often stated objective was "to develop professional competence within the student." R 2. General agree-ant was found between the institutions and the former students regarding the frequency with which 26 radio and tele- Dale II. Anderson vision courses are offe men, and the importan appeared in relationshil relieved their ool Ieges Ithasized others. 3. The institutic “I ”(liming are tm training Programs. " "‘0 Iajority Parts of their col Iege me: (I) radio and Ti and ‘3’ iadio and teII 5' The '05? ire of anemia °rienta and pramICes . 6. _ T“ ”40:11, “$15130!“ Of II The 7. "early so 1 Dale I. Anderson 2 vision courses are offered, the frequency with which these courses are taken, and the importance attached to them. However, dissimilarities appeared in relationship to several courses. 'The former students believed their colleges had over-emphasized certain areas and under- enphasized others. 3. The institutions and former students agreed that production and programming are the industry divisions most emphasized in the training programs. 4. The majority of former students felt that the most valuable parts of their college work in relation to their professional careers were: (I) radio and television workshops, (2) liberal arts courses, and (3) radio and television courses. ‘5. The most frequent criticism by former students was the lack of commercial orientation and training in specific commercial procedures and practices. 6. The majority of former students indicated that their over-all expectations of the broadcast industry as derived from their training had been favorably substantiated. 7. Nearly 50 per cent of the former students rated their radio and television training as good and nearly 24 per cent rated their training as excellent. 8. Radio and television broadcasters experience their greatest difficulty in securing qualified personnel for the sales division. The engineering division was rated second most difficult by radio stations, and production was rated second by television stations. 9. Both radio and television broadcasters listed sales, programming, and engineering as the three divisions that would profit most from Dale N. Anderson college-trained personnel-but not in the same order. I0. Substantial agreement was found between institutional and station respondents in rating the most essential qualifications for uployment in the broadcast profession. However, the two groups disagreed on some qualifications. II. The two most preferred services of a professional organiza- tion were: (I) "establish faculty-industry internships" and (2) "establish ineservice scholarships for students." Specific application of these findings to more effective instruction In radio and television is the predominant theme underlying the general conclusions of the study. -‘. I“ "" I" x ‘ 7 [3| n..\.‘mu-° be e A“ A..|.. AN ANALYSIS OF THE RADIO - TSLEVISION TRAINING PROGRAMS IN INSTITUTIONS OF HIGHER EDUCATION By Dale N.‘Anderson A THESIS Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of CTOR OF EDUCATION Department of Teacher Education 1959 ) ( Lil narration, beset, 215593131133: in $1.34.: in 1.2525: “m of Stuiies Iii301' Subject: liner Subj er“ . VB“ ‘I «RV‘r—m:n_ .lo a JLVDe ‘rh‘...di ‘k% 30m: January ‘ “A“ n _‘ P n. 0“ 1c ‘el? 1:. Ins.m_~ 5"] 1', 393113-: lag-3Q, . u 0‘: Dale N. Anderson Candidate for the degree of Doctor of Education Final Examination, December 23, 1959, Department of Higher Education Dissertation: An Analysis of the Radio-Television Training Programs in Institutions of Higher Education Outline of Studies Major Subject: Higher Education Minor Subjects: Educational Administration, Radio- Television Speech Biographical Items Born, January 6, 1925, Atlantic, Iowa Undergraduate Studies, University of Nebraska, 19b6-1950, Bachelor of Arts, 1950 Graduate Studies, University of Nebraska, 1950-1951, Master of Arts, 1951; Michigan State University 1953-1959 EXperience: Instructor - Radio—Television, San Francisco State College 1951-1953; Acting Director of Radio and Television, San Francisco State College 1952-1953; Instructor - Radio-Television, Michigan State Univer- sity 1953-1957; Assistant Professor and Director of Radio-Television, Humboldt State College l957-present Member of: Speech Association of America, Far4western Radio- Television Conference, western Speech Association ii The author His? ajcrjrai‘essor, Dr. Vt- us generous devotion o :55?) .ivilS Dave P-a;v"3~1 333i: 9 r,‘ ;‘_N3‘3 § in. wt. qurL-‘s t3 2?! A v“‘ ‘ ‘ M ase‘ H a“: v.‘ I m.‘ “'.:5\ “'5‘ i u .VA “I 3“,.r, ‘ ACKNOWLEDGEMENTS The author wishes to eXpress his sincere thanks to his major professor. Dr. Walker H. Hill. His unflagging cooperation, his generous devotion of time, his moral support. and his many suggestions have played an important part in making this study possible. The writer deeply appreciates the work of the other mem- bers of his guidance committee, Professor Leo Martin, Dr.'William Roe, and Dr. David Potter. Each has made a genuine contribution to this study. In addition, the writer wishes to express his sincere thanks to Dr. Robert C. Crawford, formerly a member of his guidance committee and now at Queens College, New York. Grateful acknowledgement is also due the Association for Professional Broadcasting Education. D. N. Anderson iii ELIE DATA OF A. . m )F’T M". :w ~.T\".“ x; ”:«\V”' Mu‘ y . r: “:zvrc ‘50 J. 03”..“ . . .- Iv‘ A" y 1,.~‘_, 57"",1‘: ‘3- U: All.»b.1r..-\h‘u q.“ ‘- T..- ’71 10 n2} Tatum“ r ’9 "1' a... ‘ - I 4 H u. heLmLU_‘:‘ A. Introductic The fiistcrj TEIBV'isi; Survey of 1 511323.] . III. VEHCXKQY PTOC Still? 9 mtathr All} Pf? -~ — ‘.-‘ 'V TABLE OF CONTENTS Page PERSONAL DATA OF AUTHOR . . . . . . . . . . . . ii AC KN O‘l'mawm TS e e e e e e e e e e e e e e ii i HST OF .ABLES m e e e e e e e e e e e e e 0 Vi IJIST OF Ill-IUSTRATIONS O O O O O C O O O O O O O Xi Chapter I. THE PROBLEM AND ITS IMPORTANCE . . . . . . . 1 II. LITERATURE IN THE FIELD . . . . . . . , . 7 Introduction . . . . . . . . . 7 The Historical Implications of Radio and Television Broadcasting Instruction . . . . 9 Survey of Related Research . . . . . . . l9 smary e e e e e e e e e e e e e e 30 III. METHOmI-DGY e e e e e e e e e e e e e 31 Procedure and Techniques of the Study . . . . - 31 Limitations of the Study' . . . . .' . . . 46 IV. {A DESCRIPTIVE PROFILE OF THE INSTITUTIONAL BROADCAST TRAINING PROGRAMS: THE PROFESSIONAL AND PERSONAL CHARACTERISTICS OF THE FORMER BROADCAST TRAINING STUDENT RESPONDENTS: AND, A DESCRIPTIVE PROFILE OF THE BROADCAST STATION PEILSONNELNEEDS . . . . . . . . . . . 49 Introduction . . . . . . . . . . . . 49 A Descriptive Profile of the Institutional Broadcast Training Program . . . . . . . 51 The Professional and Personal Characteristics of the Former Broadcast Training Student Respondents . . . . . . . . 100 A Descriptive Profile of the Broadcast Station Personnel Needs . . . . . . . . 110 Summary of Institutional Broadcast Training Programs e e e e e e e e e e e 130 Summary of Professional and Personal Char- acteristics of the Former Broadcast Training Student Respondents . . . . . 135 Summary of Broadcast Station Personnel Needs . 13? iv 0-; p AA\" "\ ‘ » r “1:7. “"h- I\., ‘nulib. J a U- v- - fl_ ‘ 3 I” _‘_~- I“). b'VA-. ‘. M’Wfii n- . A. ' --~ wU-o-o “'N A." e A. Pp L L .., . ‘ mAlv U ..'_' A ~.,,__ ., e w . ‘ ' O a ~_ ““‘ II” nV-\! -". ('- . ls. u..-J_.. h... 5' b-u .. l a. ‘~--~-.~-1 ,. H,“ _ Ii,~ ‘ QV.. I, V. ‘ Vii-3. -.. ‘ “no ‘ R "1‘, , ' Um.~ ,rw' . p. .Drlhm. aus.:.c‘ .. .. f-‘ ‘ .ec‘.““J .‘:: a“ I I- ‘7 ' II“): A . ., . . I. -m.,_ 'r ‘M, I... {a \ fit ‘ “‘.. u. ‘ IN, . lug --'.\’\._' ._l x . .‘n—l‘ne d “N . 0 ~‘ ‘~ 1““ w p‘: ~ TABLE OF CCNTE FITS -- Continued Chapter Page v. THE OEJEZCTIL..3, 31:31:1533, AND EVA} UATIC-Ii OF Ii CSTITUTICILAL BFC1DC1ST THII I C THE ESSE “TlaLIIIUChTLHT.J‘IJrls'ThdqarCH BROADCAST IVDUSTRY PL.nbith AI D HCiu THE ASSOCIATION FOR F’OT:SSIC”’L BHO‘ECJCTI‘G EDUCITICN CZN BFST SERVE BROADCAST TLI"LM;P&O"L¢S . . . . . . . . . . 139 Introduction . . . . . . . . . . . . 139 The Objectives and Phases of Institutional Broadcast Training . . . . . . . . . 1&0 The Evaluation of Institutional Broadcast Training by Former Students . . . . . . 168 The Essential Employment Qualifications for Broadcast Industry Personnel . . . . . 194 How the Association for Professional Broadcasting Education can best serve broadcast Training PrOgrams . . . . . . 206 Summary of the Objectives and Phases of Institutional Broadcast Training . . . . . 209 Summary of the EValuation of Institutional Broadcast Training by Former Students . . . 211 Summary of the Essential Employment Qualifications for Broadcast Industry Personnel . . . . . . . . . . . . 214 Summary of How the Association for Professional Broadcasting Education can best serve broadcast Training PrOgrams . . . . . . 215 VI. SUNFJ :‘LY OF T HZ. HOST 11111111... T FIL‘iDIiiCS; mag-1L co «CLUSII as; AND RECOII' .::~D 11L 5 FOR. FULLTIHLR STUDY . . . . . . . . . . 21.6 Introduction . . . . . . . . . . . . 216 Summary of the Most Important Findings . . . 218 General Conclusions . . . . . . . . . . 227 Recommendations for Further Study . . . . . 242 APPENDIX A. REE; CH P1oLPLCW" . . . . . . . . 2A5 Aszz-me B. 12;; 1' 11-11101: .1 11.1111: 1:11:13: 11ch LETTERS . . 251 APPSNDIX c. STUDENT rL- r110: 1;.1913 AI'D LETTER . . . . 263 AP‘ e15; DIX D. STATION QUESTIONNAIRE AND LETTEES . . . . 268 81‘ ULIO GMPIIY e e e e e e e e e e e 273 .\-, p- d I “o .q‘r.‘ '0‘; ‘,o: ULO.<. -.A» .1 -- 0 ‘~ nn“! ,. . .— VV-ny, ~ -.._. "‘ a fin“- " u .b..._. .. "' . . F (‘va ....l. ' a VJ..:_._‘-_‘U.l C!- o ' - ~.. ‘v ;. a . _ _ hfl‘7“r‘ 1"“ v ..u..-.__‘.~ " - ., ‘ . ¥ ‘. . ‘e— - Q‘ ‘ V I]; U. u- . .‘ . \ , . ‘ P - c nus..- .-~ ~‘2‘ ‘ v - ‘4 ’5‘... ‘--__\‘~ .- I" ‘~ JC'-_p-- ' \O v-s C.“a% ,7 ‘ "v. J_ -.._ . d‘n.“.,. u_ ‘. ‘ *1 9. 'P ~- H unfit; -. “vac. ’. . v .C‘ . ”N. f' "a..~“.“ f. .1 A u. we. .;,._~ f‘ ~ VC‘ _: ‘— A“. Table 5. 9. 10. ll. 13. LIST OF TASLES Classification and Enrollment of Participating Colleges and Universities . . . . . . . Colleges and Universities Reporting Nemes of Former Students in Radio-Television and Former Radio—Television Students Returning Questionnaires . . . . . . . . . . . Composition of the Radio and Television Station Sample and the Returns . . . . . . . . Administrative Classification of the Radio- Television Training Programs on Departmental Level . O O O O O I O O O O O O . Administrative Classification of the Radio- Television Training Programs on School or (3011639 Lev-91 . o o o O o O O O O O Other Departments, Schools, Colleges, or Equivalent Divisions of Colleges and Universities in which Radio and/or Television are Taught . . . . . . . . . . . . Number of Years Kajor Nork in Radio and Television has been Offered in Colleges and Universities . Number of Faculty Members in Radio-Television Training Programs in Colleges and Universities. Number of Fulltime Radio and Television Faculty members in Radio—Television Programs in Colleges and Universities . . . . . . . Number of Faculty Members Devoting Parttime to Teaching in Radio-Television Training Programs in Colleges and Universities . . . . . . Number of Parttime Faculty Members in Radio- Television Treining Programs in Colleges and. univerSitieS o o o o o o o o o o Radio-Television Faculty Commercial and fiducational Broadcasting Experience . . . . Divisions of the Radio-Television Industry in which Radio—Television Faculty of Colleges and Universities have been Employed . . . . vi #0 53 63 64 67 69 LIST OF TABLES -- Continued Table 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 2h. 25. £26. 27. 228. Academic Degrees Offered in Radio-Television Training Programs in Colleges and Universities . . . . . . . . . . . . Academic Degrees Offered in Radio-Television Training Programs in Colleges and UDch‘I‘SitieS o o o o o o o o o o o o Enrollment in Radio—Television Training Programs in Colleges and Universities . . . Radio Studio Facilities used in Student Training . Student use of the Radio Studio Fadilities . . . Program Types Employed in Student Training use of Radio Studio Facilities . . . . . . . Radio Equipment Ownership in the Radio—Television Training Programs of 77 Colleges and Universities . . . . . . . . . . . . Television Studio Facilities Used in Student Training . . . . . . . . . . . . . Student use of the Television Studio Facilities . Program Types Employed in Student Training use of Television Studio Facilities . . . . . Television Equipment Ownership in the Radio- Television Training Programs of 77 Colleges and Universities . . . . . . . Radio-Television Training Problems Facing Colleges and Universities and their Importance . . . . . . . . . . . . Radio-Television Training Problems Facing Colleges and Universities . . . . . . . Most Important Radio-Television Training Problems Facing Colleges and Universities . . . . . Ideal Institutional Administrative Structure for a worthwhile Radio and/or Television Training Program . . . . . . . . . . vii Page 72- 88- 7O 73 76 77 80 81 82 8h 86 87 89 91 92 9h 99 R A u q, V'N ." "T 3: ." J o. Vg... . ...a-JJ bun-- .;h4u *‘ ‘- 'J‘ 1313 "4 J. 4; u : ~~vf--“ I on .u»..- U I (V. d o . .fi . ,- V“" F‘ u I" ann~o 3‘ O A v. F! “ ‘ ‘-’ 'T“D;C "-. “ 1*. v-tku v0--_n g T. 7 F‘- ' ,fi .Pn‘ .- .,.' (a. MA ".53.: ~.n- '| ~ . . C. a... . ,. ‘u‘p"“ - Q! at. e " F P- 4'!| ore_‘;0r.s AJI‘ ‘27 — ..-. 4 I u ‘rv-n J" ._ ""“' x...) . 43‘ ‘.. .. J“. ’5' ran, .\ ‘~;JV..: :vo "' c In 1" c J” “n“ v _ VOL ‘93 o 4. “a 9. Ln PM (If; ‘F ‘0 "h. f. o .3 5 W O D- ; -‘ . h (14,0‘ ‘ ‘ v‘.‘ .. . y- -. c‘“: 1 ‘t ‘- “A I. ’~ :r(.r.. . N “FAQ, . '| n J I‘. Uy‘z‘, IIST OF TABLES -- Continued Table Page 29. Divisions of Broadcast Industry Represented by Respondents to Student Questionnaire . . . 101 30. Present Positions Held by Respondents to Student Questionnaire . . . . . . . . . 103-106 31. General Profile on Student Respondents . . . . 107 32. Degrees Held by Student Respondents . . . . . 109 33. In What Division or Divisions of your Radio and/or Television Station do you Find it host Difficult to Secure Qualified Personnel . . . . . . 111 34. In What Division or Divisions of the Radio and/or Television Station do you Find it Most Difficult to Secure Qualified Personnel . . . . . . 113 35. Reasons for Scarcity of Qualified Personnel . . 114 36. Reasons for Scarcity of Qualified Personnel . . 116 37. Reasons for Abundance of Qualified Personnel . . 119 38. Reasons for Abundance of Qualified Personnel . . 120 39. Sources Utilized in Securing Radio-Television Personnel . . . . . . . . . . . . . 123 #0. Sources Utilized in Securing Radio-Television Personnel . . . . . . . . . . . . . 12“ 41. What Divisions of Your Radio or Television Station Would Profit from Personnel with College Training in Radio and Television . . 127 “2. What deisions of a Radio or Television Station Would Profit from Personnel with College Training in Radio and Television . . . . . 129 1+3. Objectives of Radio and Television Training Programs in Colleges and Universities . . . 1&1 Lu». Radio-Television Courses Offered by Colleges and Universities and Their Classification . . 147-1h8 4+5. Frequency of Enrollment in Radio-Television Courses . . . . . . . . . . . . . 150-151 viii LIST OF TABLES -- Continued Table 46. 47. 48. 50. 51. 52. 53. 55. 56. .57. £58. :39. Most Important Courses . . . . . . . . . Frequency of Course Offering - Frequency of Enrollment in Radio-Television Courses and Their Importance . . . . . . . . . Importance of Courses by Job Classification . . Curriculum Emphasis in College and University Radio-Television Training Programs as Reported by Institutions and by Former Students . . . . . . . . . . . . . Curriculum Emphasis in Radio-Television Training Programs in Colleges and Universities as Reported by Institutions . . . . . . . . Curriculum Emphasis in College and University Radio-Television Training Programs as Reported by Former Students . . . . . . . Evaluation of the Radio-Television Training Programs . . . . . . . . . . . . . Reasons for Assigned Radio and Television Training Program Ratings . . . . . . . . Reasons for Assigned Radio and Television Training Program Ratings . . . . . . . . Criticisms of Radio and Television Training Programs in Colleges and Universities as Derived from Industry Employment . . . . What Part or Parts of College or University Radio- Television Training has been Host Valuable to the Former Students in Their Broadcasting Careers . . . . . . . . . . . . . Ranking of Individual Areas of Study by IndiVidual Industry Divisions . . . . . . What First Attracted Former Radio and/or Television Students to the Broadcast Field . . . . . Essential Employment Qualifications for Broadcast Industry Personnel Established by Colleges and Universities . . . . . . . . . . Page 152-153 154-155 159-160 162 163 165 169 171 174 179 185 187 188 195 v.‘ 61. T-‘,';._;x.3 -- Cor: Linus: tial 37mg] cyment Qualifications for Broadcast Industry Personnel Established by Radio and Television Pro dcaiters Suggestions for Service by the Association for 1 Broadc Education «:1 C-. ro O O 20'? 3:339 a r‘ - .U \a 1 mdo‘es O R f"..’.,..' A\u_IJ ¢ 1. Uh..uu¢ o - l “ rv-R ‘- WY: “‘1“ ‘0‘... ' Tc"".7":"§ .... J. ugubnbxda .4 ~ . ”4“,. y... Lolwu- he: an: V 111.1", 4‘ ' Ant ,0 9. 'u-‘vL'-- ST OF ILLUSTRATIOLS Figure Page 1. Titles of Courses ”5 Listed in Table 47 . . . . 156 2. Curriculum Emphasis as seen by Institutions and Former Students . . . . . . . . . 167 3. Essential Employment Qualifications for Broadcast Industry Personnel as LStSbllshed by Colleges and Universities and Radio and Television Broadcasters . . . . . . . . . . . . 205 En‘oadcasting ' at twentieth cent; tie means by mic: the values and ter Few peeple re; for the general pu‘sli: pert role and telev'l; $331319 Cultural, an; It appears tr... “184-31111 toiay sales 3 ‘0 0 VJ-6 “4-09.00 tile , sales 01' 3720.3: In 48° . edition, there ar- ad was) and 183.0% all holes) in the Uni aa 1 g ‘ “‘71 amplitUde I 3': 1'13 35 and 495 con.“ 1» 15s? ll‘aud Cues: Appleton. . 2 I 1888?}...3; A,“ 3 £40, p. A- CHAPTER I THE PROBLEM AND ITS IMPORTANCE Broadcasting has been irrevocably woven into the fabric of twentieth century life, being at one and the same time the means by'which our society'functions and a reflection of the values and tensions of our contemporary world. Few peeple realized in the early 1920's when broadcasting for the general public began in the United States, what an important part radio and television broadcasting would play in our present—day social, cultural, and business worlds. It appears that this great new industry simply "grew like Tepsy," until today it is a mature industry boasting of total time sales of $516,409,000 for all radio stations and networks and total time sales of $726,300,000 for all television stations and networks? In addition, there are 48,900,000 radio homes (nearly 97 per cent of all homes) and 43,000,000 television homes (nearly 85 per cent of all homes) in the United States; and, as of August 1, 1958, there were 3,271 amplitude modulation stations, 552 frequency modulation stations and 495 commercial television stations in Operation,3 ~ 1Giraud Chester and Garnet R. Garrison, Radio gng_Te1evision (New York: Appleton-CenturybCrofts, Inc., 1950) p. 3. 2_______, Broadcasting Yearbook (Broadcasting Publications Inc" 1958). p. A—ls. 3M0! p0 A'150 These station sated as a result of 131935. This census its character and ext: seczsi represents the 31,1935. (n that da: broadcasting L'xiustxfi' in mail broadcast p. In addition, é bush-asses could be it kirzry today. Then or regional advertisi: :ele’risioa; 100 comps.- zooms providing r. “‘33 representing u. 2 These station statistics are a far cry from the figures pre- sented as a result of the first census of radio broadcasting taken in 1936. This census was the first complete, formal presentation of the character and extent of the radio business, and the data pre- sented represents the business of 561 stations operating on December 31, 1935. On that date, networks and stations together eMployed 14,561 persons with an annual payroll of $26,911,392.1 In 1958, the broadcasting industry engaged 86,348 fulltime employees and paid out an annual broadcast payroll of $527,000,000.2 In addition, a number of service enterprises or related businesses could be interpreted to be a part of the broadcasting industry today. There are 607 advertising agencies placing national or regional advertising; 523 companies supplying program.services to television; 160 companies supplying program services to radio; 47 companies providing research services to radio and television; 51 unions representing workers and performers in radio and television; 214 consulting engineers serving broadcasting; and 581 community antenna systems.3 'While the preceding statements give some indication as to the size of the broadcasting industry and scope of the listening and viewing publics, it is well to recall what Herbert Hoover said in 1924, while Secretary of Commercezu F. 1Charles F. Lindsley, Eadig and Tglgvisign Communigations, (New York: MbGraw-Hill Book Company, Inc., 1952) pp. 48.49. 2 , Broadcasting Yearbook (Broadcasting Publications Inc., 1958), p. A-15. 31bid., p. A-15. 4Chester and Garrison, 22. 9it., pp. 16-17. we my well t" casting for the i" let “5 mt forget. lie primarily 1“ 4 depends upon the L to transmit. but ° really counts. C: able only in 5° :2 to the business a: It is evident time to improve in i" econoaically, it 1515?- petem. educated, in: of the broadcasting i. min in colleges at, have been aware of tr. it. But Log this nee corsiierations. In the Spring Q created a con. ”national Standard are ~ . » eof the recogrlt Efficialized ‘ persome- 0.’ Direct tors of Radio iaei * ' 3‘ .or better 51.; “Pk ms :4- uf‘ fic- :..'- “M 1’0 “Bier. t be (1,331: K m g. .3 Pro” I ‘ECTi a w B“"“' t ‘J’; Wanna, united C 3 ‘we may well be proud of this wonderful development, broad- casting for the general public, but in our self congratulations let us not forget that the value of this great system does not lie primarily in its extent or even its efficiency. Its worth depends upon the use that is made of it. It is not the ability to transmit, but the character of what is transmitted that really counts. Our telephone and telegraph systems are valu- able only in so far as the messages sent from them contribute to the business and social intercourse of our people. It is evident that if the broadcasting industry is to con- tinue to improve in its program presentations and to flourish economically, it must attract and absorb a continuous flow of com. potent, educated, intelligent persons into its system. The leaders of the broadcasting industry, the instructors of radio and tele- vision in colleges and universities, and the critics of broadcasting have been aware of this need and have repeatedly spoken out about it. But pg! this need is being met and flag is meeting it are vital considerations. In the Spring of 1947, the National Associgtion 9£,§§Q§ge castgrs created a committee within its organization entitled the Educational Standards Committee. This committee was formed as "evi— dence of the recognition of a need for additional competent, high specialized personnel in radio broadcasting." In addition, a group of Directors of Radio in certain colleges and universities, feeling a need for better standards in the teaching of radio and eager to work with the broadcasting industry in seeking out additional com- petent personnel, formed an organization in 1949 named the Eniger- sity;5§§ociation for Professional Bégig_Education. In May of 1955, however, the QAEEE was dissolved and in its place the Association £9; Professional Broadcgsting Educgtion was created. This new organization united a number of institutions of higher education flaring radio and te- a! amicasters in an 19 trairirg 0f ind " ‘- .6» .1 :31: to say about the his associat: the exchange of i: broadcaster and tzl posed of five pra: casters. The men. outer of the nail 1“"tions to tne l ness, of educator broadcaster and s: lass for better ;. Along its pla: ct'ige of printed printed jourra; a ,. + . ' .0. teachers of r. alder comm 511m? glad. all contri teens to a mater-.1 gainer for the cot hon all indi «.e to reflect the 5 well- to as me of the 3:21: ‘* r ‘ we broadcaster: 'S 4 ‘: 1- WLC fled to the c 3145‘- + ~ ‘ ‘ U "nvl‘te tV rtis eta x ofthe ‘33:; fl ' ' e n - ‘3: Si~§9grilhe hut... ‘reqe . k T rise a-“ ‘15‘N0. 5. f L, offering radio and television training with the National Association of Broadcasters in an effort to achieve more effective and appli- cable training of individuals for the broadcasting industry. Frederick H. Garrigus,1 Executive Secretary of the APBE, has this to say about the new organization: This association has been set up to serve as the vehicle for the exchange of ideas and materials between the professional broadcaster and the educator. Its Board of Directors is com- posed of five practicing educators and five commercial broad- casters. The membership list already contains an impressive number of the nation's outstanding schools, and almost daily additions to the list testify to the willingness, even the eagerb ness, of educators to find a way to work more closely with the broadcaster and share the mutual talents and skills which could make for better programming for all. Among its planned projects APBE envisions not only the ex- change of printed material but the exchange of ideas as well. A printed journal, an employment exchange, industry internships for teachers of radio-television courses, and provision for a wider commingling of the one group with the other will, it is hoped, all contribute towards that mutual understanding which leads to a mutual appreciation and a willingness to work to- gether for the common good. From all indications this newly-formed organization will be able to reflect the needs and trends of the broadcasting industry as ‘well as those of the educators and.will be able to give guidance to 130th the broadcasters and the educators. In fact, this organization :is dedicated to the continual improvement of broadcasting. Let us Enibstantiate this statement of purpose by quoting from the Preamble 0f the APBE Constitution: ‘we recognize radio and television broadcasting as powerful and significant forces in the lives of our people, and the American system of broadcasting as particularly suited to their needs and desires; lFrederick H. Garrigus, "Cooperation In Our Time," fig é[5?urnal g; th§_A§§ocigtiog f9; Education by Radig gag Teleyision, V01. 15 - No. 6: 23-24, April, 1956. We believe thz. may and an 00‘... and as an industr': and men alert t: assuming producti‘. 'I'e recognize t versities aware of taking effective tion; and further on the part of 01; nest of such proi‘e We further re. casters of the ne: ional competency 58339811 such educ selves. But before an ”3‘5“ r44 _,:. _. “‘6 «.0 and It- A‘n.; . _ u5““‘7‘9'1011 ded‘ c" 4 a“ ‘t ‘ufi 1 ; “Ema out of r in to determine ti 3 . * U ‘- 'P~ a“ I «Hg 111 College as . 5 We believe that colleges and universities have both an oppor- tunity and an obligation to advance broadcasting, both as an art and as an industry by preparing for the profession qualified men and women alert to their duties as citizens and capable of assuming productive and responsible roles therein; We recognize the existence of a group of colleges and uni- versities aware of these responsibilities and presently main- taining effective programs of professional broadcasting educa- tion; and further, we see growing evidence of increased interest on the part of other colleges and universities in the establish- ment of such professional programs; We further recognize the awareness on the part of broad- casters of the necessity of continually inproving the profes- sional conipetency of persons entering the broadcasting industry; And finally, we believe that marw mutual advantages would flow from a continuing relationship established and maintained between such educational institutions and the broadcasters them- selves. But before any rapid gains may be made in advancing and im- proving radio and television training and in the exchange of ideas or in the creation of internships, or any other such items, we must seek the answer to the question, "What are the real facts with regard to the existing conditions?" In accordance then with the creation of this c00perative organization dedicated to the exchange of ideas and materials and the seeking out of new paths of deveIOpment, this study has endeav- ored to determine the existing pattern of radio and television training in colleges and universities and establish the personnel needs of the broadcasting industry. The scope of this problem will include the following: (1) establish the objectives of the radio and television training pro- grams in a representative group of institutions of higher education 01‘ fering major work in radio and television, (2) identify and analyze the curriculums of the radio and television training pro- gm, (3) compare the id ‘ levision traini: {erred emloywwt qua. ad television static: l‘ Vet-mg {11'0ng in 1 effective and expert ; than for Professions. rdio and television . lacing. 6 grams, (3) compare the curriculum pattern or patterns of the radio and television training programs to the personnel needs and pre- ferred employment qualifications of a representative group of radio and television stations, (h) appraise the radio and television training programs in terms of specific recommendations for more effective and expert instruction, and (5) discover how the Associ- ation for Professional Broadcasting Education can best serve the radio and television training programs in institutions of higher learning. The basic na‘. , ation - exploration 1 resent-day radio and dacators, graduates ‘ I It is tme tr; listed at the caller and» 35 3 result, it preceded r: l «L mg in the Same Pen" 4‘ & SL‘gle stud- :‘i‘ I 5 pr! {:1 he “ A . \l‘v DmQQC1“‘ JD aspects 0’ ‘ .