AN ANALYSIS OF THE ADMINISTRATION OF EDUCATIONAL TELEVISION IN INSTITUTIONS OT HIGHER EDUCATION Thais for flu Dag!” d Ed. D. MICHIGAN STATE UNIVERSITY James B. Tintera 1955 THESIF L ATERIAL IN BACK OF BOOK SUPP EMENTARY M This is to certify that the thesis entitled "An Analysis of the Amvlinistration of Educational Television in Institutions of higher Lducation" presented by James B. Tintera has been accepted towards fulfillment of the requirements for' Do ctors degree mnducation Major professor Date November 23, 1955 0—169 AN ANALYSIS OF THE ADMINISTRATION OF EDUCATIONAL TELEVISION IN INSTITUTIONS OF HIGHER EDUCATION BY James B. Tintera AN ABSTRACT Submitted to the School of Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Administrative and Educational Services 1955 Approved W4 M James B. Tintera An Abstract The purpose of this dissertation is to: (1) study the organisation of educational television in institutions of higher education; (2) relate the administrative pattern to the effective utilization of television by the institutions; (3) identify, analyze, and evaluate factors of administrative operation of educational television activities; and (h) deter- mine factors which encourage or retard the development of educational television in colleges and universities. To accomplish.these purposes a quantitative and evaluative study of the administration of television activities was conducted.with 186 institutions of higher education having television facilities and with the eight institutions operating television stations. Data was collected by means of a survey questionnaire, a structured interview with the station managers, direct observation, and an interview with the next highest administrative authority above the station managers. The deve10pment of educational television is a slow process with.institutions conducting this development in five consecutive stages, any one of which may be a termination stage. These are: (1) beginning interest in James B. Tintera 2 programming via local stations; (2) the purchase of film equipment to enlarge programming; (3) the installation and operation of a television studio for rehearsal and experi- mentation; (h) a link of the studio with a local transmitter to broadcast on-campus programs; and (S) the operation of a television station. Nest institutions (97) are found in stages 2 and 3 with only a few (8) in stage 5. At the present time there is no clearly identified movement on the part of institutions of higher education to establish educational television stations. The major recommendations of this study are: (1) closer involvement of the community in the television programming by colleges and universities; (2) administrative placement of the television activity directly under the Office of the President of the institution; (3) the identification of the television program staff with the academic areas of the institution; (A) the utilization of students as television production and program personnel for purposes of economy, broadening the experiences of the students, and expanding the scope of the creative effort applied to the productions; (S) the creation of academic departments or divisions devoted to the preparation of personnel on a graduate level to assume positions of responsibility in educational tele- vision; (6) colleges and universities should assume greater responsibility in the continued experimentation and || [I Ills" I I III l.l James B. Tintera 3 investigation into the utilization of television in education; and (7) continued research into the improvement of the general standards of the television industry, the effectiveness of television as a mass media of communication to interpret the university to the public, and the use of television equipment as an audio-visual aid in education. .‘III I I‘ll ll AN ANALYSIS OF THE ADMINISTRATION OF EDUCATIONAL TELEVISION IN INSTITUTIONS OF HIGHER EDUCATION BY James B. Tintera A THESIS Submitted to the School of Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Administrative and Educational Services 1955 7157/, 3 7’59 3 ACKNOWLEDGMENTS The writer is indebted to those individuals who by their assistance and cooperation made this study possible. He is especially indebted to Professor‘William.H. Roe, Chairman of the Guidance Committee, and Professors Walker H. Bill, Wilson B. Paul, Clyde M. Campbell and Cecil V. Millard for guidance, encouragement, and helpful criticism. The author is grateful for the inspiration provided by Armand L. Hunter, Director of Television, Michigan State University, which.made this study possible. The aid in editing and organization provided by the author's wife was especially valuable in the preparation of this study. TABLE OF CONTENTS CHAPTER I. INTRODUCTION ...........................,. The Need for the Study ............... Purpose of the Study ................. Research Procedures .................. Limitations and Scope of the Study ... Definitions of Terms and Organization. Preparation of the Questionnaire ..... Preparation of Structured Interview outline 0.0000000000000.00000000000... Procedure for the Collection of Data . Organization of the Study ............ II. A REVIEW OF SELECTED LITERATURE RELATED TO THE ADMINISTRATION OF EDUCATIONAL TELEVISION 0000000000000000000.0000000000. Part I. Review of the Literature Concerning the Status of Educational Television ...... The Legal Status of Educational Television ....................... The Educational Stations ......... The Financial Status of Educational Tel°V1810n 00000000000000.00000000 The Ongoing Study of Educational Televj-sion 00.0000000000000000000. Page \OO‘UIWH 12 15 16 l6 l7 19 21 28 31 35 CHAPTER III. Part I. Part II. Review of the Literature Concerning the Programming of Educational Television... The Educational Television Program 0.0000.000.000.00000000000 The Status of Educational Programs 000000.00.00.00.0000000.0 Smary .0000.0000000000000000.0000... THE ADMINISTRATION OF EDUCATIONAL TELEVISION IN INSTITUTIONS OF HIGHER EDUCATION ...... Television Facility ......... Facilities Available to Institutions or Higher Education 0000000000000. Administrative Responsibility .... Planning of the Television Ac‘t1V1-lty00.000000000000000...000. Preparation and Production of Program 00.00.00.0000000000000000 The Budget of the Television ActiV1ty.000.00.00000000000000000 The Acquisition of Television muipment 0000.00.00.0000000000000 Financial Investment and operation 00.000000000000000000000 Part II. The Educational Television Stations 000.00....000000000 Programming ...................... Structure and Organization ....... Planning of the Television Station 00000.00.00.0000000000...0 The Operation of an Educational iv Page 38 1+3 55 S7 62 76 77 9O 93 91+ 102 103 105 111 CHAPTER IV. V. Preparation and Production of Programs eeeeeeeeeeeeeeeeeeeeeeeee Financing the Television Station . mmpment 0.0000000000000000000000 summary 000000000000000000.00.00.00... INTERPREPATION OF 'IHEDATA ......00000000. Educational Television and the commity 0.0000000000000000000000.000 The Development of Educational Televj-SIOn 000000000000000000000000000 Administrative Control of Educational TGIOV1Si°n eeeeeeeeeeeeeeeeeoeeeeeeeee Planning and Staffing of Educational TeIGVj-81on 00.000000000000000...0000.. Preparing and Staffing Television Production 000.000.0000..00.000.00.000 Budgeting 00000000000000000000000.0000 Equipment and Financing of Tel-OV1Sj-on 00.000000000000000000000000 smary 00000000000000.0000...0.000000 SELECTED FACTORS WHICH TEND TO RETARD THE FULL UTILIZATION OF EDUCATIONAL TELEVISION 000000000000000000000.000000000 “gal Requirements 00000000000000.0000 The Ultra High Frequency Allocation Plan 000.000000000000000.0000...00..00 Audience Research .................... The "Mass" in Mass Media ............. Entertainment and Education . . . . . . . . . . Page 116 120 12h 125 133 138 139 um lh6 1h? 1M9 150 152 157 157 159 162 163 165 vi CHAPTER Page Lesa]- Challenges 0 0 0 0 0 0 0 . 0 0 0 0 0 0 0 0 0 0 0 . 0 167 Summary and Conclusions .............. 176 v1. SUMMARY, CONCLUSIONS, AND RECOIVMENDATIONS 180 Summary and Conclusions .............. 182 Recommendations ...................... 192 General Recommendations ......... 192 Suggestions for Further Research. 19h BIBLIOGRAPHY .................................... 198 APPENDIXES A. Quantitative/Evaluative Survey Form ...... 205 B. Structured Interview Outline ............. 211 C. Institutions of Higher Education ReSponding to Survey ..................... 21h D. Prqgram Logs of Educational Television St‘tiona 00000000000000.000000000000000000 222 E. operational Budget .000...00000000.0000000 223 10. ll. 12. 13. 15. 16. 17. 18. TABLE OF CHARTS Available Facilities - School, College, University or Community Owned and Operated Stations 000.000000000000000...0.00.0.0... Available Facilities - Commercial Station outlet 0000.000000000000000..0000....00..0 Administration - Division in Charge ...... Administration - Planning of Educational Telev1aionA°t1Vity 00000000000000.0000... Administration - Scripts, Continuity, and Program Preparation .................. Administration - Program Production ...... Administration - Use of Faculty .......... Administration - Personnel Positions ..... Administration - Use of Students ......... Administration - Operation of Equipment .. Administration - Budget Allocation ....... r.v. Finance - Cost er Establishment ..... Equipment ................................ T.V. Finance - weekly Cost ............... T.V. Finance Sources of Income ......... Organization - University of Houston ..... Organization - Michigan State University.. Organization - University of Missouri .... vii Page 71 73 75 78 80 82 85 87 88 89 92 96 97 99 101 107 108 109 CHART 19. 20. 21. Organization - University of Nebraska .... Personnel Positions ...................... Equipment Ownership ...................... viii Page 110 118 123 CHAPTER I INTRODUCTION During the past ten years, educators have been developing the theme that the utilization of television as a method of bringing the activities of the institutions of higher education into the homes of America is one of the greatest unused forces of communication in existence. Further investigation into the utilisation of this method or tool of communication has brought forth.the possibilities of the use of this instrument in the achievement of the primary purposes of the educational institution-~teaching, research, and service to the culture and community. To these ends, educators have requested the Federal Communica- tions Commission to reserve certain channels throughout the nation for the specific use of education. Through a series of enactments the Federal Communications Commission has reserved a total of 251 television broadcast channels for education.1 National efforts to provide assistance to institutions in the utilization of this medium have been many and varied. 1 Joint Committee on Educational Television, Reports, Meg II 1254, published by the Committee,‘Hashington, D. C., 19 , p. 1e 2 Foundations have provided funds for research.and aid in legal, engineering, and programming areas of television. Numerous conferences and organizations have been organized to promote and develop the utilization of television in education. Manufacturers of electronic equipment have encouraged develop- ment of educational stations by granting research time and energy as well as funds for the pioneering efforts of education via television. On the local institutional level, more than 250 colleges and universities have programmed, experimented, and investi- gated the possibilities of this new medium. In reference to these investigations, George D. Stoddard, President of the University of Illinois, stated:2 No one can predict with certainty what future needs for television service will be, but all our national experience with social institutions commends the educational system as a worthy trustee. Among the colleges and universities using television, the growth.and development of this medium has been based upon a trial-and-error system of establishment of a television facility related to local development and local administrative practices rather than unified or research based plans. The federal government maintains the responsibility of granting .....15‘ .— Joint Committee on Educational Television, T.V. Channels for Education: A Statement of the Needs and Poten ale 0 ucatigga e v sion, publ s e by e ommittee,TwasEIngton, e e, , pe e 3 licenses for educational television stations, national groups and foundations have assumed responsibility for promotion and encouragement of the utilization of television in education, and institutions and community groups have had the responsibility for the establishment and operation of the educational television facility. The Need for the Study many articles, factual and opinion, have been published about educational television. These have been in the areas of the educational television.program.and its impact on people, the educational aspects of television, critical analysis of commercial television programs, and studies of the impact of television on society. Only one of the five theses written about educational television has been directed toward organization and administration of educational television and that thesis concentrates upon television programming.3 No further efforts have been directed toward an analysis of the administration of the educational television facility. 3Edward C. Lambert, ”Organization and Administration of Television Programming for School Systems and Institutions of Higher Learning,” unpublished.Doctora1 Dissertation, Univer- sity of Missouri, 1953. Educational television means so many things to many people that an evaluation of the present status of this medium in institutions of higher education is in order. Since 1952 when 251 educational reservations were set aside by the Federal Communications Commission, only 114. stations have gone on the air and are broadcasting in methods which might be called “educational." or these, only eight are identified with institutions of higher education. In view of the fact that 75 witnesses were heard by the Federal Communications Commission during the phase of its general hearings devoted to the television channel requirements of education and only four of these witnesses argued against the principle of reservation, the discrepancy of actual happenings and stated aims and desires of educators serves as a further reason for investigation of the status of this medium. When college and university administrators approach a problem such as the proposed utilization of educational television to assist in carrying out the primary functions of the institution, three questions are asked: 1. In what way can this proposed operation accurately reflect the total operation of this institution? 1; SAs of September 1, 1955. Joint Committee on Educational Television. M. Channels for Education 93. c_i_.__t., p. 3 5 2. ‘What kinds of administrative structure will assist this proposed operation to do its job most effectively? 3. What are the costs involved in the establishment of this operation? In essence, these are hard, practical questions that are of prime concern to administrators. These questions par- ticularly apply in educational television because of its newness in educational circles, the high national interest in television, and the desires of administrators to find and use a tool which.will enable the institution to more effectively perform its primary functions. A study needs to be made which answers these questions about the utilization of educational television and which attempt to identify a set of principles to guide adminis- trators in the proposed establishment of an educational television facility. Purpose It is the purpose of this dissertation to inquire into the pattern of organization of educational television in institutions of higher education; to relate the administrative pattern to the effective utilization of television by the institution; to identify, analyze, and evaluate factors of administrative operation; and to determine factors which encourage or retard the development of educational television in.institutions of higher education. In considering institutions of higher education, the author accepts the position that all institutions of higher learning subscribe to three primary and essential aims: 1. The extension of the boundaries of knowledge. 2. The conservation of knowledge already acquired. 3. The diffusion of knowledge through teaching, publication and other accepted methods of dissemination. Research Procedures It was necessary to conduct a quantitative and qualitative study of the educational television operations of the institutions of higher education involved to any .extent in television. There are two major divisions which are suggested by the television operation of the institutions: those which operate their own educational television stations and those which broadcast through the facilities of others. A search of the data available from the files of the Joint Committee on Educational Television determined that 2N9 institutions of higher education were the total number involved in the use of television without the operation of their own television station. For this group, the number involved indicated that a quantitative evaluative survey 6_* Committee on Institutional Research Policy Sponsored , an Research Polic of Cells es and Universities, Amer c CounciI on Education, Washington, D. C., 195h, p. h. 7 would be the most effective method of obtaining the desired results.7 The primary method employed was the information- evaluation type questionnaire sent to the chief administrative official of the institution (President, Chancellor, and so forth) with a request that some member of his office respond to the questions. The additional eight institutions which operate their own television stations were visited by the author, and three methods of information gathering and collecting were ‘used: (1) a structured interview with the administrative head of the television station with an interview outline; (2) direct observation, and (3) a free, opinion-seeking interview with the next highest administrative authority in the institution. In addition, research.materials, audience evaluations, policy statements, and program logs were examined in each.institution. Discussions with television staff members, faculty members serving as program.resource persons, faculty members training television students, and students further aided in obtaining material for this study. The mailed questionnaire is an instrument that reveals factual information and.measures some opinion about a particular subject. It is directly related to the individual —_"7 Carter V. Good, A. S. Barr, and.D. M. Scates. The Method 10 of Educational Research. New Yerk: D. Appleton- Eentury, 19tl, p. 5E5. 8 operations of separate organizations and provides an effective means of collecting information from a large group. The structured interview is a technique whereby the investigator uses a questionnaire as an instrument to record fact and opinion about a particular subject. The structured type of interview gives consistency to and standardization of the material collected. Therefore, for the institutions ‘with television stations, this method was employed in the investigation and was considered a.more effective technique than the mailed questionnaire because of the lack of con- formity in the various television operations being studied. This technique seemed effective, since it projected the thinking of the officials being interviewed into areas they might not discuss otherwise. Personal visitation enabled the investigator to observe the physical facilities at each institution. This enabled the interviewer to get a direct view of the space provided for television activity, planning procedures, administrative relationships, and facilities and their utilization. It also seemed the best way to evaluate to some extent the people who admbnister and work with the television programs in the institutions. At each institution, all materials available for distribution and those relating to policy, and to faculty and student involvement in television were collected, the object.being to collect all information regarding the television activity of each institution. This material *was analyzed and has been incorporated into the chapters of this thesis. In an effort to complete the survey without a distorted view, the writer discussed the television activity at each institution not only with the persons responsible for the television operation but also with faculty, community citizens, and students not normally involved in television. These comments, facts, and opinions were of great value in pointing out new facets for investigation. Limitations and Scope of the Study The first objective of this studwaas to obtain information about the different phases of television administration at the involved institutions. Another objective was to identify and analyze internal factors of administrative operation. A third objective was to determine external factors which.encourage or retard the development of educational television in institutions of higher education. A fourth objective was to relate the administrative pattern to the effective utilization of television by the institution. The scope of the investigation was limited to the formal aspects of the administration of the television operation, since much.of the.materia1 utilised in the study was fact lO and opinion expressed by persons responsible for the operations being studied. No provisions were made in the questionnaire or'the interview for the collection of data concerning the latent or informal aspects of the television operations under investigation. A study of the formal or structured aspects of the television operation seemed to be necessary as a preliminary to any collection of infome- tion regarding the latent or informal aspects of a television operation, if such information can be collected in any usable way. The broadest possible base of study was used for this investigation. The eight institutions visited and investigated by the author comprise the total of the institutions operating their own television stations (as of SepteMber l, 1955). No bias or coloring by sample is possible because of the uni- versality of the surveyed group. The search of the material from the files of the Joint Committee on Educational Tele- vision indicated 2&9 institutions active in educational television (as of March 1, 1955). This too is the total of institutions involved. There is no other organization which represents all of the institutions of higher education in the area of educational television. The files of the Joint Committee on Educational Television have been accepted for this study as complete because of the catholicity of its representation. Questionnaires were sent to all 2&9 11 institutions with a return of 186 or In per cent. This high.ratio of return provides a sample of sufficient :magnitude to be representative of the universe. The use of the Chi Square method of analysis of geographic location and type of institution (college, university, private, public) reveals the accuracy and representation of the sample are similar to that of the entire group (element of error less than 1 per cent). This study is, therefore, an effort to investigate the administration of educational television operations in institutions of higher education. The principles of program- ming and program structure are not part of this investigation except that they affect administrative operations of planning, budgeting and equipping the television enterprise. This study is concerned only with institutions of higher education and their operation of educational television facilities and does not include institutions of another nature, such.as public school systems, which were not investigated nor is their involvement included in the analysis. Community television stations, a grouping of civic, social, welfare, and educational institutions and enterprises operating an educational television station are not represented in this study except that the institutions of higher education participating as members of this group were surveyed and their involvements are included. 12 The conclusions reached concerning the future aims and the philosophical backgrounds for the television operation, especially in the planning area, were necessarily based upon the statements made by the station managers and their immediate administrative superiors. It is recognized that some degree of subjectivity is involved. At the time the data was gathered, there was some evidence to indicate that television activities of two of the institutions operating stations were in a state of transition with respect to personnel structure, policies, and programming. Therefore, information from these institutions may not reflect their exact organization or practices at the present time. Definition of Terms and Organizations Educational Television Station. A broadcasting television facility originating live and/or film programs, licensed to an educational institution by the Federal Communications Commission on an educational reserved channel or by statement of intent or policy operating on an unlimited channel with emphasis upon educational programs. Institution g£_Higher Education. An accredited institution of education offering student training beyond the 13th year of education. 13 Educational Television Facility. An activity of an institution of higher education resulting in the broadcasting of television programs. Material and equipment for the preparation of these programs is the property of the institution with the equipment necessary to physically transmit these programs the property of others. Kinescope Recording. An electronic method of recording a television program, sound and picture, on 16 m... film.for future broadcast and/or for filing purposes. aging Committee_gg;Educational Television. Represents the American Council on Education, the Association for Education by Radio and Television, the Association of American Colleges, the Association of Land Grant Colleges and Universities, the National Association of Educational Broadcasters, the National Association of State Universities, the National Council of Chief State School Officers, and the National Education Association, and has helped coordinate the campaign for educational television and provided legal and engineering consultative service to interested parties. This committee was organized in 1951 and has aided some 300 public school systems and over 200 colleges and universities become active in educational television. National Citizens Committee for Educationa;,Television. A committee formed in 1952 in answer to the need for a broader based citizens' support for educational television. The purpose of this committee is to inform the general public of the opportunities in educational television and thus arouse the support essential to the utilization of the channels reserved for education. This committee has the support of an Advisory Council of some one hundred national organizations whose members are found usually among leaders in local educational television movements. The committee acts as a ”connective tissue" between the efforts of the local groups and offers services in fund-raising counsel, personnel services, and legal and engineering guidance. It also provides materials and publications and maintains a speaker's bureau to help in the support of educational television. The Council 92 National Organizations 91; 3139 5331.2 Education Association. An organization which serves as an instrument for alerting 130 powerful national organizations concerned with adult education to the responsibility and Opportunity educational television presents to them. It has sought to provide opportunities for training the personnel of these organizations in the techniques of producing truly educational television programs and to instill a cooperative spirit in the use of television as a community resource. T__l_:_|_9_ F__u_1_1_d_ $2: $11.11;. Education. A corporate entity ‘created by the Ford Foundation, this organization has supported movements in the establishment of educational 15 television stations through financial and legal assistance as well as research and encouragement. Station Manager. This term refers to the individual 'who has administrative authority over the television opera- tion and is considered as part of that operation. Preparation of the Questionnaire In his doctoral dissertation at the University of Missouri, 1953, Edward C. Lambert reported the use of a measuring instrument in his study on organization and administration of television programming.8 This instrument was used as a basis for the first draft of the questionnaire. The first draft of the questionnaire was prepared and suMmitted to the chairman of the author's Guidance Committee. Changes were suggested and incorporated in a revised outline. The second edition of the questionnaire was presented to the members of the Guidance Committee for constructive criticism.and comments. The third draft was then submitted to the television administrators of three randomly selected institutions for trial completion, and comments on design and method were noted and incorporated. This draft also was presented to several members of the faculty of Michigan State University for their reaction concerning the instrument's 8 Edward C. Lambert, 92, cit., p. 81 and Appendix. l6 validity for collecting the desired information. Certain changes were made, and the final draft and the covering letter were prepared and received approval of the writer's Guidance Committee (Appendix A). Preparation of Structured Interview Outline The first draft of this interview outline was prepared on the basis of the recommendations of the members of the research.section of the national conference of the Associa- tion for Education by Radio and Television in their l95h Annual Conference in Columbus, Ohio. This draft was submitted to members of the writer's Guidance Committee and was pro-tested for ease of documentation and validity of results by trial use at two institutions operating their own television stations. Changes and suggestions were incorporated and the final draft of the outline was prepared and received approval of members of the Guidance Committee (Appendix B). Procedure for the Collection of Data Upon.the preparation of the questionnaire, the 2&9 institutions were mailed the questionnaire and the letter of request for completion. Each.was addressed to the Office of the President of the institution with a request to have some member of his staff fill out the instrument and return it 17 to the writer. This mailing was made on May 30, 1955, and ‘by July 30, 1955, 186 returns had been received. The closing date of August 1, 1955, was established for inclusion of returns so that the investigator would be able to analyze the information prior to the visitation of the institutions broadcasting via their own television stations. Arrange- ments were made by correspondence with the institutions to be visited and permission was received to study the tele- vision operations at those institutions. The months of July and.August, 1955, were devoted to the study of the eight institutions, with a minimum.of two days spent at each institution and a maximum of five days at one institution. The interviews took place in the offices of the station managers and those of the next highest administrative officer. However, some parts of this study were.made in various other faculty and staff offices and in other areas of the campus and community. Organization of the Study This thesis is divided into six chapters. Chapter One, Introduction, includes a statement of the problem, the need for the study, the purpose, research procedures, limitations and scope of the study, definition of terms, and plan of organization. 18 Chapter Two deals with a review and study of the literature concerning definitions of the objectives and principles of educational television programming and the status of educational television. Chapter Three presents the results of the questionnaire and the structured interview. The data and findings are presented and correlated. Chapter Four analyzes the institutional findings and. draws out the principles which come from.the data collected. Chapter Five discusses a selected set of general factors which tend to retard the utilization of television. Chapter Six presents the summary, conclusions, recom- mendations and implications for further study. 19 CHAPTER II A REVIEW OF SELECTED LITERATURE RELATED TO THE ADMINISTRATION OF EDUCATIONAL TELEVISION Educational television is a medium so new to institutions of higher education that many varied and unique directions have been taken by educators in the utilization of this medium. In order to arrive at an understanding of the common bases of thought on the uses of television as envisioned by the institutions as a whole, it is necessary to review a selected group of writings having relevance to the problem.under analysis. The purpose of this review is to establish.a series of common elements in educational television. A review of the writings, analyses, and documents centering on educational television reveals that the litera- ture on educational television is very extensive in the areas of programming and the status of educational television. On the subject of administration, little or no writing exists concerning the administration of television in institutions Of’higher education. Most of the writings on programming and the status of educational television are found in articles and analyses in professional journals and popular 20 magazines. Only one doctoral dissertation has been written in the programming area and one in the status area as of January 1, 1955. A review of the plethora of material on programming and status of educational television would involve a great deal of time and space. Such a procedure has been made unnecessary because of the limited nature of this study and its prime purpose, the investigation of the administration of educational television operations. There- fore, the literature reviewed in this chapter has been limited to that material most relevant to this research project. In order to cover the various aspects of this study, literature was reviewed in two main areas. First, it was necessary to review that literature related to the evaluation and analytical study of the statue of educational television. This review is found in Part I of this chapter. Part II is concerned with the definitions of educational television programs and how these programs involve and reflect the policies of the institutions which they represent. It is the purpose of this chapter to define the status of educational television and to identify principles of programming that reflect back to the administration of the television enterprise. 21 Part I Review of the Literature Concerning the Status of Educational Television During the winter of 1950-51 teachers, educational administrators, men and women in public life and other citizens made strong representations to the Federal Com- munications Commission in behalf of a reservation of television channels exclusively for the use of non-commercial, educational institutions. Seventy-five witnesses were heard by the Commission during the phase of its general hearings devoted to the television channel requirements of education. Of this number, 71 testified in favor of a bona-fide reservation of channels for education while only four wit- nesses argued against the principle of reservation. It should be noted, further, that these four witnesses, while opposing the withholding of television channels for immediate use, re-affirmed the right of educational institutions to enter the television field and to operate their own broadcast facilities.1 The testimony offered by these witnesses defined educational television as a potential medium with an important Job awaiting its establishment. Hark C. Shinnerer, 1 Joint Committee on Educational Television, T V. Channels for Education: A Statement of the Needs and Potentialities of Educational Television, published by the Committee, washington, e e, 19 9 Po 30 22 Superintendent of the Cleveland Public Schools, presented his thinking in this way: ‘Ue are the fortunate ones who live in the richest land in the world. And yet, at the present time, your children and mine have not the opportunity to hear or see a single network radio or elevision program designed for their classrooms. Vaughn D. Seidel, Superintendent of Schools of Ameda County, California, said: All of the advantages that television brings to the cities and the larger school districts are brought to the rural areas and smaller school districts and are multiplied tenfold. It (tele- vision) will revolutionize education in rural areas. It is important to note that 60 percent of thi children of the nation come under this category. . . . In-service training for teachers is helped by television perhaps more in rural areas than in urban districts. Distances make it difficult for teachers to attend the meetings. These same distances and the necessarily small audiences make it difficult to obtain top speakers.3 The Federal Radio Act of 1927 is the legal basis by which.ell broadcasting and communication of an interstate nature are controlled by the Federal Communications Coma mdssion. This act contains three key words which identify the ownership of the air by the people. According to this ""‘TI Mark C. Shinnerer, as quoted in Federal Communications Commission, Heari s on Education and Television, U. S. Government PFTnting Office, Washifigton, D. 0., I951, p. 267. Vaughn.D. Seidel, as quoted in Federal Communications Comgission, Hearings on Education and Television. 22, cit., p. 79. "", 23 act, all broadcasting shall be done in the public "interest, convenience, and necessity." Even though television was a mere dream of no consequence at the time of the enactment of this legal basis for broadcasting, it falls under its control because of its communications aSpect. The concept of public ownership of the air waves has resulted in the licensing of broadcasters for a fixed period of time with renewable option. The question of educational reservations for radio channels could not be used as a precedent in television, since radio was a growing medium of communication at the time the Federal Radio Act followed by the Federal Communications Act were being organized and put into legal authority by the federal legislature. Educational television proponents were forced to seek out more basic precedents for reservation of channels. Howard L. Bevis, President of the Ohio State University, testified before the Federal Communica- tions Commission: The land-grant institutions were originally established in pursuance of an act of Congress during the administration of President Lincoln. Substantial grants of land were made by the federal government to the states for the support of institutions to offer instruction. . . the first principle was the reservation of a portion of the public domain for education to be used when the states were ready to develop the necessary Federal Communications Rules, U. S. Government Printing Office, washington, D. C., l93H. Section 3.621 paragraph (a). educational institutions. . . . Clearly television lends itself to increasing use by the land-grant institutions for reaching out 5 to farms and homes to enlighten and instruct. The unprecedented action of the Federal Communications Commission in holding hearings on educational television and inviting educators and.laymen as well as professional broad- casters to testify brought forth a tremendous response. The imaginations of educators caught fire and the estimates of the future of education ranged from those who were quick to do away with the classroom.and substitute the television receiver to those who saw television as another one of the many teaching aids available. Milton S. Eisenhower, President of Pennsylvania State University and former president of the Association of Land Grant Colleges and Universities, represented the thinking of most institutions when he said: Television may well be the greatest single aid to both resident instrucgion and adult education devised in this century. A. The Legal Status of Educational Television After the enthusiastic presentation of testimony by the voluntary witnesses appearing before it, the Federal Com- munications Commission in.April, 1952, reserved 2u2 television channels for educational television stations (subsequently 5Howard L. Bevis, as quoted in Federal Communications Commission, Hearings_on Education and Television, pp, cit..P. 291. 6Joint Committee on Educational Television, T.V. Channels {pr Education: A Statement of the Needs and Potentialities of Educational Television, 1952, p. 2. 25 increased to 251, which is about 12 per cent of the total number of channels available).7 At the same time (April, 1952) the Federal Communica- tions Commission released its Sixth Order and Report which defined the legal status of educational television. This report covered six major areas which.were summarized in 1951+ by the legal staff of the Joint Committee on Educational Television.8 These areas are: 1. Serve Broad Communitnyeeds In accordance with these rules, educational television stations should.be used primarily to serve the educational needs of the community rather than solely the needs of a particular institution or group in the community. The Federal Communications Commission has long maintained that both commercial and non-commercial broadcasting stations may not be operated exclusively in the interest of any individual or group, nor may they promote one point of view or philosophy to the exclusion of all others. 2. Provide Varied Points of View on Public Issues At the same time, educational stations have an obligation to broadcast different points of view on important public issues. If the educational process is to be complete, there :0 Joint Committee on Educational Television, Reports, 22.- 2%309 May 1.9 195,4: Po lo This summary is based on a study of the F.C.C. Sixth Report published by the Joint Committee on Educational Television, Hashington, D. C., May 1, l95h, p. 1. 26 should be not only the acquisition of significant factual information but exposure to varying points of view on important public questions and.problems. 3. Cultural and Entertainment Programs Educational stations may transmit cultural and enter- tainment programs also, although.the program structure should be primarily educational as contrasted to strictly entertain- ment . h. Non-Commercial Requirements An educational television station cannot sell time and its programs cannot contain advertisements. However, the portions of a program showing a sponsor's name and product on the visual image during the course of a simultaneous or re-broadcast program, either on the backdrop or in similar form, need not be deleted. An educational station may broadcast programs produced by others if the only payment to the station is the furnishing of the program itself. The rules specifically provide that another station or network may pay the line charges incurred in connection with the furnishing of programs to educational television stations. 5. No Minimum.Time Schedule Designated Ron-commercial educational stations are not required to operate on a regular schedule and non-minimum.number of hours is specified. 27 6. Operation in the Publigjlnterest The Commission has consistently taken the position that the major responsibility for determining program content rests with the broadcaster himself. There never has been a disposition on the part of the Commission to tell educators or others exactly what programs they shall broadcast. It must be kept in mind, however, that the Commission does have a responsibility to review the over-all operation of every broadcast station, commercial or non- commercial, when it comes up for renewal of its license, to determine whether it has operated in the public interest. Should questions be raised as to whether an educational station has operated in the public interest, the Commission then would have to decide whether the performance of the station had served the varying educational needs of the community.9 This is the legal status for educational television broadcasting, including interpretation of the actions of the Federal Communications Commission to May 1, 195h. 9 For a complete text of the F.C.C. rules and regulations governing educational television stations, the reader is referred to: The F.C.C, Sixth Report and Order, April, 1952, sub-Part E, of Part III, F.C.C. Rules, Sections 3.621 through 3.686. Rules governing programming are to be found in: Section 3.621; Section 3.651, paragraph (b). 28 B. The Educational Stations on.the_Aig. At the time of preparation of this dissertation, there are fourteen stations broadcasting in a manner which may be called "educational." Eleven of these occupy channels which were reserved by the Federal Communications Commission for educational television and three occupy channels which are unlimited.10 These fourteen stations represent three ~ per cent of the h20 television stations which are broadcasting with commercial or "unlimited" licenses.11 The Joint Com- mittee on Educational Television lists the educational 12 television stations as: K.U.H.T. Houston, Texas (University of Houston) W.H.A.-TV Madison, Wisconsin K.U.O.N.-TV Lincoln, Nebraska W.B.I.Q. and W.T.I.Q. Munford, Alabama H.U.N.C.-TV Chapel Hill, North Carolina . W.Q.E.D. Pittsburgh, Pennsylvania r KtQ.E.D. San Francisco, California " N.C.E.T. Cincinnati, Ohio ” K.E.T.C. St. Louis, Missouri “ K.C.T.S.-TV Seattle, washington W.G.B.H.-TV Boston, Massachusetts The three television stations identified with educational institutions and broadcasting on commercial or unlimited 13 channels are: 1ONational Citizens' Committee for Educational Television, Educational Television News, ublished by the Committee, WasEIngton, D. C., JEIy. 195 . p. 3. 118 onsor Ma azine, ”TV Stations on the Air,” Sponsor Publications, New YorE, July 11, 1955. p. #1. . 12 Joint Committee on Educational Television, Reports, published by the Committee,‘Uashington, D. C., July , 1955, p. 1. 13Ibid. 29 W.0.I.-TV Iowa State College K.O.M.U.-TV University of Missouri ' ‘W.K.A.R.-TV Michigan State University The twenty-fifth.Annua1 Institute for Education by Radio and Television identified the institutions of higher education which are operating educational television stations as the University of'Wisconsin, Iowa State College, the University of Houston, the University of Nebraska, the University of Alabama and.Alabama Polytechnical Institute, Michigan State University and the Consolidated University of North Carolina. This Institute developed the under- standing that Michigan State University broadcast only educational programs and that Iowa State College emphasized educational programs to the point they became the major effort of the television operation. The other institutions Operating broadcasting stations were understood to either operate as part of a community television commission or as primarily a commercial station with secondary emphasis on educational programs. The National Citizens' Committee for Educational Television reinforces this point by clearly establishing the difference between “community" television.15 stations and institutionally operated television stations. Institute for Education by Radio and Television, Education on the Air: Proceedi s of the Twent -Fifth.Institute for Education b Radio and Television, Ohio State University Press,5Colum5us, Chic, 1955. 1 . National Citizens' Committee for Educational Television, Thig is Educational Television, Published by the Committee, Hashington, D. C., may 1, l9§§. 30 The committee identifies community television as a grouping of institutions, agencies, and facilities with common community identifications and responsibilities sharing the financial, program, and operational responsibilities of an educational television station. The six communities having such an activity are Pittsburgh, San Francisco, Cincinnati, St. Louis, Seattle, and Boston. The Joint Committee on Educational Television verifies this general grouping and 16 reports the following stations under construction: 'W.T.H.8.-TV Miami, Florida W.I.L.L.-TV Champaign, Illinois (University of Illinois) ‘W.T.T;W. Chicago, Illinois 'H.T.V.S. Detroit, Michigan W.O.S.U.-TV Columbus, Ohio (Ohio State University) K.E.T.A. Oklahoma City, Oklahoma K.O.E.D.-TV Tulsa, Oklahoma 17 The television stations now on the air total fourteen in number with seven stations under construction. Eight institutions of higher education are operating their own educational television stations and six communities have organized community television stations. This small number of stations whioh have appeared on the air (6 per cent of the total educational reservations) has been discussed by lb Joint Committee on Educational Television, Box Score on Educational Television, Published by the Committee, “883111813011, fie Ge, May I, 1955. 