-‘ z CHAPTER II LITERATURE IN THE FIELD Introduction The basic nature of this dissertation is that of explor- ation -- exploration into the general character and validity of present-day radio and television broadcasting instruction within leading colleges and universities as seen by a representative group of educators, graduates and broadcasters. It is true that some form of broadcast instruction has existed at the college and university level from the early 1930's and, as a result, it might be eXpected that a number of studies have 'preceded this research project which have dealt with broadcast 'training in the same manner as has been undertaken by the author; however, a careful examination of the existing studies fails to reveal a single study which includes the combined aspects of this study as outlined in Chapter I. In addition, most of the individual research projects previously done have dealt ig_a_general manner ‘Eith gagig broadcast instruction and specifically:with just one or two aspects of fly; broadcast instruction. The growing diversity and complexity of the broadcasting industry and broadcast instruction -- as exemplified by the rapid gr‘cmth of television as a broadcast medium with the subsequent nesessity to rapiiljY a iroaizast training pr; mean: efforts to 'r' l toe hope of the authc: tens of a broader, :r. etstim; radio ad to] 8 necessity to rapidly assimilate television instruction into radio broadcast training programs -- has made it difficult for educational research efforts to “keep pace“ with the new develOpments. It is the hOpe of the author that this study will help ”bridge the gap" in terms of a broader, more timely, and more penetrating analysis of existing radio and television training practices. The 315‘- Telev: Too early gm» Editions of higher are. Because of t: taking characterist. as. ricul‘m emphase tiers, whim. have te: mieffecziveness of 1 553511 as the nation. mam. Initially, b? can that area of c heir-1:14.011 in speec: reasonails: ation: ma - . .ne Milt-.131 Speech work 1.; Ciro It Was not] 4.... its inCed FC . . tar-r370). ‘5? began n a; r 3L0 gourSe “0‘ The Historical Implications of Radio and Television Broadcasting Instruction The early growth of radio and television instruction within institutions of higher learning appears to have been of a fortuitous nature. Because of the lack of any orderly deveIOpment, certain training characteristics have emerged in conjunction with such.things as curriculum emphases. course deveIOpment, course content. among others. which have tended to either "help or hinder" the expertness and effectiveness of the individual institutional training program as well as the national scope and posture of institutional broadcast instruction. Initially, broadcast instruction was most often installed within that area of colleges and universities responsible for'stmdent instruction in speech; and it seems that at the time this was a reasonable action: The initial lodging of most of the early radio instruction in speech work was natural. Talking comprised most of the early programs, and so it was obvious that voice training would be one of the most important elements. When college officials found that students were needing, and asking for. training in the new art. those officials turned in most instanies. to the speech. phonetic and drama peOple of their staffs. ' It was not long. however, before criticism of this arrange- ment was voiced. For example. as radio training programs progressed. c=0ntroversy began to arise in regard to the advisability of centering aJLI radio course work within the speech area: \_ lDonald w. Riley. "The Place of Radio In The Speech Curricu- ILIUm.Today,” Quarterly Journal g§_S e ch. Vol. XXIV. No. h (December, 1938). p. 622. Finalh'. the } utter belonging 1 tainted into the .l ire miversally a. in my places. or writing. drama, e‘ w is a result 0. retraction to speecr. fished that. in the e. tin of the broaicaa'. :erized by citing se'r inadequate proiucti or” e’Tective discussion 3139? Head in his be ° . . Speech Here the host ac: doubt because an: radio. This more “it“ Speech and a tamed t° profuse broadcasting and ’9 “99315. ”PM. 10 Finally, the present controversy over the particular subject matter belonging to the speech curriculum would have to be painted into the picture. Matters pertaining to voice training are universally allotted to speech. Dissension is rife, hwever, in many places. over such matters as the placing of script writing. drama. etc. As a result of the almost universal assigning of broadcast instruction to speech areas. certain training emphasis became estab- lished that. in the eyes of many. limited the professional prepara- tion of the broadcasting student. These limitations can be charac— terized by citing several. such as omission of commercial emphasis. inadequate production techniques, and others. A particularly effective discussion of this development has been presented by Dr. Sidney Head in his book, Broadcgsting in America. . . . Speech departments (which often also include drama) were the most active in introducing the early radio courses, no doubt because announcing is one of the most basic functions in radio. This more or less accidental linking of broadcasting with speech and drama training was unfortunate, because it tended to produce undue emphasis on the artistic aspects of broadcasting and to neglect its economic. social. and technical aspects. This inappropriate emphasis was a major cause of industry suspicion of and dissatisfaction with college training programs in its field. The average station manager regards his announcers as salesmen. and.was understandably baffled by a college-graduate applicant for employment with specialized broadcast training who had no background in sales and regarded announcing as a form of dramatic art. This kind of misunder- standing was often compounded by educators who insisted on judging American broadcasting as though it were governed by the laws of aesthetics rather than by the laws of economics. But just what form did industry criticism take? Let us turn t“) several excerpts from an article written by John W. Tinnea. of Headio Station wa, St. Louis, Missouri. lIbid.. pp. 626-627. _ 2Sydney Head, Broadcasting in America: A_Survex g: Tele- 152=§;9g‘ggg,Radi . Boston: Houghton-Mifflin. 1956, p. #13. 'I'ne curricula kgely concerns: little attention growing industry Mr. Tinnea e ._ Tie question ' :e students in colleges are giv; end of me broar have :aie any 51* an: training of r Nor did imu mine picture of in. We of the smial c In W Opinic: 0?.C'Ol'tumty f or ; than does radio 1 new types of 59!". 5"“ presentazic: .O a ‘ L «Glensolon PrOJr» . rJ Q. "33"” “Ste: P‘LO " {:33} H. Ti' ‘.' -. ”I“ h‘ v ‘ ””7“ pm 00' O J . 11 The curriculum as I have seen it in most schools is too largely concerned with the production problems of radio. Too little attention is giyen to the economic phases of our rapidly growing industry . . . Mr. Tinnea eXpanded on this point: The question of what radio station operators expect of grad— uate students in radio is a challenging one. Although some colleges are giving the students a foundation in the micrOphone end of the broadcasting business. I do not believe that they have made any significant contri ution towards the develOpment and training of radio personnel. Nor did industry leaders have only their economic eye focused on the picture of institutional radio and television training pro- grams. In l947. George C. Biggar. then manager of WIBC. Indianapolis. wrote of the social challenge facing the broadcast industry: In my Opinion. there is no profession that offers more in opportunity for lucrative employment and for service to humanity than does radio broadcasting. Radio is crying for new ideas. new types of service to the public. and new techniques of pro— gram presentation. The possibilities of international broad- casting in creating greater world unity have hardly beenrhxnhed. And from radio as we know it today we look forward to FM. Facsimile. and Television. ‘Will our colleges be prepared? And three years later. in 1950. Worthington Miner. manager of Television Program Development for the Columbia Broadcasting .System'wrote: Any discussion of training for television must take cog- nizance of the specialized equipment and ambition of the individual. It is important. however. to emphasize that. within any one of these specialized areas. there is no range of capac~ ity. nor depfih of knowledge. which television is not prepared to absorb o o o 1JohnW. Tinnea. “A Radio Station Manager to Teachers of Radio." Mrterk Journal 5;; Speech. Vol. man. No. 3 (October. 1947). P0 33""- 211214. 3George C. Bigger. “What the Radio Station Manager Expects (>1? the Colleges." Quarterly Journal 2f Speech. Vol. XXXI. No. 2. April. 1947). p. 201. ‘I “Worthington Miner. ”Training for Television." Quarterly \Ournai g; Sgech. Vol. XXXVI. No. 4 (October. 1950), p. 351. Mr, Miner i . , . t is to bring an 833 and news into 1 than has been a or counuiceti: standard of pu‘: equally true t: will be sizila: by me capacit "take this to :14 its mm time. television viL Obviously , . T333313 Has not fou mater: and brca areaieast instnr‘ v3 33 for as 39.1 Janeen the mu... 110115) ' 3m educazj 'l » Lula.“ hag wading; Denim . “-31.11 Pela‘i ( CA : v I “Shag is a ‘. t WA . r "in: DQ‘V I it. '3 e c ( ( ‘ “Fm Lrl: .I, Q‘ n Mr. Miner went on to say: . . . It is my belief that television will. in time. be able to bring an extremely high standard of entertainment. education. and news into the American home -- a higher standard perhaps than has been achieved in any other branch of the entertainment or communications industries. But. if it be true that the standard of public taste will be raised by television. it is equally true that the standard of ability for the individual will be similarly raised -- that only by intensive training and by wide capacity will a person survive. Let the young hopeful take this to heart. Television cannot afford to train him on its own time. That he must do for himself. Be ready first; television will then be ready to welcome you; with Open arms.l Obviously. the challenge which faces broadcasting instruc— tion today is indeed a real one and it is unfortunate that an early remedy was not found to bridge the rather severe breech between educators and broadcasters which existed to plague the totality of broadcast instruction for a great number of years. But this was not to be for as Head pointed out. "generally speaking. the relations between the industry as a whole (there have been conspicuous excep- tions) and education as a whole have been strained." Today. happily. it appears that these strained relations are subsiding; particularly'in.view of the creation of the Association for Professional Broadcasting Education. For as Head has stated: The formation of APBE may be an indication of the allaying of old fears and prejudices and a step toward mutually bene- ficial relations between higher Sducation and commercial broad- casting as a professional field. Much of the difficulty associated with the strained rela- 'tions between the educators and broadcasters undoubtedly stemmed fI'om the fact that broadcasting has. even yet. to reach its full lMaturity and as a result both groups have been feeling their way. \ llbid.. p. 354 2Head. 92. ai£.. p. 416 31bid.. It is only intelligenily 5 casters. :1? 181 of tie vet? W in it. Fart? a before a sell: enough is Know" curricula for But this i. asters f or failin guidines for ef 1‘ failure cannot be i‘ni'ustz'y cutter-.15 Many of u: frequently tat h‘mdreis of 31 we will have 1 when we 9,3510: 1111994, I TQ‘M , ‘ ‘emsmn at Now i'hif:.; eludes at 1.11. i‘ "H . ‘ else a; fume; c Q h t‘ a. . dv to in tile. he ”The P1364 Ilkfiln tile f] 73 ' . . ’ 'ISSde l] ieSSIOQal 31“] L32; content um P1” Llari “-303 Stu: ' E“ a 501m: stud E"';.o a . . . I‘k‘ v“: ‘1 hiked '2] 1 fit. 234 . *3éur, 9m. 13 It is only recently that it has become possible to talk intelligently about a specific academic discipline for broad- casters. After all. the industry is still so young that some of the very people who started it are still actively engaged in it. Many generations of broadcasters will come and go before a solid tradition emerges. In the meantime. however. enough is known to make it possible to plan at least an interim curriculum for professional training in broadcasting. But this immaturity does not excuse the educators and broad- casters for failing. many years ago. to cooperatively develop valid guidelines for effective and realistic broadcast instruction. This failure cannot be emphasized too much, particularly in view of industry comments such as the following: Many of us have gained the impression that students are too frequently taught how radio should be rather than gs it_i§ at hundreds of stations. As a result. we are somewhat afraid that ‘we will have to expend time and effort on a riconversion job when we employ college-trained men and women. In 1944, Dr. Armand L. Hunter, then Director of Radio and Television at Northwestern University and now Director of Broadcast Facilities at Michigan State University attempted to analyze the place and function of radio instruction in schools and universities. At that time. he wrote: The place and function of a program of education fgr_radio within the framework of the school and college is still a very live issue in the critical thinking of many educators and pro- fessional men. The educator often feels that courses in radio lack content. stature. and educational value. and that they are used primarily as a device to build enrollment by capitalizing upon student interest. The professional man tends to believe that a sound and practical training can be given only through actual experience in the daily routine of broadcasting. and that a limited 'market‘ argues against a widespread development of 12mm. p. l+12 ZBiggar. 920 Cite, p. 197 mini-'18 prog‘.‘ basis for the: belief that 10 complete knots; been develope; ‘0 ‘. ,.; -— . NJCQva-‘f-r "" To funnel“ hottest instruct iii: Smittee of hue Octoser. 1'; men, it was urg 115mm: of concre at tne lack of arr enough e iaenc offered in the, iesignate com: presented by t the content 0" achaotic cord ‘1‘ . fauna“ out tl'é‘ 1 in training programs in the schools and colleges. Whatever the basis for these criticisms and convictions may be, it is my belief that most of them arise from a misunderstanding and in- complete knowledge of the nature and scepe of the work that has been developed, or is iapable of being developed, within the educational structure. To further explain those misunderstandings associated with broadcast instruction, let us turn to the 1948 annual report of the Radio Committee of the Speech Association of America as interpreted in the October, 19u9, issue of Quarterly Journal 9§_Speech. In this report, it was urged that definite steps be taken toward the estab— lishment of concrete standards for a basic radio curriculum because of the lack of agreement in matters such as course work: The Committee believed that a year's work has uncovered enough evidence to warrant a careful study of the courses now offered in that [radié] field. The multiplicity of titles to designate comparable courses, the wide range of credit value presented by these courses, the apparent lack of agreement in the content of courses with a similar title -~ all indicated a chaotic condition. The report also found cause for study of the minimum limits of the physical facilities necessary for adequate instruction in this area. As a result, the Committee recommended that the Association take positive steps to estab- lish sgund standards for a basic curriculum in the field of radio. In addition, and perhaps more important, this same Committee pointed out that there was a lack of terminology holding a common meaning for all those concerned with the field of radio. It was suggested that to some people the phrase radio education indicated the training of students for a vocation in radio broadcasting while 'to others it apparently meant the use of preparation of radio broad- ‘* lArmand L. Hunter, "Education for Radio," Quarterly Journal or s eech, Vol. xxx, No. 3 (October, 19%), p. 299. 2Harry M. Williams, ”The Status of Courses in Radio," My Lea-ea; 9.1: @2222. Vol. xxxv. No. 3 (October. 19%). D. 329. .st' 31.! as 3 Eu??:‘ tried a public r: Sui? reveala ”:2; Lwclved three rat 1. nc’i‘i to enter come 2. Aczivi radio; and 3. Progra and at the co} In additic 3'! three types of 1. The p: n I - 3o uh: t HRH: , nu... :5 fly“ 1. n ., ~ heaters bar-13‘? . 9“ , Lon, 0‘1 tie 13:... 'ill-. I ._ “Ea so late in c who and tele'v’if . (he ta: ”Miami 0 {:1 mutation. ] sue” 89d ei broadcast: 31:145. ' '75 1r rATOLI d be IO 15 casting as a supplement for classroom teaching, while for others it carried a public relations implication. More specifically, the study revealed that radio as an area of the speech field apparently involved three rather distinct divisions at the college level: 1. Activities centered about the training of individuals to enter commercial radio; 2. Activities centered about training in appreciation of radio; and 3. Programs designed to train teachers both at the secondary and at the college level.1 In addition, these three categories seemed to be championed by three types of institutions: 1. The professional training institution; 2. The liberal arts tradition institution; and 3. The teacher training institution.2 Valid as these preceding statements are in explaining the "misunderstandings,” it is unfortunate that an overt and cooperative effVDrt, on the part of educators and broadcasters alike to determine 'Whai; is the prOper training for radio and television students, has been so late in coming. For as Head points out, the training of ractix: and television students is a "communal task." The task of professionalization is a communal task for the Zindustry, the public, the government, the individual critic. and caducation. Education cannot reach the goal unaided. Nor can it ssucceed either by ignoring or by weakly deploring the present tsroadcasting service. Education should look at the broadcasting 21ndustry first Sor what it is as well as for what it may be and should be . . . \ lime. . p. 329. 21bid. 3Head. 92. Cit., p. “'15. 7-3.! “nil: ."s‘ely real. us-rV “.56“ n Q .~.. “w- ~ n the oz: etuca: in’oroa dition institn of bro. icing- wk “)3 : datih.fil‘ 16 ‘While recognizing the fact that educators have not been com- pletely realistic in their develOpment and evaluation of curricular structures, it is also important to point out that the broadcast industry has failed to explicitly define its personnel needs. Recently, Harold Fellows, President and Chairman of the Board of the National Association for Broadcasters spoke of the lack of an industry personnel training plan: ‘We have, in the years of our growth, taken a back seat to the other professions in the develOpment of systems of formal education that will adequately'train young peOple for careers in broadcasting -- although one hopefully notes that this con- dition is gradualLy changing and that our great educational institutions are becoming constantly more aware of the impact of broadcasting as a public medium and of the need for supplying broadcasters with competent personnel of good learning and aptitude. And Richard Pack, Vice—President of Westinghouse Broadcasting Cknupany, delivered a paper at the Twenty-Sixth Institute for Educatiai bY'lRadio-Television, in April, 1956. in which he stated: Commercial broadcasters look to educational broadcasters for thelp in finding new talent, not just performing talent, but production and executive talent as well. We hope we can find it Inore and more among the educational stations and the departments (of radio and television at the colleges and universities . . . Vie think that the kind of thoughtful. idealistic people who are (concerned with content and with the effective use of the commu- Iiications media can be found in the unigersities. 'We can use rnore of them, and we hope to find them. \ lHarold Fellows, "Charting Broadcasting's Course," An Edd-{Fess delivered at the Thirty-Seventh Annual Convention of the atlonal Association of Broadcasters, Chicago, March 15-18, 1959. 13 2Richard Pack, "Implications for the Broadcaster," Serious E555l§fiigasgi g Toda , Columbus: Bureau of Educational Research, Ohio tate University, 1957, pp. 59-60. 311‘. Prof: "ate: "Broadce: II t' little attention " ru‘ . Hang on t... One of t: systemzic re W3 ill-zones; little to as: lemois of 51 no douot, to that there a; Broadcasting “flayed in . the fidest p: fact that 1;. Dersormel to keneral am still (moth-3; warm de‘ devel°;3€nt 1 tion for the ative, great In acmo after: ‘0 asser 17 But Professor Head made the most succinct appraisal when he wrote: "Broadcasting as an industry has hitherto paid remarkably little attention to its own personnel recruitment needs. . . ."1 In expanding on this point Dr. Head wrote: One of the major long-term problems of broadcasting is the systematic recruitment of well-educated personnel. Considering the importance of the industry, it is remarkable that it does so little to assure itself of continuingly improved education and methods of selection of staff employees. This condition is due, no doubt, to the fact that the broadcasting industry is so new that there has been no time to deveIOp professional standards. Broadcasting started within the memory of many people still employed in the industry, and its workers were recruited from the widest possible variety of fields. Another problem is the fact that the station staff requires so many different types of ersonnel to carry out the four functions previously discussed. :General and Administrative, Technical, Program and Selling] till another difficulty is the fact that the industry has not generally developed a rational system for the induction and develOpment of executive personnel. It therefore lacks attrac- tion for the kind of recruit it needs -- the most able, imag' - ative, creative, and ambitious of career-minded young peOple. In acknowledging the failure of the educators and broad- casters to assert themselves early to the task of developing a cocnfldinated and cOOperative instructional relationship (no matter what, the reasons for not doing so), it is well to temper our thoughts ‘*1t}1 the realization that develOping adequate broadcast instruction is a complex assignment. At the same time, it is surprising that relatively few education-nindustry attempts have been made, by means of research, to datell‘mine broad training guidelines for the effective imparting of aPPI‘Opriate knowledge in broadcast education -- an area of instruc- t'ion almost chaotically broad in nature. \ lHead. op. _c_;1_t_.. p. ulo 21bid., p. 274 '3: i. 3. Wars. «I. a T' J ti+vv DBZEUn.verE‘bJu I: is. ac; universities jectives. org those Erich c Tue differen: the fac that tion. the re; casting 'mau: my potentie types of de;.' provided, a;; cause, tne ve axis: in diff respomib_e i no final col] Objectives of cSuites mic: 3:51! or 7.11135] 1115+ 9d .0 i . 0- p.ofe5510nal . “I fififl‘ 0.5 :58 bro{ ‘Afilpj‘ . . _ Earrisc .13 went ‘fiVe C so Q. So. 1+ ( 18 To give a brief but succinct indication as to the sc0pe of the instructional "front," let us turn to a statement written by IL B. Summers, Director of Radio and Television Instruction at Ohio State University. It is doubtful whether any other discipline in American universities shows variations from school to school in the ob- jectives, organization and content of instruction as great as those which characterize instruction in radio and television. The differences which exist are the result of a number of causes: the fact that broadcasting is a relatively new area of instruc- tion, the rapid changes which have taken place in the broad- casting industry in recent years, the absence of textbooks in many potentially important areas of instruction, and the varying types of departmental organization in which instruction is provided, all doubtless are important factors. Regardless of cause, the variations in the patterns of instruction which exist in different schools suggest strongly that as yet the men responsible for instruction in radio and television have come to no final collective decisions as to either the purposes and objectives of instruction on the one hand, or the types of courses which should be offered to provide a well-rounded pro- gram of undergraduate instruction, on the other. It is the Opinion of this author that it is this inadequacy 0f professional direction, as so ably described by Dr. Summers, that Presents the broadcasting industry and educators with their greatest challenge and gives the real purpose to this research effort. ' lHarrison B. Summers, "Instruction in Radio and Television 11‘ akientyefive Selected Universities," Journal 9§_Broadc t' , Vol. II, N0. 1+ (Fall, 1958). p. 351. 19 Survey of Related Research In 1937, Levensonl completed a study "concerned primarily with the elevation of the educational standards of radio through the training of the personnel in charge of prOgram direction and production."2 In the development of the problem, Levenson pre- sented and analyzed the following four considerations: First, the literature dealing with the general history and trends of radio broadcasting; second, the status and trends of educational programs; third, the duties, training, experience and traits of program directors and producers; and fourth, the curricular possibilities of formal training of persons directly employed an the preparation and presentation of educational programs. This study ranks among the very first of any formal research to be related to broadcast instruction in institutions of higher learning and it is of particular importance because it more fully establishes the "raison d'etre" for college and university broadcast instruction and gives substance to a theoretical, if not philOSOph- ical, approach to broadcast training as well as the practical. In his study, Levenson was not primarily concerned with eValuating broadcast training in colleges and universities but r ecOgnized the presence of such instruction and its adequacy, as a Positive means to insure the up-grading of the end product-—that 13’ program production, of educational and commercial broadcasting. \ lWilliam Levenson, "The Training of Radio Personnel: An Analytical Approach," (Unpublished Ph.D. dissertation, Department of Psychology, Western Reserve University, 1937). 2&0! p. 10 332m. Scecifi “able: 0f 919v cram pre-sez‘ fox-var plan (1} to rent of an brcaacasti: ra;idly gr: (3} to acq: in 3331 mm ccmam (l; a : pmss, IOU. radio as a: tion of an; the 1111195 ngmn PL" training 1] tion, sane: In 19:: iii" *i ”.4‘ u m cChL“ “5H9! 90436.11 (l) to Pfissible Q 01 Cells; 5: “anemia being dens Lfi‘uszry i 20 Specifically, Levenson concluded that the solution of the problem of elevating the standards of radio programs is through careful pro-service training of radio personnel and suggested a four-year plan of college training for persons engaged in radio pregram preparation and presentation with the objectives of the curriculum to be: (1) to elevate radio program standards through the develop- ment of an intelligent concept of the important role that radio broadcasting may play in modern life, (2) to explore the new and rapidly growing vocational activity of radio broadcasting, and (3) to acquire certain basic skills required in radio broadcast' 1 In addition, Levenson pointed out this proposed curriculum should contain the following topics: (1) a survey of present day cultural agencies such as the press, motion pictures, radio and the school, (2) a study of radio as an educational and commercial medium, (3) an examina- tion of the facts and theories of broadcasting as reflected in the duties of announcing, continuity writing, station operation. program planning, and publicity, and 4+) practical laboratory training in the sleazents of radio engineering, program produc- tion, schedule management and music direction. In 1947, Halverson3 conducted a study directly concerned witda 'the condition of broadcast instruction in institutions of higher education. The purposes of this study were as follows: (1) to obtain as comprehensive and as clear a picture as possible of similarities arxi differences in the general make-up Of colleges offering degrees with a major in radio exclusive of engineering; and (2) to determine in so far as possible what is being done by these colleges to meet the needs of the radio industry in both the educational and commercial fields. \ . 11bid., p. 163. 2Ibid., pp. 16+-168. 0r 3Woodrow F. Halverson, "A Survey of the Radio Instructional . gé‘thization in American Colleges and Universities Offering Degrees with Majors in Radio," (Unpublished Master's thesis, University of n"er. 1947). “Ibid., pp. 7-8. 21 To achieve these purposes, Halverson sent a questionnaire to 110 American colleges and universities offering the Bachelor or Master of Arts or Science degrees with majors in radio. Halverson's conclusions were among the most general to be found in any of the research reviewed, yet he was able to make several worthwhile observations about training facilities, instruc- tion and curriculum in particular. According to many authorities, the success of radio training in an institution or department depends to a great extent upon having adequate facilities which may be used for instructional purposes; high types of instructors that are educationally and professionally qualified; and a suitable curriculum that provides a broad, generil background for both the cultural and profes- sional levels. In addition, Halverson's study raised the question of pur- pose and degree of efficiency of radio training programs: Some authorities think that there have been examples of colleges venturing into radio training merely for promotional reasons. Others question whether the institutions that have their own broadcasting stations are utilizing them.to the full- est extent for instructional purposes. Halverson pointed out, however, that the effective employ- ment of facilities and the premise upon which a training program is to be built are considerations which are not easily established: In justice to particular colleges, it is realized that it takes time and experience to gear effectively the departmental activities. Recognizing that radio is a leading and powerful ‘ influence in modern society, it should be predicted on that basis by all peOple concerned with its administration in an institution.3 1Ibid., p. 69. 21bido’ pp. 69‘70. 