17 31 the concerned groups in an optimistic light. As the National Citizens' Committee for Educational Television 18 said: In this connection it is relevant to recall that in 1890, Carnegie built his first public library; by 1897 only twelve more had been erected. When the program was terminated in 1917, there had been erected a total of 2,7h9 public libraries, and today there are some 7,000 libraries in the United States. It is the common agreement of the national groups identified with educational television that the small number of stations on the air is no reflection of the potential utilization of 19 television broadcasting. C. The Financial Status of Educational Television Interests of many kinds have been expressed in writings about educational television, but one thread is found running through all articles--the financing of educational television on a local and national level. The costs of educational television seem to be so high as to present questions of prime concern to educators especially in the area of nation- wide support of the use of television in institutions of higher education. In this aspect, the.most active organiza- tion has been the Fund for Adult Education which reported 18 National Citizens' Committee for Educational Television, This is Educational Television, 22, cit., p. 9. 9 Council of National Organizations, A Resource and Guide for Television Workshops, National Education Associa- tion, New'York, 1953, p. 12. 32 in its annual finance statement of June 30, 1953, the 20 following expenditures related to educational television. GRANTS National Association of Educational Broadcasters $ 15,500 (Monitoring Studies of Television Programs) Educational Television and Radio Center 1,350,000 (Educational television and radio program development and exchange) National Association of Educational Broadcasters 80,000 (For educational institutions for development of special radio and television program series) (seminar on the NAEB and educational television) 10,000 State College of Agriculture and Mechanical Arts (Iowa) 180,000 (Educational television programming) Trustees of the Lowell Institute 150,000 (Educational radio and television programming) American Council on Education National Citizens' Committee for Educational Television 355,000 Conferences on educational television 39,836 Joint Committee on Educational Television 326,h00 Committee to develop in-teaching facilities, interest and skill in educational television 25,000 Television Programs Institute 68 Total: (1953) $2,570,50K During the calendar year 1953-1951;. the Fund for Adult 21 Education reports the following television expenditures: GRANTS National Association of Educational Broadcasters 12,500 (Monitoring studies of television programs in New York City) 20 ' The Fund for Adult Education, Statement of Grants £2_%EE%;§Q, reported in "A Challenge togfifetimeZLEErHifig," pub 13 by the Fund, Pasadena, California, 1953: P. 38. 21 The Fund for Adult Education, Annual Report, published by the Fund, Pasadena, California, April, 1955, p. 36. 33 Educational Television and Radio Center 3,000,000 (Educational television and radio program development and exchange) American Council on Education National Citizens' Committee for Educational Television 300,000 Joint Committee on Educational Television 176,500 Committee to further the use of educational television among teachers 30,000 Educational Television and Radio Center 27,000 (For television engineering consultative services) National Association of Educational Broadcasters (Educational television workshops) h3,300 (Professional services for educational television stations) 81,000 Program of assistance in the Construction of Educational Television Stations. Bay Area Educational Television Association 113,72h (San Francisco) Metropolitan Pittsburgh.Educationa1 Television Station 150,073 Michigan State College of Agriculture and Applied Science 100,000 Ohio State University 100,000 St. Louis Educational Television Commission 150,000 The State Radio Council of the State of Wisconsin 100,000 University of Illinois 100,000 W.G.B.H. Educational Foundation (Boston) 1§0,000 Total (19Sh) s a 9 Total (1953) 2,;10,§0% Grand Total 7, O , O Other organizations and foundations have allocated funds for educational television, and these have been estimated as 3h a total of two million dollars by the National Citizens' Committee for Educational Television.22 Among these organizations are the Payne Fund, the Lowell Foundation, and the Emerson Radio and Phonograph Corporation, which have contributed funds on a local and national scale to assist in the establishment of educational television stations. Educational television stands, therefore, in the unique position of having financial interest standing behind it that has granted over nine million dollars in two years for the establishment of stations and encouragement of educational organizations in their utilization of this medium. In addition to this amount, communities and institutions of higher education have allocated funds for local efforts in educational television that would be extremely difficult to collate. Reports from.various sources such as local newspapers, magazines, the Joint Committee for Educational Television, the National Citizens' Committee for Educational Television and the Association for Education by Radio and Television constantly refer to local fund raising activities and expenditures. A prime example might be the article by _"""2'2 National Citizens' Committee for Educational Television, Educational Television News, published by the Committee,‘Wa§Eington, 5. C., January 15, 1955. 35 J. Alex Morris, past fcreign editor of the Associated Press, in the March 12, 1955, issue of the Saturday Evening 2233 in which the following point is made regarding educational television:23 The amazing result of this unorthodox (fund raising) sales ap roach was that . . . the women collected almost £100, 000 - a sum later boosted by various means to more than $1, 000, 000 - to build and operate an educational television station in St. Louis. A review of the twelve 195M issues of the Educational Television News, published by the National Citizens' Committee for Educational Television, shows a collection of 98 articles concerning funds raised and requested by local organizations from.state legislatures, private business and industry groups, foundations, and educational institutions. The total fund requests reported exceed $7,000,000. D. The Ongoing Study of Educational Television 'With.the great expenditure of funds and the relatively few stations on the air, educational television is undergoing scrutiny and observation at the present time. The Educational Television and Radio Center of the Fund for Adult Education is conducting a comprehensive study of J. Alex Morris, ”TV Without Terror,” The Saturday Eveni Post, March 12,1955, p. 29. - National Citizens' Committee for Educational Television, Educational Television News, published by the Committee, Washington, 5. C. ,December 15, l95h. 36 the status of educational television in the United States during the 1955-56 academic year. Richard B. Hull, Radio- TV Director of Iowa State College has been granted a leave of absence to direct the project. Made possible by a grant from the Fund for Adult Education, the study will seek to appraise the successes, failures, and potentialities of the medium in education.25 Mr. Hull indicates that an appraisal of educational television is necessary because of the variety of involvements of educational institutions in this media and the apparent differences of meanings of the " 26 application of educational television. mass media" The New York State Department of Education is undertaking a four-month study of educational television. Directing the project will be Walter B. Emery, consultant to the Joint Committee on Educational Television, on leave from July to October for this assignment. He will work with an advisory committee of prominent educators in the state, obtaining facts and determining resources for the use of television in 27 education. 25 Joint Committee on Educational Television, Factsheet, publisged by the Committee, Washington, D. C., July 1, 1955, p. 2. 2 Richard B. Hull in an interview with the author at Ames, Iowa, July 25, 1955. 27 Factsheet, o . cit., p. 7. 37 Mr. Leo Martin, Chairman of the Department of Radio and Television, Boston University, is conducting a study of educational television under the sponsorship of a foundation which, at the moment, prefers to remain anonymous, with the express purpose of identifying the "Common Denominators" in educational television which have led to acceptance or non- acceptance, as the case may be, of an educational television operation.2 Mr. James H. Dennison, representative of the Association of Land Grant Colleges and Universities on the Joint Committee on Educational Television and Administrative Assistant to the President, Michigan State University, indicates that a desire exists to evaluate the efforts, to date, of educational television involvements on a national scale with special emphasis on the involvement of Land Grant Colleges and Universities.29 The investigative attitude demonstrated by national interests in educational television, the small number of stations on the air, and the emphasis of the legal ”reason- for-existence" upon programs and community service all seem to indicate a need for a study of the administration and 28 Leo Martin in an interview with the author at East Lansing, Michigan, July 19, 1955. 29 James H. Dennison in an interview with fine author at East Lansing, Michigan, August 5, 1955. 38 operation of educational television in institutions of higher education. National opinion has indicated an expectation that institutions of higher education will become active in educational television. The methods by which.this will be done have yet to be identified on the local institutional level. This study will attempt to identify some operational and administrative principles in the establishment and utilization of educational television. Part II Review of the Literature Concerning the Programming of Educational Television Since institutions of higher education have expected to make intelligent decisions in regard to the establishment of educational television stations, they have attempted to identify the benefits the educational television program will have for the viewer. This section is designed to report these qualities which are inherent in an educational tele- vision program and to identify the status of educational television programming to date (August 1, 1955). Before educators can justify the expense entailed in constructing and operating an educational station, they must see it making the kind of contribution to community life which a commercial station, because of its bases of operation, would be unable to make. The community itself must share 39 the educator's vision and be equally convinced of the possibilities inherent in an educational station. Unless the citizens themselves are partners in the enterprise and are willing to work together to make it a successful venture, the station is likely to have a precarious 30 . existence. It is necessary, therefore, to outline the reasoning and principles for the utilization of an educational television station as a preliminary to the development of the content of the educational program and the status of these programs. The necessity of this development is pointed out 31 by Harold Lasswell who states: In our (educator's) approach to the opportunities of educational television we must take the view- point of the educator and the communicator. It is our responsibility to clarify our thinking about the values we are trying to serve. . . . We must evolve a professional over-view of the community process as a whole. The place of an educational television station is best outlined by Harold.Wigren in the following 11 conclusions of his 32 dissertation: 0 Harold P. Wigren, "Planning for the Development of Educational Television in-Houston, Texas," (unpublished Doctoral Dissertation), Columbia University, 1953. 31 Harold D. Lasswell, "The Social Role of the Educational Television Station," a paper published in the Lincoln Lodge Seminar, National Association of Educational Broadcasters, Urbana, 111111018, 1953: pa “-0 32 Harold F. Wigren, op, cit., Chapter 8. to 1. An “educational” job can be done best by educators who are professionally trained in the fields of educational psychology, child deve1Opment, adult psychology, curriculum improvement, and communication. 2. Both commercial and educational television stations have a role in a community to provide a well rounded approach to television programming. The educational station has a unique contribution to make in identifying and filling the educational needs of the community while the commercial station satisfies the entertainment needs of the community. Both stations will serve to.meet the informational and cultural needs of the community according to their abilities and resources. 3. Research and experimentation with new techniques of television production and with new ideas in programming are needed. An educational station could be in an ideal position to engage in such experimentation. A. Professional training programs for students could be offered by an educational station. College students in engineering, television production, radio and television scriptwriting, acting, dramatics, and speech and fine arts could gain concrete laboratory experience in an educational television station. 5. An educational station could control and regulate the timing of its programs in accordance with educational used rather than in accordance with advertising needs. kl 6. An educational station could present all sides of an issue in an atmosphere of objectivity, less hampered by characteristic restrictions which accompany commercial telecasting. 7. An educational station can be a means by which citizens obtain the skills needed for living in a world of tensions and conflicts. It could give them the know-how for solving their problems. 8. An educational station can be a means by which citizens can discuss community problems, thus restoring to American life some of the chief values found in New England town.meetings. 9. An educational station could continue the educational process beyond the years of formal schooling; it could enable the average citizen to gain greater information and.better understanding of both international and domestic affairs; it could acquaint the wage earner with new techniques and processes to keep him abreast of an expanding technology; it could give parents help with day-to-day problems of family living and child guidance; it could guide each.viewer to sources of inspiration, appreciation, and guidance in everyday living; it could give adolescents guidance in selecting a vocation, in preparing for marriage, and in assuming family responsibilities. AZ 10. An educational station could provide educators with an opportunity to present constructive programs for people and, in so doing, help citizens develop tastes for selecting programs on commercial stations as well as on educational stations. 11. Educators can offer many human resources which are necessary to conduct and operate an educational station. They have teachers on their staffs who know how to demonstrate and visualize their subjects. They have discussion leaders trained in the methods of group work who are adept at stimulating thinking, clarifying meanings, and summarizing viewpoints.“ They have story tellers, photographers, artists, illustrators, dramatic producers and actors, skilled musicians, and people in many fields who have had varied and wide experiences which can be shared with others. All of these people can be given training in the special skills required to adapt their talents to the.medium of television. Once they have received this training, they will prove of invaluable service to educational television stations. The emphasis on programs being the one ”product" of educational television is stressed throughout these points, and program content is identified as the basis for existence of educational television. As previously indicated, the questions of educators are 2 #3 1. ‘What is an educational television program? 2. What specific kinds of programs are educational? 3. What programs are being broadcast, now, by educational stations? Available studies in these areas are few in number, but those that exist are definitive in nature. This review of the literature, therefore, will be divided into two sections: the definition of the educational television program.and the status of these programs on television stations. A. 'Hhat is an Educational Telegision Program? The late Dr. James Rowland Angell, former president of Yale University and later public service director of National Broadcasting Company, defined an educational program.on radio in this way: Any broadcast may be regarded as educational in purpose which attempts to increase knowledge, to stimulate thinking, to teach.methods and techniques, to cultivate discernment, apprecia- tion, and good taste, to enrich character by sensitizing emotions and by inspiring socialized ideals which may result in constructive conduct. Education is the process by which an individual learns to adjust himself intelligently to life.” The Federal Communications Commission has defined an ”educational program," in still another way, as ”any television James R. Angell, as quoted in Board of Public Education, Pittsburgh, Pennsylvania Pittsburgh Schools, September- October, 1951, Vol. 26, 1: "Television and Education," p. 12. hh program put on by an educationalhinstitution or in cooperation 3 with educational institutions." This definition seems inadequate because it assumes that "any television program” will be educational simply because it is originated by an educational institution. It overlooks the fact that to be educational, a program.chould have an educational purpose also, be educational in nature, or be used in an educational manner. After careful study and analysis of the concepts involved, the author considers the following definition of an educational Eelevision program to be the most appropriate 3 and inclusive: In its broadest sense, the term ”educational television program" can be used to mean any program on television which causes the individual to reSpond in such a way as to bring about a desirable change in his behavior. Any program can become educational for an ins dividual if the individual can see some way in which he can use that program for his own betterment or can relate it in a meaningful way to some experience he has had already. A program.need not be originated by an educational institution in order to be educational. However, the chances are better that the program.will be educational if it is designed by educators, who because of their professional competency, have an understanding of the needs and interest Federal Communications Commission, Sixth Report and Order, 0 e cite, pe 930 35 Harold F.‘Wigren, pp, cit., p. 93. 1+5 of learners; the needs and purposes of society; and the ways in which learning takes place. In this section the term "educational television program" will be used to refer to programs which have been designed by educators for the expressed purpose of helping the viewer to bring about a worthwhile change in his behavior. If an educational television program, then, is to qualify as a meaningful learning situation, it should attain certain qualities in order to be effective. Harold F. Wigren, in his doctoral dissertation, lists these ten principles and qualities of the effective television program.36 1. The program should have an educational purpose. 2. The program should provide the possibility of continuity. 3. The program should present an educational philosophy consistent with democratic values. h. The program should serve as a means of growth and development for the individual who views it. 5. The program should be built upon the needs and problems of the viewers. 6. The program.should involve the viewer as a participant. 36 Harold F. Wigren, gp. cit., p. 126. h6 7. The program should be a means by which many creative and thought~provoking experiences can come to individuals. 8. The program should be presented in an atmosphere of objectivity. 9. The program should be flexible in its design and approach. 10. The program.must communicate clearly and effectively. This point of view is strengthened by the Toledo Workshop which developed the following nine criteria that characterize a "good" educational television program:37 A 1.6 It seeks to educate by which is meant it seeks to produce desirable changes in the behavior of individuals. 2. It has clear, specific, and attainable educational purposes. 3. It has a clearly identified audience. h. It is focused on meeting the needs of people. 5. It uses methods of presentation that are appropriate to the objectives sought. 6. It involves the viewer in some sort of participation. 7. It uses other media, when appropriate, to reinforce its effect. 8. It establishes a climate conducive to learning. .____1Tf_ Council of National Organizations, ”Television: Learning to Use It," published by the Adult Education Associa- tion, New'York, l95h, p. 15. 1L7 9. It accepts responsibility for outcomes. These two studies have outlined the content of the educational television program in terms of criteria, objectives and principles. A few researchers in this area have gone beyond these criteria and have developed a listing of suggestions as to specific programs and ideas which identify how these principles can be put into operation. This breakdown of programs casts further light on the meaning of the television program. A collection of the recommendations of Wigren in an article in Educational 38 ' Screen, the Television.Workshop of the Council on National 39 Organizations, the study group on Credit Courses by Television,”0 and the Association for Education.by Radio and.Television.’+1 reveals the following twelve common sug- gestions for educational television program content. 1. grograms‘which.help citizens to know thetrgsources of their community. Included in this category would be programs which would enable citizens to become better acquainted with the human, §3 Harold.E. Wigren, "What Is an Educational TV Program?", Educational Screen, December, 1952, pp. h20-22, u35-37. .- Council on National Organizations, TV-A New Community Resource, published by the Adult Education Association, ew York, 1953: pe 27-910 #0 American Council on Education, Credit Courses b Tele- vision, published by the Council, Washington, D. C., 5%55, pp. l-u7. Education on the Air, 1955, 33. cit., pp. 78-121. 148 natural, economic, health, cultural, aesthetic and educational resources of the community in which they live. Illustrations: Interviews with municipal officials Interviews with citizens who have special talents, hobbies, or training Programs sponsored by museums, libraries, and historical or geographic societies Films on community activities of general interest Concerts by local symphony, string ensembles, and other:musical groups Programs which acquaint citizens with work of their hospitals, clinics, and health centers Tours to industries which support the city's economic and industrial life Interviews, panels, dramatizations, and other ' programs using persons of various ethnic, religious, and economic backgrounds Programs on the work of community agencies, such as public schools, welfare, and recreational agencies 2. Programs which help citizens to solve personal and communitycproblemg. In this category would be included programs which help individuals adjust to their own problems as well as take responsibility for dealing with problems which face their community. Illustrations: Programs designed to increase civic competencies of individuals A9 Role-playing situations and socio-dramas on personality and adjustment problems Dramatizations involving social relationship problems Older people discussing problems with younger people Demonstrations of civil defense, first aid techniques Panel discussion on family relations Peoples of various nationalities, races, cultural groups discussing problems together Forum discussions on community problems, such as: traffic safety, housing, inter-group relations, divorce, juvenile delinquency, mariahuana smoking, alcoholism 3. Programs which help people expand their understandings beyond normal community limits. Programs of this type would aim to expand the horizons of citizens beyond themselves and their problems to include problems of other sections of the country, of the entire nation, and of the world at large. Illustrations: Dramatizations which illustrate the folklore, customs, and folkways of peoples of other regions of the United States, as well as of peoples of other lands Programs which help rural people understand city life and urban dwellers understand rural life Documentary films on peoples in other lands 50 Programs interpreting the work of the United Nations in a personal and vital way Films showing UNESCO's work with fundamental education in various countries A. Prggrams which.help individuals develop_skills for aesthetic and creative living. These are programs which would be primarily designed for the general education of adults and intended as a means of guidance in creative and aesthetic living. Illustrations: How-to-do-it programs in industrial arts and handicrafts; such as upholstering, repair- ing furniture, redecorating the home, weaving Sporting hints and techniques Programs on hobbies and leisure time pursuits Programs on gardening and flower arrangements Demonstrations of art techniques Where to go to see art or architecture in your community Dramatizations of books Network sustaining programs not carried on local commercial stations Puppet shows 5. Programs which pgesent advanced information for professionalgpersons. Professional persons in every community need access to up-to-date information in their professional fields. 51 Educational programs can.make such information available to them. Illustrations: Programs showing architects new techniques in industrial construction Programs on new medical discoveries of interest to physicians Lectures by visiting professional authorities in various fields Films on new research methods and developments 6. Programs which provide laymen with insights into professional fields. The layman needs to know how research.in various fields affects him. Educational television programs can keep the citizen informed as to applications of research findings in the fields of medicine, education, and industry. 7. Programs whichgprovide new opportunities for shut-ins tcgpgrticipate more effectively in community and world affairs. Children as well as adults, who are homebound because of illness or physical disability, can be provided formal and informal learning experiences which will enable them.to share the same experiences that others are enjoying. Illustrations: Regularly scheduled programs on television of general educational value 52 Specially prepared educational programs for the homebound, such as school programs designed to keep the disabled student in touch with his classmates 8. Programs which.bring_to the many experiences which only the few could otherwise have. Included in this category would be programs which would make possible for all persons experiences which had previously been restricted, for one reason or another, to only a few. Illustrations: Interviews with public officials, who because of their heavy schedules could not be expected to grant interviews to all groups who would like to visit them Tours of the museums of natural history and fine arts which because of the lack of space and personnel could accommogfige only a few groups and classes each wee 9. Programs which bring exciting and worthwhile current happening; to the classroom as those events occur. The happenings referred to here are those which are not usually covered by commercial stations, particularly events Obviously, ”television tours” or "television interviews" could never take the place of field-trips or personal inter- views, but they can serve as a good supplement to such first- hand experiences. There is no substitute for first-hand experiences gained by actually visiting museums or by actually interviewing people. Television tours can bring only certain types of museum.experiences to the television screens; many valuable museum experiences could never be shared on tele- vision. Such tours could, however, serve as a stimulus for personal visitation on the part of students during after- school hours. 53 of local civic interest which are too often taken for granted, yet which could be vital learning experiences for students and adults. Illustrations: Naturalization proceedings for new citizens Court scenes of local trials Scenes at precinct conventions Scenes at polling booths Meetings of city council 10. Programs which bring great teachers. artists, musicians, scientists,_public personalities to the screens. Frequently, celebrities in these fields visit the city and leave before.most citizens are even aware that they have been in the community. An educational television station can bring these individuals to its camera and share their personalities, skills, and points of view with all community members. 11. Programs which.bring to the classroom or to one's living room.demonstrations of objects or devices which are either too small.,too large, too cumbersomgl too expensive, too raro. too dangeroug. to be taken into the classroom. Illustrations: Demonstrations of large machines, testing apparatus, atomic piles, radio-active ‘materials 51+ Enlargements of objects which can be seen only when a microscopic lens is attached to the camera Examples of rare and expensive books 12. Programs whichgprovide a means of sharing_unusual classroom experiences with other classes throughout the community. An educational television program affords an ideal means by which classroom eXperiences or activities which have been outstanding in one school might be shared community-wide with classes in other schools. Illustrations: Excerpts from.auditorium.programs Exhibits of student work (style shows, flower shows, industrial arts exhibits) can be shared city-wide Exhibits of International Student Art Exchange Student evaluation of work done during the semester In her analysis of community programming, Jennie Callahan organizes programs in much the same method as above and concludes: The potentialities of educational television on the higher-education level are just beginning to be realized, for here is a field that needs generations K3 . Jennie W. Callahan, Television in School Colle e and Community. McGraw-Hill Book 50., Inc., New York, 1935, p. 13h. 55 of talent and the imaginations of whole faculties developed over decades before the record of this kind of television programming can be written. Today is the time for educators to lay the ground work, cautiously looking to the core of each sub- ject for its visual and aural possibilities. B. The Status of Educational Programs Only one study has been done to date that is complete in its analysis of television programming. The results of this study are found in the yearly report of the National Citizens' Committee for Educational Television of l95h. The conclusions reached by this study present a very complete analysis of the status of television programming. The results of this study were summarized by the Educational Television Eggs 5 and have been the basis for articles found in many periodicals, the outstanding of which is the U. 8. News and World Report. 6 This study shows that educational television stations broadcast an average of 2h 1/2 hours per week. Live shows account for 58.h Per cent of broadcast time; kinescopes for 29.97 per cent, and film for 11.61 per cent. This is compared to New York City commercial stations which, in a typical 195h week, devoted 55 per cent of their time to live shows. ‘EhNational Citizens' Committee for Educational Television, Annual Report, published by the Committee, Washington, D. C., January, 1953. Educational Television News, QB. cit., January 15, 1955. héflg S. News and World Report, "The Impact of Television on American Society," September 5, 1955, P. M6. 56 Educational stations offered 26 courses, among them 16 for full high school or college accreditation. Language courses account for five of the 26, followed by the humanities, history, art, literature, psychology, geography, sociology, business, and secretarial science. One of the stations presents a series of programs that lead directly to a high school diploma and college entrance. Family-type programs, such as drama, music and news, account for 33.26 per cent of the broadcast time. Except for in-school and children's shows, public affairs productions are the heaviest single program classification: 7.82 per cent of all viewing time. Many of these are local, live programs. Others on national and international affairs are distributed by the Educational Television and Radio Center and presented over local outlets. Farm programs account for 3.69 per cent of all broadcast time; home-making courses, h.8 per cent; crafts and hobbies, 2.61 per cent. Children's programs are shown on all the educational television stations and account for 19.29 per cent of the total broadcast time. Of this, 6.01 per cent is for in-school teaching, the remainder for programs children view at home. If the concepts discussed here can be accepted as identifying an educational television program and the 57 programs now on the air are related to these concepts, a study relating the objectives and principles of educational television programs to administrative operations is needed. It is the purpose of this study to identify those methods and principles of administrative operation in institutions of higher education that encourage and permit educational television programs to be "aired" with the.ninimum of effort and difficulty. Summary of Chapter II The review of the literature in this chapter was divided into two major areas: Part I considered the status of educational television in four major aspects: legal, financial, number of stations on the air, and the studies of educational television now in progress. Part II reviewed the programming status of educational television, including the programming principles warranting the operation of a television station, a review of what is an educational television program, and.an analysis of the programming of the stations now operating. Summary of Part I. The Federal Communications Comp mission has very definitely established the legal status of educational television as a community centered broadcast- ing facility with definite community responsibilities that will be judged by the Commission on a periodic basis. 58 At the writing of this dissertation, there are fourteen television stations broadcasting of which eight are operated primarily by institutions of.higher education and six by community groups which may or may not involve institutions of higher education. There are seven additional stations reported as being under construction. This small number of stations on the air compared with the reservation, in 1952, of 2&2 channels for educational broadcasting is viewed in an optimistic light by educators. The funds invested in the promotion and establishment of educational television have been totalled as high as $7,000,000 requested from state legislatures, business and industry groups, and educational institutions, on a local scale. In addition, national foundations and organisations have granted over $9,000,000 in the past three years for national efforts in the utilization of educational television. Partly as a result of the small number of stations on the air, partly as a regular investigation of the expenditure of large funds and partly as a reflection of the high interest shown.in educational television, there is a constant ongoing series of studies investigating the status of educational television on a national scale. Summary of Part II. The reasoning and criteria for the establishment of an educational television station have been related to basic reasons for the operation of the educational S9 institution. The operation of the television station has been related to the community and the people in it. An educational television program has been clearly defined as a program structured to bring about a desirable change of behavior on the part of the viewer. The needs and desires of the viewer are the basic values determining the content of the program and this content has been agreed upon as being of twelve major kinds: 1. Programs which help citizens to know the resources of their community. 2. Programs which help citizens solve personal and community pmblems. 3. Programs which help people expand their understandings beyond normal community limits. 1;. Programs which help individuals develop skills for aesthetic and creative living. 5. Programs which present advanced information for - professional persons. 6. Programs which.provide laymen with insights into professional fields. 7. Programs which provide shut-ins new opportunities to participate more effectively in community and world affairs. 8. Programs which.bring to many experiences which only few could otherwise have. 60 9. Programs which bring exciting and worthwhile current happenings to the classrooms as those events occur. 10. Programs which bring great personalities to the screen. 11. Programs which present demonstrations of objects or devices which cannot otherwise be seen. 12. Programs which.provide a means of sharing unusual classroom experiences with other classes throughout the country. Presently broadcasting television stations are operating on the average of 2h l/2 hours per week and devoting most of their program time to live broadcasts for adult and family viewing. Children's programs occupy only 19.3 per cent of the broadcast time. Of those programs designed for adult viewing. 33.26 per cent are in the fields of drama, news, and music with the rest divided into many small segments of the broadcast day. A study is needed to identify administrative principles of establishment and operation of an educational television facility to aid in the further utilization of educational television. Such a study must relate the establishment of educational television to the principles identifying an 61 educational television program and the encouragement of these programs. It is the purpose of this study to investigate and identify those practices and operations of an administra- tive nature that allow, promote, and encourage the preparation of educational television programs. 62 CHAPTER III THE ADMINISTRATION OF EDUCATIONAL TELEVISION IN INSTITUTIONS OF HIGHER EDUCATION The purpose of this chapter'is to present: (1) information concerning the administration of television activities in 186 institutions of higher education not Operating an educational television station; and (2) informa- tion regarding the administration of educational television stations operated by eight institutions of higher education. For the purpose of clarity those institutions of higher education active in educational television but not licensed to operate a television station will be identified as institutions operating a television facility, while those colleges and universities licensed to broadcast via tele- vision in the name of the institution will be identified as institutions operating television stations. Probably no other phase of television operation has as much.impact upon programming as does administrative procedure and organization. Administrative officials in institutions Operating a television station agree that one serious hindrance to television programming is the complexity of university administration. They further agree that, with 63 interest areas from all phases of sciences and arts represented within the institutions, a multiplicity of administrative methods as well as considerable time spent in experimenting with hierarchal structure is a necessary preliminary to the establishment of a fixed administrative organization for television. At each institution studied, six aspects of administrative Operation were identified and separated. First, the formal aspect of over-all administrative responsibility is placed in the office of the highest administrative official of the institution. Second, planning of the total television enter- prise involves some combination of faculty members, faculty committees, and television staff. Third, the preparation and production of television programs is a responsibility of professional specialists. Fourth, the budgeting of the television activity is the responsibility of one administra- tive official who may or may not be involved in the planning or production of television programs. Fifth, the acquisition of television equipment is directly related to the growth of television programming. Sixth, the financing of the various television operations seems to be based upon local situations and methods that create differences exceeding similarities. Part I of this chapter presents the information concern- ing these aspects of administrative operation for the l institutions operating a television facility. Part II is The method of investigation and selection of these institutions is identified in Chapter I, page 6. 6h. concerned with the presentation of information related to 2 those institutions operating a television station. Part I The Operation of an Educational Television Facility A pattern of growth emerges from a study of the institutions of higher education operating a television facility. This pattern is based upon program growth and reflects the activity of the total institution in the television area. A series of stages seems the best method of illustrating this development: Stagg'g, Beginning Involvement in'Programming Either at the request of an educational or commercial television station in the locality, or at the instigation of a few of the faculty members, an institution broadcasts a few programs with little or no investment of funds or equip- ment. These programs may be in the areas of sports events, tele-courses for credit or non-credit, or a special event such as a national holiday, and so forth. Twelve per cent of the surveyed institutions identify themselves in this beginning stage. Representative of this growth is Bowling ? The system of information gathering and research procedure is discussed in Chapter I, page 3. 65 Green State University in Bowling Green, Ohio. Sidney Stone, Director of Broadcasting, reports that, to date, Bowling Green State University has broadcast one track meet, one football game, one information program, and one one-act play through the facilities of a local commercial television station. Mr. Stone indicates:3 This report may be of value to you . . . it is representative of many schools, I think. Our planning is done jointly by the commercial station and our faculty with all facilities offered by the station. We have no television equipment, Stagg_l;; First Equipment Purchase To avoid utter dependence upon the equipment made available by others, institutions indicate an attempt to enable their faculty and other personnel to broaden the scope of their activity by making available certain kinds of equipment already the property of the institution or that may be purchased at low budget. Beginnings in this direction are identified in the area of filmed programs using film resources on the campus. Nine per cent of the reporting institutions categorize themselves in this area. The average capital investment for this operation is $11,000, with approximately three people involved (Chart 12). This film.equipment is not solely used by television. It Sidney Stone, letter on file at the College of Education, Michigan State University. 66 can be used in many other areas, as well as performing a specific function as further growth in television occurs. It must be pointed out that this, or any other, stage may be final for any given institution, depending upon the program involvement of the institution and upon the growth of television programming. .§E§E£.llln Television Studio Equipment Purchase When television programming reaches the point at which the need for rehearsal equipment has grown beyond the ability of other people to provide it, and the program involvements require a broadening of the base of operation to permit greater numbers of people to participate, the institutions have added a television studio with necessary equipment to permit preparation, planning, and research in the utilization of television. This addition is not a complete television facility, since some physical tie-in to a transmitting device of some kind is necessary to broadcast the programs done in this studio. These programs are of a rehearsal or experimental nature unless further equipment is purchased. Fifty-nine per cent of the institutions are in this stage of development or approaching it. The majority of these (80 per cent) have linked a student training program with this equipment to broaden the scope of the professional offerings to students and to provide necessary production personnel for other 67 activities of this production unit. The average cost of this equipment is $160,000 and the average number of full- time employed personnel is 7.6. 3.2252. 21:. Transmission Equipment Purchase In order to utilize the studios, equipment and trained personnel, as well as to place the fruits of the experimental television enterprise before an audience, institutions rapidly make another advancement in equipment purchase. Three areas are identified: closed circuit, kinescope recorder, and micro-wave link. A closed circuit operation is one in which a program originating in a television studio is transmitted to selected receivers in places and with audiences predetermined by the program producers. Three per cent of the institutions confine themselves to this opera- tion. The emphasis in closed circuit television is upon research in educational television. A kinescope recorder is an electronic device for recording the picture and sound of a television program on 16 mm film. This system is used by 8 per cent of the institutions and is primarily used as an end product of the television activity. The film is sent to a station and is placed on the air by that station. A great advantage reported here is that editing of the film can be done before it is aired and a permanent record can be kept and re-used if desired. Sixty per cent of these institutions indicate this as the reason for using this 68 system. A corollary advantage is that these films can be shown to groups or classes with any 16 mm projector. The average cost of this recording device as reported by the institutions is $2u,000 and an average of 1.3 persons are needed to operate this facility. Another method of placing the studio programs on the air is through a micro-wave link between the studio and a station on the air. This is an electronic method of instantaneously sending the picture and sound from the studio through a transmitter to the station where they are re-transmitting over the air to the viewing public. In effect, the institution's studio becomes another studio in the chain of the station. An excellent example of this is the Detroit Educational television group which has three studios in the University of Detroit, Wayne University, and the Detroit Public Schools. Each of these studios is linked by micro-wave to the one transmitter which sends all programs over the air to the Detroit area. Seven per cent of the institutions report this kind of operation, with an average cost of $21,000 for equipment. stages. 9.11.09.25.12 A final stage in this development is the purchase of a transmitter and the securing of a broadcast license in the Paul Rickard, Director of Broadcasting, Wayne University. Letter on file at the College of Education, Michigan State University. 69 name of the institutions or jointly with other institutions. Part II of this chapter will deal with this stage of development. A. Facilities Available tg,Institutions of Higher Education The status of educational television in these 186 responding institutions is reflected in the facilities available for the broadcast of television programs. 