31bid. 22 Another study completed in l9h7, and which was directly con- cerned about the condition of radio broadcast instruction in colleges and universities was done by McReynolds.l The problem of this thesis was four-fold: 1. To examine the radio course offerings of a representa- tive group of colleges and universities over a span of years broad enough to indicate the trend of education for radio; 2, To assay the trend in light of the recommendations of the Federal Radio Education Committee; 3. To examine facilities other than course content used in education for radio; #. To discover what people working in radio think should be the academic tr ining of students planning to enter the radio profession. McReynolds' study resulted in the following concluding statements: Only after 1935 have our colleges and universities offered any appreciable number of radio courses. Since 1935 there has been a marked increase in the number of radio courses offered. Radio training facilities as offered through workshOp organizations. privately owned stations, and state or college owned stations are being increased and improved. It seems to be true that there is a trend to construct radio courses to be of value to those planning to enter some other profession as well as to those entering radio. The trend appears to be toward establishing a division of radio under a related department. As far as success in the radio industry is concerned, a formal education is important, but secondary. Success depends more upon experience, talent, and work. It seems to be true that most of our colleges and univer- sities have never offered a complete program in radio training. lBilly MbReynolds, "An Analysis of the Radio Curricula in a Selected Group of Colleges and Universities from 1935 to 1945," (Unpublished Master's Thesis, University of Florida, 1947), 2M0 D p0 90 23 Training for radio should consist not only of courses cover- ing the phases of broadcasting, but also subjects that have been traditionally given in a broad liberal education. Educators have been concerned about a program of education for radio for a number of years, while the peeple of radio have been hesitant in recognizing the need for such a program. Today the people in radio have come to realize that they mad employees who have Special training; however, there is but lflnfle agreement as to the method to be used in giving that training. The people in radio are not satisfied with the training programs offered by our colleges and universities, and some are of the opinion that the place for training is not in colleges but in special schools conducted by the radio industry itself.‘ In summarizing his study, McReynolds stated: The conclusions of this study indicate that though the facilities for radio training in our colleges and universities have been steadily improved since 1935, there is much room for further steady improvement and, in many instances, a definite need for additions to and revisions of the radio curriculum.2 McGrath's3 study, done in 1950, and quite similar to McReynolds' in scope, was designed to analyze the radio curriculum. exclusive of engineering, of 30 colleges and universities geograph- ically wide-spread throughout the United States. It was the specific purpose of this study to "give a general view of the type of radio courses offered in the various schools and to give an indication of the trend radio training is taking in these institutions."4 lIbid.. pp. 88—90 2Ibid.. p. 90 3William McGrath, "An Analysis of the Radio Curricula (Exclusive of Engineering) of Thirty Colleges and Universities in the United States," (Unpublished Master's thesis, University of Washington, 1950). “IMO: P0 50 The 31 cases We? :oxses offer: :ffe ‘?,' we: Lists st‘v: The In is no: as: of inclua‘. ‘ bcnocls t, irxcluae : hang-m \ AS i'c M10 01‘: are; dire: cial, (7: “"Sfiop. ‘35 'l'ell ; l3.“ 24 The answers to such questions as, "What is the dispersion of courses under the various departments?," "What are the types of courses offered, the credits allowed, and whether or not a major is offered?," were among the considerations dealt with in this study.1 Listed below are the conclusions resulting from McGrath's study: The most effective method of establishing a radio curriculum is not agreed upon by all colleges and universities. The policy of including radio courses in already established departments is the one in most general use. The study also indicated that a speech department is the most typical one to include radio courses, of those schools not having a separate radio departmmt. The study also reveals a lack of emphasis on courses in radio education (teacher training for radio, radio for class- room use, educational programming, etc.). There are four areas of radio training in which a greater number of schools offer courses than in anylof the others. Schools that offer credit in a number of radio courses tend to include Radio Speech, Radio Writing, introductign to Radio, and Eroduction_§nd Direction of Radio Programs in their curricula. As would be expected, the schools having departments of radio offer the most extensive rogram of radio training, ale though all ten areas of study (1) introduction, (2) production and direction, (3) writing, (h) speech, (5) acting, (6) commer- cial. (7) education, (8) program planning and building, (9) ‘workshop, and.(10) seminar] are offered in departments of speech as well as in radio departments. There are, by far, more writing courses offered among the thirty schools studied than any other type and the greategt number of these are offered in departments of journalism.‘ As a result of his study, McGrath urged all schools to re- evaluate their training programs: k 1.1.231” p. 5. 21mm” pp. 58-59. 331191.. p. 59. 25 . . . This writer feels that every college and university offering courses in radio broadcasting should re-examine its radio curriculum re-establish its objectives, and re-organize its course work, where it is necessary, to offer a radio train- ing program which fulfills the objectives it has announced. This must be done for the benefit of the student, the college or university, and the radio profession. If this were timely advice at the time of McGrath's research, and all evidence argues that it was, then it is doubly important that this also be done now, in view of the inclusion of television instruction within the area of broadcast instruction since 1950. A more specialized application of the research procedure and purposes employed by McGrath was made by Bailey2 in relation to radio training in small liberal arts colleges. The objectives of Bailey's study were as follows: (1) To determine the courses which are presently composing the 'basic curriculum' in the radio broadcasting area in the small liberal arts college, (2) To determine curriculmm emphasis of representative liberal arts colleges, (3) To discover the over-all budget necessary to adequately finance the radio broad- casting area in the small liberal arts college . . .. (4) To survey facilities available in educational institutions for broadcasting purposes and/or workshop operations, (5) To set up a resource material bibliography in connection with the curri- culum, and (6) To establish a typical basic curriculum for non- technical broadcasting courses in light of the survey results. Bailey‘s method of investigation included the reviewing of literature pertaining to the philosOphy of the liberal arts colleges, and the distribution of a questionnaire to 238 small liberal arts colleges throughout the United States, of which 7#, or 31.9 per cent, were returned. 1112.191- . p. 59. 2James D. Bailey, "A.Basic Curriculum in Radio Broadcasting for Small Liberal Arts Colleges." (Unpublished Master's Thesis, University of Denver, 1950). 31bid0 D pp. 1-20 26 The conclusions resulting from Bailey's study were as follows: . . . Although some colleges teach radio courses under a separate department of radio, the majority of colleges offer their radio instruction in the department of speech. Few colleges offer a degree in the radio area. many colleges offer a B.A. degree with a normal minor concentration in radio. The majority of radio instructors hold the M.A. degree. There is a wide range in the total budget allowed for the area of radio broadcasting in the small liberal arts colleges. Little finance is available for broadcasting purposes for the majority of the colleges. A background of professional radio experience is essential, according to present instructors in radio, if one is to teach in the radio area of any college. Although the majority of colleges do not train.their'students for professional radio or as instructors of radio courses, many of the graduates in the last three years have entered the pro- fessional and teaching aspects of radio work. The major emphasis placed on radio broadcasting in the small liberal arts colleges is one of satisfying the social implica- tions of radio broadcasting. Local privately owned radio stations are extremely c00pera- tive in providing facilities for the use of programs offered by the colleges. A high percentage of colleges have their own campus radio stations. The indication is that more colleges are planning to establish campus radio stations of their own. The predominant courses offered in small liberal arts colleges are Radio Production, Radio Writing, Radio Speech, Igtrgdnction to Radio Brogdcasting, and.Radio Workshop. There is a definite lack of uniformity in course titles and course content in the small colleges. It is quite evident that the small liberal arts colleges are offering a wide range of activity in the radio area. From this point of view, it may be observed that the smaller colleges are 2? taking advantage of the outlet radio provides from a public relations aspect and at the same time providing their students with training facilities necessary to adequately carry on instruction in radio. All of the previously cited research has played an important part in helping to determine what the character of radio broad- casting instruction in institutions of higher learning should be, as well as what it has been. On the other hand, very little investiga- tion has taken place in regard to broadcast instruction, since television has emerged as a national medium of communication for the general public, and has been installed within the broadcast curricu- lum. As deanminsiby the research survey made by this author, Marler's2 study, made in 1956, represents the sole radio-television curriculum research activity. Marler's study was limited to the procurement and analysis of a questionnaire designed to show how television was added to an existing radio curriculum and, interestingly, stemmed from the expressed need for a paper on television teaching by Marler's.sohool, in order to help initiate a television curriculum in the Fall of 1957.3 The questionnaire designed by Marler was sent to 37 quali- fying schools (those with radio curriculum that had added television) of which 20, or 54 per cent, were returned. The questionnaire, lIbidu pp. 108—109. 2A. Kent Marler, "How Television Teaching was added to Radio 'Teaching in Twenty American Colleges," (Unpublished Master's thesis, LMbntana State University, 1957). 312ig.. pp. 2-3. 28 among other items, considered the areas of teaching personnel, training objectives, curriculum dual (radio and television) facil- ities, and coordination of the training program within the school or university.1 The more important conclusions gained from this study were as follows: The only personnel conclusion that could beo u 00m noes: 000.0H . 000.0 Hoe menace 000.na - 00m 000.0 . 000.: 0H NH noeoensooesd use momoaaoo HmCOflpmcflEocoo .3 nacho 000.0N po>0 a 00m nova: 000.0 I 000.: mm ma mmmoHHoo m.coSo3 oum>dpd new mmfiufimmm>wcz 0cm mowoaaoo mpm>amm .m @5090 . mommaaoo paw woapemhmbwcs Hmdfiowcse 0cm .cm803 pow 000.0m . 000.m 000.: . 000.N NH 0 nomoaaoo oomph .nomoaaoo whosoeop meson .mommHHoo meme Hmpmpfia opmpm .N macho 000.0m hose - 000.N 000.0H . 000.e am an nowoaaoo scene some can .mommaaoo pcmmm mama new mmdpamnowad opmpm .moavfimpmbdcs mpmem .H ddoyg pcoeaaowcm mo owcmm pcoeaaonqm ceded: ammo mom McAQhOQmm mHoonom lull E mmHHHmmm>HZD Q24 mmomAAOo OZHH.fi p... slits—I..-_£ Inuktitlni!‘ anus-an d Aq\w_7u\lv:—..-.-....—. ~.I!~ Q 0.. —?_.o.. —.- ~.~V- . .o-.7._u.-A-.-.~,‘W )u. v d ~.v.~>.u~c‘w.§.~ It. H.~!\~p\.¢~ $~uw~HL5s~ v.1. hWhZF‘ .. ..¢.-...- ~.- out ... - .... u.--..., ‘nun ..\.-‘_, ....-.. ... -.. . .‘h..\~ -- \w- . ...u.\ 4O in 00H “S 0d 00H 08 Q. 0n R 3300. 00 9 mm 2: ma em :a 0 NH naoosom : drone Nun mm :: NA mm S mm ma S naoosom m 96.5 04 m 0 0.: m :m 0H 0 0 naoosom N Quote in an 00H Tn an 03 :m mm mm naoosom H drone weflhondmm ammo wcwfioeom Hoonom god @080 mmesz ammo noemz madeconmmom Snowman lewd mucoesem 3an mo Imam mo monasz them mcaphoaom mHoonom no nomadz hon—mom nomadz naoonom mo pong omega Mo 3852 @9322 Ho .5852 ZOngdeIOHQQ ZH mBzmQDHm Vgonm m0 gag OZHPmOmmE mmHHBHQmmC/HZD 972 £00. 3300 mdeanZOHBWMDO Ugh—”ESE mBZMQDBm ZOngm.Hr:.HDOH9£ mmmEOh Q24 N 3436.8 41 the case of television stations, whether the station is a very high frequency (vhf) or an ultra high frequency (uhf) station. No attempt was made to include any frequency modulation radio stations or educational amplitude modulation and television stations in the study sample. These were felt to be somewhat specialized broadcast forms; and the purposes of this study were somewhat broader in nature. Specifically, the study has as its directed emphasis the investigation of student preparation for eventual commercial employment in the more universal commercial aspects of broadcasting -- amplitude modulation and television stations. The present influx of frequency modulation station broad, casting had not taken hold at the time this study was designed, but it is well to point out that 41 stations surveyed on the basis of their amplitude modulation or television facilities also had fre- quency modulation facilities; 11 returns of the questionnaire were from broadcast businesses Operating both an amplitude modulation station and a television station; and 15 returns were from broad- cast businesses operating an amplitude modulation station, a fre— quency modulation station and a television station within the same market. The factor of membership or non-membership in the National Association of Broadcasting was felt to have some bearing on station attitudes. This organization is comprised of voluntary membership, and it was felt that such membership indicates a certain awareness. on the part of the broadcaster. of certain performance and employe ment standards that might not be found in non-member stations. ‘With 42 this factor in.mind. 50 per cent of the station sampling was made up of stations holding NAB membership. This percentage was felt to reflect the number of the nation's broadcasting stations that hold membership in the National Association of Broadcasters. The total number of amplitude modulation stations and television stations authorized by the Federal Communications Commission, as of December 15, 1956, was 3,705 and as of January 1. 1956, 1.522 radio and tele- vision stations were members of the National Association of Broad- casters. After careful examination, it was decided that the factors of station age, network affiliation, and vhf or uhf transmission wens arbitrary in nature and in no way affected the sampling; thus they were discarded as specific criteria for station selection. The National Association of Broadcasters divisions of radio and television broadcast stations were utilized in the study: (1) small stations (250 watts or less), (2) medium stations (250 watts to 5.000 watts), (3) large stations (5,000 watts to 50.000 watts), and (4) television stations. In order to ascertain the number of each type of broadcast facility Operating in the United States. the December 15. 1956, report of the Federal Communications Commission Station Authori— zations was consulted and it was determined that 1141 small stations. 1808 medium stations. 143 large stations, and 613 television statims were in existence. A 10 per cent sampling of each type or size of station was felt to be more than adequate for the purposes of the study. Thus, 114 small stations, 181 medium stations, 14 large stations, and 61 television stations were believed to be representa- 43 tive. An adjustment was made to this sample. however, and is dis- cussed in the next paragraph. The matter of insuring equal geographical distribution of the station sampling was achieved by employing the 17 districts of the National Association of Broadcasters. These districts include the 48 states and the District of Columbia. In an effort to secure the equal distribution of questionnaires throughout the country. some adjustment was necessary to the 10 per cent sampling eXplained earlier. The adjustment made was one of a somewhat higher per- centage sample. The final sample arrived at, per National Association of Broadcasters district. was as follows: (1) 7 small stations, (2) 11 medium stations. (3) 2 large stations, and (4) 4 television stations. This made a total of 24 stations per district. The total number of stations surveyed was 408. This represented the total for the 17 NAB districts. The total sample included 119 small stations. or 29 per cent of the total 408 stations surveyed; 187 medium stations, or 46 per cent of the sample total; 34 large stations, or 8 per cent; and 68 . television stations, or 17 per cent of the total sample. It should be noted that the number of large radio stations surveyed per dis- trict and totaling 34 stations represents a doubling of the original percentage of large stations. The reason for this increase in the large station sample was to insure a more respectable percentage of returns from that group. On April 29. 1957, station questionnaires were sent to 408 randomly selected stations. Approximately one month later, a 44 reminder letter was sent to those stations not yet returning replies. A total of 210, or 52 per cent was received. A number of replies were received too late to be included. The distribution of the responding stations was as follows: A total of 58 small radio stations, or 28 per cent of the 210 total replies. responded to the questionnaire; 97 medium station replies, or 46 per cent of the total 210, were receiVed; 18 large station replies. or 9 per cent, were returned; and 37 television stations, or 18 per cent of the 210 stations reporting, returned completed questionnaires. These percentages closely parallel the percentages of the various divisions of stations as established in the sample. Over-all, approximately 12.4 returns were received from each National Association of Broadcasters District, for a 52 per cent return from each district. Table 3 shows the composition of the station sample and the distribution of station respondents. The data derived from the objective questions of the three questionnaires were recorded on large master tabulating sheets by hand count. The subjective questions were placed in categories by the writer and conclusions were drawn from them. . ‘fi‘.*‘— *‘1. 9.: , e .. ._r .9.1\ t... ‘ 0-541.- ‘V-au ~4tvw J~u0~ hits. 45 if, Hod 0am 00H 00: «fleece ma mm ma we meowuwpm Cowmfl>oaoa m 0H 0 :m Gnomes neofieom owned 0: em 0: SH Bessie 98330 erases mm mm mm mHH noflommv econompm Hamsm ammo nod muonvmpm esoo pom oohobhdm wadecodmmm mdowumum mo nobssz mo hobedz 411', l‘ll’ mzmbemm Ema sz m4m2mqme QZ< OHQr ou.o per cent, indicated that the radio and television train- il‘E: program was located within the College or School of Arts and Sciences, The next most often mentioned college or school was the Scrhbol of Speech with 9 colleges and universities or 12.0 per cent of.‘the total respondents. Six colleges and universities, or 8.0 per Ray.— thfidald OH 1.11de Q - A Uta-h ‘I. I‘QIIJN ‘ul‘iulfi fill Ruin-IAN ..- \J n ....L e .ul.v l-odfi. 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(m0 ZOHHROHKHWQAO HHSHHéBWHZHZQQ 54 cent, indicated that the radio and television training program was to be found within the School of Fine Arts. Other collegesor schools mentioned included: Inter-discipline control, College of Business, Administration, School of Journalism. Three schools, or h.0 per cent, indicated no college or school classification. The stratification of the training programs, in terms of school or college classification, can be seen in Table 5. Question IIC of the Institutional questionnaire was,"Within what other departments, schools, or colleges, or equivalent divi- sions of your institution are radio and/or television courses taught?" Thirty-one institutions, or 30.7 per cent of the total respondents, listed Journalism; 24 schools, or 23.8 per cent, named none; 11 institutions, or 10.9 per cent, cited Business; 10 schools listed Education, or 9.9 per cent; and 8 schools, or 7.9 per cent, cited Engineering. Other divisions were mentioned and were noted in Table 6. Questions IID, IIE, and IIF of the Institutional question- naire dealt with the number of years radio and television course work has been offered by the institutions. Specifically, question IID was, "How many years has your institution offered major work in radio?;" question IIE was, "How many years has your institution offered major work in television?;" and question IIF was, "How many years has your institution offered major work in radio and tele- vision?" Seventy-four institutions indicated the number of years that major work in radio and the average number of years was 11.1. .' \I ._ g... ‘— wu‘n ‘. —~_..um H.l._\:i...o,.a "IIFLII . h. 55 mpdmccoapmodo HmCOHpspaprH may Mo mHH soapoodd ow mmmCOQmmh song pocampno muddoom ooapficmsnm mo Hoonom H “oopsaocH**** wand nooodm mo coaow>da a .oph< ommzmcmq so coaoa>aa a .ooo< o>asmowo no mooamasaa N .ooua ooomoee no Hoonom a .osua seamemoe mo Hooeom a “ooooaocH... .eaaa->euoaemm no aooeom a one .mcoapmoaqseeoo one ocoaomaom ceases no aoonom a .neh< cowpmoflCdssoo mo oonHoo H .mcoavadzdasoo wo Hoonom H .mSOHQmOHCSEEoo fl Edemcafion Ho Hoonom H “mopsaocH** oph< Hmaonaq mo momeHoo no waoonom ma «movsaocH* 0.3 m m.N B.N o.w coma m.o 0.30 Q3 mepoe 0.0H m.m o.m H H.n o.oH ®.HH H.HH H.n 0.0H n.5H w.mn w.HH u.m 0.05 N.H3 m.mm n.mm Aoav m .moHpHmhobdcd pom mowoaaoo HmsoapmsdEocoQ .3 macho Amav .moonHoo m.cmeos n sunbeam .moApfimaobflcn new oomoaaoo opm>anm .m macho Adv .momoHHoo Hodaoflsds was .mowmaaoo m ovmpm o.:maokv.mowoaaoo ovum amassed campm .momoHHoo maonommv mumpm .N @5090 “any .mmmoHHoo pdmnm used one moapwwho>ass opmpm an new .mommaaoo pamaw puma .modvdmpmbdd: mumum .H @5090 ucmo someone 9:00 moms—cam Iom Ihom dmonom no . and. 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Item omoHHoo oz aooeom pcoo woodedm ammo oomCOQm peso woodedm Item Item Inom coaaouooaqee ....opquocaa .*.eoooom Ind mmocamdm Ho owoaaoo Hoocom Hoonom 9:00 someone Ihom siucwmmmowfifl Inoch psoo message Iaom immunoaom w ovh< Ho omoaaoo 4W>QA MUMAAOO m0 AOOIOfl ZO widmoomm GZHZH<£B ZOHMH>EAMBIOHQ<$ ENE m0 ZOHBHBHQ H .mu94 o>Hpmoao Mo mCOHmH>HQ N .mth anemone Ho Hoosom H .mphd oHmemaQ Mo Hoonom H "mopsHocHIII .EHHmI>BI0Hpmm no Hoonom H was .chHpmoHCdsEoo new mCOHpmHmm OHHnsm mo Hoonom H .mph< GOvaoHddssoo Ho omoHHou H .mCOHumOHCSHSoo mo Hoocom H .mcowponcsssoo w EmHHmca50w Ho Hoonom H “mmUdHocH** wand HmaonHA Mo mmmoHHoo no wHoonom 0H "moUSHOCHi 0.3 m N.N N.N N 0.0 0 o.NH m 5.0 0.30 03 MHmpoe moss o.oa a I I I o.oa a o.oa a I 0.05 a .ooaoaooo>aco one oomoaaoo HmCOHpmcHeocoQ .3 dsoaw ANHV .momoHHoo m.cosoz m.m a I m.aa m m.aa m m.sa m m.aa N.Hs a oom>ato .moaoaooosaco ego mommHHoo opm>Hhm .m macaw Amv .moonHoo HmQHoHCdS one .moonHoo I I I I I H.HH a e.nn n I m.mm m oomuo o.ooeoz .oowoaaoo memo HmhonHH oomph .oomoHHoo maonooop mumpm .N dsoao AmmV .oomoHHoo somhm pcwH use onuHmho>Hcd opwpm e.m H a.n I I a.n m I I N.s «.ms am one .ooeoaaoo scape ones .moHpHmam>Hds mvmum .H macaw ammo woodedo pcoo noncommm Iom Ihom IIqmmmwwnnWI isuaammmwoe Item omoHHoo oz aoozom ammo mendedm ammo oomCOQm Inca Ipom COvaqpchIHmH seeing «CHM Ind mmoCHmdm Ho oonHoo .HO Iom Hoonon peso momGOQm Item {ionoomam mo aoonom 9:00 wooded» peso mundane Ihom Iaom Imm Hammad. hostel IhoecH w mpn< Ho om0HHoo I}! AW>MH momHHOU x0 HOOIOQ ZO m2¢moomm OZHZH<$B ZOHmH>mHMBIOHQH8flcs one mowoaaoo HmGOfimeAEocoQ .3 mocha n.© ma m.m 3H m.HH 0H mowoaaoo m.co803 oum>dnd ocm .moapwwno>acd pom moonHoo mum>aam .m macho mowpwmnm>dcd cam momeHoo mefloflcda m.~ m mm. m N.m m paw .mommaaoo mpwpm m.cmsoz .momeHoo mphw Hmpmnaa .mmmoHHoo muonomop opmvm .N macho moonaoo pcmam 3.: mm mm.m on a.aa an eama new emanataaaaca oamam new .mmmwaaoo pndhm pend .moflufimhobdcp mumpm .H nacho mpwmw mflprOQom numb» wcauLOQQm made» MCAphomom mo honedz mdoonom «0 honedz mHoonom Mo honssz naoonom omwpocé Mo .3852 09295 Ho honeaz ommpo>4 mo .3952 coamfiboaoa w oaomm coama>maoe Odomm 5 to: .832 3 to: .8an 5 #83 none: mmHBHmZM>HZD QZd mflomqqoo 2H Dammmmo mem mdm ZOHmH>mgmB Qz¢ OHQdm 2H meB xOfi<2 madmw ho mUmZDz 59 faculty members who were fulltime teachers of radio and television, the number of faculty members who were fulltime faculty but taught radio and television courses on a parttime basis, and the number of parttime radio and television faculty. In addition, the respondents were requested to indicate if the faculty taught radio courses only, television courses only, or radio and television courses. Seventy— four institutions replied to these questions. The average number of fulltime faculty members teaching radio and television courses fulltime was 2.8 persons for the 74 institutions; the average number of fulltime faculty members teach— ing radio and television courses as partial teaching loads was 1.7 persons for the total respondents; and the average number of part- time faculty members teaching radio and television courses only was 1.h persons. The total average number of faculty members teaching radio and television was 5.9 persons per school. (See Table 8.) 0f the 207 fulltime faculty members, reported by the insti- tutions to be teaching radio and television courses only, 166 instructors, or 80.2 per cent, teach both radio and television courses; 26 faculty members, or 12.6 per cent, were reported to be teaching only radio courses; and 15 instructors, or 7.3 per cent, were reported to be teaching television courses only. In each of the major groupings of the responding colleges and universities, the majority of fUIltime faculty members teaching radio and television courses only, teach a combination of radio and television courses. Table 9 readily shows the number of fulltime radio and television faculty members. TABLE 63 WEBER OF FACULTY MVWRTRS IN HlDIO — TVTTVTQTOV THKTNIYG FEOIR‘NS 1N COLLEGEi AND UNIVERSTTIiS -—--—-_.—-— -—.. “—- —~----‘--~—~~s-’-~m--—d‘ m n. n -- -. w I.--- __. I'- I--‘”-- a -- 'n—«u . - -- -----—- u. - "“--- -“.1—-—-—-—--—--4—-‘.—~_-- Number of Faculty Average Number Institutions Reporting Total of Faculty --*--O-H_---—-’—.—_--—v-—.- a . w- -u-~m~. --——-.-. .I'D-_-._.a-I-_-—u-w—n l. Fulltime radio - television 7& 207 2.8 faculty 2. Fulltime college or university 74 125 1.7 faculty teaching radio — tele- vision part time 3. 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O III-1 'II'DIII I: ‘1'..- 68 Within the parttime faculty group the five most often men— tioned industry divisions were as follows: (1) commercial radio station, (2) commercial television station, (3) educational tele- vision station, (4) television network, and (5) radio network. The only division not listed within the first five divisions of the parttime faculty listing that was mentioned within the first five of the fulltime faculty was (2) educational radio station. This, however, was number 6 in frequency of mention within the parttime group. (See Table 13.) The most often mentioned industry divisions in the combined listing of fulltime and parttime faculty was as follows: (1) com- mercial radio station, (2) educational radio station, (3) commercial television station, (4) educational television station, and.(5) radio network. (See Table 13.) In questions IVC and IVD of the Institutional questionnaire, the respondents were asked to indicate, "What degrees can be earned by undergraduate students of radio and/or television at your insti- tution?" and "What graduate degrees are offered in conjunction with your radio and/or television training program at your institution?" Seventy-three responses were received in conjunction with these questions and the following distribution of degrees was estab- lished and are shown in Table 14. Twenty-two institutions (30.1 per cent) indicated that they award the bachelor degree only; 38 insti— tutions (52.1 per cent) indicated that they award both a bachelor and master degree; and, 13 institutions (17.8 per cent) indicated that they award a bachelor, master, and doctor degree. The majority of the 73 responding institutions offer the bachelor and master degrees. Av C .. r ...( G aunmw Av~ .4- ‘vlC-H. «to-x «III-WaF-hIdi.v- | IJMhIrvuu “Owner-Owner. v-1. 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MHMJMHM. II m H.Lcmd wh- area. I once _.e..,am unto ».e - a once .we.c m chcrtm - aficcncm wrocmom than I- . . ILQQ . ._ lhdm - $0 orQfiE—pz ITO anLgZ IMO (HFwLETZ I mcaHMto LopmgQImmn JMHQmIremHMLnIII. haca-Mvmmmo bouts: .Lofloncmm amemmz one hoaonomm Loaonomm ." I| II -I---‘I I“ .| 'I'l ““Il‘- I I‘ll! | I“."l '1-I“|‘ ‘ I‘ll ‘li-“l'l"l-' III'"! II mmeHmmd>st Cac mmcmgecc zH mxomwcmm CZmZHde ZCHmH>hAmHIOHC~‘~m~-~-w--n-fib-* 74 Groups 1 and 3 than for schools in Groups 2 and 4. Group 1 schools had an average number of 53.9 undergraduate "majors" and Group 3 schools had an average number of 95.0 undergraduate "majors." Group 2 schools had an average number of 26.5 undergraduate "majors" and Group 4 schools had an average number of 21.6 undergraduate "majors." This enrollment difference is attributed, in part, to the fact that both Group 1 and 3 schools have larger total student body enrollments. Consequently, larger groups of "majors" might be expected in relationship to any field of study. In question IVF of the Institutional questionnaire, the respondents were requested to indicate the number of graduate students enrolled in radio and television courses and were classi- fied as "majors" or "minors." Fifty—eight institutions reported the enrollment of grad- u§t§_radio and/or television "majors" and the average number for the entire group was 6.3 "majors." Within the 4 groups of colleges and universities, Group 3 schools showed a substantially greater number of graduate student "majors" with an average enrollment of 12.2 students. Group 1 schools indicated an average enrollment of 4.8 schools and Group 3 schools indicated an average enrollment of 7.0 students. Group 4 schools indicated an average enrollment of 2.0 graduate "majors." Fifty—two institutions reported the enrollment of graduate radio and/or television "minors" and the average number of "minors" for the entire group was 4.2 students. Within the 4 groups of colleges and universities, Group 2 75 schools showed a substantially larger number of ggggyate "minors" with an average number of 13.7 students. Group 4 schools had the lowest number of graduate "minors" with an average of 1.2 students. Group 1 schools had an average enrollment number of 3.0 students and Group 3 schools had an average graduate "minors" enrollment of 3.5 students. The enrollment figures for both undergraduate and graduate "majors" in terms of the 4 classifications of schools may be seen in Table 16. In question VA of the Institutional questionnaire, the respondents were requested to indicate the type or types of radio studio facilities regularly used in relationship to radio and tele- vision training. A list of 6 different facility arrangements was included within the question, Forty-two institutions (or 54.6 per cent) indicated that they employed (1) Institutionally owned and Operated radio stations. Thirty-two institutions (or 41.6 per cent) indicated that they employed (2) Studio facilities with tape and/or disc recording equipment; 28 schools (or 36.4 per cent) indicated they used (3) Studio facilities with permanent lines to local commercial radio stations and tape and/or disc recording equipment; this same number of schools reported that they employed (4) Institutionally owned and operated wiredawireless radio stations. Six schools (or 7.8 per cent) reported the use of (5) Privately owned and operated commercial radio stations and two schools (or 2.6 per cent) indicated they employed (6) Studio facilities with permanent lines to local com- mercial radio stations. (See Table 17.) ‘1 11 .1 1 a HOLES 1L1; 11: astrilthNVAV l— . 