0f the 186 responses to the request "Please check the types of facilities available for educational television," nine institutions indicate the use of television as a closed circuit, intra-school device, 50 broadcast programs through the facilities of an educational television station,5 and 127 broadcast through the facilities of a commercial tele- vision station. None of the institutions report the use of a combination of two or more of these facilities. The nine closed-circuit operations reported are of a non-broadcast nature and, although the possibility of the use of television as a tool for the teaching of higher education courses is deserving of attention and consideration, this type of operation has no bearing on the present study. The educational television stations referred to here are those licensed in the name of other institutions. 70 The fifty institutions reporting the use of facilities owned and operated by educational institutions further identify their operations as: broadcasting through the facilities of an educational station (17), a commercial station owned and Operated by an educational institution (h), community television stations (17), closed-circuit facilities on their own campus via the facilities of educational stations (9), and broadcasting programs through the use of a film or kinescope recording facility (3). Chart 1 illustrates this breakdown. The majority of the responding institutions report that available television broadcast facilities involve commercial television stations. One hundred twenty-seven institutions indicate that this method of ”airing” their television programs is the only available one. As a further refinement of these broadcast facilities, these institutions indicate there are three major methods of broadcasting over commercial stations: originating the telecast on the campus or grounds (10), originating the telecast in the studios of the comp mercial station (96), or filming or kinescope recording the program for future broadcast (21). Any institution originating a program on its campus or grounds must have necessary equipment and professional television personnel to rehearse and produce the program. These institutions report what seems a minimum collection CHART-I 71 AVAILABLE FACILITIES SCHOOL, COLLEGE, UNIVERSITY or COMMUNITY OWNED AND OPERATED STATIONS (50 RESPONDING) 20 I? IT I5 : IO + - 9 5 4 4 3 0 —¥; EDUCATION- COMMER- PARTICIPAT- CLOSED FILM or AL CIAL ING MEMBER CIRCUIT KINESCOPE STATION STATION of COMMUNITY RECORDING T V STATIONS 72 of equipment and personnel needed to accomplish this activity (see page 98). After this program is prepared, some facility is needed to electronically transport the program (sound and picture) to the station transmitter. Four institutions indicate a coaxial cable (a type of wire carrying a television program) method and six use a micro-wave system (a "short- wave' broadcast on a line of sight basis) to transport the program to the broadcast facility. Most institutions (96) send their programs (personnel and properties) to the television stations to rehearse and broadcast the programs. In such an instance the commercial station can furnish the facilities at no cost, reimburse the institutions for the expenditures of transportation, and so forth, or some joint agreement can be reached as to the financing of the television program. Chart 2 identifies the number of institutions operating in each of these ways. B. Administrative Responsibility Administrative responsibility often controls the entire operation of any activity. The administrative responsibility of the television enterprise in the responding institutions is indicated by the answers to the request “Please check the name of the division or department in charge of educational programming.” There were 1h? responses to this item, with llh‘ reporting that the responsibility for this activity rests directly in the office of the President, Vice-President, or CHART- 2 AVAILABLE FACILITIES COMMERCIAL STATION OUTL ET CO AXIALCABLE .b (l2?) RESPONDING) 73 89 (D 2 a G 8 ... m E 0: CD 2 3 3'5“ t F e8 ‘0. 7-5-4 2m 3 Q 2 Ex 3 2 .IO | 50) 2| 0 s Q 5 s 5: E 3 4 X W rrrmnnmmrrmh TELECASTS ORIGINATING on CAMPUS or GROUNDS 10. TELECASTS ORIGIN ATE in STUDIOS of COMMERCIAL STATION 96 7h some other administrative official. Three institutions report this responsibility to be at a school or college level, while 12 indicate a divisional level of responsibility in the administrative hierarchy, and 18 report this respon- sibility is placed on a departmental level. Those institutions reporting the responsibility for television activity in the Office of the President did not identify any further area of responsibility, while those indicating a Vice-President, School or College, and Department responsibility identified a further area. Eighty-three institutions indicated the responsible office as having another major interest area. Those institutions placing the administrative responsibility of television in the Office of the Vice-President indicate this office is identified with Public Relations (12), Adult Education (2), Radio and Television (9), Extension (10), Audio-Visual (2), Communications (2), Journalism (2), Education (1), and Speech (10). The three institutions placing the television administration on the School or College level indicate one in Liberal Arts, one in Communica- tions, one in Education. The twelve divisions reported as having this administrative responsibility are Communications (1), Education (1), Audio-Visual (1), Radio and Television (6), and Speech (3). The eighteen institutions reporting this administrative responsibility on a departmental level identify these departments as Education (1), Journalism (3), Audio- Visual (2), Radio and Television (8), and Speech.(h). CHART-3 75 ADMINISTR ATI ON DIVISION IN CHARGE (I4 7 RESPONDINGI ADMINISTRATION - (OFFICE OF PRESIDENT VICE-PRESID- ENT, SUPERIN'I'ENDENT, ETC.) SCHOOL or COLLEGE 3 DIVISION I2 DEPARTMENT I8 COMMUNICATIONS 4 EDUCATION 4 EXTENSION I0 JOURNALISM 5. AUDIO VISUAL 5 RADIO and TELEVISION 23 SPEECH I7 LIBERAL ARTS ' I PUBLIC RELATIONS I 2 ADULT EDUCATION 2 76 The major areas identified with the administration of television are Radio and Television (23), Speech (17), Public Relations (12), and Extension (10). This relationship is indicated in Chart 3. C. Planning 2: the Television Activity Planning the way an enterprise will develop often has a profound effect on the development of the enterprise. In response to the item "the over-all planning of your educational television activity is done by:" the 138 responding institu- tions indicate there is a fairly even distribution of planning responsibility between Administrators, Faculty, Television staff, and Committee (or joint faculty-staff) personnel. Forty institutions indicate they place the planning respon- sibility in the hands of the administrator having administra- tive control over the television activity; thirty-one place this rOSponsibility in the hands Of Specific faculty members; thirty-two indicate this responsibility rests in the hands Of the professional staff of the television activity, and thirty-nine indicate a committee of the faculty has been created with this specific responsibility, while twenty-six institutions have a joint planning arrangement with the faculty and the staff of the commercial station. It is of interest to note that eight institutions place planning responsibility in the hands of the non-academic staff and two refer this reaponsibility to the staff of the commercial 77 station. Only one institution indicates that the planning of the television activity is done by students in class, and one other institution has a student committee with this respon- sibility. Chart h indicates a gross presentation of this information. NO duplication of institutions is found in this identification of planning responsibility. None of the responding institutions indicated.more than one of these areas as sharing planning reaponsibility and no institution listed any further planning group or office than is reported in this section. D. Preparation and Production 3; Programs The actual preparation of the scripts, continuity, or program outline is identified by response to the request: "Scripts, continuity, or program outline are prepared or written by:". One hundred and one institutions responded to this queStion and, of this number, 59 indicate that faculty members are responsible for this activity (preparing the program). Only 12 institutions report this preparation as a responsibility of students in an extra-curricular capacity, none report student curricular involvement, and 7 use students as part-time writers responsible for this activity. Nine institutions have professional writers responsible for program.preparation, of whom two are writers on the staff of a commercial station while the remaining seven 78 CHART- 4 ADMINISTRATI O N PLANNING Of EDUCATIONAL T-V ACTIVITY ( |38 RESPONDING I ADMINISTRATION ( PRESIDENT, VICE ERESIDENT, SLPERINTENDENT, DEAN, FACULTY MEMBERS TELEVISION STAFF (STATION MANAGER, PROGRAM DIRECTOR, ETC FACULTY COMMITTEE STUDENT in CLASS or CLASSES STUDENT COMMITTEE STAFF of COMMERCIAL STATION NON- -ACADEMIC STAFF of SCHOOL, COLLEGE, or UNIVERSITY JOINT PLANNING by COMMERCIAL STATION, FACULTY OTHER DIRECTOR of FIELD SERVICE ........... l SUPERVISOR and ASST. of TV DEPT.I RADIO-TV COORDINATOR .... . . . I MANAGER of RADIO- TV.. . . . . I DIRECTOR of EXTENSION. .I DIRECTOR of PUBLIC RELATIONS .3 FILM DIRECTOR............ .2 79 institutions use staff writers of an educational station. Fourteen institutions report some other variation of this responsibility and these involvements are found in Chart 5. A contrast between institutions having student training in professional television and institutions without this training area is found in this area of responsibility. Of the 101 institutions responding to the question on preparation, 26 indicate a student training program involving the utiliza- tion of students in the television activity of the institution. All 26 of these institutions are found in the 26 responses indicating the responsibility of preparing the program as being an extra-curricular student function, a part-time student function, or a function Of writers on the staff of an educational television station. The correlation of student training and the utilization of students in the television activity in the area of program preparation is a positive one as reported by the responding institutions. Program.preparation and production are closely related in the institutions responding to this questionnaire. All 101 institutions responding to the question on preparation also responded to a question about production. An additional 31 institutions reaponded to the question on production that did not respond regarding program preparation. The response of the 132 institutions to the question "programs are produced by:” indicates the same spread of responsibility CHART— 5 8° ADMINISTRATION SCRIPTS, CONTINUITY, and PROGRAM PREPARATION IIOI RESPONDINGI COMMERCIAL STATION WRITERS WRITERS of SCHOOL, COLLEGE or UNIVERSITY STATIONS PART-TIME STUDENT WRITERS STUDENTS as EXTRA— CURRICULAR ACTIVITY FACULTY MEMBERS OTHERS AUDIO/VISUAL DIRECTOR. I DIRECTOR of RADIO/TV. . . . . .. 3 DIRECTOR of EDUCATIONAL TELEVISION I I I I I OFFICE of PRESIDENT..............M...... RADIO STATION STAFF. . WRITER / DIRECTOR COMBINATION FACULTY COMMITTEE. . . . . . . . FACULTY /ADMINISTRATIVE COMMITTEE ....... I DIRECTOR of PUBLIC RELATIONS. . . . . . .2- PUBLIC RELATIONS STAFF ........... 2 81 as indicated by the preparation of programs. Forty-four institutions report that program production is a respon- sibility of faculty members, while 21 place this reapon- sibility in the hands of staff members of a commercial station, 20 give non-academic staff members of an educational television facility this reaponsibility, and 29 refer this responsibility to students as a class assignment (15) or as an extra-curricular activity (1h). Eighteen institutions report some variation of this common grouping of respon- sibility of program production, and these involvements are found in Chart 6. A correlation between student training and television production responsibilities is found in the response to this question on production. Forty-one of the 132 institutions responding to this question indicate a student training program involving the utilization of students in the tele- vision activity Of the institution. The 26 indicating the same involvement in the field of preparing the television programs are within these #1. A11 hl are found in the responses of the institutions that indicate the production ‘ responsibility rests in the hands of the students as a class activity or an extra-curricular activity (29) and those placing this responsibility in the hands of non-academic staff members of the educational television facility (12) Of the 26 indicate this concept. CHART-6 82 ADMINISTRATION PROGRAM PRODUCTION I I37 RESPONDINGI STA FF MEMBERS of 2| COMMERCIAL STATIONS NON-ACADEMIC STAFF 20 MEMBERS of EDUCATIONAL TV ACTIVITY FACULTY STUDENTS (in CLASS or CLASSES I5 STUDENTSas EXTRA— I4 CURRICULAR ACTIVITY OTHERS * . I 8 FULL.TIME PRODUCER ................ WRITERS......................... MANAGER of RADIO/TV ............ AUDIO/ VISUAL DIRECTOR. . . . . . . . . . . . . . AUDIO/VISUAL STAFF. . . . . . .. . .. . . .. . DIRECTOR Of PUBLIC INFORMATION . . . . . . . . PUBLIC RELATIONS STAFF . . . . . . .. . . RADIO STAFF....... . . 2 I OléNO'_N 83 The involvements of the faculty in television can be Of multiple variety. Divided into full-time, part-time, and voluntary activity (non-paid), the rGSponding institutions indicate the majority of faculty members are volunteer personnel and, of the remainder, 90 per cent are paid for only part-time activity in television. Only 11 out of 137 institutions report paid full-time faculty members engaged in television activities (Chart 7). The duties of the paid faculty involves those institutions programming on a regular basis and the faculty personnel perform in production capacities. The duties of the non-paid faculty lie in the presentation of cultural, informational, and research programs and in production and planning activities. The direct production positions are left to non-faculty personnel and students (Charts 8 and 9). Sixty-four institutions indicate they use full or part-time non-faculty employees to perform production functions, while lh2 indicate they use students to perform these functions. Sixty-one institutions use both in combination. The normal operation indicated by 102 of these institutions divides the duties of production people into job classifications and assigns the position of faculty, non-faculty, Or student upon the qualifications and activities of the person and position. One hundred and thirty-seven institutions report they use faculty personnel in either a paid full-time position (11), 81L paid part-time position (A9), or non-paid position (67) to perform some function in the television activity of the institution. The average number of faculty used in these positions is about three per institution in each position. Chart 7 illustrates the range and number of faculty personnel used in the television activity by the reporting institutions. The 11 institutions reporting the use Of paid full-time faculty identify the responsibility of these faculty members as being those of station manager (1), program planners (9), and production personnel (1). The h9 institutions reporting paid part-time faculty positions in television activities indicate the responsibility of these faculty members is program planning (11), program production (12), and appearing on a television program as a performer, instructor, or informational person (26). The duties of the non-paid faculty members are reported as teaching via television (21), presenting other than teaching programs (62), producing the television programs (15), and planning the programs (26). Six institutions report a variation of these involvements. These activities are indicated in Chart 7. Many institutions (6h) report they have television personnel in positions Of a non-faculty or staff nature. Most of these are positions directly related to the production of television programs (producers, directors, engineers and film personnel). Chart 8 illustrates this activity and CHART-7 85 ADMINISTRATION USE of FACULTY I I37 RESPONDING) POSITION ' NUMBER AVERAGE RANGE RESPONDING NUMBER of ‘ PEOPLE PAID FULL TIME II 2.3 ‘ I to 7 FACULTY RAID PART—TIME 49 3.I I to IO FACULTY NON—PAY 67 3 i- to 20 FACULTY 4 DUTIES of "NON—PAY" FACULTY MEMBERS TEACHING VIA TELEVISON 2| PRESENTING OTHER THAN TEACHING PROGRAMS DIRECTING, PRODUCEING, OPERAT- ING TV ACTIVITY PLANNING and WRITING PROGRAMS I5 26 OTHER DUTIES 5 ARRANGING TV APPEARANCES. . .I ARRANGING STILLS and WRITING NEWS COPY. . . I ORGANIZING COMMUNITY TV STATIONS. .I PREPARING VISUALS. . . . . . . . . .I DIRECTING RADIO PROGRAMS .............. 2 86 spread of personnel positions and indicates that most institutions place these production positions on a full- time basis and place the "talent" and crew positions (cameraman, actor, artist) on a part-time basis. In a similar vein, institutions are using student help to a great extent in the television enterprise of the institution. One hundred and forty-two institutions indicate they use students on a paid or non-paid basis to assist in television production and program preparation. Seventy-one institutions report they pay students for their activity, and 6h indicate they use students on a non-paid basis either for class credit or on an extra-curricular basis. The positions that students occupy are those of production crew members (stagehands, cameramen, engineers, artists, and so forth) and some are used as program planners (writers, producers, directors, and so forth). There is no correlation between paid and non-paid students. Reporting institutions average six positions in which they use students on a paid or non-paid basis with an average of two positions paid and four positions non-paid. Only ten institutions do not combine paid and non-paid student positions. Chart 9 indicates the institutions' use of students by job classification. Thirty-one institutions report students operating the television equipment, compared to 32 reporting professional staff operating the equipment (Chart 10). Fifteen 87 CHART 8 ADMINISTRATION Personnel Positions (non-faculty) (6h responding) Full-Time Positions *PartiTime POSItions Position Number Average NO. Number Average No. RSSponses People Responses People Actors ‘5» 1155 Artists 3 1 S 1.6 Directors 7 2 7 1.h Engineers 9 2.2 h h.7 Film Personnel 6 1.7 5 1.6 Producers 8 1.6 S 1.2 Stage Hands 3 1 3 3.3 TV Cameraman 2 2 1 10 Writers 2 1.5 5 2.h Others: Secretarial 2 2 1 l Designers 2 2 l 1 Lighting 3 1.5 2 l 88 CHART 9 ADMINISTRATION Use of Students (pay--non-pay) (1&2 responding) Paid Students Non-Paid:§tudents Position No. Aver. Class Credit .Extra-curricular Respon. No. Aver. No. Aver. Respon. Respon. Actors 8 8’ In 3.77 26* 13.6 Artists 17 2.8 15 1.6 22 2 Directors! 3 2 5 3.2 8 3 Engineers 16 h 1 2 h A Film Personnel 3 2 h 2 6 3.5 Producers 3 1 5 h 3 6 'Stage Hands 19 3 22 5.h 27 5 TV Cameraman 15 5 17 10 18 3.7 Writers -3 2.3 5 6 9 2.8 Others: Announcers 12 1.2 h ' 2.2 12 2.3 Audio Personnel 7 2.6 8 2.5 21 2.h Production Assistant 2 1 l l 3 2.2 Switcher S 1.5 3 1.2 3 1.2 Secretarial 2 2 1 1 89 CHART-IO ADMINISTRATION OPERATION of EQUIPMENT (92 RESPONDING) PERSONNEL OPERATING T V EQUIPMENT ‘ NUMBER STUDENTS as EXTRA-CURRIULAR .3. ACTIVITY PAID STUDENTS (PART TIME) PAID STUDENTS (FULL TIME) I 2 TOTA L STUDENTS PART-TIME PROFESSIONAL STAFF-E- FULL TIME PROFESSIONAL STAFF_. TOTAL PROFESSIONAL STAFF ' COMMERCIAL STATION PERSONAL IE- STUDIOS for CLASS (DEMONSTRATION) and PAID IE- PERSONNEL fo r BROADCAST 90 institutions report commercial station staff operating the equipment, while 1h report a combination of students for class and professional staff for broadcast being the pattern of equipment operation they use. Thirty-four institutions have students operating equipment which is the property of others (18 of I'other educational institutions" and 16 of ”commercial stations"). A total of 92 institutions report they have some television equipment, and this equipment is handled in one of four ways: by students, by professional staff, by staff of commercial station, or by a combination of students for rehearsal or class demonstration and paid personnel for broadcast. E. Th2.Budget g; the Television Activity The pattern of administrative operation of the educational television activity in institutions Of higher education depends upon the involvements of the faculty, the students, the effective bringing in of multiple aspects of the institution's operation and the distribution of the planning and production areas into the hands of the faculty. Budget allocation is closely linked with planning, since the budget is one form of a plan.6 The office in which the responsibility fer budget allocation is placed seems also 6— ‘William H. Newman, Administrative Action, Prentice- Hall, 1953, p. 72. 91 to be involved with the selection, planning and production of the television activity. ‘With lh5 institutions respond- ing, there is a reported difference in pattern of responsibility. Fifty per cent of the institutions report budget allocation directly the responsibility of an administrative official. Faculty committees allocate the budget in only 17 institutions and non-faculty committees in only eight. Chart 11 shows the relationships of budget allocation in 145 institutions. The pattern of operation is clearly one of separation of two major areas of administrative responsibility. The plan- ning, writing, and production of television programs are done by committees representing the faculty, and the budget allocation is placed in the hands of one administrative official. A graphic representation of the line-staff relationship can be easily drawn to represent over 70 per cent of reporting institutions. For this purpose it would be best to select the relationship reported by the University of Chicago as being one of the most representative patterns of Operation. Although the names of the intermediary step between the president and the director of broadcasting may be different in all cases, there is generally (90 per cent of the returns) only one step which provides direct cOmmunication to the president's office. The use of the Committee as an advisory/ CHART-II 92 ADMINISTRATION BUDGET ALLOCATION ( I45 RESPONDING) ADMINISTRATIVE POSITION w/ T V PRODUCTION BUDGET NUMBER (ALLOCATION RESPONSIBILITY I RESPONDING ADMINISTRATION (PRESIDENT, VICE-PRESIDENT, SUPERINTEN- DENT, DEAN , ETC. ) TV .QFF (STATION MANAGER, PROGRAM DIRECTOR, ETC.) FACULTY MEMBER IN CHARGE of Tv PRODUCTION FACULTY COMMITTEE TELEVISION PERSONNEL COMMITTEE I NON-FACULTY) OTHERS: DIRECTOR of PUBLIC RLATIONS.... ..... 2 INDIVIDUAL DEPARTMENTS. . . . . . . . . . . . I DIRECTOR of EXTENSIONS. . . . . . . . . . . . I RADIO STATIONS STAFF. . .' ......... I 93 policy making body is typical (69 per cent of reporting institutions) as is the representation of the committee from the entire university (72 per cent). PRESIDENT] 4 .-....- Ad-University Committee on Broadcasting School of Journalism» and Communication [Public Relations - - — - -- 1 l Director of University Broadcasting _ F _ I _ _ ‘1 I Radio Stafffil I Television and Motion 7 _ ‘Picture Staff The placement of direct access to the Office of the President in.matters pertaining chiefly to public relations is another typical pattern (65 per cent of those reporting). F. The Acquisition gf_Television Equipment All (186) of the reporting institutions indicate tele- vision equipment is both costly to purchase and expensive to maintain. In order for an institution to economically “—7 University of Chicago, questionnaire return on file at the College of Education, Midhigan State University. 