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Warsaw. - m gamers N assume}- H1563. 85 Seventy-four institutions responded to this question and the median number of hours programmed was 0.375 hours. Group 3 schools indicated the largest number of programmed hours with a median hour total of 0.75 hours and Group 4 schools indicated the smallest number of programmed hours with a median hour total of 0.125. Group 1 and Group 2 institutions had median hour totals of .50 and 0.25 hours. The range of programmed hours for the entire group of responding institutions was 0.0 hours to 40.0 hours. (See Table 22.) The most predominant types of programs employed within these programmed hours were Education and Music. Twenty-five insti- tutions (or 34.7 per cent) reported a median hour total of 1.00 hours of Education and 5 schools (or 6.9 per cent) reported a median hour total of 2.00 hours of Music. (See Table 23.) The itemization of television equipment owned and utilized within the radio and television training programs of the 74 respond- ing institutions can be seen in Table 24. In question VIIC of the Institutional questionnaire, the respondents were asked. "What are the training problems facing you today?" A list of 18 items were included to facilitate answering. with space provided for additional problems. In addition, the respondents were asked to rate on a 1, 2, 3 basis the most important training problems facing their institutions. A total of 77 institutions answered the question and the 7 most frequently checked training problems were as follows: (1) equipment needs, (2) finance, (3) improvement of training facilities (physical plant), (4) faculty extra-curricular activity loads, oufioCCOHpmoso HmCOHpSpHmeH one mo m > cowpmoSG op momCOCmoh esp Soap pondspopoo m< w 86 0.0: I 0.0 nem.o H.ooa an menace ANHV anHHmho> 0.03 I 0.0 mNH.0 N.@H NH Iflcd 0cm momoHHoo Hmcoapmcasocom .3 ddOpo .3 ABHV moaoHHoo n.2o503 opm>de pom m.n I 0.0 ms.o o.mN ea .noaoanwosaca one noaoaaoo owo>awa .m nacho .m Amv mowpfimnobdc: one momoHHoo HmQHoHcss 0cm .moonHoo opmpm m.3 I 0.0 mN.0 N.NH m m.coEoz .wopoHHoo memo HwLODHH opmvm .momoHHoo mpozomop ovam .N osoau .N Ammv momoHHoo pcmpm UCmH 0.03 I 0.0 m.0 n.®3 on new mofipHmLo>HCd opwpw .moonHoo ucmpm UCmH .anpHmLo>Hc5 opmpm .H macho .H II IIIIII ucoo god noncoamox manor ooEEmpmoam peso: ooEEommOLA mCHPLOQom mcofipspHpmcH mCOHvspHmeH LonEdz cmfiooz mo hmnEdz mo omcwm *mBHHHHHOmABB 3TB LO mm: EZESDHW NN m4m coeemmSC 0e mowcogmmn Boom nonfipro mvaommm mm mqmaco cam mommnaoo HwCOflprflEoch .3 Lsoho Away mmmwaaoo membepd m.cmEos com mmflpemam>fics one vmmomfioo mpm>wam .m ozoaw Ev mcwpflwhw>ficd new mmmwafloo Hmuwoflcds com mammfiaoo m.coeok mpwem .mwmommoo meow Adamofia memew .mmmmaaoo macncmmp oempm .N ozone Ammv mcmmmaoo pampm mama cam mmflpfimLm>ecs mumum .mmfipfimpwe nan: Lo wmwoadoo ecmpw tuna .wcepwmpoewcz oempm .H macho I... -.." l om ma ma ea ma we ea ma NH ea oa “-l.| -llln.-i ‘I'II‘I'.-- l‘l'l'l ‘- .I - rt. 11.0'I‘1 i-|1- *mEmHDchm mfimBHbdh>HZD QZ< WEC&AAOO C4H0HgWHIOHQ [n 1 ~ ‘~ Magnum y A ‘ _. ‘ -.' f1 3Tb, _ "an” ‘ nu." '_-“‘- ~-—------.c--.v--.- 106 T-‘=313.39_::-§90§$§9§Ei__ Industry division Poci ti on Number Pvgranming Personnel Radio station procrar director 7 (15 resrondents) Television stction nroeram director a Secret'ry to rcdio station p.d. 1 Radio traffic assisttnt 1 Assistant progrtm director radio and/or 2 television Rflflic Relations Personnel Public relations director for private 2 industries (non-broadcasting) (h respondents) Radio-FV director for major political 1 party national conmittee Public relations director for protestant 1 church group Sales & Promotion Radio station time salesman 4 Personnel Radio-television station time salesman 3 (14 respondents) Radio station sales manager 2 Television station publicity and promotion 2 manager Radio station promotion manager 1 Sales service assistant 1 Television station national sales manager 1 V-——- ~—— —_— -—-o— ...—mm llllxlilllll Iiil: . [:51 I! 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I .~.7~.\..fl1 .A 0 ’4‘4 uh. J an ..\IJ_ V In" JriJA|.uI ieiowoho>< ii.oz omwhm>< {.02 omwho>< - 'I'“! ' ll!" ' .III .I' "Ill'. Iii"-.- I. I 108 degrees do you hold?" One hundred thirty-five respondents, or 78.5 per cent of the 172 respondents to this question, indicated that they held a bachelor's degree; 30 respondents, or 17.4 per cent of the total respondents. indicated they held a bachelor's degree and a master's degree; and 3 respondents, or 1.7 Per cent of the total respondents, indicated that they held a bachelor's degree, a master's degree, and a doctoral degree. Four respondents, or 2.3 per cent of the total 172 respondents. indicated they held no degrees. One hundred seventy-one student respondents, or 97.7 per cent, held at least one degree. Table 32 shows the stratification of degrees in terms of the 12 broadcast industry divisions. ‘.~cs..~a.s.. v.!......\— ..1......~‘.V. a». ..., IMF ArI‘Jall .II'III m.m : s.H m :.se om m.ms mme Nee mawpce I I I I 5.5 H m.mm NH MH COHpCEOLQ % mmamm .NH I I I I o.mm H o.ms m : mcoepmewm Odessa .HH 5.0 H I I m.ma N o.ow NH ma wcfifismsboed .CH H.N H H.N H o.mm ma $.05 3m m: GOfipQSTOLm .m I I I I H.o H 0.00 0H ea uswz .m a, I I I I s.s a m.mm «a ma wcmzmewcuz .s m I I I I TS. m TS m m acetates SE .0 w.mm a I I m.m@ m I I m HocCOmpcc wamecfiwce .m I I d.ma m $.mm e m.om : ma >vI0HcmL HmCOHPmonrc .3 I I I I I I o.ooa a : evennepcoc .m s.m H I I I I m.mm mm mm masocsccce .m I I I I I I o.ooe ma me museum wcemeenmseq .H fi§£upmehmmzdz Istrxupm%IMMMHsz ucww Ltd kmmu:z pcao hemispmnsmz II; IIIaeII. :IIIIIIII14! oohmoa oumpoecoa cam .meco m.Laeuuz his: mogmm: mqucCOQmom mcoewwewa huemSUCH ea .msrflfizfifi.flco~¢:ofir cum m.hoam:cmr m.poactomm mo Lonsnz 110 A Descriptive Profile of the Broadcast Station Personnel Needs In question 1 of the station questionnaire, the respondents were asked to rate on a l, 2, 3, 4, and 5 basis the divisions of their stations in terms of the difficulty they experience in secur- ing qualified personnel. A list of 5 divisions was included within the question, with space provided for additional divisions. In a composite score based on the reversed values of l, 2, 3, 4, and 5, Table 33 indicates that the radio station respondents ranked the divisions in the following manner: sales, engineering, programming, production, management, and secretarial. Table 33 also indicates that the television station respondents ranked the divi- sions in the following manner: sales, production, engineering, programming, management, merchandizing, and personality. In a comparison of the importance of rankings of the two groups, both groups indicated that they experienced their greatest difficulty in securing personnel for the sales division of their respective stations and both groups agreed that management is one of the divisions where it is the least difficult to secure qualified personnel. Both groups ranked this division fifth. Engineering was classified as the second most difficult division in which to secure personnel, by the radio station respondents. The television station respondents ranked this division third. Programming was ranked third by the radio respondents and fourth by the television station respondents. Production division was ranked the second most diffi- cult division in which to secure qualified personnel by the tele- vision station respondents. The radio station respondents ranked .....-.... . qv-“nr "‘7' ~I’ ,4, 1‘: . ., . .f "“c:n~u ‘ , I fi‘w‘AL‘ I. ‘ ”‘1‘ ‘3' IN- I I _‘\$. ‘ d‘n~ ‘2 s ‘ new A\ ‘71 IN WELT DTVISTOY 0R DIVIstvxc Station Divisions Radio Stations 1. Gales 2. ProwraMMine 3, c‘nrriI'IIN-‘rinj h. Production 5. Management 6. Secretarial TeleVisior Qtationg l. Fncineering 2. Sales 3. Management 11,, Production 5. Programming 6. Merchandizing 7. Personality ‘Importance total score based on reversed values, 1 eduals 5, 2 annals U, 3 eouals 3, u ecuals ?, and 5 ecuals l 111 T ABLE 33 ‘ 1 ...—..—_-._..-.-—v.. as Vera RIrTe Ava/0R TEIVVTsrcN STITIoN DO YOU FTVD IT Ross DIFFTCULT TO sacuaa QUAIITIsD vascuist Rank c—u—.--.- Frecuencv "....e~ .- «..— -—-... w ‘l . —-~ .- c --‘O. v-..v— Importanco* [1101711 Rank 9&0 1 “89 ? 1.08 II N 3...J \) J'! 196 1 153 l 70 5 131 2 122 U -I——.-»-.. -H__ --.-.-..__.__--... -~I-..--'-—-—. --...-.- - e an“. *1 ‘3‘“; 6‘;- . .- -‘ -u- o ' ~.. ,1 112 this division fourth. No comparison was possible in relation to the other divisions: secretarial, merchandizing, and personality. See Table 33 for the comparative rankings, and Table 34 for the distri- bution of reversed values of l, 2, 3, h, and 5 among the station divisions. Question 2 of the station questionnaire was, "Where the scarcity of qualified personnel is the greatest (a 1 rating in Question 1), what are the reasons?" A list of nine reasons was included in the question, with space provided for additional.reasons. It was the intent of the writer to establish a ranking of the reasons on the basis of frequency of mention; however, because a substantial number of respondents rated the reasons on a l, 2, 3, 4, and 5 basis, an additional ranking of the reasons by "impor— tance" was established. Within the group of radio station respondents. the 3 most often mentioned reasons for scarcity of personnel were as follOWS: "inadequately trained job candidates," "competition for personnel among stations," and "candidates lack specialized training." The two least mentioned reasons were: "lack of liberal education" and "lack of challenge in job." (See Table 35.) The 3 most often mentioned reasons for scarcity of personnel were also the 3 most important reasons and their ranked positions were identical: "inadequately trained job candidates," "competition for personnel among stations," and "candidates lack specialized training." The two least important reasons were: "lack of oppor— tunity for advancement" and "lack of challenge in job." (See Table 35.) 113 TAFLF 3a IV WHiT DIVTQTPN OW UTVTQ7FV3 CF TH? RfDTO AVW/OR TVLTVTSIFN STATION D0 YDU FT”W TT MF“T DIFFICUIT TO STCURE QU.TIFTSD P“ A H . I); Q. lst 2nd 3r nth 5th Rating Rating Rating Rating Rating -— _—..- —. ..-_ --—-—.——_.—.--._~-H.-. ---.-.————--—.—u--—._-. Radio Stations t..J 1. Sa es 5? #9 IR 17 5 2. Essireerias S? 19 2a 3? 12 3. Prasrafiains 15 73 36 38 11 U. Production ?g 31 99 ?1 ?O 5. Management R 17 18 11 up 1‘, gocratari a] _ __ 1 _ _ Television Qtrtions 1.. Sales 1% o s u u 2. Production 7 In 11 a 1 3. Q“"*”°°“in7 O 11 6 5 0 LL. Projramminfr K 9 19 1'.) ] 5 Vcn°gement s 7 a 7 14 5 Nerchandi7inf 1 - - - _ Personality - l — — — m-_—- ~_..- *Total score based on reversed vrlucs. 1 equals 5. 2 Diusls U. 3 annals 3, 4 couple 2 and 5 equals 1 'pf3(‘N\I'-3‘I ' ' I ¢ J -' Total* .".— -..-- ._~——-— 10A 1?? 70 ”...—H.» "- ---———..—_. --q...-w-w‘__.—qm.,., -— —.—- ll4 TARLE 35 RFfiSCVS FCQ FC‘QCTPV OF CVIIIPTFD PHPVFNXTL Reasons Frevnercy Importance Total Pank Total‘ Rank Radio Stations 1. Inadequately trained job candidates 56 l 261 l 2. Competition for personnel among stations 51 2 166 2 3. Candidates lack specialized training 48 3 146 3 4. Competition within other areas of the 22 4 106 4 broadcast profession 5. Competition from other mass media 14 5 37 7 6. Poor pay 1? 6 - 41 6 7. lack of opportunity for advancement l2 6 20 8 8. lack of liberal education 6 7 60 S 9. lack of challenve in job 3 8 13 9 Television Stations 1. Candidates lack specialized training 18 1 45 2 2. Competition for personnel among stations 16 2 34 3 3. Inadeouately trained job candidates l3 3 71 l 4. Competition within other areas of the 4 4 23 4 broadcast profession 5. Competition from other mass media 3 5 ll 5 6. Lack of liberal education 2 6 - - 7. Poor pay 1 7 3 6 8. Lack of Opportunity for advancement l 7 - - 9. Lack of challenge in job 1 7 — - ~, - -. -H-w -fl—m——m -‘r- _. _ “aw—-.. -——.~— w-——-——-——__._._. ‘-—..-—-__-- .... -.......— — -..—...”.— *Total score based on reverse values, 1 eousls 5, 2 equals 4. 3 eouals 3. 4 equals 2, and 5 equals 1 115 The "importance" ranking was determined by a composite score based on the reversed values of l, 2, 3, 4, and 5. (See Table 36.) In the case of the television station respondents, the 3 most frequently mentioned reasons were: "candidates lack specialized training," "competition for personnel among stations," and "inade- quately trained job candidates." The least mentioned reasons were: "poor pay," "lack of opportunity for advancement," and "lack of challenge in job." (See Table 35.) The three most often mentioned reasons were also the three most important reasons as determined by a composite score based on the reversed values of l, 2, 3, 4, and 5 (see Table 36); however, their ranked positions differed from the order of frequency mention. "Inadequately trained job candidates" was the most important reason, "candidates lack specialized training" was ranked second most important, and "competition for personnel among stations" was third most important. The least important reasons were: "lack of liberal education," "lack of Opportunity for advancement," and "lack of challenge in job." (See Table 35.) A comparison of the radio station totals and the television station totals, in relationship to the frequency of mention of the reasons, showed the 2 groups to be in agreement in the 3 most often mentioned. They were not, however, ranked in identical order. (See Table 35.) "Inadequately trained job candidates" was ranked as the most frequently mentioned reason in the radio group and as the third most frequently mentioned reason in the television grOUp. "Competition for personnel among stations" was the second most frequently men- 116 T’WLE 36 REASONS FDR RCAdClTY CF CW3‘"VTF. PVQQlNNV . .1 -_ .M. C...L ‘ " let' pnA“ ' é+&”"’ Li}. "%£“' '"“"“‘ ‘" Reasons dating Voting Rating Rating Rating Total’ Radio Stations 1. Inadeouately trained job 36 16 4 2 l 261 candidates 2. Competition for personnel l4 l4 8 9 — 166 among stations 3. Candidetes lack specialized 0 12 15 3 2 l46 training u, Competition within other areas 8 7 s 9 5 106 of the broadcast profession 5. lack of liberal education 2 5 6 5 2 6O 6. Poor ray 2 3 4 2 3 41 7. Competition from other media 3 l 2 8 37 8. Lack of opportunity for — 1 2 4 2 2O advancement ,. lack of challenge in job 1 l - 1 2 13 Television Stations 1. Inadenuately trained job 11 4 - — - 71 candidates 2. Candidates lack specialized 3 5 2 1 2 45 training 3. Competition for personnel 3 3 1 2 - 34 among stations 4. Competition within other areas 1 3 2 ~ - 23 of the broadcast profession 5. Competition from other mass 1 - ? - - ll media Poor pay — - 3 - — 3 . lack of liberal education - - - - - — 8. Lack of oprortunity for - - - - — - advancement Q. leek of challenge in job - - — — ~ - *Total score based on reversed v Tues. l eenels S, 2 evuals 4, 3 equals 3, 4 equals 2, and 5 ecuals l peeults obtained from responses to onestion 2 of station onestiornaire 117 tioned reason among both groups and "candidates lack specialized training" was ranked third by the radio group and first by the television group of respondents. The least mentioned reasons. as indicated by the radio station respondents. was "lack of liberal education" and “lack of challenge in job." In the case of the television station respon- dents, "lack of liberal education" was not included but "poor pay." and "lack of opportunity for advancement." and "lack of challenge in jo " were listed. (See Table 35.) In terms of importance (see Table 35). a comparison indi- cated "inadequately trained job candidates" was ranked first by both the radio and television respondents; "competition for person- nel among stations" was ranked second by the radio respondents and third by the television group. "Candidates lack specialized train- ing" was ranked third by the radio group and second by the tele- vision station respondents. The least important reasons for the radio station respon- dents were: "lack of opportunity for advancement" and "lack of challenge in job." The least important reasons for the television stations respondents were: "lack of liberal education." "lack of opportunity for advancement." and "lack of challenge in job.“ The reason. "lack of liberal education." did not appear within the least important reasons as determined by the respondents from radio stations. (See Table 35.) Question 3 of the station questionnaire was. "Where the abundance of qualified personnel is the greatest. what are the appropriate reasons?" A list of 8 reasons was included within the 118 question, with space provided for additional reasons. Again it was the intent of the writer to establish a ranking of the reasons on the basis of frequency of mention; however, because a substantial number of respondents rated the reasons on a l, 2, 3, h, and 5 basis, an additional ranking of the reasons by "importance“ was established. Within the group of radio station respondents, the 3 most frequently mentioned reasons for abundance of personnel were as follows: "adequate pay," "adequately trained job candidates," and "opportunity in position." The reasons "adequate pay" and "ade- quately trained job candidates" received the same number of mentims. (See Table 37.) Within this same group, the 4 most important reasons, as determined by composite score based on the reversed values of l, 2, 3, h, and 5, were: "opportunity in position," "adequate pay," and "lack of need for specialized training." "Adequately trained job candidates" was the fourth most important reason,- The least iflyur~ tant reason was: "no competition from other professions, business, industry." (See Tables 37 and 38.) The group of respondents associated with television stations cited "adequately trained job candidates," "adequate pay," and "lack of need for specialiZed training" as the most frequently mentioned reasons for the abundance of personnel. The reasons mentioned the fewest times were: "no competition from other mass media" and "no competition from other areas of the broadcast profession." (See Table 37.) ‘Within this same group, the 4 most important reasons, as PFflQWVq an” KDVNU no? 0F CVAITVTWD Passowwmi j“ .... .- “-.., _ . - _, ...—'- .--- - r . .. .- .- , . . ..-—... _ ~- ...-.... ”-..-.... H ‘ .. -, , _ .- , ’.'.-.-:....-3.-— - .J—-.:—’- A ." - . ,._._7 3 Val - —_-t 3' . - u - . --.... 1.9—“$.73..- ..—--‘-~« né‘h‘. ;-:..-.:....a..=..:-a:__:._.: .1.ng -4-.‘."_‘. Deasnns Frecuercy Importance , a. _ l- _ -..-T‘.’T";‘.1._-ff PL--. ---.TT‘FEV Rink Evfio Stations 1. Adevuate rev 39 1 09 ? P, “doonsto‘v trained job CCndidzteS 39 1 7? 4 3. Opportunity in position 3b 2 100 1 4. Lack of need for spec a1i7od training ?4 7 7? 7 S. No competition for personnel amonw stations 13 h 27 5 6. No competition from other professions, 12 5 8 8 business, induotry 7, No competition from other mass media 10 6 2b 6 8. No comnetition from other areas of the 8 7 11 7 broadcast profession Television Stations 1. Adeouately trained job candidates 1? l 24 2 2. Adeouate pay 11 7 90 1 3. lack of need for specializod training 9 3 11 a \J :- \fi \J't a. No competition for personnel amen? stations 5. Opportunity in position 6 4 11 ] 6. N0 competition from other professions, 2 6 ~ - hu:iness, induStrv 7. No competition from other macs media 1 7 u 6 R. No comr°tition from other areas 0f the 1 7 ' 7 broadcast profession .. ads—'V-r—u-u—i— - ---- -.- » __- --—. ... -----‘ .. - — vfl‘r'v a "cw-r.- A - -u—w~-—-——w-r~-—v-- —« —--~- .- - .. —.q.-_ --.- - - '—~— --.- -... .-. _--..-.....__..... -..- 1"Total score based on reversed values, 1 eouals 5, 2 eouals a, 3 annals 3, u annals 2, and 5 equals 1 120 ,LRLh 38 REfidCKS FOR LRUNUANCE OF CVLLIFIED PEfiSCKhWL -- - .. - w. ---o A — 0 ---~-—— .u n — .. - ~—0"-. .- ...... -..-...--__- -“—---—-.._--...—- R n on Is 2nd 3rd 4th 5th eds S Rating Ratine Rating Rating Rating Total* Radio Stations 1. Opportunity in position 9 7 6 4 l 100 2. Adequate pay 6 12 4 4 1 99 3, lack of need for Specialj7ed ll 4 2 - — 77 training 4. Adenuately trained job candidates 9 2 4 3 1 72 5. No competition for personnel 1 2 l 3 27 among stations 6. No competition from other media - 3 2 2 2 24 7. No competition from other areas 1 - l l 1 ll of the broadcast profession 8. No competition from other pro- - - l 2 l 8 fessions, business, industry Television Stations 1. Opportunity in position 4 2 l - - 31 2. Adeouately trained job candidates 4 l - - - 24 3. Adecuate pay 4 — - - - 20 4. lack of need for specialized - 2 l - - ll training 5. No competition for personnel 1 ~ - - - 5 among stations 6. No competition from other media — 1 _ - - a 7. No competition from other areas - - - ~ - - of the broadcast profession 8. No competition from other pro- - - - - — — fessions, business, industry -..-— --- o .— .—- - -—- . _ - o .- - -o~— -—- - - —--vv-—.-—c.—— ww‘r— — .- --w-.«—— “a. ‘Total score based on reversed values, 1 equals 6, 2 equals 4, 3 eouals 3, 4 equals 2, and 5 equals 1 121 determined by composite score based on reversed values of l, 2, 3, 4, and 5, and as indicated in Tables 37 and 38 were: "Opportunity in position," "adequately trained job candidates," and "adequate pay." "Opportunity in position" ranked fifth in frequency mention by this group. The least important reason was: "no competition from other professions, business, industry." A comparison of the ranking totals for the radio station respondents and the television station respondents (see Table 37). in relation to the frequency of mention of the reasons, showed some frequency differences. "Adequate pay," "adequately trained job candidates" (identical totals), and "Opportunity in position" were the most frequently mentioned reasons by the radio station respon- dents. ‘Within the television group, "adequately trained job can- didates." was the most often mentioned reason for personnel abun» dance and "adequate pay" was the second most frequently mentioned reason. "Lack of need for specialized training" was the third most frequently mentioned reason and “Opportunity in position" was ranked as the fifth most frequently mentioned reason by the television station respondents. The least mentioned reason by the radio station respondents was: "no competition from other areas of the broadcast profession." Two reasons were the least mentioned within the television station respondents totals and these reasons were: "no competition from other mass media" and "no competition from other areas of the broad- cast profession." A comparison of the ranking totals for the radio station respondents and the television station respondents, in relation to 122 the importance of the reasons, showed some similarity. (See Table 37.) Both groups ranked "Opportunity in position" as the most important reason. The television group ranked "adequately trained job candidates" as the second most important reason and the radio group ranked this reason the fourth most important. "Adequate pay" was ranked second most important reason by the radio station respon- dents and the television respondents ranked it as the third most important. "Lack of need for specialized training" was the third most important reason as ranked by the radio station respondents and this reason was ranked fourth in importance by the television station respondents. The least important reason, as indicated by both groups, was "no competition from other professions, business, industry." In question 4 of the station questionnaire, the respondents were asked to indicate, "What sources are utilized to secure full- time employees (excluding clerical and custodial help)?" A list of 7 sources was listed within the question, with space provided for additional sources. The respondents were asked, in addition, to rate the sources in terms of frequency of use, on a l, 2, 3 basis. (See Table 40.) The three most frequently used sources, as indicated by the radio station respondents, were: "station correspondence files," "fellow staff members," and "personal acquaintances." The least employed source was "professional placement bureaus." "College or university placement bureaus" ranked sixth in the field of 75xnnnes. (See Table 39.) 123 TABLE 39 SOURCES UTILIZED IN SECURJNG RADIO—TELEVISION PERSONNEL Ranked Fre- Sources quency of Use Total‘ Rank Radio Stations 1. Station's correspondence files 323 1 2. Fellow staff members 300 2 3. Trade magazine want-ads 255 h 4. Personal acquaintances 282 3 5. Professional trade schools 173 5 6. College or university placement bureaus 146 6 7. Professional placement bureaus 102 7 Television Stations 1. Station's correspondence files 96 l 2. Fellow staff members 55 4 3. Trade magazine want-ads 58 3 u. Personal acquaintances 71 2 5. Professional placement bureaus 18 5 6. College or university placement bureaus lO 7 7. Professional trade schools 16 6 *Total score based on reversed values, 1 equals 5, 2 equals 4, 3 equals 3, 4 equals 2, and 5 equals 1 SOURCES UTILIZWD 1N SFCURTNG RADIO-TELEVYSTON PFRSOKKEL gources lst 2nd 3rd nth 5th ' "‘ Rating Ratin? Rating Rating Rating Total* Radio Stations 1. Stations' correspondence 26 24 20 U 2 323 files 2. Fellow staff members 18 31 22 9 2 300 282 (.1) \A’ 3. Persoral acouaintanCeq 7? 77 1; b. Trade magazine want-ads 2h 16 17 9 2 255 5. Profpcsional trade schools 1“ 11 16 h 3 173 6. College or universitv place- 8 ll 15 7 3 1&6 ment bureaus 7. Professional placement bureaus 8 7 8 3 u 102 Television Stations 1. St tions' correspondence JO 5 8 l - 96 files 2. Pornonal acouaintnnoes 6 8 3 - - 71 3. Trade magazine want-adv U u 6 2 — 58 a, Follow staff members u a 2 1 - g5 5. Professional placement bureaus - 2 3 - 1 19 6. Professional trade school" — ? 2 1 - l6 7. Collece or universitv placa- - ‘ ? - _ 10 ment bureaus —--->uo -—‘ -.- ~-— -— -..-.- _ - ...—ac- ---~.—--—.-— -——’..-— -..—_._ . ._<——-- ”...—... ~——_. . ... ‘7‘---—-n *T"+=.'l score based on ”LW‘rcw". \"113rs, l oo—v‘h ‘3 '._> («w-~72 1' ’> ...-w" r 11 “mg“..— 2, and 5 equals 1 125 All 7 sources are used to secure employees, as indicated by the radio station respondents. The 3 most frequently used sources, as indicated by the television station respondents, were: "station correspondence filesfl' "personal acquaintances," and "trade magazine want-ads." "Fellow staff members" ranked fourth in terms of frequency of use. The least used source was: "college or university placement bureaus." "Professional trade schools" ranked sixth and "professional place- ment bureaus" ranked fifth. See Table 39.) All 7 sources are used to secure employees, as indicated by the television station respondents. A comparison of the frequency of use ranking totals for the radio station respondents and the television station respondents showed the source "station correspondence files" to be the most frequently used source by both groups. "Fellow staff members" was ranked second by the radio group and fourth by the television group. "Personal acquaintances" was the third most frequently used source by the radio group and the second most frequently used source by the television group. Trade magazine want-ads was the third most fre- quently used source by the television station respondents and the fourth most frequently used source by the radio station respondents. (See Table 39.) The least used source, as indicated by the radio station respondents, was "professional placement bureaus." This source was ranked fifth most frequently used source by the television station respondents. “College or university placement bureaus" was the least used source, as indicated by the television station respondenhn 126 This source was ranked as the sixth most frequently used source by the radio station respondents. (See Table 39.) In question 5 of the station questionnaire, the reSpondents were asked to indicate, "What operational division or divisions of the typical radio and/or television station would profit from personnel with college training in radio and/or television?" A list of 5 station divisions was included within the question, with space provided for additional divisions. It was the intent of the writer to establish a ranking of the divisions on the basis of frequency of mention; however, because a substantial number of respondents rated the divisions on a l, 2, 3, u, and 5 basis, an additional ranking of the divisions on the basis of "greatest profit" was established. Within the radio station respondents grQUp, the ranking of the station divisions in terms of frequency of mention was as follows: sales, programming, management, production, and engineer— . ing. (See Table 41.) The ranking of the station divisions in terms of "greatest profit," was as follows: sales, programming, engineering, pro- duction, and management. (See Table 41.) Within the television station respondents group, the ranking of the station divisions in terms of frequency of mention was as follows: sales and production most frequently mentioned, engineer- ing, programming,and management. (See Table 41.) The ranking of the station divisions in terms of "greatest profit," was as follows: engineering, programming, sales, produc- tion, and management. (See Table 41.) 127 TWP. ul WHLT DlVTQTONS OF YCVH RAUTO UR TQLWVTSTUN STQTTUN WOUZD P”UVJT FROM PPRSDNNFL WITH PCLLFCE TRATNlNQ TN RfiDIO AND TELEVTSTCN Frecnnrny Greatest Profit Station Divisions Total Rank Totnl‘ Rank -‘--—-.—--_-.-..o—-co--'-- -m- a o -—.—-.-.o—- Radio Stations .1. Sales 96 1 1:0 1 9, Programming 79 7 132 2 3. Management 76 3 g} 5 a. Production ‘ 7? u 96 b S, Engineerirg 6% 5 l0? 3 Television 9ta+ionc l. Raleq Pl l 71 3 2. Production ?l l 13 h Engineerinr 16 ? ?U l h. Programming l5 3 7? 2 5. Management 1? u lb 5 - “--.—......— - ....l. --.-“A- .4. .. . ..- ... -'~. - -v Q 0..“— .-0- r. ' v a n - '7' -r- --.- a--._~u-—-_---—.Io- .m—“u--- “---~--- .- ‘To+al score based on reVOrsed values, ] equals 5, 2 equals h, 2, and 5 equals 1 1 enuals 3, h eouals .1 Results obtained from responses to question 5 of the ctffion questionnaire 128 A comparison of the frequency of mention totals for the two station groups showed both groups most often mentioning sales, with the television station respondents giving an identical ranking to production. Programming was the second most frequently mentioned division by the radio station respondents and the third most fre- quently mentioned division by the television station respondents. Management was the third most often mentioned division by the respondents associated with radio stations and the fourth most fre- quently mentioned division by the television station respondents. The production division was ranked fourth by the radio station respondents. Engineering was the least mentioned division by the radio station respondents but was the second most frequently men- tioned station division by the television station respondents. (See Table 41.) In terms of "greatest profit," a comparison of the two groups showed the radio station respondents ranked sales division as the division that would most profit from personnel with college radio and/or television training. The television station respon- dents ranked this third. Programming division was ranked second by both groups and production division was ranked fourth by both divi- sions. Engineering division was ranked third by the radio group and first by the television station respondents. (See Tables 41 and #2.) T {WI 1? [42 '”'TTTVT?ICNS OF A PXUTO C? TVTFVT"TPM CT'TTPN‘WFUlU PUNPTT FQPV pypgpyump thq CCILRTE TWLTVTVQ TN P'“l0 AED TTl?VTHTON _ . - -- - — — - ----~—-——-—_" -— ‘ ... ~-- '- -.——— lat ?nd 3rd nth 9th ps+ing Rating thipg Prtirw Rating Total‘ - .4- -——.-.- - --m”————-———- o—oo- .—*-J—u-——.‘~—.*‘-c-~--'-O up Radio °taticnr 1. Sales l3 l? 8 6 l 150 7. Prograwring 7 l7 8 2 l 132 1 Fraireering ll 5 U 7 8 lOQ (‘0 \) 0 J\ U Production h 7 1“ 5. Nanannnt l0 1L 3 S 6 01 Television Stations 1. Freireerirg 3 l l - 2 an 2. Programming 1 l 3 2 l 2? 3. Sales 1 ? 2 l, - P] Q, Pronuetinn - ? l 3 l 18 5. Manzzznmnpt 7 1 __ _ _ 1,4 “—-—-------—.-_——.o——--'——-—-..—-—.—_‘~.---——-..—-—--- - - --ufiiv- -..- .-- .. --.--.-..- - _ o . - - Lg. o~ --....n-u— --— - ..—.-0 —---.-¢----- ,“Total score based on reversed values, 1 equals F, ? equalc U, 3 equals 7, b equals 2, and 5 eouals ] Results obtained from responses to quertion 5 of station questionnaire 129 T‘”l7 #2 "“ sTVTsion 0? n PAWTC C? TW‘FVT°TPN "T'TTFN wcvin vvovwm vacv P Psownwy wITa corraws TRLTWlV“ IV R’“TO AND TTlVVTSTCN . --.---‘----—C—‘— 4. a -e - .' lat 2nd 1rd hth th Pa+ihg Ratirg Retire: Retire Rating Total‘ .5 --- ..—_-q- - ----—.—-I——-_.—- --‘-¢.~-—. . - w-.-----I‘--' *--.----o:- o - 1. Sales 13 19 8 6 1 lso A) ...J 2. Proqrawmjng 7 l7 8 132 7 Theireering ll Q U 7 8 lOQ a Production U 7 la 2 7 96 5. Management l0 h w.) J\ O\ 01 Television Stations 91: .‘\) l. Engireerirg l l l - \A) ‘0 ...: 2. Programming 1 l 22 3. qales l 2 2 l — 2] 18 u.) ,_1 h, Production - 2 l 5. lanagemnrt 7 1 - _ - lb #>—‘-—*---—---.-----0---m-—l-------“-.-—“Q - n——-—---——.- --- — ..---—-—-. >-. . - —-.-~ —--..«--un:r~o--—o--0-«-—.~'---“ “Total score'baoed on reverwed val1un:,'l eonals q, 2 ecualcrlt, 3 equals 7, U eoufls 2, and 5 ecu-ale ] Results thaand from rpcponseq to quertion 5 of station questionnaire 130 Summary of Institutional Broadcast Training Programs 1. The majority of responding institutions (45 schools, 58.4 per cent) indicated that their radio and television training programs are located within a department of speech. Eleven schools (14.3 per cent) indicated that their radio and television training programs were located in a department of radio, a department of radio and television, or a department of radio-television-film. Eleven institutions (14.3 per cent) indicated that their radio and television training programs are inter-discipline in nature. One school indicated that its radio and television training program is located in the department of journalism and 9 schools (11.7 per cent) indicated that their radio and television training programs have no departmental classification. 2. Forty-eight institutions (64.0 per cent) of the insti- tutions responding to the question on school or college administra- tive classification, indicated that their radio and television training programs are located within a college or school of Arts and Sciences. Nine schools (12.0 per cent) indicated that their radio and television training programs are located in a School of Speech. Six schools (8.0 per cent) indicated that their radio and television training program is a part of the school or college of Fine Arts. Other schools and colleges mentioned were: college of business administration, school of journalism, and inter-discipline control. Three schools (4.0 per cent) indicated no college or school classi- fication. 131 3. Thirty-six institutions (46.8 per cent) indicated that the "ideal institutional structure administratively for a worth- while radio and television training program" is a separate radio and television department. Eight schools (10.4 per cent) indicated that the ideal administrative alignment is to have the radio and television training program located within a department of speech. Seven schools (9.1 per cent) listed an interdiscipline or co-ordin- ated program to be the ideal administrative structure. Five schools (6.5 per cent) indicated that there was no such thing as an ideal administrative structure and 18 institutions (23.4 per cent) gave no response to the question. 4. The present-day administrative pattern is to locate radio and television training programs within departments of speech and in schools or colleges of Arts and Sciences. 5. The "ideal administrative alignment" for radio and tele- vision training programs is to establish at least a department of radio and television in a school or college of communication arts or its equivalent. This college or school should include: journalism, film, advertising, public relations and audio-visual. 6. The average number of years major work has been offered in radio by the total respondents is 11.1 years. The range is 9.2 years to 11.9 years. The average number of years major work has been offered in television by the total respondents is 3.5 years. The range is .75 years to 5.9 years. Group 2 schools, state teachers colleges, liberal arts colleges, women's state colleges and munici- pal colleges and universities reported the shortest tenure of major work in television. Group 3 institutions, private colleges and 132 universities and private women's colleges, reported the longest tenure of major work in television. 7. The average number of fulltime faculty members teaching radio and television courses only was 2.8 faculty members for the total number of respondents. The average number of fulltime faculty teaching radio and television courses parttime was 1.7 faculty members and the average number of parttime radio and television faculty members was 1.4 faculty members for the total number of responding institutions. 8. The majority of all three faculty classifications teach both radio and television courses. 9. The majority of the 332 fulltime faculty members teach- ing radio and television fulltime or parttime have had both commer- cial and educational broadcast experience. 10. Ninety-four parttime radio and television faculty mem- bers (90.4 per cent) have had commercial broadcasting experience or are presently employed within the industry, while 50 parttime radio and television faculty members (48.1 per cent) have had educational broadcast experience or are presently employed in that phase of the industry. 11. The 5 most often mentioned industry division in which the fulltime faculty teaching radio and television fulltime or part— time have received professional experience are as follows: commer- cial radio stations, educational radio stations, commercial tele- vision stations, educational television stations and radio networks. 12. The 5 most often mentioned industry divisions in which the parttime faculty members have received broadcast experience are 133 as follows: commercial radio stations, commercial television sta- tions, educational television stations, television networks, and radio networks. 13. The majority of responding institutions indicated that the bachelor and master degrees are offered in relationship to the radio and television training programs. Twenty-two institutions (30.1 per cent) offer the bachelor degree only; 38 institutions (52.1 per cent) offer a bachelor and a master degree; and 13 insti- tutions (17.8 per cent) offer 3 degrees -- bachelor, master and doctorate. 14. The average enrollment of undergraduate student radio and television majors enrolled in the 70 responding institutions is 54.6 students. The average number of graduate student radio and television majors is 6.3 students and the average number of graduate student radio and television minors is 4.2 students. 15. The majority of responding institutions (54.6 per cent) indicated that they employed institutionally owned and Operated radio stations in conjunction with their radio and television train- ing programs. Thirty-two institutions (41.6 per cent) indicated the use of radio studio facilities with tape and/or disc recording equipment. Twenty-eight schools reported the use of studio facil- ities with permanent lines to local commercial radio stations and tape and/or disc recording equipment and the same number of schools (36.4 per cent) reported the use of institutionally owned and oper- ated wired-wireless radio stations. 16. The 3 most frequently used types of television studio facilities regularly used in radio and television training programs 134 are: studio facilities with 16 mm. film camera equipment, (28 insti- tutions - 36.4 per cent); studio facilities with closed—circuit television system for intra-school or intra-campus use only, (27 institutions - 35.1 per cent); and privately owned and operated commercial television stations, (23 schools - 29.9 per cent). Fif— teen schools (l9.5 per cent) indicated that they had no television facilities available. 17. The most important training problems facing institu- tions are: finance, improvement of training facilities (physical plant), equipment, faculty extra-curricular activity loads, curricu- lum construction, development of graduate program and salaries. 18. All 4 divisions of the responding colleges and univer- sities indicated finance to be the most important problem facing the radio and television training programs. 135 Summary.of Professional and PersonAl Characteristics of the Former Broadcast Training Student Respondents 1. Twelve general broadcast industry divisions were estab- lished by the former student respondents in conjunction with "jobs presently held." These divisions were as follows: (1) Production.-- 48 respondents, or 27.4 per cent of the total 175 former student respondents; (2) Announcing -- 29 respondents, or 16.6 per cent of the total number of respondents; (3) Programming -- 15 respondents, or 8.6 per cent of the total grOUp; (4) Sales and Promotion -— 14 respondents, or 8.0 per cent of the total; (5) Advertising Agency personnel -— 13 respondents, or 7.4 per cent of the total group; (6) Educational Radio—Television personnel -- 13 respondents, or 7.4 per cent of the total number of respondents; (7) Station Manage- ment personnel -- 13 respondents, or 7.4 per cent of the total; (8) News -- 11 respondents, or 6.3 per cent of the total number of respondents; (9) Film production -- 8 respondents, or 4.6 per cent of the total group; (10) Continuity and (11) Public Relations -— each 4 respondents, or 2.3 per cent each for these divisions within the total group; and (12) Engineering -— 3 respondents, or 1.7 per cent of the total 175 respondents. 2. In terms of personal characteristics, the typical former student respondent was an American male, 28.6 yearC of age; with an average of 30.3 months in his present position, and he was employed in 2.5 jobs prior to his present position. 3. In addition, 78.5 per cent, or 135 of the 172 respondents answering the question, "What college degrees do you hold?", indi- 136 cated that they hold a bachelor's degree; 17.4 per cent. or 30 respondents, indicated they hold a bachelor's and a master's degree; and 1.7 per cent, or 3 of the total respondents, indicated that they hold a bachelor's degree, a master's degree and a doctoral degree. 137 Summary of Broadcast Station Personnel Needs 1. The station division in which radio and television broadcasters eXperience the greatest difficulty in securing quali- fied personnel is in the sales division. The engineering division was classified by the radio station respondents as the division in which it is second most difficult to secure qualified personnel and the television staticn reSpondents indicated that production is the division in which it is second most difficult to secure qualified personnel. The management division was ranked by both the radio and television station respondents as the fifth most difficult division in which to secure qualified personnel. 2. "Inadequately trained job candidates," "competition for personnel among stations," and "candidates lack specialized train- ing" were the most often mentioned and the most important reasons given for the scarcity of qualified personnel by both the radio and television station respondents. Both groups indicated that "lack of challenge in job" as the least important reason. 3. "Adequate pay," "adequately trained job candidates," "Opportunity in position" and "lack of need for specialized training" were the most often mentioned reasons for the abundance of qualified personnel by radio station respondents. These four reasons were ranked as the most important reasons by the radio group. 4. "Adequately trained job candidates," "adequate pay," "lack of need for specialized training," and "no competition for personnel among stations" were the most often mentioned reasons for 138 the abundance of qualified personnel by the television station respondents. "Opportunity in position," "adequately trained job candidates." "adequate pay," and "lack of need for specialized training" were the most important reasons as determined by the tele- vision station respondents. 5. The three most often used sources in securing radio station personnel are: "station correspondence files," "fellow staff members," and'trade magazine want—ads." The three most impor- tant sources in securing radio personnel are: "station correspon- dence files," "fellow staff members," and "personal acquaintances." 'College or university placement bureaus" ranked sixth in frequency and iMportance. 6. The two most often used sources in securing television station personnel are: "station correspondence files," and "fellow staff members." The two most important are: "station correspon- dence files" and "personal acquaintances." "College or university placement bureaus" ranked third in frequency and seventh in impor- tance. 7. The three divisions of radio stations that would profit greatest from college trained personnel are: sales, programming and engineering. Management division would profit least. 8. The three divisions of television stations that would profit greatest from college trained personnel are: engineering, programming and sales. CHAPTER V THE OBJECTIVES, EEPHASES, AND EVALUATION OF INSTITU- TIONAL BROADCAST TRAINING; THE ESSENTIAL EMPLOYMENT QUALIFICATIOLS FOR BROADCAST INDUSTRY PERSONNEL; AND HOW THE ASSOCIATION FOR PROFESSIONAL BROADH CASTING EDUCATION CAN BEST SERVE BROADCAST TRAINING PROGRAMS Introduction It is the purpose of this chapter to determine the objectives of radio and television training programs; to show the existing curriculum pattern of radio and television training programs; to relate the evaluation of institutional broadcast instruction in terms of former student rankings; to determine the essential employ- ment qualifications for radio and television industry personnel; and to determine how the Association for Professional Broadcasting Education can best serve institutional broadcast training. 140 The Objectives and Phases of Institutional Broadcast Training In Part A of question VII of the Institutional questionnaire the directors of radio and television training were requested to state in three or four sentences the objectives of their respective radio and television training programs. Replies were received from 68 institutions and from these answers a list of seven objectives was established. (See Table 43.) The most often mentioned objective was that of developing professional competence within the students of radio and television. Sixty-three of the 68 answering institutions, or 92.7 per cent, recorded this objective. The statements indicating this objective varied to a degree in how explicit they were in defining professional competence, but the general impression gained by the writer was that professional competence included those skills, techniques and pro- cedures commonly found neces ary in the day-hy-day operation of broadcast stations. Examples of the statements indicating this objective of "professional competence" were as follows: . . . He should develop basic skills such as announcing, writing, control room and studio techniques, etc. . . . students majoring in this field should be equipped with the technical information and skills peculiar to the media which will enable them to do with distinction the practical day-by-day jobs required in commercial and educational radio and television. To provide practical training in the skills and techniques of broadcasting for students seeking positions in radio, tele- vision or related fields. . . . The deveIOpment of adequate skills is taken for granted . . . 1&1 I--- 5'3‘1‘ -.. ill: I.-.‘ "I'ii‘l'lii‘l'tli ‘ I... I'l‘ 1‘ llll‘ Ill“. Ilia}; ‘I. tlt‘.ll'l,-!| -.Izl “"‘vlljl {1.1“ Il“!l‘ll .l I ‘I‘l MawpumoVGOLn 3.: m u - H.s H m.ma a m.m a co assesses taupe ca .s CUH#C{CLQ ECG [flewwmrcm m.s H u u s.~a a oaapsa HmcCMessa+acH .e d be V\ I I FamCfl+aLo N.@m ma m.® H ~.B H c.mm N 0.6m B ICQwemswwap: Coma>C£ u cargrc enhance cg mcwbhcm muwwmm m.mm H o.mm m upmopp wcxrwfize paw «ccn+wrsma mpw>ctd OW H.0fl cm ~.o H :.~m stapwmorwcpm do m.mm rm m.md m c.mm m w.efi H «.:m «a ccpccwewcswm HmLCE pcm chccocm .rmwccm peace .m coflpwozvu mea m.«m we p.9m m s.mm m m.ma H 0.0: 3H -rca to vets satanma .a mcweccc IUmCLL mmCCwPuCSIQ CC“ ..rfl WU$GLECC Lick meccecneoo mmLCaucmeOEQ .H \ s.nq mm q.cq ca o.mq ma m.sm n «.30 0". PW I-‘.Il!‘l““-‘lil-li OI'II'.'|““-II"I'-" ll-‘ hues ”are ”sac Ame Ammv pccu mamccgvem pcao mwmcoammx urcc mmuccumcm ucco memcccvcm pace mcocctucm .ILGHH 'annw ILnunw .ltrnunw Iuohmnw "Lat; LSCLC m LSGLC m EELS H LSOLO fr r. “Snfwhzi 5.... .. 131... » FCU Zr 02.. 33C}; 9?. E. STE. 2.. a 7;. :3 , .7... CE e Cr: a 1 hC TI> Tera... . 1,» 1&2 To provide realistic learning eXperience in techniques and practices of radio broadcastirg. . . . to teach the skills, techniques, and appreciations essential to successful careers in the broadcasting industry. Students are trained to plan, produce, and telecast programs as actors, announcers. floor managers, cameramen, artists, set designers, and directO's. 1. To provide in an organized manner fundamental knowledge and significant learning experiences in the fields of radio, television, advertising and journalism. 2. To develOp pro— fessional skills that would insure a degree of competence in the above fields. Twenty-three schools. or 33.8 per cent, stated that they held the "imparting of a liberal arts or general education" as a distinct objective of the radio and television training programs. Characteristic comments identifying the objective of a liberal arts or general education were as follOWs: Most important, the student preparing for a career in the field of mass communications should get as broad a liberal college education as possible. We wish our graduates to have a thorOUgh background in the humanities . . . To provide a broad liberal education background in the exact and applied sciences. humanities, religious philosophy and the fine arts. . . . (2) a substantial background in the humanities and social and natural sciences is requisite to any mature under- standing of the problems and potentialities of these media. The program exists within the aegis of the school of Letters and Science. Our aim primarily is to develOp the graduates who are well—educated in a liberal arts sense, who are trained in the creative and ideational aspects of broadcast communication, and who have sufficient technical and Operational knowledge to understand the peculiar problems of the medium. The objective described by this writer as "the teaching of the social, economic, and moral significance of broadcasting" was also cited by 23 institutions of higher education. Again, the 143 respondents were quite varied in the manner in which they presented this objective but a general theme was established. Examples of the comments related to this objective were as follows: To develOp an understanding of the social, economic, and psychological impact of the mass media in general and broad— casting in particular. To give students an awareness of the social importance of radio/television, a basic knowledge of their communicative operation and effectiveness, and a sense of moral responsibility in the use of the media. . . . for all an awareness of the place of radiontelevision as sociological and economic forces in the community . . . Educate students in the philOSOphy and history of broad- casting. Instill an attitude of social consciousness and of broadcasting's responsibility to the public as an influential medium. To develOp understanding of the social and economic signif- icance of the media of mass communication . . . To prepare students for work in professional broadcasting, educational broadcasting, but more important to create an under- standing of the social and economic significance of broadcasting, national and international. To teach people about the most influential means of communi- cation of our times . . . The third most often mentioned objective of radio and tele- vision training programs was not directly involved in the develOpment of students but rather dealt with a "service" aspect of college and university radio and television training programs. This objective was the "providing of educational and cultural broadcasting service to the general public." Thirteen institutions, or 19.1 per cent of the reporting schools, registered this objective of their radio and television training programs. The definition of the "educational and cultural broadcasting services offered to the general public" varied to an extent within 144 this classification. The general outline of such activities hmfluded such things as "telecourses," "experimentation in educational pro- gramming," "state conferences," "consultant services." and "general cultural programs." The following comments and excerpts from the institutional answers are indicative of this general objective: . . . The presentation of educational programs, including telecourses. Providing an educational and cultural broadcasting service . . . to provide . . . programs of strong educational merit To service cultural and otherwise unattended interests of college and community listening audiences, to serve public interest of the commonwealth through net programs . . . . . . To provide our listeners with strong and important educational radio and television prOgrams. To carry out the universities' long established intention of bringing practical education and the intellectual and cultural offerings of the campus within the reach of every citizen of the state . . . "Utilization and criticism" comprised the fourth most often mentioned objective of the radio and television training programs. This objective, while serving the student majoring in radio and television, might better be identified as another "service" facet of radio and television training programs. in that it seemed to be geared to that student or individual who would be using or "util- izing" radio and television in a fringe manner in relationship to his or her primary occupation or profession such as teaching, adver- tising, or business. By the same token, the individual student simply interested in the "critical evaluation" of broadcasting as an informational and entertainment media would also be served by 1&5 such an objective with the radio and television training programs. A total of eleven institutions, or 16.2 per cent, indicated that they adhered to a "utilization—criticism" objective. Examples of the statements, reflecting this objective were as follows: . . . to prepare those who occasionally use radio or tele- vision to better use it, to give general liberal arts education to other students who will only listen or watch. . . . for the prospective teacher an additional understanding of the use of radio-television in the classroom . . . . . . to train students in other fields in the use of the mass media for socially desirable ends. . . . Listener-viewer discrimination. . . . to inculcate standards for evaluation and discrim. inatory listening. Our main objective is to give production and programming experience to potential county agents in Home Economics and Agriculture. The fifth most often mentioned objective was defined as "institutional public relations and promotion." This objective necessarily differed from the earlier mentioned objective "providing educational and cultural broadcasting services to the general public," in that, public relations does not necessarily mean edu- cation, nor does educational programming necessarily mean public relations. Five schools, or 7.4 per cent, listed "institutional public relations and promotion" as an objective within their radio and television training programs. Typical of the comments associ- ated with this objective were as follows: . . . and the providing of promotion to the institution. . . . To serve as public-relations medium for the university; 146 The least often mentioned objective to be recorded from the answers to the question was that of "preparing students to teach radio and television broadcasting." Three schools, or 4.4 per cent, indicated that they were dedicated to this objective. It is one thing, however, to declare objectives for broad- cast training programs and quite another matter to implement them; therefore, an investigation into the existing curriculum pattern of radio and television training was necessary. In order that the specific character of the curriculum pattern could be ascertained, two questions —- one dealing with radio and television courses and one concerned with instructional emphases -- were asked of the institutional and former student respondents. In question IVA of the Institutional questionnaire, the respondents were requested to indicate what radio and television courses their schools offered in relationship to their radio and television training programs. A listing of 35 course titles, derived from the course catalogues of five leading colleges and universities, was included within the question. Seventy-seven institutions answered this question and from the data supplied it was possible to establish a frequency ranking of the courses. (See Table an.) As a counterpart to question IVA of the Institutional ques- tionnaire, question 5 of the student schedule asked the respondents to indicate what radio and television courses they had enrolled in while attending school and to indicate what they considered to be the five most important courses, whether they had taken them or not. The same listing of course titles, as offered the institutions, was 147 mN mN I I a :a o : Emaoaaato .wN NN cN I a N oa Ha N m am. pm .mN NN mN I I I HN N m mcoaI ran unapsa .sN MN mN I I I ma s m mapscmocpo coatmom .NN 0N Hm I I H OH ma m Apamv assume .NN ma on I I I on a N manmz mam: cam apaaocm .HN ma um I I I Nm m N LoImmamm e pcqgapsmaas mocaa-sa .ON ea mm a I I mN a m coamapmame co maacaocapm .oa we a: I I I sN oa s mtaaumoqupm a coapmosvm .ma a o: I I I mm a w manommchcam ac «zearuasmmm a mascaaoa .sa ma 3 a I I ON a 3 ”ES 2.... as... 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E ...8 i: 1N wN .I II I M”: m ”#Cmukrm , 5.th 0 IIIIIIIIIIII OH N; m WPWGUCWOL HWHOQCIWI 0mm hLWUALax HI.I I III I I II I IIIIIIIIIII.I W Li... mI~_~ O I.c I 4 I ‘ . . 1 ‘ \ I II‘ ‘I‘I- I . I H- .I III HQCLZG H. E. Q . . . . I /III II I .I-. -. I ---II I I .H MI...— -IIII Icm wrawffiu >L.IO HULI CC my... ward Hui. OfiTWQI IIIIIII I III/ IIIIIII .II [III .I .I I I I I I I! I I . .. I I I I I I . II III I I “”3 ~I~IINII~ MNIOIVJII “I ,2 I/ If; 149 included in the student questionnaire. One hundred and seventy-five student replies were received and from this data it was possible to establish a frequency ranking on the basis of class enrollment (See Table 45) and the ranked importance of course. (See Table 46.) In an effort to ascertain the degree of similarity or dis- similarity between the (1) frequency of course offering, (2) fre- quency of student enrollment, and (3) ranked importance, a comparison was made. The results of this comparison can be seen in Table 47 and Figure l. A substantial degree of similarity was found to exist between the three listings in relationship to 26 of the courses. The courses, Program Production, Directing, Fundamentals of Broadcasting, Program Planning, Announcing, Continuity Writing, Radio-TV Workshop, Newswriting and Broadcasting, Control Room Operations, Acting, Studio Operations, Newswriting and Editing, Policies and Regulations, Design, Public Relations, Staging and Criticism were among those courses deemed to be in substantial agreement among the threelmuking schedules. There were a number of dissimilarities established, however, as a result of the comparison, in addition to the listing of 14 additional course titles on the part of the institutional respondents The first dissimilarity noted was in relationship to the course entitled Dramatic Writing. This course was eighth in fre- quency of course offerings and ranked fifteenth in frequency of enrollment and twenty-first in importance. Thus, this course might be described as being over-emphasized by institutions in terms of usefulness or applicability. 150 6H 3H MH NH HH OH “\05 mOH 30H moH OHH HNH nNH eNH OmH omH 03H OeH HmH Laxcmm Hmaoe 1--....‘1' -‘t‘ ‘I l:ll““‘l-‘|l‘l¢| ‘11"'-‘I- ‘I‘I‘I‘Ii‘ nommmmmp m pcmsoasmmos oocmes< achHaz OHQmEmLC mCOHpmpodo Oszpm NCHHHUo m mchth msmz mchmmopmoLD Lo mCOHpdewmp w meoHHOd echoa mmHmemcbpd mcoHpmpoLo Eoog Hopscoo COHmH>mep mo moHoHoQHpm MCHummopmopD w mCHpHAZmzmz mozmeOE wcwcmde Ewpmopi mchHhB huHschcoo mcfiocsoccq coHvUSUOLQ Empmopm mchothQ MQHumwoomOhn mo mepcoEmpcsm I I mN HH s: I m OH OH em I I 2H 3N mm m I HN O we I I mm m mm I NH O NH as m H an O mo I I OH ON ON I I mm NH mm H I wH OH NO I I mN sN me I I mN OH mm I I Hm NH cm I I ON m OOH I I 3N mN so I o eH nm em I N em OH NNH IIMLMQWMWIIIIMMMMMC mmusco mapsmo mwmwbo gmHHmcusoe anemone >eIoHeam >9 oaemm mm ccxme mm coxme mm memfi mm coxwe ma ccxme 1|-III ||.I‘. 