91L justify eXpenditure of funds ranging from.a minimum of $20,000 for the purchase of television equipment, a sound and sizeable utilization of that equipment must be both demonstrated and/or planned in a practical manner. The lack of ownership of equipment does not serve as a limita- tion on the utilization of such equipment to do television programs. Fifty-six per cent of the 186 reporting institutions indicate they use equipment which is the property of others while they own some equipment themselves; 32 per cent report they own no equipment themselves, and 12 per cent report they own all of their equipment and do not use any other. The spread of the kinds of equipment is found in Chart 13, and the ownership of it is indicated therein. G. Financial Investment and Operation The amount of financial investment in television equip- ment and facilities for institutions of higher education depends on their program of television activity. The responses of the #2 institutions responding to the item ”How much would you estimate it costs your institution to establish your present operation?" and responding also to the item.'P1ease check the equipment your institution owns and operates in TV production" indicate the institutions purchase equipment to fit into the operation of these stages described in section (A). Forty of the #2 responses had a 95 note jotted on the margin of the return of which a typical 8 response is: ”difficult to estimate unless compared to programs we do." The comparison of responses to these two questions indicates that 22 institutions are in Stage II (first equipment purchase), twenty institutions are in Stage III (television studio equipment) and ten are in Stage IV (broadcast equipment). Chart 12 indicates the costs of this equipment and the ranges of costs reported by the institutions. Comments on the margins of the returns indicate that differences in costs result from the amount of the equipment which.was built by the engineering staff and students of the institution. Four institutions indicate that some of their equipment was built in this manner, and these four returns are all represented in the lowest estimated cost in the item devoted to range of cost in Chart 12. Operational expenditures are difficult to identify from the information available from this survey. The key to this information seems to lie in the comparison of the responses to the question "What is the estimated weekly cost to your institution of your programming" and the request "Please *8 Idaho State College, questionnaire return on file at the College of Education, Michigan State University. 96 CHART 12 T.V. FINANCE Cost of Establishment Service Average Range No. of No. Involved Cost Personnel (full time) FEE—film studio ‘tll,000 300 to 3.1 22’ (2 cameras, process- 16,000 ing center, edit- ing, etc.) T.V. studio $160,000 $75,000 to 7.6 16 (2 cameras, control 225,000 room film chain, Otces Kinescope Recorder $ 2h,000 20,000 to 1.3 6 31,000 Multiple studio $210,000 180,000 to 10.1 a (2 studies, 225,000 h cameras, film chain, etc.) Micro-wave link t 21,000 k and remote unit 97 CHART 13 Equipment (102 reporting) Rafiipment Average No. Institutionally Property of Pieces Owned of Others Transmitter l E' 18 Micro-wave link 1.h 3 7 Remote unit 1 2 h TV camera 2 16 31 Camera mounts 2 1h 27 (Boom.dolly-10; pedestal-20; tripod-20, crane-1) Microphones 5.3 17 37 Microphone stands u.3 16 3h (floor-26; boom-26; lapel or stick-21) TV studios 1.3 17 32 Control Rooms 1.2 17 30 Turntables 2 20 32 Audio consoles 1.3 17 33 Lights 30 la 25 FiLm studios l 7 13 Kinescope recorder l 6 7 Film cameras 2.2 15 23 (35m.m.-u; 16M.M. S.0.F.-6; 16m.m. silent-22) 98 check the equipment your institution owns and operates in TV production." The reaponses of 106 institutions indicating the kind of programs they do were compared in these two areas (weekly cost and equipment operated). The comparisons indicate that the least expensive method is the program done in a commercial station ($100 per half-hour weekly program). The cost shown for this type of a production represents construction and transportation of materials and the expenses of the personnel traveling to the studios as well as any salary they may receive. The next least expensive operation is the program done in the college studio and micro-waved to a station, (@125 per weekly program). The costs represented seem to be those of construction of materials and any salary that may be paid, as well as the actual operational cost of the micro-wave unit, rented or owned. The kinescope recorded program is the next least expensive program ($lh5 per half-hour weekly program) and the filmed program was the most expensive ($h00 per half- hour weekly program). Twenty-eight institutions indicate that they were doing a studio program, but the questionnaire returns did not indicate the method of broadcast of these programs. The weekly cost per half-hour program to these institutions is $197. Chart 1h indicates the range, the number reporting, and the average number of producting 99 CHART 1h T.V. FINANCE Weekly Cost Service Average Range Production Number Cost Personnel Reporting 1 1/2 hour—filmed program per week sound on film tuoo 50 to 3.2 17 700 1 1/2 hour program per week done in studios of com- mercial station $100 '20 to 2.8 21 @317 1 1/2 hour program per week done in school studios and.micro-waved to commercial or educational station $125 iosto 7.h l6 . ‘~ ‘3 1 Kinescope recorded 1/2 hour program done in school studios (Negative process with one print) $lu5 120- 7.3 1h - .170 Studio program only $197 to to 6.8 28 . 210 100 personnel involved. It is pertinent to note that the micro-wave method of broadcasting and the kinescope record- ing require the greatest number of personnel, while the commercial studio programs require the least. The sources of income for financial operation of the television activity are varied and seem to have no correlation to programs, student or faculty involvement, or administrative control. Institutions report the major sources of income are in four general areas: public funds, general institutional funds, grants and payments by com- mercial enterprises, and student fees. These classifications are not mutually exclusive, and some duplication may occur. An analysis of each institutional budget and source of revenue would be needed to show a meaningful relationship to television activities. This study can only report the reaponse of 63 institutions to the question "What are your annual sources of income for this (television) activity?" Thirteen institutions report their income from public funds (state budget or appropriation), 35 institutions report television income from general institutional funds (general budget or divisional budget), ten institutions' television activities are supported by grants or commercial or educational television budgets, and five institutions report fees (student or extension) as the source of the television budget. Chart 15 shows the individual responses and the CHART 15 T.V. FINANCE Sources of Income (63 reporting) 101 Sburce Number Average Amount Reporting Reported figpartment budget 2’ _$ i500 School division, college budget h $ 500 University or general budget 17 $ 15,6h0 Public relations budget 6 $ 5,100 Student fees (tuition) 2 --- Extension fees 3 $ 1,200 General funds 3 t 700 State budget 6 $ 13,650 State appropriation 7 $ 20,510 Irregular contributions 1 --- Sponsored programs 2 t 175 per week Payment by TV stations 3 $ 8,700 Community station budget 1 $ 7,000 Occasional grants h $ 60,000 Shared budget 2 $169,700 (participants in community TV) 102 average amount reported. A comparison of the institutions reporting income from each of the four sources and their involvements of the faculty, students, programming, and administrative control indicates that source of funds has no relationship to any of these factors. Any given institution.may reflect any type of operation with any given source of income. Part II The Educational Television Stations At the time of the research for this dissertation, July, 1955, seven television stations owned and operated by institutions of higher education were broadcasting a program structure identified by national organizations as being primarily educational in nature.9 The writer visited each institution and conducted a structured interview with each of the managers of the stations (Appendix B). During this visit, a free, opinion- seeking interview was conducted.with the next highest administrative authority above the station manager in each institution. The writer collected available published 9 Institute for Education by Radio and Television, 92, cit., p. 81. 103 material pertinent to the problem at each institution and also discussed the television operation with randomly selected faculty members, students, and community persons at each institution. Information was freely given by the station managers and by the administrators. In several instances (five of the seven institutions), a request for anonymity was made, and the writer feels an obligation to protect the source of information in some instances, particularly in the area of finance. For this reason, specific mention is made of an institution or person only when permission to quote that person has been given. A. Programming In reSponse to the question "What is your institution's prime purpose for the operation of a television station?",- six of the seven station managers indicate that the I presentation of programs is the single important purpose of the station. All indicated they are interested in reaching an adult education audience, a family viewing audience, and a school age (5-17) audience. The station managers all agree that each of their programs is aimed at one or.more of these audiences. The writer collected the program logs for each of the stations. A simple breakdown of the program offerings for the college or university stations shows: 10h Adult education audience 196 1/h hours 55 per cent Family viewing audience 116 1/h hours 3h per cent Education for school age _32 l/h hours 11 per cent Total: 3hh The program logs for each of the stations is found in Appendix D. upon these program logs. Programs for the adult education audience show the following types: Information 138 Entertainment none Telecourse 25 Public Relations 5 Religious 10 Sports none Special events none Cultural 13 Direct teaching 5 Total: 196 l/h hours l/h hours l/h hours l/h hours 1/h hours l/h hours The analysis of the following tables is based The following types of programs are provided for the family viewing audience: Informational 70 Entertainment10 19 Telecourse none Public Relations 10 Religious 1 Sports 7 Special events 3 Cultural 6 Direct teaching none Total: 116 l/h hours l/h hours l/h hours l/h hours l/h hours l/h hours l/h hours 1QThirteen programs were indicated as both information and entertainment. types. These were counted as information program 105 The programs defined as education for school age (5-17) show the following totals: Informational 19 l/h hours Entertainment 18 l/h hours Telecourse none Public Relations none Religious none Sports none Special events none Cultural none Direct teaching _g_ l/h hours Total: 39 From this analysis of the program structure, the stations now on the air are devoting most of their programs to an adult education audience (55 per cent) with a secondary emphasis (3h per cent) placed on the family viewing audience and a minor emphasis (11 per cent) upon the school age audience. The source of the program is the station itself, in the majority of the instances (6h per cent), with about one-fourth of these programs coming from the Center (23 per cent) and the rest from film distributors (13 per cent). B. The Structuge and Organization of Educational Télovision Stations In every instance, the Office of the President of the institution has direct access to the television staff. In two instances the Dean of Extension is the step between the station manager and the President, Chancellor, or Provost of the institution. In two instances, the station serves more than one institution, and the top administrative level is made up of the presidents of the involved institutions with 106 the station manager responsible to this committee. In the remaining three institutions, the station manager reports directly to the office of the administrative head of the institution. Organizational charts to indicate this activity are found in Charts 16, 17, 18, and 19 which follow. These show the variations of involvement which typify the administrative hierarchies of operation in the various institutions. The station managers report their desire for direct access to the Office of the President as a need of educational television Operation (five of seven). The reasons given center on the need to identify the television station with the highest administrative office of the institution. Four of the station managers express this desire as a result of difficulties they have experienced in the past with regard to the implications of institutional policies for the program content of television programs. The administrative officials all indicate a desire to have the highest administration of the institution keep direct access to the television station. Reasons for this are related to the rapid news dissemination ability of television. Only one of the administrative officials indicated a need for the reverse of this relationship, i.e. access to the highest administration by the television station. The other six officials indicated that policy and operational information are being delivered.with sufficient speed and impact through the system under employment. Reports ON ADMINISTRATION AND OPERATION OF EDUCATIONAL TELEVISION STATIONS INT COMMITTEE ON EDUCATIONAL TELEVISION 0 I785 Messechuseff; Avenue. N.W.. Washington 6. D. C. ORGANIZATIONAL CHART l6 KUHT * CHANNELS HOUSTON,TEXAS UNIVERSITY OF HOUSTON (Radio and TV) Board of Regents ‘JLUniversity President,L Dean of Arts Manager KURT Manager KUHF-FM and Sciences (Schwar'lszwalder) . (Sclmartzwalder) I Radio-TV Dept. Program Dept. (Scl‘martzwalder) Film Director I Chief Engineer Students Transmitter Engineering Department Studio Production Team "A" [—LProduction Team "B" I I Assistant News Writer Assistant Music Producers Directors Producers Director 1 I ' Student Student Student Student Student Assists. Assists. Assists. Assists. Assists. Assistant Manager Announcers I Cameraman and I Hostesses I Lighting Scenery Art Chief Chief Chief Studio Student Assists. Personnel Reports ON ADMINISTRATION AND OPERATION OF EDUCATIONAL TELEVISION STATIONS NT COMMITTEE ON EDUCATIONAL TELEVISION 0 I785 Messechusefls Avenue. N.W.. WashingIen b. D. C. ORGANIZATIONAL CHART I7 WKAR-TV * CHANNEL 60 EAST LANSIN} MICHIGAN STATE COLLI‘IIE LICEIEEE State Board of Agriculture I IADMINISTRATIVE HEAD President - MSG OPERATIONS PERSONNEL Admin. Asst. - Public Relations Admin. Asst. - Academic Affairs LEGAL FINANCE Secretary, State Bd. of Agric. Comptroller and Treasurer, IVBC PROGRAM -... STATION MANAGER _ POLICY local 8: State Advisory Comm. Director of Television TV Advisory Committee - MSC T - - - - - - - - - "ITcademic Coordinators I ENGINEERIM} OFFICE PROGRAM PRODUCTION Extension Chief ----- - Operations Program Production Engineer Manager Manager Manager Continuing Education Information News, Sports, Services — Farm & Womens Directors Academic Divisions I Music & — Continuity I Directors II Designer I l I a I l I Supervisor ' L Floor Studio Writing Ijirectors I ISuperviso]"‘ ....-.-..--. Staff ' I L Assistants Lighting Supervisor --- .. ---J Projectionist Studio Crews & Stagehands ---- -..--.— ----..-- --l .---._---_.... ....... —L---l- --J--—-_-.--. -J Reports ON ADMINISTRATION AND OPERATION OF EDUCATIONAL TELEVISION STATIONS NT COMMITTEE ON EDUCATIONAL TELEVISION 0 I785 Massachusetts Avenue. N.W.. Washington 6. D. C ORGANIZATIONAL CHART 18 CHANNEL8 KOMU-TV * COLUMBIA , MISSOURI UNIVERSITY OF MISSOURI (Educational institution operating on non-reserved channel.) BOARD OF CURATOIE I:SSISTANT TO PRESIDENT IN UNIVERSITY ADVIS- CHARCE OF TELEVISION OR! COMMITTEE S TA TION MANAGER STATION AUDITOR _SALES MANAGER I El Che O-er. D‘Lr. Cl ant Service PROGRAM DIRECTOR I Art Director I I fl Production Managerj Iiperations Supervisor] Photographer Cameraman Educ. Coerdinator Students Stud. Assistants Staging Director Studen ts Reports ON ADMINISTRATION AND OPERATION OF EDUCATIONAL TELEVISION STATIONS RI" COMMITTEE ON EDUCATIONAL TELEVISION 0 I785 Massachusetts Avenue. N.W.. Washington 6. D. C. L ORGANIZATIONAL CHART I? KUON-TV *- CHANNEL 12 KA College or Arte Telecourse University Citizens and Sciences Advisory Television x ‘ Consulting Committee \ Comittee ,r' ”a" Committee Extension Division --..---..-- “mercial 1 Station Nam-Iv --- -- ' - ' v Radio-TV I Student i + Production aiming , Asst. Producers Photographic: Traffic Cameramn Floor Hers. Announcers Student Assts. Continuity Studio Assts. motographics Scenery 111 Six of the television stations report they own their own studio and transmission equipment, and one operates with equipment on loan from a commercial station. The station managers and the administrative officials of the six institutions operating their own equipment agree that ownership and operation of equipment by the institution is necessary. Both.the station manager and administrative official of the remaining institution feel that the opera- tion of the station is hampered to a great degree by lack of ownership of equipment. This station (K.U.O.N.-TV) broadcasts only in the morning hours (9-12), and the limitation is based on availability of equipment and not the desire of the institution. C. Planning 2; the Television Station All the station managers and administrative officials report that the most valuable time spent in planning the operation of a television station was the "closed-circuit" experimental operation just prior to going "on-the-air". This experience is identified by six of theainstitutions as laying the basic pattern for the station programming. All but one of the institutions indicate planning of the television station activities is done by the staff of the television station internally, with occasional assistance from the Office of the President in terms of policy and also intermittent assistance from the committees available. All 112 but one institution reported both a faculty and a citizens committee involved in program planning. None of the station managers indicate total reaponsibility is placed in the hands of either committee and only two institutions give these committees any percentage of responsibility; the numbers being 5 per cent for faculty committees and 2 per cent for citizens committees. Programming inequality is reported by the station managers in two general areas, with five institutions reporting a shortage of programs originating outside of the institution, and six institutions reporting inadequate faculty response to the total program structure. No usable response was given to the question about improvement of these situations. Some question can be raised about the nature of the committees used and whether they accurately reflect the views of the faculty or community they are designed to represent. All of the station managers raised this question and discussed it. These discussions indicate the rise of two philosophies concerning program planning: 1. The institution centered system of television programming. This involves greater placement of content upon the aims and operations of the entire institution than upon the identification of the status of the community. Underlying assumptions seem to indicate the television opera- tion will reflect the total aims of the institution and those areas of activity already engaged in by the institution. In 113 all institutions there are individual exceptions to this philosophy, but it seems to serve as a pervasive influence in determining the programming structure. The program emphasis of those institutions identifying themselves, through their station managers, with this philosophy is more heavily oriented toward cultural and information programs.ll (Four stations thus identify their philOSOphx) 2. The audience-centered‘philosophygof television programming. This area of thought seems based upon identification of the community served by the television station and an attempt to organize the programming of the television station to reflect the community. Two institutions indicate their programming is based upon this frame of refer- ence. In no way does this philosophy limit the involvement of the institution or the total staff, but rather it serves as an area of emphasis. The institutions identifying their operation with this basistend to have their programming carry a heavier share of entertainment, public relations, 12 special events, and religious programs. 11The four stations thus identifying themselves show on their program logs that they carry 71 per cent of all the cultural programs presented on educational stations and 72 per cent of all the informational programs with only #1 per cent of the entertainment programs and 36 per cent of the telecourses. 12These two institutions list on their program logs Sh per cent of all the entertainment programs as well as per cent of the public relations programs, 70 per cent of the special events programs and 72 per cent of the religious programs. 11h In no way do the station managers indicate these philosophies to be mutually exclusive nor do they report a unity of one separate from the other. The complexities of television programming being as great as they are (see Chapter-II) and the identification of these two philosophies being entirely dependent upon the perspicacity of the station manager, these philosophies cannot be attributed to the faculty members or the administration in an individual institution. Some institutions demonstrate qualities of both philosophies or a predominance of a philosophy that is not consistent in all programs with that philosophy indicated by the stationmanager.13 One station, W.O.I.-TV, cannot be included in this breakdown because there is no identifiable philosophical approach to its programming that has an application to other stations, since it is the only one carrying network commercial programs. The writer made a definite question about programming philosophy consistent in all the interviews with the administrative officials responsible for the television station. Only one of these administrators indicate knowledge of an institutional philosophy concerning 1 3An analysis of program logs of these institutions indicates no evident correlation between programs, these philosophies, and the audience desired. There is some connection between programs and audience as well as between philosophy and programs, but none is evident with all three. 115 television programming. This one administrator identifies the philosophy in essentially the same words as the station manager in that institution. The other administrators indicate a lack of information in this area. Four of the seven station managers report a desire for an institutiondwide television philosophy while three indicate there is no need for one. Six of the seven adminis- trators report no need for the philosophy, while one indicates a need for it. When asked the question "On the basis of your experience, where should the planning for the programs originate?" the administrative officials indicated.the station staff should act as planning coordinators for all programs. All of the administrators agree in this idea. Five of the station managers indicate they thought the planning should be done jointly by the station staff and the subject-matter specialists. One station manager indicates a division of this responsibility as 50 per cent that of the station staff, 25 per cent that of the faculty as a whole, and 25 per cent that of subject-matter specialists. All the station managers report that the way they think the program planning should be done is the method in operation at their institution. Five of the seven station managers report that their response to this question should be applied only to their institution and that the response may be differ- ent in other institutions. The remaining two station managers 116 did not indicate any local limit to their reaction to the questions on program planning. D. Preparation and Production g§_Programs The seven station managers all report that preparation of programs is a responsibility of the person serving as the "talent" of the program. All the station.managers agreed that two basic types of preparation are involved: the preparing of telecourses and the preparing of programs other than telecourses (informational, entertainment, cultural, and so forth). In the case of the telecourses, all station managers report that the instructor of the course carries the responsibility of planning and preparing the program. In the instance of the non-telecourse program, the station managers indicate that the major responsibility for program preparation rests with the faculty, staff, or student appearing on the program, with assistance provided by the professional staff of the station. The methods by which this is done are by meetings originated by the television staff (in five stations), by coordinators in the various subject- matter areas, (one station), and by a program committee (one station). Pay or time relief for the individual is left to the discretion of the department or area supervisor if the individual is on the faculty or staff, to the advisor or instructor if the individual is a student, or to the station manager if the individual is a member of the television staff. 