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Q 2» Q Q. o fa O I“: “my Av .JW .ho aw ,WW Aw [my Aw aw ,mw rm? “a mHuHE mmasoo 161 The ranking of the five categories was based upon the fre- quency of mention in the case of both groups of respondents, and, as a result, a comparison of tIe emphasis :atterns was madegxxsflflxn The curriculum or industry emphasis as reported by the colleges and universities was as follows: (1) Production, (2) Pro- gramming, (3) Sales, (u) Management. and (5) Education. (See Table 49.) Seventy-one institutions. or 93.4 per cent of the 76 insti- tutio s answering the question, indicated that "production" was emphasized. Fifty-eight schools, or 76.4 per cent, indicated that "programming" was emphasized. These two categories were emphasized to a substantially greater degree than "sales" emphasized by 34 schools, or uu.7 per cent, or "management" emphasized by 33 schools, or 43.U per cent, and ”education" enphasized by 32 schools or 42.] per cent. In reference to each of the four institutional groupings, the two most often mentioned industry categories within the 76 responding institutions (production and programming) were found to be the most often mentioned areas of emphasis within each of the groupings of the institutions. (See Table 50.) The curriculum emphasis as determined by the former students of the surveyed colleges and universities were as follo s: (1) Production, (2) Programming, (3) Education, (4) Sales, (5) Manage- ment, and (6) No emphasis. (See Table #9.) One hundred and fifty- five former students, or 91.2 per cent of the 170 students answering the question, indicated that "production" was emphasized. Seventy- seven students, or U5.3 per cent, indicated that "programming" was emphasized. These were the two most often mentioned areas of mLHmCCOHpmeSU unopapm esp mo 0 COprmSU ou mmwcocmoh oeH sown vchthII mLHmccCHumwso HmCOHpSpHemcH cc» mo mI>H COHmeSU op mmmGOCmop we thm U®>HLmQ§ 3'-‘II.I‘,I\II‘II [41%| 1i 0. H mHmwgaem oz I w m.ma 0N acmEmwmcmz H.N: m m.mH Nm «seem :.me e m.HN om COHpmostm 5.23 m m.md hm MCHHFwLmoLm 3.05 N N.Hm mmH COH903U0LQ :.mm H eepndo Lem newcoomcx WHmmspEm {peso hem xcmm unmosum Lesson HNCOHpsprmcH ill I'llr‘. mHmeQso oz Nm COHmeSpm mm pcmemesz an moaam mm MCHEEmLaOLQ H5 COHvosooam Immmmmmmmm mwmmncsm mEzmQDHm meMQm Mm de WZDHFDBHBWZH wm Daemommx m4 mzqmcomm DZHZHmHmHIOHQHZD Dz< mcmqqoo 2H mkmHLp AI I I r.m« o m.mm oa H.ea m m.ee ma H.:m ca I.:Isos.eca IIHPIIII>aes esI mwmmHHoo mpw>Hpi .m CSOLC Adv mmeHmLm>Hcs ccw wwmIHHoo HmQaOchE .uaeeHHoo I I m.mm m a.aa a a.aa a 3.3: : o.oce m Ipmpw I 2963 .IImIaacI eves HmImLHH m+mpm .ueamH Aoo .mwcnowov oqum .N macho Ammv mcmmHHoo enema UCmH pcw mmeHunm>ch I I e.ee ma 2.5: we 0.0m ea o.oe or H.Nm mm Iawam .IIIIaHoo pprI acme .mmeHmp¢>Hcs opapm .H @3096 .l .l lllll'l ‘1’“-[1 ..II. [I‘ll-U. ii! 1.“! 1“. #anO mamCCLm HCGO utmflocrm #EQC mace—CCU. HCQO mamCCLm #LGD mamCOLm PCGU mquCLm Ihmdh Ir: Ihmd Imx Inca. Imm Ihcm Imx Inca Imm Ibam. lmm mflmocmsl 04 COHPQUSFL chhmutCmg- thwf MCHEENHMOhmi COHPUDUOh& WZQHELFHEmZH >m thmommm ma mi HErmlhbHZL 22¢ Lyraafiaco 2H TSQiCCIQ CZHZ defit ZCHVIH>H HULIIOHFT.K 2H Whmcfiéfi. ZDHDUHrVEC Ow Emrqfi 16a emphas's, with 36 persons, or 21.3 per cent indicating an "education" emphasis; 32 persons, or 18.8 per cent indicating a "sales"eMphasis; 26 former students, or 15.3 per cent, indicating a "management" emphasis; and one former student, or .6 per cent of the total, indi- cating that "no emphasis" had existed. In examining the emphasis pattern in relationship to the students and the institutional groupings in which their respective colleges and universities were placed, it was found that the two emphases most often mentioned by the total former student respon- dents were also the most often mentioned emphases within each respective institutional division with one exception. (See Table 51.) In the case of former students of the schools in Group 2, "programming" was the third most often mentioned curriculum emphasis. It should be noted, however, that a relatively small sampling was realized from this group and that this grouping included those institutions described as "teachers colleges." Thus, the placing of the "educational" emphasis in the second most often mentioned rank is to be expected. In comparing the ranking of the various curriculum concen— trations, as indicated by the institutions and former students, it is important to point out that both groups were in complete agree- ment in regard to the emphasis and position of (1) Production and (2) PrOgramming. Some variance did exist between the last three areas of emphasis among the two groups, as well as one student indi- cating no emphasis existed. The institutional ranking showed "sales" was the third most often mentioned area of emphasis and the student .mCfidzopw some caspaz coawumso one waflpou mam mommucwonad one .mLHwCCOflvmoSC pchSpm one op wcflUCOQmop mwtwrapm Loshom mo bones: one EoLm mo 0 cowpwwzc cu mmmcoammp Foam Umcwmpro meadows; 165 w. H m.mH om m.®H mm m.HN om m.m: he N.Hm mmH mampoe - ANNV I n H.m N N.mH d H.m N m.NN m 0.00H NN mmfipflmsmbflcn 6cm mmnqaaoo HmCOflmeHEocoQ .3 ducks Amav mommaaoo u u o.ma m m.©a e 0.3H o “.3: ma H.0m em mpm>apa m.cmso3 .mmapampm>acs bcm mmmwaaoo oum>whm .m LSOLC Amv mmfipwwpw>wcs Ucw momoaaoo . Hmowowcss .mmmmeaoo mumpm n n n.sm m n.NH H m.sm m o.mm m o.me o m.cmsoz .mamqaaoo mesa Haywoaa mumpm .mormafloo wh®g0mmv ovmpm mo mpcovSpm Lmfipom .N nacho Aeov mommaflco prLm pcma tam mquwmhm> nflcs mumpw .mwmmaaoo posse d.a H :.ma ma 0.0N om m.mm mm ®.Nm Hm ®.mm om UCmH .mwfipfimpm>flcs mumpm mo mecmvspm upshot .H Qsogc pcao mcmcoom pcwo momcocmu ucmo monsoon pcmo monsoon pcmo newcomm pcmo mmmcoom lama tom used lmm upon 1mm them lem shod. [cm Ime new {mammnpsm ndnwcmsm oz unoeommc«z mmamm soapmosoa maeEEmLmopm coaposoopd - 1' Ill-I"- 'I' I'll! ‘I III“! .I.‘.l.vl'| 1|:‘lu..|‘|ll‘|n II I--- - n}- ' ‘l,lllll WHZEQ39m tiifiOh >m QMPKOLMM‘ m< mZEJEFIOHQ¢Z WFHWXW>HZD Czq TCMJAOU 2H mHW< pooo pcmaamckm gir‘tr!“ III- Ehflvnfiqafl "Ian-Clan.” I M II: hanging! I lug azaxmomm szzwamfi ZCHmr>m4EEIQHSam 31% k0 20Hh¢39q>i 170 cent of the total 230 comments and the 131 negative comments repre- sented 56.8 per cent of the total. (See Table 53.) In breaking down the 230 total positive and negative com- ments, in relation to the four facets of the radio and television training programs mentioned, it was found that 84 comments, or 36.6 per cent, mentioned curriculum; 64 comments, or 27.8 per cent, dealt with the practical applications aspect of the radio and television training programs; #7 comments or 20.4 per cent, were concerned with the strength or weakness of the faculty; and 35 comments, or 15.2 per cent, mentioned the Calibre of general facilities (equip- ment) of the radio and television training programs. (See Tableffh) In examining the 99 positive comments, 33, or 1a.u per cent of the total 230 comments, dealt with curriculum. This was the most frequently mentioned facet of training within the positive statement group. In the case of the 131 negative comments, 51 comments, or 22.2 per cent of the total 230 comments, dealt with curriculum. This was the most often mentioned facet of radio and television training within the negative group. Combined, the total 84 positive and negative comments on curriculum, or 36.6 per cent of the total com- ments, showed curriculum to be the primary evaluatmneelement in determining the rating of the radio and television training pro- grams. (See Table 53.) While curriculum was most often mentioned in the positive and negative comments, the placement of faculty, general facilities, and practical applications varied within each grOUp. 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L- O I 206 How the Association for Professional Broadcasting Education can best serve broadcast Training Programs In question VIIF of the Institutional questionnaire, the respondents were asked to suggest how an organization such as the Association for Professional Broadcasting Education could better serve radio and/or television training programs. A list of eight suggestions was included within the question and the respondents were given the Opportunity to amend this list if they so desired. The respondents were requested to rank the three most important suggestions; a rank of l to the most important, a rank of 2 to the next most important, and a rank of 3 to the next most important. The total score was achieved through the use of reversed'values: l equalled 3, 2 equalled 3, and 3 equalled l. A total of eleven suggestions were established from the replies received. (See Table 61.) The two suggestions receiving the largest total scores were: (1) Establish faculty-industry internships, and (2) Establish in— service scholarships for students. The other suggestions, in order of importance, were as follows: (3) DevelOp and Operate an audio- visual center for national use, (4) Develop a national replacement service. (5) Design course outlines, (6) Establish national radio- television loan library, (7) Establish an accreditation bureau, (8) Promote better relations between professional broadcasters and educators by sponsoring regional industry-instruction clinics, (9) Establish a national speakers' bureau, (10) DevelOp a teacher exchange of information, and (ll) Establish recognition of profes- 207 TPQLF 61 ‘TUVQ FTW?19T9VT”E PY T7” £°EFCTfTTOW PPR PPDFETEIUNfil PRCV‘FHWT FWUCATION ~‘-—--.-o-—.—- -— o- r0---'-w—. v _.—‘.-'.-._-_.—-.-. . frestion h'----‘--‘---.--‘-- -~ - --'----«- --..---—-- .- u-u--—--w.-.- tsblish faculty-industry internships tfhlish in-servioe scholarships for students velop and operate an audio-visual center for tional use evelon national placement service ~°ign course outlines ~tablish national radio—television loan library rtnblish an accreditation bureau nomote better relations between professional roadcasters and educators (Sponsor regional ndustry—instructional clinics) stabljsh a national sneakers' bureau evelop teacher exchange of information rtrblish recognition of professional status f broadcasting and attract SUperior students 18 18 is? ' puf’wfim Rating Rating Rating Tbt:l* - - v-i- ——.-- —-o-'-—- - --—--. _—.~-‘-- ..- 18 7 17 7 5 8 3 8 5 7 2 8 1 u 2 l 2 2 - w ---‘ “-—-—-O—— m.- —----~..- 97 9s 1' 39 29 26 15 12 1] 'Total score based on reversed values: 1 eouals 3, 2 eouals ?, and 3 eoumls 1 Results obtained from responses to nuestion Vll F of the Tnstifutional questionnaire 208 sional status of broadcasting and attract superior students. As was noted earlier, (1) Establish faculty—industry intern- ships and (2) Establish in-service scholarships for students, were the most inportant services or suggestions to be initiated. The ranking of these two suggestions as the two most important services held true in each major grouping of the institutions. 209 Summary of the Objectives and Phases of Institutional Broadcast Training 1. The most often mentioned objective of radio and tele- vision training programs in colleges and universities was "to develop professional competence" within the student. Sixty-three institutions reported this objective. This represents nearly 93.0 per cent of the institutions answering the question in rela- tion to training program objectives. 2. "Liberal or general education" and "to teach the social, economic, and moral significance of broadcasting" were the second most frequently mentioned objectives of college and university radio and television training programs. The least often mentioned objective was "to train teachers of broadcasting." 3. General agreement exists between the institutions and former students in relation to the frequency with which radio and television courses are offered, the frequency with which the courses are taken, and the importance attached to the courses by the former students. 4. Certain dissimilarities are present, however. Dramatic writing was ranked eighth in frequency of course offering, fifteenth in frequency of enrollment and twenty-first in terms of importance. Advertising was ranked ninth in terms of frequency of course offering. tenth in terms of frequency of enrollment but first in terms of importance. Internships in production was ranked twelfth :hifiequency of class offerings, twenty-first in frequency of eymollment and eighth in terms of importance. Station management vms ranked fourteenth in terms of frequency of course offering, I.‘ 0 VS ‘1“ 'V ' - __"D- n -M.——- 210 seventeenth in frequency of enrollment and sixth in terms of impor- tance. Education and broadcasting ranked sixteenth in frequency of course offering, eighteenth in frequency of enrollment and twenty- fifth in terms of importance. Station procedures was ranked twenty- first in frequency of course offering, nineteenth in frequency of enrollment and fourteenth in importance. 5. "Production" and "programming" are the most often emphasized industry divisions within college and university radio and television trrining programs as determined by the institutional and student respondents. 6. The least emphasized industry division among all colleges and universities is "educational Broadcasting." 7. A slight dissimilarity was found to exist between the sserted emphasis of "sales," "management" and "education" divisions of the industry as indicated by the colleges and universities and the former students of radio and television training programs. The l institutional ranking shows "sales" i- the third most often empha— ( sized division and the student ranking shows "sales" to be the fourth most often emphasized division; "management" was ranked fourth in emphasis by the institutions and fifth by the former students. "aducation" was ranked fifth by the institutions and the former students indicated that it was the third most often empha— sized division. -‘ -‘u “I; 211 Summzry of the Evaluation of Institutional Broadcast Training by Former Students 1. Nearly 50 per cent of the total student respondents (82 replies - #8.0 per cent) rated their radio and television trainiig programs as good. Forty students, or 23.4 per cent, gave their radio and television training programs a rating of excellent. Only 6 students, or 3.5 per cent of the respondents, rated their radio and television training programs as poor. The majority of former students formerly‘attendirg colleges and universities within the institutional groupings l, 3, and 4 rated their radio and tele- vision training programs as good. The respondents formerly attending college: and universities placed within institutional grouping 2 (teachers colleges) gave an equal number of excellent, good and poor ratings. 2. In answering the question, "Why did you give the training program this rating?" the fenner students evaluated the programs on the basis of four general criteria: (1) curriculum, (2) faculty, (3) general facilities, and (4) practical applications. 3. Of the 175 former students responding to the question, "How the broadcast profession compares to the expectations derived from their radio and television training?" 98, or 56.0 per cent, indicated that their over—all expectations had been favorably sub- stantiated. u. The most often mentioned criticism cited by the former students in rel tionship to the industry expectations derived from their radio and television training was the complete lack, or limited presentation, of commercial orientation and training in specific commercial procedures and practiCGS. -‘A. ulnn'fi“‘P'—lti .‘r 212 c; J. Thenty—six students, or 21.5 Per cent of the respondents ‘to tflie (question, indicated thatt he profession was less glamourous arxi haixier w rk than exzected and 19 students, or 14.9 per cent, indicxated that salaries were lower than eXpeot:d 6. Three students stat -d that their training was of no valima an' 3 students indicated that t lere was a need for greater specitrlized training. iwo respondent.t indicated that their training had been too specialized. 7. A majority of former raiio and television students responding, 63.1 prr cent, feel that the most vzluslil e {arts of 'their college work in relationskip to tleir profe sional broadcastirg careers were: (1) r: dio—t 1 :vi: ion workshops, (2) liberal arts courses, (3) radio and television courses. The respondents employed in advertising agencies, announcirg, educational broadcasrt in; engineering, production, prob rennin D, puilic relations, and sales dividions indicated, a] so, tha t these were tte three most valuable parts. In addition to these three elements of their total college york, contir-ui t.yp onnol listed r2: dio and tele v's it :n internshics and fine arts courses; film production people isted radio and teleVirion internships; management and news personnel listed journalism and political s ience courses. 8. Seventeen per cent of the former student respondents nxfioated that they were first attracted to the broadcasting pro— femoon by the "challenge and opportunity for the new medium and thecnmortunity for self-expression and creativity. "College clamnm in radio and television or radio and television workshOps" aS‘Un2second most often mentioned reason for student entrance into 213 the profession. Twenty—one former students, or 12.0 per cent, 5 .ated this reason. "Glamour of the profession," was the third most often mentioned reason along with general interest, childhood and teenage interest. " Twenty students, or 11.4 per cent, listed each of these reasons. One student indicated that he was attracted to the inchistm’ because it was the "family business." Another former student stated his reason for entrance into the profession was "psychotherapy" and one student indicated that as a "recipient of a radio station college scholarship" he was attracted to the profession. -— A—n—I‘”~_ “I"? 1 - 3 -I. lrr ”3:. V . - .1 IL 21’; Summary of the Essential Ernpl owl-ant Qualifications for Broadcast Industry Personnel 1. Substantial agreement was found to exist between the institutional respondents and the radio and television station respondents in relation to the most essential employment quali- fications of the individual entering into the broadcast profession. "Creativity," "desire to be a part of the hidustry," "ability to get along with people," "drive for success," "ability to assume responsibility," "facility to make quick decisions," "intelligence," "sales and promotional ability," and "business background“ were the essential employment qualifications that received similar freque cry of mention rankings by both- grOUpS of respondents. 2. Disagreement was found to exist between the two groups of respondents in relation to the following qualifications: "qecific production skills," "specific knowledge of advertising and the broadcasting industry," and "commercial eXperienoe." "Specific production skills" and "specfi‘ic knowledge of advertising and the broadcasting industry" were ranked as the first and the sixth most essential em}.:loyment qu:.lifications by the institutional respondents and the station respondents ranked them eighth and eleventh most essential employment qualifications. "Commercial eXperience" was ranked ninth by the institutional respondents and it was ranked sixth most essential qualification by the station respondents. 3. The most essential employment qualification as determined by the station respondents was the "willingness to work and learn." .‘here was no comparable item cited by the institutional respondents. or 215 Summary of How the Association for Professional sroadcasting Education can best serve broadcast Training Programs 1. The two most important suggestions, "How an organization such as the Association for Professional Broadcasting Education could better serve radio and/or television training programs?" are: "(1) establish faculty-industry internships" and'(2) establish in- service scnolarships for students." The other suggestions, in order of importance, were as follows: "Develop and Operate an audio- visual center for national use," "Develop a national replacement service." "Design course outlines," "notablish national radio-tele- vision loan library," "Establish an accreditation bureau," "Promote better relations between professional broadcasters and educators by sponsoring regional industry-instruction clinics," "Establish a national speakers' bureau," "BevelOp a teacher exchange of infor- mationJ'and "Establish recognition of professional status of broad- casting and attract superior studen.s." t‘rT'v-vw Y GIL“ A. 'JL‘ ‘H r- v-s 'r I'Ar‘ \ ‘~ w-v‘r' 1‘. \ - -\ my 2v Cu W‘f? w. 1 T r ,"‘ Fr a n7 . r‘cY‘ r L) :J‘dLlLAL 1'4 A-LJ L-t .. is- A aJ.-- ‘_ « fine—A— -—A' , -..J A— A.q F‘r’fi "t" '1_“' \A "A ‘- \W“, 1‘) ‘I‘f-Sw" “‘w \ r 71T.""" JV- r’va44s ~ --.“; 5.~AAJ .....‘Jme - O‘IL./-& ......J ...,- Introduction Earlier in this study, as the author outlined the various aspects of the research to he Ufldpftdfififl, it was hypothesized that before any future gains may be made in the advancement and improve- ment of radio and televisinn training programs in institutions of higher education, tee qu ;stic;n, "Jhat are the ryal facts with regard to the existing conditions?" had to be answered. It was conceived that by exploring the following instructional cl-m+nt , this goal uId be accomplished. (1) es cicli; h the or; \ctivw' of the radio and televiS'o: training pregrgms in a r»presontative group of institutions of hi fer education offering n; "or we; k in radio and tel. visivn; (2) identify and anzlyxe the curriculums of the r:d_io and tele- vision training rrogrmms; (3 ) conpa re the curriculum pattern of patterns of the adio and television tr; ining programs to the personnel needs and grePCrred e“"olwent quell: i :ations of a represertitlvt grou; of radio arid televisi n :tations; (U) Hr-i e the radio 'n: televiticn tr: irfi -g iroD PEJTS in terms of 33% :cifie rsco"m nditinns for more eff'ective and eiq ert instiu cticn; and (,) ai:COVer how the Lesociation for Ero;es- sional Broadca“ii.U Education cen best LerVe the radio and television training programs in institutions of higher learning. In ccnj ct;.n Vllh tkfi 5 as ;;_nmgrv, it is the 3 rpose of tnis chaoter to present the s"nthesis of the research r teri al r l J 217 tat ulated from th.e questionnairesr 001106-33 and L111:.\’C‘I'f,iti;.$ C’ff‘fir‘if‘. Vision in< from 59 of the cells es and univ ( L2 television stativnsa major work in radio tructicn, the 175 ferror r'oio and telg: mturned from the 7? reIrecentctive tele- , QIICL ision students mities, and the 210 radio and which were surveyed. It is not enough to s‘mrly record tie encyclopedic enumer- ation of details rejorted ingortant, a collective data of the study into -ticn of the pro PF‘* education. To achieve this integr earlier in this :ont—d y conditions of dissertation, but, more sircere atheggt needs to be made to integrate the cohesive, articulate inter- irstitutional broadcast ion, or digs tion of the col- lected dat: , th 5 chapter will present the tabulated research materials in terms of: Sumnary General Conclusions, and neco.tn.e11d It is important to point out that at the begi research project the five elements probl and the culmination of the mentalizing of the collected data srther from the Nothing could be of the ations associated project would in terms of the fives truth . most Important Findings, C‘_ for Further Judy. nning of this with the scope of the em under study were envisaged to be rather exclusive in nature see an easy compart— (QJEJECt :5. Rather there is great evidence to iniicate trat trere i: a nir'rh degree of rel.tivity am ing the various parts of the question. stressed that conclusi +‘ i b . '4 n: .n 53 5.) $111... on; guideposts in t:rms of spe ecific re and exyert instruction in the area on: will serve, it comn;nd::+ions In addition, it sho;ld be is hoped, as for more effective of radio and televisicn instruc- tion in institutions of higher education. 238 fi ‘ W ,. . l summary of the LQSt Important Findings 1. The :- ori ty of reggcndin3 institutions indicated that their radio and television trcinfn3 pro3rtno are locctod within the LQPGPtmtht of Lje oh and the collo3e or School of arts and sciences. 2. The {recent 2 i_hi.vru- ve pattern is to locete radio and teL+vigi n tr einiag rrogrcms within department: of speech and in schools or colle3o: of art: the sciences. j. The Hajority of llelohilLP ind atrd the the ideal inetitutional adninictr tive alignmcn for a worthwhile radio and television tr inir3 pro3rgm is to have a seporzte radio and tele- VlLiCn oeg'rLWHNt loo: ted in a so? 001 or college of corJnun: C'tiors arts or it; equivalent. This colle3e should include: journalism, film, advertisizg, public relations, end audio-visual. b. The LVerfige number of ye: re major work has been offered in redi 0 4y the institutions is 13.1 years and the :vercge number yccre major work has been offered in television is 3.5 years. c number of fulltime faculty merbe 3: teaching 1" -' r ? -'r|'- Jud dV U... c .- ’3 radio and television courses only is 2.8 faculty members per insti- tution. The av-rc3e nulter of fulltime feculty teocling radio and televicic:n courtcs parttime is l. 7 faculty men ;‘s, and the Vera 3e number of parttime tele'icion and r'L o facul.ty mwnb rs is 1.u “culty members. The majority of all three f3 cu t3 divisions teach both rzadio and television courses. 6. The majority of all fulltime faculty members teaching radio and televi sicn courses full.time or parttime have had at lea one year of comnerciel and educetionel broadcast eXEerience. The lIt should be remembered that these findings are based on (data collected in 1956 and do not reflect developments since that year. 219 great majority of the parttime radio and television faculty, or 90.u per cent, have had commercial experience of at least one-year duration and 46.1 per cent of this group have had educational broadcast eXperience. 7. The five most often mentioned industry divisions in which fulltime faculty members have received professional broadcast experience are: commercial radio stations, educational radio sta- tions, commercial television stations, educational television stations, and radio networks. 8. The five most often mentioned industry divisions in which the parttime faculty members have received broadcast eXper- ience are as follows: commercial radio stations, commercial tele- vision stations. educational television stations, television networks and radio networks. 9, The majority of responding institutions offer the bache- lor and master degrees in relationship to their radio and television training programs. 10. The average institutional enrollment of undergraduate radio and television majors is 54.6 students. The average number of graduate radio and television majors is 6.3 students and the average umber of graduate radio and television minors is 4.2 students. ll. The majority of institutions, or 54.6 per cent, employ institutionally owned and operated amplitude modulation and fre- quency modulation radio stations in conjunction with their radio and television training programs. Other facilities most often used are: "radio facilities with tape and/or disc recording equ'pment," "studio facilities with permanent lines to local commercialcnmlet," 220 and "tape and/or disc recording equipment," and "institutionally owned and Operated wired-wireless radio stations." 12. The most frequently used types of television studio facilities regularly used in radio and television training programs are: "studio facilities with 16 mm. film camera equipment," 36,h per cent of the institutions; "studio facilities with closed-circuit television system for intra-school or intra-campus use only," 35.1 per cent of the schools; and "privately owned and operated commer- cial television stations," 29.9 per cent of the colleges and univer- sities. Fifteen schools, or 19.5 per cent, indic:ted that they had no television facilities. 13. The most important training problems facing institutions are: (1) finance, (2) improvement of training facilities, (3) equipment needs, (U) faculty extra—curricular loads, (5) curriculum construction, (6) develOpment of graduate programs, and (7} salaries. 14. The station division in which radio and television broadcasters eXperience the greatest difficulty in securing quali- fied personnel is the sales division. The engineering division was classified by the radio station respondents as the division in which it is second most difficult to secure qualified personnel and the television station respondents indicated that production is the division in which it is second most difficult to secure qualified personnel. The management division was ranked by both the radio and television station respondents as the fifth most difficult division in which to secure qualified personnel. 15. "Inadequately trained job candidates," "competition for personnel among stations," and "candidates lack specialized training" 221 are the most often mentioned and the most important reasons given for the scarcity of qualified personnel by both the radio and television station respondents. Both groups indicated that "lack of challenge in job" is the least important reason. 16. "Adequate pay," "adequately trained job candidates," "Opportunity in position," and "lack of need for speciali7ed training" are the most often mentioned reasons for the abundance of qualified personnel by radio station respondents. These four reasons are ranked as the most important reasons by the radio group 17. "Adequately trained job candidates," "adequate pay," "lack of need for specialized training," and "no competition for personnel among stations" are ‘the most often mentioned reasons for the abundance of qualified personnel by the television station respondents. "Opportunity in position," "adequately trained job candidates," "adequate pay," and "lack of need for specialized training" are .he most important reasons as determined by the television station respondents. 18. The three most often used sources in securing radio station personnel are: "station correspondence files," "fellow staff members," and "trade magazine want-ads." The three most important sources in securing radio personnel are: "station corre- spondence files," "fellow staff members," and "personal acquain- tances." "College or university placement bureaus" ranked sixth in frequency and importance. 19. The two most often used sources in securing television station personnel are: "station correspondence files." and "fellow staff members." The two most important are: "station correspondence files" and "personal acquaintances." "College or university place- 222 ment bureaus" ranked third in frequency and seventh in importance. 