117 This situation is common to all seven stations. Four stations provide a staff of professional writers who act as program preparation personnel upon request. All of the stations use a combination of staff and student crew to produce television programs. Staff members on the supervisory level (1.6. program director, production manager, chief engineer) are given faculty rank in six out of seven stations, staff rating in the other station. The station manager has faculty rank in all cases, but is identified with the student television training department in only three institutions. All stations have staff personnel who have full-time positions but are not on the faculty. All stations use students as part of the students' training and also as members of the station staff. Only five institutions pay these students for part- time work. Chart 20 illustrates this breakdown in terms of positions on the station staff. Five of the seven station managers report a desire to place those staff members of the television station who are responsible for the planning and production of programs on the faculty of the institution. All the station managers agree this should be done because of their involvement with the faculty on a faculty level and by position rather than by personality. Only two of the institutions carry faculty rank by position in their tele- vision staff (other than the position of station manager). n3 CHART 20 PERSONNEL POSITIONS Number ofTT’ Staff Students Class Position Institutions Faculty Full Part Paid Volun- Assign- Reporting Time teer ment Station Manager Program Director Production Manager Chief Engineer Video Engineer Audio Engineer Transmitter Engineer Operations Manager Film.Director Director Floor Director Cameraman Stage Hands Newsman Sportsman Announcers Music Supervisor Projectionist Designer n) to e: i4 n) to #1 Ia F‘ I4 000 OHNOOI-J Nl-‘N N N b) 0‘ U1 U1 N] «do NNNNNN «am 4 4 q 4 4 N & HHO OHHONN mm HNH Hmmoww OH rpm wwwtwm HH woo ommmww HH mow mmmmwm H 119 Three institutions have television staff members carrying faculty rank in other departments of the institution. Administrative officials do not regard this question (of faculty rank) as being of the same importance as do the station managers and station staff personnel. Five adminis- trators indicate the question of rank was an individual matter, one reports only the station.manager need be con- cerned with rank, and one indicates that an all-institutional faculty policy decides faculty rank. All institutions regard student participation as necessary to their operation. Both station managers and administrative officials are agreed on this question. Six station managers report students are being more involved as production crew members than in the past. All seven station managers indicate that future television plans depend heavily on student involvement in the production of tele- vision programs. The only category in which the use of students is limited is in the engineering area. Only one station used students in engineering. The others report this is a staff position. No institutions use students as program directors, production managers, chief engineers, or opera- tions managers. All institutions use students as music supervisors, announcers, stage hands, and cameraman. Chart 20 indicates the number of institutions using staff, faculty, and students in various production and operational 120 positions. All seven station managers commented on the interest of students representing all curricular areas in devoting a large amount of time to television production activity. E. Financing_the Television Station One of the most difficult areas in which to arrive at factual material and realistic appraisal is the area of Icost of operation. The actual expenditure in terms of equipment and space is available, since that can be measured by prices and labor (installation charges). The average charge for six of the television stations to equip their studios, purchase and install the necessary trans- mission equipment, and all other expenditure prior to the first day of broadcast is $200,000, with a range from $1h0,000 to $300,000 as estimated by the station managers. One station cannot be included in this calculation, since it does not own and operate its own transmitter and studio equipment, using those of a local commercial station. The variations in cost are due to the number of cameras used (two to six), the kind of kinescope recorder used (single sound track to multiple track and rapid process developer), the size of the TV studio (from 20 feet by ho feet to 75 feet by 100 feet), the channel allocated (U.H.F. transmitters cost more than V.H.F.), the height of the antenna (from 100 feet to 1,055 feet), and the utilization of mobile equipment. 121 There seem to be no common factors for comparison other than average cost. The purchase of equipment varies as to program envisioned, the channel assignment and terrain, and the amount of signal coverage desired. Operational budgets vary according to the various enterprises and the programming. In the matter of salaries, two institutions report the television budget includes all the salaries, two institutions report all but faculty and talent salaries, one reports only engineering and super- visory salaries, and two cannot report. In the area of equipment maintenance, only one institution can report a cost, the others include special grants and utilization of their program budgets to purchase and maintain equipment. The student labor budget varies with the policy of the station. (One station does not pay any students, three pay some, two pay most, and one pays all but a few.) Supplies and production costs vary as to budget definitions. Two stations call settings, properties, and costumes part of the supply budget and two cannot definitely place these items in a budget because they allocate these expenses by programs rather than by operation. An indication of budgeting allotment is that of a typical station of these seven which reports a hOO per cent increase in student labor budget over a three-year period, a 300 per 122 cent increase in a supplies budget, and a 500 per cent increase in salaries budget from 1952-53 to l<9SI,L-SS.]J-I The sources of income also vary to the extent that the differences exceed the similarities. One station operates from a Specific legislative grant; two operate from combina- tions of student fees, state appropriation and public relations budget; two operate by a combination of teaching budget, extension fees, and general budget; one operates by a combined budget of two or more institutions; and two report internal operation of some nature, self-liquidation, commercial fees and grants, or cost-plus financing. There is one further item of interest which has a bearing on the budgeting of the television stations, and that is the variation of time on the air in a week and during the year. The variations encountered here have an impact on the budget, since all stations report a change in broadcast schedule during the summer months (June through September) and four stations report evening schedules, one reports only a morning schedule, five report afternoon programming and one reports consistent all-day (morning, afternoon, and evening) program- ming. The budget listed above is calculated on a fifty-two— weeks-per-year, seven-days-a-week program schedule. lhA detailed listing of this budget is found in Appendix E. 123 CHART 21 EQUIPMENT OWNERSHIP Number of Average Equipment Stations Reporting Number Range Ownership Transmitter 7 l 7 Micro-wave link 6 3 2 to 7 Remote pick up unit h l 1 TV cameras 7 3 2 to 5 Camera mountings 7 one per camera (boom dolly - 3, pedestal - 6, tripod - 7) Microphones 7 A 6 h to 13 Microphone stands 7 two per micr0phone (floor - 10, boom - 7, lapel or neck - 12) TV studios 6 2 l to h Control rooms 6 one per studio Turntables 6 two per studio Audio consoles 6 one per studio Lights 6 hl 13 to 82 Film studios 3 l Kinescope recorders S 1 Film cameras 5 2 2 to u (all have 16mm silent, 2 have 16mm S.O.F.) 12h F. Eqpipment The similarities in equipment are more marked and enable a common factoring to be drawn. The averages were drawn to the nearest unit. Chart 21 shows this distribution. 1. Micro-wave link: one station reports linking of two transmitters to the studios by seven units, another station reports three studios linked to a single transmitter. The common practice is to link the studio to the transmitter by one micro-wave link and to link the mobile unit to master control with another (four report this). 2. Remote pick-up unit: These vary from a station wagon used to carry a film crew to location to a complete commercially built unit. 3. Kinescgpe recorded: Membership in the Radio and Television Program Center is based upon ability to record programs in order to be an originating point for the Center's programs. This accounts for this high number. Of course, any station may broadcast the programs from the Center. No generalizations can be drawn from these data other than that the average station consists of one transmitter, three micro-wave links, one remote unit, two fully equipped studios, two film cameras, and a kinescope recorder. 125 Summary of Chapter III This chapter presents the findings of a quantitative/ evaluative survey of 186 institutions of higher education active in educational television but not operating their own stations, and the findings of interviews with the station managers and the next higher administrative officials in the seven institutions of higher education which operate their own television station. Part I concerns the findings of the quantitative/evaluative survey and Part II the results of the interviews. Part I The Operation of an Educational Television Facility ' The 186 responding institutions indicate that the equipment they use to broadcast educational television programs is either owned by them or made available by com- mercial or educational stations. Most institutions use the facilities of commercial stations and send the program (personnel and materials) to the studios of these stations. Seventy-seven per cent of the responding institutions indicate that over-all administrative responsibility lies in the hands of the top level administrators of the institution. The interest areas of these administrators indicate that those schools offering study in radio and television tend to place the administrative reaponsibility 126 for the total television activity in the hands of these subject-area personnel, while those institutions not offering television training place the responsibility for their television activity in some strongly related area, as journalism, public relations, speech, or audio-visual education. A clear majority of the institutions (78 per cent) indicate that planning of the television enterprise involves some combination of faculty members, faculty committees, the television staff, and the staff of a commercial station. Planning of the television activities tends to be placed in the hands of the operational personnel rather than in those of administrative members. The respon- sibility for the preparation of programs is referred to faculty members by 60 per cent of the reSponding institutions. The remaining to per cent place this responsibility on students, professional writers, or on the staff of the educational television activity. Those institutions with a student training program in television utilize those students in the planning of television programs. Program.preparation and production are closely related by the responding institutions. Most of the institutions (101 of 132) place the reaponsibility for production of programs on some professional specialist in television, either on the staff of the commercial station or a faculty 127 member experienced in television production. Those institutions with a television student training program use the students in some capacity during the production of a television program. Sixty institutions pay faculty members for full-time or part-time television activities, and 67 institutions do not pay the faculty for these activities. The duties of the paid and non-paid faculty are closely related, with the exception of the administrative responsibility of the faculty in television. Those institutions that have an administrative official identified with the operation of a television facility pay that person for his full or part-time activity as administrator. In addition to faculty members, most institutions (80 per cent) use students and non-faculty staff in a production capacity. The non-faculty staff occupy positions of production responsibility and the students occupy positions on the production "crew" of the television program. The average number of non-faculty staff in the reporting institutions is two, and the average number of students used on a television program is six. Budget control of the television activity is reported as being the responsibility of one administrative official in 115 of the 1&5 responding institutions, with only a few institutions (25) placing the function of budget allocation 128 in a committee. The pattern of operation indicates a separation of the functions of allocation of the budget by one administrative official from the planning and production of television programs by a committee representing the faculty. The acquisition of television equipment is related directly to the growth of television programming. The expansion of television facilities is identified by the responding institutions as consisting of five stages. Stage I Beginning Investment in Programning Stage II First Equipment Purchase Stage III Television Studio Equipment Stage IV Broadcast Equipment Stage V On the Air The financial investment and operation of a television facility is related directly to the number and kinds of programs being done by the institutions. Reported equipment investment identifies 22 institutions in Stage II of develop- ment, 20 institutions in Stage III, ten in Stage IV, and seven in Stage V. The remaining 13h institutions indicate they are in the first stage of television development. A comparison of the weekly cost and the weekly programming of the institutions identifies the least expensive system of programming as that which is done in the studios of a commercial station and the most expensive is that of the weekly filmed program. The sources of revenue indicated by the institutions seem to have no bearing on the programs or the student or faculty involvement in television. 129 Part II The Educational Television Stations Each educational television station on the air was visited by the writer, and the station manager and the next highest administrative official above the station manager were interviewed in each institution. Information was freely and willingly given by all persons concerned with some of the information clearly labeled as confidential when related to a Specific person or institution. The program logs for each station were totalled and equated in terms of an audience classification. The stations on the air devote most of their programs to an adult education audience (55 per cent) with a secondary emphasis on a family audience (3h per cent) and a minor emphasis (11 per cent) on a school age audience, 5-17. In every instance, the station managers report direct access to television on the part of the top administration of the institution. This is verified by the administrative officials of each institution who also indicate the desirability of this direct communication. Five of the station managers report a desire to have direct access to the Office of the President, while six of the administrators indicated this was not necessary. All institutions indicate that institutional ownership and operation of sufficient television equipment to satisfy 130 a program schedule is a very important preliminary to successful television station operation. Only one institution (K.U.O.N.-TV) does not own and operate its own equipment, and it feels hampered by its loan arrangement with the local com- mercial station. All the station managers and administrative officials report the most valuable time spent in planning the station Operation was that time, prior to an "on-the-air" operation, devoted to closed circuit activities.. Five of the seven institutions report the use of a faculty and citizens' committee to assist in the planning of the television station, although only two institutions give these committees any reaponsibility for television activity. Two distinct philosophies were discussed by the-station managers as governing their operation of the television stations: 1. The institution-centered system of television programming. 2. The audience-centered system of television program- mine. The administrative officials indicated a lack of familiarity with any philosophical concept of television station operation. Five of the television stations indicate their program planning is done jointly by members of the television staff and faculty subject-matter specialists. The station managers, 131 the administrative officials, and the actual method of planning in the television stations all reflect the under- standing that planning involves the "talent" and staff members of the television station planning the programs cooperatively. Preparation of a telecourse program is the responsibility of the instructor of the course in all institutions.‘ Prepara- tion of other programs is a major responsibility of the per- sons appearing on the programs with assistance in preparation provided by the station staff. Payment, in the form of time relief or money, for individuals appearing on programs is a discussion left to the department or area supervisor if the individual is a member of the faculty or staff, to the advisor or instructor if he is a student, or to the station manager if he is a member of the television staff. In all instances, the station managers are members of the faculty of the institution. Other members of the tele- vision station staff also are members of the faculty in five institutions, although this status is determined on an individual basis rather than by position. Station managers seem to desire faculty rank for the supervisory positions in the television stations, but administrative officials do not regard the question of faculty status as being significant. 132 The utilization of students in television production capacities is regarded as essential by all station managers and administrative officials. All institutions plan to use students in the future and six institutions are using students in various capacities at the present time. All six pay some students and have a class credit or extra-curricular arrange- ment with other students. Financing of the various television stations seems to be based upon local situations and methods that create differences exceeding similarities. The average reported investment for equipment is $200,000 prior to the first broadcast day. All station managers report variances in Operational budget with only one similarity identifiable: the operational budget varies directly with the hours of broadcast per week. The average station has one transmitter, three mdcro-wave links, one remote unit, two fully equipped studios, two film cameras, and one kinescope recorder. 133 CHAPTER IV INTERPRETATION OF THE DATA The purpose of this chapter is to collate and analyze selected data presented in the previous chapter. A collection of information regarding the administration of educational television in institutions of higher education provides a group Of facts which need to be related to other data and to each other in order to form a pattern of Operation. At the time of their appearance as witnesses at the Federal Communications Commission's television hearings, November 1950 to January 1951, educators indicated in general to the Commission that educational television would provide the following types of program service and that these services would depend on the understanding developed between the television station and the community: 1. Classroom instruction 2. Direct to adult education telecourses 3. Out-of-school programs for children R. General adult education 5. General cultural and entertainment programs1 1 Joint Committee on Educational Television, Re orts, published by The Committee, Washington, D. C., May 1, l95h. 13h Upon the basis of these proposals and a great amount of evidence, the Commission reserved 2&2 channels for education (subsequently increased to 251).2 Discussed in Chapter II, the stations now on the air are devoting most of their programs to an adult education audience (55 per cent) with a secondary emphasis (3k per cent) placed on the family viewing audience and a minor emphasis (11 per cent) upon the school age audience. The source of the programs is the station itself in the majority Of the instances (6h per cent), with about one-fourth of these programs coming from the Center (23 per cent), and the rest from.film distributors (13 per cent). A comparison Of the stated arms of the educators in providing types of program service and the service provided by onsthe-air stations requires some interpretation, since the termdnology is not the same. 1. Classroom Instruction. This includes the telecourse and direct teaching programs for the education of the school age (5-17) audience. 2. Direct Adult Education (Telecourse . "Adult" being defined as a person grown to maturity, the schOol age 2Joint Committee on Educational Television, Reports, published by The Committee, Washington, D. 0., May , Carter V. Good, Dictionary of Education. McGraw- Hill, New'York, 19h5, p. 13. 135 audience is excluded, and this definition, therefore, includes the direct teaching and telecourse programs for the adult education and family viewing audiences. 3. General Adult Education. Includes the information and religious programs for the adult education and family viewing audience. h. Out-of-School Programs for Children. Educational programs for school-age audience (5-17), including the information, religious, sports, special events, and cultural programs. 5. General Culture and Entertainment Programs. Includes the entertainment, sports, special events and cultural progrmms for the adult education audience and the family viewing audi- ence. This group also includes the entertainment programs for the school-age audience. With this background, it is possible to visualize a pattern Of programming emerging from.the daily Operation of the stations on-the—air as compared to the original declara- tion of the educators before the Federal Communications Com- mission. This pattern indicates that the stations on the air are giving an emphasis to the kinds of programs being broadcast as well as the kinds of audience desired. 136 Number of Percentage Types Of Program Services l/h Hours of Programs Classroomflfnstruction 2 1 Direct Adult Education- Telecourses 3O 9 General.Adult Education 219 62 Out-Of-School Programs for Children 19 5 General Culture and Entertainment A 66 19 Public Relations 15 h There was no indication in the Federal Communication Commission hearings that any particular audience was being sought. On the contrary, the point was made that service to the entire community was the basis for the request for reserved educational television channels. Children‘were singled out as being the one single group benefiting the most from educational television (see Chapter I). Yet all the programs aimed at the five-to-seventeen year age group total only 39 programs or 11 per cent of the total programs. These programs are evenly divided by source as coming from the Radio and Television Program Center (19 l/h hours) and the local station (20 l/h hours). The National Citizens' Committee on Educational Television said, in 195k: 2 SO local programming is perhaps of even greater importance than that which comes from afar. A Included in program logs but not in educators' prognostications. - 137 recent survey shows that 80 per cent of the programs of educational TV stations now on the air were of local origin with "live" perform- ers; thus the predominant part of the typical educational television station's program schedule will be planned and produced by the people of the area it serves.5 The program logs of the stations on the air demonstrate a trend in this area. Sixty-four per cent of the programs are locally originated with local "live" performers. The drop of 16 per cent (6h from 80) seems significant and indicates a trend toward film or recorded programs. The ratio of fiLm and local live children's programs in the case of institutionally operated TV stations shows even a more significant trend toward film and/or recorded programs (50 per cent each). There seems to be a considerable difference between the stated aims of the educators testifying for the establishment Of educational television and those realities which exist in the daily operation of television stations. The trend seems to be toward a greater emphasis on general adult education and cultural and entertainment programs than was originally indicated, the use of filmed or kinescope recorded programs is assuming a greater proportion than expected, and children's programs are not being produced on the local level to the extent anticipated. 