20. The three divisions of radio stations that would profit n1osst from college trained personnel are: sales, programming and engineering. Management would profit least. 21. The three divisions of television stations that would profit mcast. from college trained personnel are: engineering, programming and sales. 22. "To develOp professional competence within the student," is the most often mentioned objective of radio and television training programs in colleges and universities. A "liberal edu- cation" and the "relaying of the social, economic, and moral significance of broadcasting" are the second most often stated ob- jectives of radio and television training programs. The other four objectives mentioned by institutions are: "the providing of edu— cational and cultural broadcasting service to the general public," "the development of utilization-criticism," "institutional public relations and promotion," and "to train teachers of broadcasting." 23. Twelve general broadcast industry divisions were repre- sented by the former student respondents in conjunction with "job presently held." The divisions represented and the percentage each division represents of each division were as follows: (1) Produc- tion -— #8 respondents, or 27.4 per cent of the total respondents; (2) Announcing -- 29 respondents, or 16.6 per cent of the total; (3) Programming —- 15 respondents, or 8.6 per cent of the total group; (4) Sales and Promotion -- lb respondents, or 8.0 per cent of'the total; (5) Advertising agency personnel -- 13 respondents. or'7;4 per cent of the total group; (6) Educational Radio and 223 Television personnel —- 13 respondents, or 7.4 per cent; (7) Station Management personnel -- 13 respondents, or 7.h per cent; (8) News personnel -- ll respondents, or 6.3 per cent of the total number of respondents; (9) Film production -- 8 respondents, or 4.6 per cent of the total group; (10) Continuity and (11) Public Relations ~- each u respondents, or 2.3 per cent each for these divisions within the total group; and (12) Engineering personnel -- 3 respondents, or 1.7 per cent of the total 175 respondents. 21+. The typical former student respondent is male, 28.6 years of age, with an average of 30.3 months in his present position, and he was employed in 2.5 jobs prior to his present position. In addition, he possesses one college degree, the bachelor's. 25. General agreement was found to exist between the insti- tutions and the former students in relation to the frequency with which 26 of the radio and television courses are offered, the fre- quency with which the courses are taken and the importance attached to the courses by the former students. These courses include the following: Program Production, Directing, Fundamentals of Broad- casting, Program Planning, Announcing, Continuity writing, Radio-TV WorkshOp, Newswriting and Broadcasting, Control Room Operations, Acting, Studio Operations, Newswriting and Edition, Policies and Regulations, Design, Public Relations, Staging and Criticism were among those courses deemed to be in substantial agreement among the three ranking schedules. 26. Dissimilarities between the frequency of course offer- ings, frequency of enrollment and importance exist in relationship to the following courses: Dramatic Writing, Advertising, Produc- 224 tion Internships, Station Management, Education and Broadcasting, and Station Procedures. 27. Nearly 50 per cent of the former students rated their radio and television training programs as good; 40 students, or 23.4 per cent, gave their radio and television training programs a rating of excellent and 6 students, or 3.5 per cent, rated their training programs as poor. 28. The four criteria former students employed in rating their radio and television training programs were, in order of fre- quency of mention: (1) curriculum, (2) faculty, (3) general facilities, and (4) practical applications. 29. The majority of former radio and television students indicated that their over-all expectations of the broadcast indus- try, as derived from their training, has been favorably substan- tiated. 30. The most often mentioned criticism by former students in relationship to the industry expectations derived from their'training was the ccmnlete lack or limited presentation of comnercial orien- tation and training in specific commercial procedures and practices. 31. The najority of former radio and television students feel that the most valuable parts of their college work in relation— crofessional broadcasting careers were (1) radio and L ship to their television worksbcls, (2) liberal arts courses, and (3) radio and television courses. 3s. Frc.uct;on and programming are the most emphasized industry divisions within college and university radio and television ‘training programs, as determined by the institutions and students. r0 \fl 33. The reason most often mentioned as to why the former students were first attracted to the radio and television medium 'as the "challenge ahdo or=z ortuni y of the new medi1W" and the "opt ortuniiy for self-emp‘es.icn and creztivity College classes in radio and television or college workshop: in radio and television were the secord nest Often mentioned reasons for student entr9nce into tie fir.Fe s:i(n if .- 34. Subttantial realent was found to exist between the institutions r::por .ents an: the radio and tel sicn sta tion reapcm derts in r*lation to 'tm1 mo;t essential emrloyment Qualifica- tions if tie individxal entering into the broadcast profession. "Crwativity," "desire to be a {art of the industry," "ability to r - 7": ‘ r-'\ ..--1 "w - . I - F1 ' fl. ‘7 F get along wi.h kgc‘lv," "drive for success," "alillty to assume wrponsibility," "facility to make t uick deci si ns," "intelligence," *3 ‘ "sales and prcnetiOLal :bility," and "business bacsgr round" were the essential em1wlc ment qualificatiozm that recs -ived sJ imila r frecuercy of mention rankirg: by both groups of respondents 3“ Dicssreement was found to exist between the two groups of respondent: in relation to the following qualificaticns: "specifi c production skills," "specific knowled"e of adverti: ing and the broadc.asting industry," and "commercial experience." "Specific production skills" an” "spei ic know edge of sov‘rtls and the braidcasting industry" were rarked as the first and the sixth most essentials ;u}anm rt gusl ific nticns by the instituticnal re;,1 ondents and tte staticn r< er: s r: nohanwe of information," and (ll) .. "e: t; =bl i: h recognition of th orofessional status of broaco'sting I; and attract su£e-1or stumi ntc." Gone a1 Conclusions 1. This stwiv stews that a uniformity exists among the stitttionz in ro; rd to the following profile items: the existiig adznimstrative alirrmxnt of the radio err}. television training trogr m; oni the do ir J or "ifieel" administrhtive structure, the ty‘e of radio :tudiv facilities regularly employed in the teaching 0? rroic, the degree anfi t"“e of commercial gnu educxtienal brozd— costing exgerience of the radio and television faculty, type of degrees offered, size of enrollnentc, and the common problrm: facing adio and television troinirg programs. The tygjcal college or uniVerrity rogio and television tr;inlrg yrogram is a part of the Department of Speech within the school or college of arts and sciences and major work in radio has been cffered for 11.] year: and major work in television has been of?trrd for 3.5 yeirr. in average of 2.9 faculty m mtoro teach radio end televigion courses only, 1.? faculty members teach r:oio and televi;icn.courses as part of their fulltime teaching duties, and 1.u foculty members teach rodio and television only parttime. 71‘ if. typical college or university offers both the bachelor and (D master degrees in relationship to radio and television instruction 3nd has an LVerege unfiergraficzte enrollxent of radio and television student: . r, / 1 . r“cro of 3h.o stuoentr. Lhe averége number of mrjorirg in rsiio and television is 6.3 and the avernge number of rr~*“:te student; minoring in broadcast training is 4.2. The tyfic;l school offering radio and television training employs institution lly owned and operated axglitude modulation and fre— 228 quency modulation stations in conjunction with its radio training. This typical training institution lists as its most important training problems, in order of importance: finance, improvement of training facilities, equipment needs, faculty extra-curricular loads. curriculum construction, development of graduate programs, and salaries. 2. No one television studio facilities arrangement appears to be essential in the majority of institutions. Instead, it was found that three arrangements are most prevalent: television studio facilities with 16 mm. film camera equipment, studio facil- ities with closed~circuit television system for intra-school or intra-campus use only, and privately owned and operated commercial television stations. In addition, fifteen institutions indicated that they had no television facilities available. 3. A total of seven objectives were established in rela- tionship to the radio and television training programs. The most ften stated objective was "to deve10p professional competence within the student;" and "a liberal education" and the "relaying of the social, economic, and moral significance of broadcasting" are the second most often stated objectives of radio and television training programs. The other objectives listed in sequence of mention were: "the providing of educational and cultural broad- casting service to the general public." "the development of utili- zation-criticism," "institutional public relations and promotion," and "to train teachers of broadcasting." In conjunction with this discussion of training objectives 22? associated with radio and television instructional programs, it is of particular importance to analyze the most often mentioned objective, "to develop professional competence within the student." This objective can be better defined as the preparation of the student with those skills, techniques, and procedures commonly practiced in the day~by-day Operation of broadcast stations; but how effective the institutions are in achieving this objective, or whether they should be dedicated to this objective, are questions that have arisen from other findings included within this study *nd which are applicable to this discussion. It should be pointed out that production was listed as one of the two most emphasized industry divisions within college and university radio and television training programs. The second most often mentioned division is programming. From this point of View, the schools appe:r to be fulfilling the objective of developing professional competence; but as was pointed out in other findings of this study, the courses, Production Internships, Station Manage- ment, and Station Procedures, are not adequately treated. From this data, it is suggested that some adjustment is needed within this area of production emphasis. At the same time, in discussing this matter of developing professional competence, it is necessary to turn our attention to the finding that the institutions indicated "specific production skills" to be the most essential employment qualification of employees in the radio and television industry and that the stations declared it to be the ninth most essential. In addition, the stations do not cite production as one of the station divisions that 230 would be most benefited by college trained personnel, nor does it rank substantially high within the divisions of stations where it is most difficult to secure qualified personnel. It is true that stations ranked "commercial eXperience" as the sixth most essential employment qualification and this most essential employment quali- fication might be interpreted to mean "experience in production skills." Even if so interpreted, "commercial experience" was ranked no higher than sixth position by the stations in terms of essential employment qualifications. It is concluded then that production is an over-emphasized industry division within radio and television training programs and the institutions would do well to lessen this emphasis on produc- tion and at the same time deal with production in a more realistic or commercial manner. u. Also, it is concluded that the institutions should continue to stress those radio and television training objectives of "offering a liberal education" and "relaying the social, economic and moral significance of broadcasting." Both of these objectives are reflected within the listing of the most essential employment qualifications by both institutions and broadcast stations. Specifically, in the case of a "liberal or general education," the institutions ranked this as the second most essential employment qualification and the stations ranked it fourth. The most essential employment qualification that seems to reflect the "relaying of the social, economic and moral significance of broadcasting" is "the sincere desire to be a part of the broad- cast industry." 231 This conclusion is further strengthened by the finding that within the listing of the most valuable parts of total college work taken, as cited by the former students, liberal arts courses were among the three course grOUpings most frequently mentioned. 5. As a result of this research activity, it is possible to conclude that the radio and television training programs in colleges and universities are generally serving the radio and tele- vision students in an effective manner in relationship to prepar- atory training for the broadcast industry. This conclusion is based primarily on the finding that nearly 50 per cent of the former students rated their training as good and nearly 24 per cent rated their training in radio and television as excellent. In addition, this conclusion is further strengthened by the finding that the majority of former radio and television students indicated that the over-all eXpectations of the broadcast industry as derived from their college training has been substantiated. 6. General agreement was found to exist between the insti- tutions and the former students in relation to the frequency with which radio and television courses are offered, the frefiuency with which these courses are taken and the importance attached to the courses by the former students. Specific agreement was found to exist among the three rankings in terms of the following courses: PrOgram Production, Directing, Fundamentals of Broad- casting, Program Planning, Announcing, Continuity Writing, Radio- Television werkshOp, Newswriting and Broadcasting, Control Room Operations, Acting, Studio Operations, Newswriting and Editing, Policies and Regulations, Design, Puolic Relations, 3.aging and Criticism. 232 But predominant dissimilarities were found to exist between the frequency of course offerings, freguency of enrollment and impor— tance of the courses in relationship to the following courses: Dramatic Writing, Advertising, Production Internships, Station Management, Education and Broadcasting, and Station Procedures. Dramatic Writing is offered more frequently than enrollment or importance indicates is warranted; Advertising is first in impor— tance but lacks in terms of frequency of offering and enrollment; Production Internships is ranked eighth in terms of importance, but was ranked twelfth in frequency of class offerings, and twenty-first in frequency of enrollment; Station Management was ranked fourteenth in terms of frequency of course offering, seventeenth in frequency of enrollment and sixth in terms of importance. Education and Broadcasting ranked sixteenth in frequency of course offering, eighteenth in frequency of enrollment and twenty-fifth in terms of importance. Station Procedures was ranked twenty-first in frequency of course offerings, nineteenth in frequency of enrollment and fourteenth in importance. As a result of these disparate findings associated with the courses Advertising, Production Internships, and Station Procedures in particular, and the finding that the most often mentioned criti- cism by former students in relationship to the industry expectations derived from their training was the complete lack or limited pre- sentation of commercial orientation and training in specific com— mercial procedures and practices, it is important for the institu- tional training programs to be reevaluated in terms of course appli- cability. 233 7. As established within the Most Important Findings of this study, the former students of institutional radio and tele- vision training programs rated their respective training programs in terms of four criteria. These criteria were, in the order of frequency of mention (both in positive and negative comments): (1) curriculum, (2) faculty, (3) general facilities, and (u) prac- tical applicztions. At the same time, the colleges and universities listed the important training problems facing them and the first six items included in the list were, in order of importance, the following: (1) finance, (2) improvement of training facilities, (3) equipment needs, (4) faculty extra-curricular loads, (5) curriculum construc— tion, and (6) development of graduate programs. While over-all agreement exists between the four criteria mentioned by the former students and the first six trainirg problems listed by the schools, it is suggested that there is a more impor- tgnt meaning associated with this comparison. It is concluded that colleges and universities would be wise to reevaluate their lists of ro:t important problems in terms of the criteria employed by the former students in rating their training programs and the order in which these criteria were most often mentioned. It is suggested fiat the criteria mentioned by the frrmer students represent an objective, detrched, external analysis of the basic qualities of a radio and television training program; while the listing of the training problems named by he colleges and universities tend to reflect an irternel-administrative interpretation. 234 A solidifying of both lists would appear to make it possible for the educators to more effectively improve the training programs in their colleges or universities. 8. The majority of the faculty members teaching radio and television courses in colleges and uniVersities have had both com- mercial and educational broadcasting experience and this experience has been centered in commercial radio and television stations, educational radio and television stations and radio and television networks. Since stations and networks are the major employers withhi the industry, the faculty members appear to have the type of broad- cast experience that would best serve radio and television training programs. It is concluded, however, that a certain danger may exist in this concentration; for it may limit the faculty member in his ability to introduce other employment areas of the total industry to the student and that he may contribute to a too rigid radio and television training program in terms of training emphases. It is suggested that it might be well for institutions to search for faculty with experience in areas of the broadcasting industry other than radio and television stations in order to broaden the scope of their instructional programs. 9. At the same time, it is concluded, as a result of the former student questionnaire tabulations, that the radio and tele- vision graduates of institutions of higher learning can receive versatile training within their institutional training programs in view of the twelve general broadcast industry divisions represented by the former student respondents. It is further concluded that the majority of students trained are males in view of the overwhelming 235 prOportion of males provided by the institutions. It might well be, however, that while a great number of women are originally trained in radio and television by institutions of higher learning, they do not remain in the field primarily because of marriage. 10. Some agreement exists between the institutions and radio and television stations in relation to a number of most essential employment qualifications of the individual entering into the broadcast profession. "Creativity," "desire to be a part of the industry," "ability to get along with people,“ ”drive for success," "ability to assume responsibility," "facility to make quick decisions," "intelligence," "sales and promotional ability," and "business background" were the essential employment qualifica- tions that received similar frequency rankings by both groups. It is concluded, however, that these essential employment quali- fications agreed upon by both institutions and stations represent, to a great extent, those general qualities almost any industry or business or professional group desires of its employees. After all, what employer doesn't desire to have creative, ambitious. energetic, intelligent, cooperative, responsible, quick-thinking, and per- sonable employees? As a result, these essential employment quali- fications fail to characterize the specific employment qualifications of radio-television personnel. It is only'when those qualifications include specific aspects of the radio and television profession that any meaning results from a comparison of the institution and station lists of essential employment qualifications. 236 It is important to point out that when this latter compar- ison occurred, disagreement was found to be in evidence. Disagree— ment was found to exist between the two groups in relation to the following qualifications: “specific production skills," "specific knowledge of advertising and the broadcasting industry," and "commercial experience." "Specific production skills" and "speci- fic knowledge of advertising and the broadcasting industry" were ranked as the first and sixth most essential employment qualifi- cations by the institutions and the stations ranked them eighth and eleventh most essential employment qualifications. "Commercial experience" was ranked ninth by the institutions and it was ranked sixth most essential qualification by the station respondents. As a result of this ranking and the insertion of one more consideration into the discussion, it is possible to conclude that the stations are willing to sacrifice some degree of professional competence and knowledge of broadcasting and advertising, on the part of the employee, for a more basic attitude toward broadcasting. To establish what the author means. let us turn to a dis- cussion of the most essential employment qualification listed by the stations, "willingness to work and learn." This station employee essential employment qualification could be interpreted to simply mean that the stations desire employees that are willing to "work like a dog" in order to keep efficiency up and overhead down and the writer is not denying that there are broadcasters that have had this in mind; however, there appear to be other implications associated with this employment qualification. 237 These implications might be more in evidence if we were to turn for a moment to the question of ghy students enter into the broadcast profession. The three most often mentioned reasons associated with this Egg are as follows: "the challenge and oppor- tunity of the new medium," "the Opportunity for self-expression and creativity," and "the glamour of the field." These reasons may appear to be nothing more than interesting and obvious reasons, but it is projected by the writer, that it may be that the radio and television student is too often proselyted by the institution upon the basis of self-expression and creativity, and the glamour of the field and then no attempt, or at best a feeble attempt, is made to have the student recognize the economic and procedural facts of broadcasting. It is suggested then, that the most essential employee qualification listed by the stations does not necessarily simply reflect the desire to get a dollar's worth for a dollar paid, but is an attempt to say that radio and television training program graduates enter into the profession with a perverted perspective that might be described as "art for art's sake." It is obvious that student maturation comes into the picture somewhere and this factor is somewhat beyond the control of both station and institution, but it is concluded that the student training for radio and television should be made more aware of the routine life of the radio and television industry and yet keep instilled in him the honest desire to be as creative and vibrant as possible in his work. 238 ll.“ Nhile the majority of institutions indicated that their radio and television training programs are located within the Department of Speech and the college or school of arts and sciences, they also indicated (in majority) that the "ideal" institutional administrative alignment for a worthwhile radio and television training program is to have a separate radio and television depart- ment located in a school or college of communication arts or its ude: journalism, 3.4 eguiValent, This college or school Should inc film, advertising, public relations, and audio-visual. A degree of this type of unification was noted in regard to 31 institutional responden s, or 30.7 [er cent, who mentioned that some radio and television courses were taught within the journalism area of their schools. At the same time, however, 2# schools, or 23.8 per cent stated no courses were taught outside the radio and television area. It is concluded that this declaration of the "ideal" institutional alignment represents a sensitinness on the part of the insti- tutions that more inclusive emphases are warranted within radio and television training programs; and by the creation of a cur‘icular- administrative structure as suggested here, a broader training program can develop. It is suggested that the observation on the part of the former student respondents, that existing radio and television training programs are weak in regard to instrtction of the sales emphasis of broadcasting and in the presentation of com- mercial orientation, represents an spect of radio and television training programs that could be improved as a result of the initiation.of the "ideal" administrative structure as outlined above. 239 12. As a result of the compilation of the data associated with the radio and television station respondents, it is possible to conclude that the three divisions of radio stations that would profit most from college trained personnel are: sales. programming, and engineering. The three divisions of television stations that would profit most from college trained personnel are: engineering, programming, and sales. In view of these findings, and in View of the most often mentioned criticism cited by the former students in relation to the industry expectations derived from their radio and television training, that there is a complete lack or limited presentation of commercial orientation and training in specific commercial procedures and practices, it is important for the ad- ministrators of radio and television training programs to review their course offerings in light of commercial importance and value, and to stress the sales emphasis to a greater degree. 13. Another general conclusion associated with this study is that the institutions are correct in emphasizing programming within their training areas. This conclusion is substantiated by the finding that of the work divisions of radio and television stations which would profit most from college trained personnel, the responding stations included programming. 14. No general conclusion can be derived from the infor- mation tabulated in relationship to the most often mentioned and most important reasons given by both the radio and television stations for the scarcity of qualified personnel. These were (1) "inadequately trained job candidates," (2) "competition for per- sonnel among stations," and (3) "candidates lack specialized trainhmw 240 15. Because the finding that "college or university place- ment bureaus" ranked sixth in the field of seven employment sources for radio stations and that this same eMployment source ranked last in terms of use by television stations. it is concluded that uni- versity and college broadcast training programs have neither encouraged nor deliverately set out to establish communications with broadcast stations in an effort to relate the availability of radio and television training graduates or to ascertain the per- sonnel needs of the broadcast stations. As a result, it is urged that institutions make an honest effort to provide information about their training program and resulting graduates to broadcast stations, as well as other associated businesses, within some proximity of their respective schools. 16. The types of suggestions offered by the institutional respondents about how an organization such as the Association for Professional Broadcasting Education could better serve radio and television training programs indicate the educators are particularky concerned with the objective “to develop professional competence within the student" and are most eager to cooperate with the industry leaders in producing a more competent and industry—oriented radio and television student. The educators indicated that the two most important functions that an organization such as the £223 could perform would be to "establish faculty-industry internships" and "establish in-service scholarships for stuients." It appears that the educators interpret these services as very real means to better determine what the industry needs in terms of qualified employees by bringing the faculty up-to-date on industry practices and by offering the student 241 a first-hand Opportunity to see the actualities of theindustry and thereby receive a more realistic picture of the industry. This same conditioning of radio and television faculties could be forthcoming, it is concluded, by the implementation of two other suggestions listed: "design course outlines," and by "sponsoring regional industry-instruction clinics." In addition, it is concluded, that the educators feel a certain inadequacy within the instructional materials area as a result of the inclusion of such suggestions as: "develOp and operate an audio-visual center for national use," "establish a national radio-television loan library," and "develOp a teacher exchange of information." It is further concluded that the educators are concerned with the up-grading of radio and television training programs, as a result of the listing of such suggestions for service by the APPS as: "establish an accreditation bureau," and "establish recog- nition of the professional status of broadcasting and attract superior students." The suggestion to "establish a national speakers' bureau" can be interpreted as a service to up-grading of the radio and television training programs by the appearances of industry leaders at various radio and television training functions and other campus affairs and thereby eXposing the pOpulace to articulate industry spokesmen or it can be interpreted as an aid to promoting better industry-education relations. 242 Recommendations for Further Study t is obvious that the person actively employed in some research activity has undertaken such research in the hope that it will result in fruitful and valuable contributions to the field of endeavcrwflh vhich the research is associated. To insure sub— stance and worth to his research, the investigator outlines, develoys, and activates his investigation upon the building blocks of sound research techniques. Yet, in spite of all precautions, a number of questions are usually left unanswered, or partially so, and new questions or ramifications often arise. This study is no exception to this phenomenon. As a result of this particular research activity, several recommendgtions for further study have emerged: l. 'Nittin this research project, representatives from a large sampling of radio and television stations were requested to make subjective judgments in regard to certain aspects of their station divisions and personnel. The person making these judgments, in practically all instances, w - v .- ' '~ ' ' . n A .~ ; ... ,. . o , . . . . t—I Page 2 III. 232311.21 255 (Please place appropriate number of faculty members in blanks to the right of each question. Note the three different columns.) Teaches Teaches Teaches Radio Benelux _amrv _& TV A. How many {allztime faculty members teach radio and/or television courses at your institution? B. How many ggllgtimg faculty members teach radio and/or television courses part;timg at your insti- tution? C. How many pgrt=tim§,faculty members teach radio and/or television courses at your institution? D. How many of the §3l1=tim§_faculty members have had at least one year of ggmmgzgigl_radio and/or television industry experience? B. How many of the full;§im§ faculty members have had at least one year of figuggtigngl radio and/or tele- vision experience? F. How many of the W faculty members have had at least one year of ggmmergigl radio and/or tele- vision industry experience? G. How many of the m faculty members have had at least one year of gdgggtigngl_radio and/or tele- vision experience? H. 01’ the M faculty members teaching radio and/ or television courses. in which of the following divisions of radio and television profession have they been euployed? (W WWW mm. ) 1. Advertising agency 2. Equipment manufacturer 3. Government broadcast agency‘ a. Independent film production company 5. Independent radio or television program production company 6. Network -- Radio 7. Network - Television 8. Personnel Service \0 e Prizes and Premium Organization Radio Station (commercial) Radio Station educational) . Public Relations and Promotion Organization 13. Station Service Organizations (e. .. news service; music service; station re resenta ive firm; etc.) 14. Surve and Market searc Organization 15. Tele sion Station commercia l6. Televisisn Station (educational) .5 Bl: llll IHHIH Hll . ‘ | ,_ ,J . _ .I , - a "43‘ J!" ‘1 r c- o. -- ’1‘ .. , . -.- . n > 2*. - . , . .. -_. -. . . 1 deC. 1 .qcp. e... ; , I . . ‘ . ' :i'l‘f .' . ' O n I . .-._ ." \,. . '. .; _ . (v. . , . . l. I. ._~. '£.J.‘V_J_L.gf . 15 .N , ,. - . , . - ‘ , ‘ . . . .. , n ' . ~. ‘ ' - . I\ ‘ ’ ' v I 5“ . . - . ,. , .‘ .. ' ‘ . V . . . .1. . [.4 IA ‘ .c’ugsa-m ' , .I}. {,1 : I. I l . .4 . .-.. . I ' . I. _' ' I a . J . t I I’: C ‘ ’ . . » "via—.0” >-~ ' . j . .'h 'I " . -u, ‘ x _ '2‘. ' .. " '1’, I ‘ ~ -.. i ." '. , . ..I 1 '. . “I ,u. x ., » , f' I... ‘_ n , - . ,Iz ‘ h- ’ I. .- » hs‘ u , ... .e‘ v I , 1 . .. b . . . —--'-.--o -:( ¢.. .‘ .... "...: I] "c , \. It: I . ' i354": 0' __, . . . , _ : g" u -- ' I ‘ '. ... , .,h - ‘ . \a' , - a ‘-|_' i . ~ . r ‘ a ‘0 ”Hm-Au - J. .1 ‘ . ,r ' . :ll .,' , — ' .. C ' I . a . — , . n ' .. _~ . , - V | - ' . a ' ‘ ' I r“ ...] I .- - 4 _ . ‘ . - .—. .. . I. ~ .t‘] ‘ > . . ._ . . n..u~.. . .‘na- .- I r ’ 1 ‘ 1‘ ' t. . '.'_".. . “I.' .4; I“ * ~ I , .-- -... ,'.‘ D I - d: ‘ . u ' a “‘; ) r '. ' ' n . . I a. - ~ ‘ be”. u . ' yr". -"— ' 4 - ..-.. ~ ,, .. , . 1“ \ ' . 'vt - .. _ A _ _ ~ _ A ._ q, . . . . ‘ ’ e ‘ J . - ' ' ". ' ’ 0 ‘ o g I .1’. 5. . Y D - ' '. , - . e ‘ a A . e . _ _‘..-- . ~ J i. I ‘ .. '. Q t ~" .- '. ‘.~.'~ . . . _ I ... v -\ . Page 3 III. H. (Cont'd.) 256 1%. Union and Labor Organization 1 Other (Please indicate) 19. 20. I. or the new faculty members teaching radio and/or television courses. in‘which of the following divisions of the radio and tele- 1. Advertising agency 2. Eouipment manufacturer 3. Government broadcast agency a. Independent film.production company Git Independent radio or television program.production company 6. Network -- Radio 7. Network - Television 8. Personnel Service 9. Prizes and Premium Organization 10. Radio Station (commercial) 11. Radio Station educational) 12. Public Relations a Promotion Organization 13. Station Service Organizations (e.g.. news service; music service; station representative firm; etc.) 14. Survey and Market Research Organization 15. Television Station (commercial) 16. Television Station educational) IS. Union and Labor Organization . Other (Please indicate) Iv. mm A. Please indicate by a ahaakcmaIh_in_the_annranriaia_§alnnn. which 0f the following courses are offered.in.your radio and or television training program. Offered Offered Offered as as as Radio TV Combined WWW 1. Fundamentals of Broadcasting (historical. social. political. economic aspects) 2. Acting 3. Advertising b. Announcing 5. Audience Measurement &.Research 6. Continuity writing 7. Control Room Operations 8. Criticism 9. Design (set) 10. Directing ll. Documentary Broadcasting 12. Dramatic Writing 13. Education & Broadcasting 14. Film for Television HIIIIHIIHII HHHHIIHH IHHHIIHHI Page a 257 Iv. A. (Cont 'd.) Offered Offered Offered 88 8.8 as Radio TV' Combined WWW 15. Film Strips. Animation 3. Visuals 16. History of film 17. Internships in Production 18. Lighting 19. Motion Picture Directing 20. Motion Picture'Workshop 21. Motion Picture'writing 22. News writing and Broadcasting 23. News writing & Editing 24. Principles of TV and Radio 25. Policies & Regulations of Broadcasting 26. Program planning 27. Program production 28. Public Relations 29. Society'& Mass Media 30. Special Events Broadcasting 31. Staging 32. Station Management 33. Station Procedures 34. Studio Operation 35. ‘Wbrkshcp 36. Other 37. 38. B. ‘What particular phase or phases of the broadcasting profession are emphasized in your radio and/ or television training program? (Please place a check in the appropriate blank or blank.) Hllllllllllll lllllHlll 1. Production (writing-directing—announcing) 2. Programming (program.development-audience research-history-social aspects) 3. PromotionFSales (advertisingumarketingosales) h. Management (business structure-lawaCC-sales) 5. Education (inschocl use-program.development- close-circuit use) 6. Other C. ‘What degrees can be earned by undergraduate students of radio and/or television at your institution? (Please place a check in the appro- priate blank or blanks and indicate the field in which the degree is granted; 8.8.. speech or journalism. etc.) 1. B. A. in 2. ____, B. S. in 3. ____, B. F. A. in h. Other in 5. ____, in . ' " ’1 I... ’- ._ ._ in a . fl, ' ... . --.—r» - . " .~ ‘ ...—- . - > '1. o I u .' o . .4 ' mm .- ‘- a... —.v ~- -.-—-..o. .- 1“ .i‘ ‘ .-.. . a: ‘. v .:' .. \_ -~ IV. D. What graduate degrees are offered in conjunction with your radio and/ or television training program at your institution? (Please place a check in the appropriate blank or blanks and indicate the field in which the degree is granted; e.g.. speech or Journalism. etc.) 1. 2. 3. 4. 5. 6. 7. 8. None M. A. in M. S. in M. F. A. in Ph. D. in Ed. D. in Other in in E. How many undergraduate students are "majoring" in radio and/or tele- vision at your institution Fall. 1956? F. How many graduate students are "minoring" or "majoring" in radio and/ or television at your institution Fall. 1956? 7. 8. Number of "majors" Number of "minors" We: Please check the type or types of facilities regularly used in.your radio and/or television training program. (Check more than one if applicable.) A. flggig_§tngig_facilities used in radio student training Institutionally owned.and operated radio station. AM FM Educational License or Commercial License Privately owned and Operated commercial station. Institutionally owned and operated'wiredewireless station. Studio facilitieS'with permanent lines to local radio station. Studio facilities with tape. and/or disc recording equip- ment. Studio facilities with permanent lines to local radio station and tape and/or disc recording equipment. Other B. How many hours of programming do your students present to the public over these radio studio facilities weekly? C. Please state for the complete week the number of hours devoted to each of the following types of programs: Entertainment a. Music 1. b. Drama c. variety d. Comedy 9. Quiz 0 Children Religious (news. music. talk) Agricultural Educational News (newscasts & commentary Discussion (panels. group discussion) Talks (speech-interview) f V. 259 Page 6 D. Iglgyigign_§§ud1g facilities used in television student training 03% pm «‘3' Institutionally owned and operated television station. Educational license or Commercial License Privately owned and Operated commercial television station. Studio facilities with permanent coaxial cable or micro- wave link to local television station. Studio facilities with closed-circuit system for intra- school or intra-campus use only. Studio facilities with kinescope recording facilities. Studio facilities with 16 mm. camera equipment. Sound Silent ____ Studio facilities with 35 mm. camera equipment. Other E. How many hours of programming do your students present to the public over these television studio facilities weekly? F. Please state for the complete week the number of hours devoted to each of the following types of programs: 1. News (newscasts & commentary) Discussion (panels. group discussion) Entertainment a. Music b. Drama c. Variety d. Comedy _____ e. Quiz f. Children Religious (news. music. talk) Agricultural Educational ____ Talks (speech-interview) S C Please indicate the gumbgz_of these various pieces of equipment used in your radio and/or television training program. A. Radio Equipment and Service 1. 2 3: 1+. 5. 6e 7. 8. 9. 10. 11. 12. Studios (include recording studios) Control Rooms Audio Consoles Turntables Microphones (broadcast quality) Sound tracks Syndicated news wire service Syndicated music library service Tape recorders Radio receivers Other major items a'i . - ... ~ 1 9" . , n "' r1 ‘ I .e ’ .. J. . . I , .. o I ~ r ., . a I . , " -.- _‘ ... . , . ‘ . 95 i ‘ n . I l . ‘ . . ..Z » ‘< ... ...y- : ‘* .u Ix]! . .l , a v s n i ' _ J..- _- ,. _ . ... a - n. , a . ' . a . . ' 260 Page 7 VI. B. Television Equipment and Service Studios (include film studios) . Control Rooms 3. Audio Consoles 4. Camera Switching units 5. Television Cameras. These are image orthicon or vidicon chains. 6. Television Camera Mountings Boom Dolly Pedistal Tripod Other 7. Microphones (broadcast quality) 8. Lighting panels 9. Kinescope recorders 10. Film Cameras 35mm. l6mm. S.O.F. 16 mm. silent 11. Television receivers 12. Other major items 13. VII. t v our a o t t a ' r A. In a brief statement (three or four sentences) please state the ob- jectives of your radio and/or television training program. B. 'What general areas of study should be included.within the ideal curriculum for the radio and/ or television student? C. 'What are the training problems facing you today? (Please check in the left-hand column the training program problems icing you. Then. indicate. in the right-hand column. W by assigning l to the most important. 2 to the next most important. and 3 to the next most important.) Administrative acceptance Administrative alignment Curriculum construction Development of Graduate Program Equipment needs Faculty extra-curricular activity loads Finance Geographical location Improvement of training facilities (physical plant) Library facilities Idndtations of college enrollment Placement of graduates Recruitment of competent teaching staff Salaries Student Recruitment Student help budget JOUtSiZBd college enrollment Updating of staff Other ‘F' emf VII. [4 e 261 Page 8 What is your concept of the ideal institutigpgl administrative struc- ture for a worthwhile radio and/or television training program? What do you see as the.mcst essential qualifications of the individual entering into the broadcast profession? 'Hhat suggestions have you as to how an organization such as the Associ- g ation for Professional Broadcast Education could better serve your radio € and/or television training program? (Please rank the following items in 3 the order of their importance by placing 1 before the most important. 2 before the next most important. and 3 before the next most important. If you enter other suggestions. please be sure to consider them in the ranking.) the.' Establish In Service Scholarships for Students Establish Facultyblndustry Internships Establish a Speakers' Bureau (National) Design course outlines Develop and Operate an audio-visual center for national use (e.g.. films) Develop national placement service Establish national radio-television loan library Establish an accreditation bureau v Please list the names and addresses of figg graduates of your radio and/or'television training program who are today employed on a full- time basis ig_§ny_£§g§t_of the broadcast industry. either commercial or educational. ... ‘ g . . f ; . ,- I . . . e V ._ , 3 . ‘ . . _‘. . . y. A!) ,3. L : _ . (I ‘o I, ~ I #1?” .‘t‘ k ‘. .. I r . , I; m ‘ ‘v I . _, _ .' I. .1 7. -Q .l‘ - l- . ' :. _ . I H .‘ . ' r . .4‘. ‘ ‘ ' I 1 ‘ Y I ’ a u . , ' r . -.~'.s ( ' ‘ ll?" Oeuflr'a.’ .- .l“' or . "J -1 I I” | .. ‘1. .- “ems-a... - .., .... Quakes ..."... in e.v.~~-‘~I‘l' i'L ‘ - - -¢ . '. 2.x ‘.‘ i I . .‘ . - . .. V | ... l I. n ”V . . J -. , >1 . _ . ~ ~._ "". .z ‘\ ‘)-.: ... . u '- 00s 'n’ .... p. .... t.“ ,, .. ,. ‘ n." ‘o- 262 MICHIGAN STATE UNIVERSITY EAST LANSING COLLEGE OF COMMUNICATION ARTS 0 DIVISION OF MASS COMMUNICATIONS ° DEPARTMENT OF TELEVISION, RADIO a FILM April 8. 1957 Recently a questionnaire was sent to you in an effort to secure essential data for the analysis of Radio and Television Training Programs in institutions of higher education. Your institution was selected as a participant in the survey because of your undergraduate or graduate program in radio and/or television. A substantial number of completed questionnaires have been returned; however. there are still some institutions from which replies are yet to be received. A broad sample.of reporting institutions is quite important; thus. if it is possible for you to forward the completed questionnaire in the near future a more complete and inclusive analysis of the radio and television training programs will be possible. Your cooperation in this matter will be greatly appreciated. I have enclosed another copy of the questionnaire in case your original OOpy has been misplaced. If there are any questions concerning the questionnaire. I will be very happy to help you in any way. I thank you for your aid in this matter. Sincerely, Dale N. Anderson Radio - Television Area DNA/ea c 7‘ '“jpl' TI '..'..'JJ J. QL -‘y “I 'fi ,1 . ,. Ad 3“ ' .J APP ”17' ll. 1 L4“ ‘~\ I .UAI DI X C TIT LES ALCD *fz‘lrvm “J 5 L ..ALL ‘ry m; ' we MICHIGAN STATE UNIVERSITY OP AGRICULTURE AND APPLIED SCIENCE 0 EAST LANSING COLLEGE OF COMMUNICATION ARTS 0 DEPARTMENT OF SPEECH April 15: 1957 The questionnaire enclosed with this letter is sent to you in an effort to secure the data essential to an analysis of Radio and Television Training Programs in institutions of higher education. Specifically, this study will attempt to: (1) determine the objectives of f the radio-television training programs in institutions of higher education; g (2) identify and analyze the curriculums Of the radio-television training programs; (3) compare the curriculum patterns of the training programs to the personnel needs of the broadcast profession; and (h) appraise the radio- television training programs in terms of specific recommendations for more effective instruction. s‘i J Certain institutions of higher education; a representative group of radio and television graduates from these colleges and universities; and a representative group of radio and television broadcast stations are to be surveyed in conjunction with this study. I am asking you, as a person successfully employed in the broadcasting pro- fession and a college graduate, to assist me in this study. The information gathered will be used in my doctoral dissertation. ' No individual will be identified in the study; The names Of individuals being contacted in this study were obtained from their respective schools. Your cooperation in this project will be greatly appreciated. May I request that the questionnaire be returned as soon as possible? Sincerely, \ f .Y/ ,7 7 fl” /’ J’4( “/4 y: _..._ Dale N. Anderson Radio-Television Area DNA/ea 265 Questionnaire 0n W Name Age Male Female 1. What is your present position? 2. How long have you held this position? (approximate time in months)_____ 3. What other positions have you held in the broadcast profession? 1+. What college degrees do you hold? Dsszas_2itla, sentencinsilnaiiiuiiaa. Daia_Dezras_Qraated [a l j / l / 5. Please indicate by a cheaa_aark_i2.2ha_nnargariats_22luen.'which of the following courses you had in college. Then W indicate what you now consider to be the W -- M1 t W. (Please rank them by assigning 1 to the most im- portant. 2 to the next most important. 3 to the next most important. ’4 to the next most inportant. and 5 to the next most inportant.) Taken as Taken as Taken as Radio TV Combined 9222:: 9.9m 9m 1. Fumlanentals of Broadcasting (histori- - cal. social. political, economic aspects) 2. Acting 3. Advertising 1+. Announcing 5. Audience Measurement 8: Research 6. Continuity writing 7. Control Room Operations 8. Criticism 9. Design (set) 10. Directing 1.1. Documentary Broadcasting 12. Dramatic Writing 13. Education a. Broadcasting 14. Film for Television 15. Film Strips. Animation & Visuals 16. History of film 17. Internships in Production 18. Lighting 19. Motion Picture Directing 20. Motion Picture Worksh0p 21. Motion Picture Writing 22. News writing and Broadcasting 23. News writing 8: Editing 21+. Principles of TV 8: Radio 25. Policies & Regulations of Broadcasting 9‘ biennium-n a"! 29.254 an HHIHHIHIIIIIIHIHll lllllllllllllllllllllllH llllllIllllllllllllllllll 265 Questionnaire On W Name Age Male Female 1. What is your present position? 2. How long have you held this position? (approximate time in months )_-_____ 3. What other positions have you held in the broadcast profession? 4. What college degrees do you hold? We W Wed L l j / 1 / 5. Please indicate by a h k t at . which of the following courses you had in college. Then WW indicate what you now consider to be the W -- was: Wm}, (Please rank them by assigning 1 to the most im- portant. 2 to the next most important. 3 to the next most important. 4 to the next most important. and 5 to the next most iInportant.) Taken as Taken as Taken as TV Combined mmm l. Furrdamentals of Broadcasting (histori- cal. social. political. economic aspects) 2. Acting 3. Advertising 4. Announcing 5. Audience Measurement 8: Research 6. Continuity writing 7. Control Room Operations 8. Criticism 9. Design (set) 10. Directing 11. Documentary Broadcasting 12. Dramatic Writing 13. Education 8: Broadcasting 14. Film for Television 15. Film Strips. Animation & Visuals 16. History of film 17. Internships in Production 18. Lighting 19. Motion Picture Directing 20. Motion Picture WorkshOp 21. Motion Picture Writing 22. News writing and Broadcasting 23. News writing & Editing 24. Principles of TV & Radio 25. Policies 8: Regulations of Broadcasting at 13..---- ..1 ......a..- E HIIIIHIIHHIHIIIHH| llllllllllllllllllllIllll HIllllllllllllllllllllll 266 Page 2 (Cont'd,) Taken as Taken as Taken as Radio TV Combined WWW 27. Program production 28. Public Relations 29. Society & Mass Media 30. Special Events Broadcasting 31. Staging 32. Station Management 33. Station Procedures 34. Studio Operations 35, Workshop 0 Other 37. 38.u_ What particular phase or phases of the broadcasting profession were em- phasized in the school granting you the B.A. or 8.8. degree? (Please place a check in the apprOpriate blank or blanks.) . Production (writing-directing-announcing) . Programming (program development-audience research- historyasocial aspects) Promotion - Sales (advertising-marketing-sales) Mhnagement (business structure-law-FCC-sales) Education (in-school use-program development- close-circuit use) llll kit-P?) NH What is your evaluation of the radio and/or television training pxgram under which you studied? (Please place a check in the appropriate blank.) 0 Excellent__ Good ' Average Fair P or My did you give the training program this rating? What part or parts of your college work have been W to you in your professional career in broadcasting? (Please place a check in the appropriate blank or blanks.) 1. Radio and Television Course Work 2. Radio and Television Workshop Activities (beyond comes Ink) 3. Radio and Television Internships 4. liberal Art Courses 5. Fine Arts Courses 6. General Education Courses 7. Sociology Courses 8. Business Courses 9. Political Science Courses 10. Journalism Courses 11. Others 267 Page 3 10. What first attracted you to the field of radio and television? 11. Now that you are employed in the broadcast profession how does it compare to the expectations derived from your training? AF’F‘ECIJT' IX D STATICN CLIEQ‘L‘ICE‘ -;;.I:t;-: 14:3 LETTEA) 269 MICHIGAN STATE UNIVERSITY EAST LANSING COLLEGE OF COMMUNICATION ARTS - DIVISION OF MASS COMMUNICATIONS ° DEPARTMENT OF TELEVISION, RADIO a PM April 29. 1957 The questionnaire enclosed with this letter is sent to you in an effort to secure the data essential to an analysis of Radio and Television Training Programs in institutions of higher education. Specifically. this study will attempt to: (1) determine the Objectives of the radio-television training programs in institutions of higher education; (2) identify and analyze the curriculums of the radio-television training programs; (3) compare the curriculum patterns of the training programs to the personnel needs of the broadcast profession; and (4) appraise the radio- television training programs in terms of specific recommendations for more effective instruction. A representative group of radio and television broadcast stations; certain institutions of higher education; and a representative group of radio and television graduates from these colleges and universities are to be surveyed in conjunction with this study. I am.asking you. as General Manager of a broadcast station, to assist me in this study. The information gathered will be used in my doctoral dissertation. No individual or broadcast station will be identified in the study; however names (Call letters) of reporting stations will be acknowledged. Your cooperation in this project will be greatly appreciated and a digest of the final study will be forwarded.to you. (May I request that the questionnaire be returned as soon as possible? Sincerely, Dale N. Anderson Radio-Television Area DNA] ea 270 Questionnaire On RADIO AND‘TELEVISION TRAINING STATION CALL LETTERS LOCATION STATION TYPE GR TYPES: AM FM TV. IF AM STATION. INDICATE POWER REPORTING OFFICIAL TITLE I. In which division or divisions of your radio and/ or television station do you find it most difficult to secure qualified personnel? (Please indicate the division lacking most for qualified personnel by placing a l in the blank beside that division; place a 2 in the blank beside that diubion lacking next most; etc. Please rank all the divisions. NOTE the two colums .- Use the appropriate column or columns.) Engineering hoduction (writing. directing. announcing. operations , etc. Programming (continuity, traffic . news . sports . etc.) Promotion - Sales Management Other llll HE lllll IIF 2. Where the W of qualified personnel is the greatest (a 1 rating in Question 1). what are the reasons? (Please check the apprOpriate reasons. NOTE the two columns .- Use the appropriate colum or columns.) Inadequately trained Job candidates Competition for personnel among stations Canpetition within other areas of profession (advertising agencies . production companies . station representatives. etc. Competition from other media (movies. Journalism. print media. etc.) Lack of challenge in Job Poor pay Lack of liberal education Candidates lack specialized training Lack of Opportunity for advancement Other - 0.. HIE HIP 3. 4. 271 Page 2 Where the W of qualified personnel is the greatest. what are the reasons? (Please check the apprOpriate reasons. NOTE the two columns --- Use the appropriate column or columns.) Opportunity in position Lack of need for specialized training Adequate pay Adequately trained Job candidates No competition for personnel among stations No competition from other mass media No competition from other professions. business. industry No competition from other areas of broadcast profession (Advertising agencies. production campanies. station representatives. etc.) Other IHIIIHE llllllllf2 What sources do you utilize to secure W employees (excluding cleri- cal and custodial help)? (Please check all the sources you use. Then please indicate the three sources you use most, by ranking them 1. 2. 3. Place these numbers beside the check marks in the appropriate blanks. Professional placement bureau Trade magazine want-ads Fellow staff members in station Personal acquaintances in other businesses. or professions Station' a correspondence files (job applicaticns) Professional trade schools Placement bureaus of colleges and universities Other 5. What operational division or divisions of the typical radio and/ or television 6. station would profit from personnel with college training in radio and/ or television? Engineering Production Programing Promotion - Sales =-zManagement Other What do you see as the most essential qualifications of the individual entering into the broadcast profession? ”‘3‘”. --. 272 MICHIGAN STATE UNIVERSITY EAST LANSING COLLEGE OF COMMUNICATION ARTS 0 DIVISION OF MASS COMMUNICATIONS ° DEPARTMENT OF TELEVISION, RADIO & FILM Recently a questionnaire was sent to you in an effort to secure essential data for the analysis of Radio and Television Training Programs in institutions of higher education and to determine personnel needs of the broadcasting profession. Your station was selected as a participant in the survey because it represents a certain wattage and a specific geographical area. Four hundred and eight stations have been contacted in the United States. A substantial number of completed questionnaires have been returned; however. there are still some stations from which replies are yet to be received. A broad sample of reporting stations is quite important; thus. if it is possible for you to forward the completed questionnaire in the near future a more complete and inclusive analysis of the radio and.television industry personnel needs will be possible. Your cooperation in this matter will be greatly appreciated. I have enclosed another copy of the questionnaire in case your original c0py has been misplaced. If there are any questions concerning the questionnaire. I will be very happy to help you in any way. The information gathered will be used in my doctoral dissertation. No individual or broadcast station will be identified in the study; however. call letters of reporting stations will be acknowledged. A digest of the final study will be forwarded to you. Thank you for your aid in this matter. Sincerely. D. N. Anderson. Instructor Radio—Television Area DNA/ea BIBLIOGRAPHY Books Abbot. Waldo and Hider. Richard. Handbook g; Broadcasting. 3rd ed. New York: McCraw-Hill. 1950. Barneuw. Eric. Mags Communication: Television, Radio. Film, and Press. New York: kinehart. 1956. Begley. Martin and MacCrae. Douglas. Auditioning for IE. New York: Hastings House, 1955. Bogart, Leo. The Agg g§_Televi§ion. New York: Frederick Ungar, 1956. . Broadcasting Yearbggk - Marketbook. ashington: Broad- casting Publications. Inc., 1958. Chester, Giraud and Garrison. Garnet R. Radio and Television. 2nd ed. New York: Appleton-Century—Crofts. 1956. Crosby, John. _Q__u1._ of the Blue. New York: Simon and Schuster. 1952. Dunlap. Orrin E. Radio and Television Almanac. New York: Harper, 1951. Elliott, William Y. Te1evision's Impact pg American Culture. East Lansing: Michigan State University Press. 1956. Ewbank. Henry L. and Lawton. Sherman P. Broadcasting: Radio and Television. New York: Harper. 1952. Feddersen. Donley F. "College Training in Television," Educatigg 9n_th§ gig. Twentybfirst Yearbook 9: the Institute for Education by Radio and Television. 0. Joe Olson. ed. Columbus: Ohio State University, 1951. Good. Carter V. and Scates. Douglas E. Methggs 9: Research. New York: Appleton—Century—Crofts, Inc., 1954. Harrington. Ruth Lee. Your Qpnortunities ig_Te1evision. New York: Medill McBride. 1949. 27H Head. Sydney. Broadcasting ib America: g Survey bf Television and Radio. Boston: Houghton-Mifflin. 1956. Hill, Harold E. The National Association 9: Educational Broad- casters: A Histogy. Urbana: National Association of Educational Broadcasters. 195k. Hull. Richard B., presiding. Clinic for College ggd University Stations. Eggggtigg QQ_Lb§ gig. Seventeenth Yearboog Q§_bbg Institute for Education by Radio and Television. Columbus: Onio State University. 1947. ___.-__, "Development of a Training PrOgram in Television." Egbgation 9Q 33$ gig. Twenty-First Yearbook_g§_thg Institutg for Education by Radio and Television. 0. Joe Olson. ed. Columbus: Ohio State University. 1951. Kaufman. William I. and Colodzin. Robert S. Your Career ib_Te1 - vision. 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Paul, Aldrich K. "A National Survey of University Participation in Television Activity." Unpublished Ph.D. dissertation, Univer- sity of Denver, 1954. ROOM USE OE‘si-LY ABETVEQ .1;- C‘t’r; . r ' l FEB 22'1962133 > ) ,' I 1 I I "'\ 'A. y ,- F‘f- ‘ . W.Pf “:3“. 2.64:1 <33 i 44:157. yoke/M” I'Y—w . l ., f ‘ » ....A—w J"? ." . ark,“ - .x» , , - , W$Mmm.fl We a. HICHIGQN STATE UNIV. LIBRRRIES ||l||||| |||||||U|| l 31293104402569