5 National Citizens' Committee for Educational Television, This is Educational Television, Washington, D. C., 19Sh, p. 6. 138 Educational Television and the Community Television is a medium that reaches into all homes and groups of our society. The potentialities of such a device and the power for cultural change it implies have been adequately expressed by educators, as indicated in Chapter II. On the other hand, educators have stated they are not satis- fied with the involvement of the faculty and the community in the planning and preparing of television programs. Station managers indicate that, although committees of faculty and community citizenry exist, they have very little responsibility for the planning of the activities of the stations. Institutions with television facilities place the responsibility for planning on faculty and community committees in a definite manner, as indicated in Chapter III, page 77. Discussions with the station managers and adminis- trative officials revealed a shift of attitude regarding planning committees at the time a television station goes on the air. The emphasis on programs, personnel, time schedules, and daily production problems causes the television staff to seek immediate planning decisions which cannot be accomplished by committees. The tendency seems to be to abandon committee responsibility or to relegate to the committees only general responsibilities. While this practice is common in other administrative procedures, it has resulted in a divorcement of the faculty and community involvement which, in turn, has 139 created.the unsatisfactory situation of inadequate representation of the needs and desires of the faculty and community on the television stations' program schedule. Most of the station managers indicate that the only solution to such a situation lies in the area of audience analysis and survey. Yet, to date, none of the stations has developed and operated a method of audience research that is adequate in the eyes Of the station managers or administrative officials. There seems to be a great need for a workable method of involvement of the community and faculty in the planning of the television stations. The Development of Educational Television Educators throughout the country are at work attempting to involve the total resources Of their institutions in educational telecasting. Although telecasts are produced by specialists assigned for the purpose, faculty members, subject-matter specialists, and students play a large part in the planning of individual programs so that the specific needs of teachers and classes will be met. Administrators are faced with the decision as to whether the desirable involvement of the institution will require a television station owned by the institution, a partnership with other institutions in a television station, or the use of the facilities of a local commercial television station. 1ho Fifty-eight institutions use the facilities of an educational station operated by themselves or others, while 127 use the facilities of commercial television stations. This ratio of 2:5 does not reflect the total number of educational television stations on the air (12) as compared to the total commercial stations (425), a ratio of 1:3h. The comparison of these two ratios may not be an adequate indication of the utilization of either commercial or educational television, but it does indicate a significant difference in attitude from the one reported by commercial broadcasters in 1952 when testifying before the Federal Communications Commission. They said: Commercial television has long been the partner of education and desires to continue this relationship. However, indications are that educators do not wish to avail themselves of the opportunities extended to them by television broadcasters. Last year only four percent of the time and facilities offered to educators resulted in television programs. There seem to be two basic reasons for the relatively small use of commercial stations. First, all commercial television stations are required to perform a public service function and specifically to carry "educational" programs as a part of their broadcast schedule by regulation of the 6 Sponsor Magazine, Box Score, July 11, 1955. Jennie W. Callahan, Television in SchoongCollege,_and Community, McGraw-Hill, New York, 1953, p. 71 lhl 8 Federal Communications Commission. The result of this legislation is that commercial broadcasters are responsible for the origination of these programs, and they turn to and encourage educational institutions to put on programs and provide broadcast facilities to these institutions. Com- mercial broadcasters also realize that the excellence of their program structure is based directly upon the meeting Of the community needs and aspirations. Educational programs, in the minds of the commercial broadcasters, meet the desires of the community to some degree and are, therefore, a neces- sary part Of the total program structure.9 It might be argued that something must be broadcast, and it might just as well be the educational program. This may be true, but broadcasters do have available films offered to them free of charge and requiring minimum personnel to transmit.10 The end result of commercial station programming is dissatisfaction on the part of educators as to the time allotment given them and the lack of security in the establishment of the audience in this time segment. In a 8Richard Hubbell, Television, Rinehart and Company, New York, 1950, p. #2. 9Ibid., p. 52. 0 Jenny W. Callahan, 92_cit., p. 92. lh2 commercial station program philosOphy, the educational program must be compared to the commercial program in terms of audience competition. The station has only two things to sell, an audience and time. The sale of these commodities to advertisers is the life blood of the television station, and all of its programming decisions are based upon this foundation. Educational programs are placed in competition with all other kinds of programs in this framework, and, if the audience delivery, in terms of numbers of people viewing, is greater with a program other than the educational program, a shift will be made by the commercial broadcaster. This has traditionally meant that the educator may find his program time allocated to Monday at 3 p.m, for a few weeks and then shifted to Friday at 11 a.m. with no guarantee from the commercial broadcaster that any continuity will exist over any long period Of time. This disconcerting situation tends to make the educator, who bases his institution's programming on cultural values, hesitant about involvement on commercial television. The second reason for this change of ratio of facility utilization lies in the basis of operation of the educational TV station. Where such a facility is available, all inter- ested local educational institutions seem to have been 11National Citizens' Committee for Educational Television, 22, cit., p.-7. 1&3 involved in the planning and operation of that facility. This leads to implication of the institution in the program- ming of the station by virtue of involvement in the planning. Another facet of this involvement lies in the area of program selection and time. The programming philosophy Of the educational television station is based on the framework Of the thinking of the educational institutions in the area. Programs are selected and broadcast facilities allocated on the basis of the Offerings of the institutions, and no measure of number of viewers is used for any purpose other than to satisfy curiosity and to act as a guide for the originating source. NO sale of time or audience is involved and thus the educator is assured of a specific time over a long period. The end result of this entire situation seems to be a plan of growth in the television activity of the institutions Of higher education based upon the relationships developed between the faculty of the institutions, local commercial and educational stations, and the community. Five stages of television deveIOpment are identified in the operation Of institutions with a television facility that are reinforced by the experience of those institutions with a television station. Chapter III indicates that these stages of growth are dependent upon the acquisition of equipment, the plan of financing the television enterprise, and the procurement mm of professional personnel, as well as the involvement of the faculty and community. The point is made that any given institution can cease its development through these stages at any given specific stage, dependent upon the relationship developed between the entire program of the institution and its involvement in television. Even though educators have gone on record favoring the establishment Of educational stations, there seems to be no clear cut movement on the part of institutions of higher education in this direction up to this time, since there are only 1h stations on the air with thirty institutions in Stage I, 21 in Stage II, 97 in Stage III, and hh in Stage IV. Administrative Control of Educational Television Educational administration has two main purposes, external and internal. The external purposes are the general aims of the institution in relation to the public it serves, while the internal purposes are those of motivation, coordina- tion, cOOperation, and control.12 Since television adminis- tration is related to the total administration of the institution, it too has these purposes, as well as the aspects of administration identified in Chapter III: 12 John D. Russell and Floyd'W. Reeves, The Evaluation of Higheri Institutions: Vol. VI Administration, The University offiChicagO Press, Chicago, 1936, p. 91 ILLS administrative responsibility, planning, preparation and production of programs, budgeting, equipment, and financing. The institutions with television facilities indicate that 77 per cent place the over-all administrative responsibility in the hands of top level administrators of the institution (Office of the President or Vice-President), while the remaining 23 per cent put this responsibility at the level of a Dean or a Department Head. The institutions with television stations indicate that it is important that the staff of the television station be in a position of direct access to the Office of the President or Vice-President for reasons of rapidity of news dissemination and policy inter- pretation, although some administrators indicate that relationship to the top-level administration does not necessarily mean a direct avenue of control. The importance of the impact of the television programming upon the viewing audience as a unifying reflection of the entire institution is stressed by both station managers and administrators. The total of the public's understanding of an institution is based upon the total involvement Of the various elements of the institution. Since control and coordination is in the office of the top-level administrator of an institution, the administration of the television activity serves as an adequate representative of the total institution if it is related to the main coordinating office. 111.6 Planning and Staffing of Educational Television Any activity of a college or university which is designed to represent the entire institution could easily become another university on a small scale. Television stations are particularly susceptible to this because of a tendency to place subject-matter specialists on the staff of the station with.the responsibility of preparation and production of television programs in that subject area. This placement seems to occur because of the difficulties of securing staff members with television abilities and placing them in the academic departments of the institution. Administrators report that there is a shortage of academically qualified subject-matter specialists with television experience or ability. One university in an attempt to solve this problem places television coordinators in the various major academic colleges in order to have faculty members feel a sense Of identification with the television station. It does not seem necessary for an institution to train all its faculty in television programming in the same way that it is not neces- sary to place the subject-matter specialists in the television station. Since the television station is a service of the entire university, most stations report program planning occurs jointly in two areas, subject matter and television production. 11+? Experts in each area are brought together to plan and produce the television program. Station managers indicate that better understanding and cooperation takes place if both individuals are placed in the same operational group, the faculty. Administrators, on the other hand, point out that the faculty is traditionally composed of academically qualified specialists and that television is so new to the university curriculum that television personnel with.academic backgrounds are not yet available. Until the supply of such.persons is enlarged, institutions are placing television specialists on the staff and not on the faculty. The problem Of coordinating the activities of the faculty with.that of the television production staff thus becomes the greatest problem of the administration of educational television. Preparing and Staffing the Television Production Television production is one of the most demanding activities, in terms of manpower, found on the university campus. In addition to the talent and the director or producer, each television program uses a minimum of six persons working in production crew, writing, and designing capacities. Institutions operating television facilities use students in these capacities, as part of their class activity, on a paid basis, or as an extra-curricular activity. 1MB Station managers also have students performing functions connected with the production of programs as well as in staff capacities in the daily operation of the station. Adminis- trators report a high value to students of the training thus received as well as economy to the institution by the utiliza- tion of student assistance. All of the stations relate the student function to the professional television courses students are enrolled in for university credit. Only a few of the stations indicate that the professional station staff serves the institution as instructors of professional tele- vision courses of study. One of the areas in which the television staff would certainly seem qualified is the train- ing of students in the television production and programming fields. The advantages of including members of the television staff in the student training program are evident in the breadth and variety of experiences these staff peOple can bring to the students. Yet, only one station has more than two Of its staff thus involved. One certain.method Of economizing Operation and of providing additional experience within.the curriculum.seems to be the placement Of students desiring professional television training in television production positions commensurate with their ability and interests. For purposes of control, television staff members can be made responsible to the training programs and placed on the faculty of the institution to act as instructors for 1&9 the courses involved. Such a plan of action would seem to fulfill two purposes, provide a student-station relationship of benefit to each and provide the television staff with a variety of backgrounds and personalities for the building of television programs. Budgeting The administrative aspects of budgeting and planning are closely linked in the administration of institutions Of higher education, since the budget is one form of a plan.13 Not all phases of the Operation of an institution seem to benefit from the joining of these functions of administration, and operation of a television facility seems to be one Of the exceptions. Institutions with television facilities report a distinct separation of the functions of planning, which is done by faculty committees, and budgeting, which is done by an administrative Official. Television stations, however, are operated with the budgetary activities a definite responsibility of the station managers. Administrative Officials report that a shift Of budgeting responsibility was made at the time the station went on the air because of the complexity of the operation Of a television station. A pattern of budgeting change emerges from the practices of the Ibid. , p. ' 103. 150 institutions Of higher education and their development of educational television stations. At the time the television Operation becomes self-contained, i.e. a station, budgeting shifts from the control of an administrative official to the station manager. Equipment and Financing of Television The financing of a television operation and the equip- ment of a television facility or station are closely aligned in educational institutions. The major capital expenditure in educational television is outlay for equipment. The major Operational expenditure lies in the budget for salaries. Each Of these are dependent on the activities Of the institution and the reflection of those activities on the program schedule. The amount and kind of programs determine the equipment needed, which in turn has an impact on the financing Of the television operation. The average total initial expenditure of institutions with stations on the air was $200,000 with a range or $140,000 to $300,000. The range variations are due to the numbers of cameras used (two to six), the kind of kinescope recorder used (single sound track to multiple track and rapid process developer), the size of the TV studio (from 20 feet by no feet to 75 feet by 100 feet), the channel allocated (U.H.F. transmitters cost more than V.H.F.), the height of the antenna (from 100 feet to 1,055 151 feet), and the utilization of mobile equipment. There seems to be no common factor for comparison other than average cost. The purchase of equipment varies as to programs envisioned, the channel assignment and terrain, and the amount of signal coverage desired. Operational budgets vary according to the various enter- prises and the programming. In the matter Of salaries, two institutions report the television budget includes all the salaries, two institutions report all but faculty and talent salaries, one reports only engineering and supervisory salaries, and two cannot report. In the area of equipment maintenance, only one institution can report a cost, with the others including special grants and utilization of their budgets for the purchase and maintenance of equipment. The student labor budget varies as tO the policy of the station and cannot be generalized. Supplies and production costs vary as to budget definitions, with two stations calling settings, properties, and costumes part of the supply budget and two being unable to place these items in a budget because they allocate these expenses by programs rather than by Operation. The sources of this income also vary to the extent that the differences exceed the similarities. The similarities in equipment ownership are more marked and enable a common factoring to be drawn. Five stages Of equipment purchase are identified in Chapter III, page 152 The last stage ”On the air" indicates that no generalization can be drawn from the data other than.that the average station consists of one transmitter, three micro-wave links, one remote unit, two fully equipped studios, two film cameras, and a kinescope recorder. Summary of Chapter IV The purpose of this chapter is to analyze the data reported in Chapter III. A comparison of the stated aims Of educators testifying before the Federal Communications Commission regarding the types Of programs educational television stations would provide and the actual programs broadcast by the stations now on the air shows a difference. There is a greater emphasis on general adult education and cultural and enter- tainment programs than was originally indicated, the use of filmed or kinescope recorded programs is assuming a greater proportion than expected, and children's programs are not being produced locally to the extent anticipated. The correct proportion of these programs can only be discussed from audience analysis. The needs and desires of the community will determine the program offerings of the educational television station. The emphasis on programs, personnel, time schedules, and daily production problems causes a shift of the planning 153 responsibility from a faculty and community committee to the station manager at the time an educational television station goes on the air. This shift has been the cause of lack of community and institution identification by the television station as well as a lack of participation by these groups. A possible counteraction of these lacks is an adequate and constant analysis of the audience and institution which, to date, has not been activated by any institution. There is a need for a workable method of including the faculty and the community in the planning of the operation of the entire television activity as well as the planning of television programs. Excluding of the community in planning is a direct cause of the difference between the stated aims of educators and the programs being offered. Although educators have indicated their preference for the operation of television stations of their own, they are presenting television programs on commercial stations. The number of institutions presenting educational programs on commercial stations has lessened in the last few years, although some institutions indicate that this is the only way they intend to participate in television. Television development in colleges and universities is a slow process with institutions ceasing their expansion in any of the five stages listed in Chapter III. There is no clear-cut movement on the part of institutions of higher education in the 15h establishment of television stations which is a further reason for the separation of the programs now broadcast and the aims of educators, since the original assumption was that most institutions would own their own station. Colleges and universities tend to place television Operation in a close relationship to the Office of the top administration Of their institutions. This seems desirable because of the inherent immediacy of television and its rapid news dissemination ability. It also seems desirable for policy interpretation and coordination because of the mass audience television serves as the "public face" of the institution. Without this relationship, the audience does not fully understand the many possibilities and possible services the institution may offer and thus cannot relate its needs to the offerings of the university causing a further movement away from community understanding. The staffs of the television facilities and the stations are, for the most part, composed of personnel trained in television but without the academic backgrounds which are traditional prerequisites for faculty appointments. Most institutions have, therefore, placed the television personnel on the staff of the institution rather than the faculty. This situation has created some problems because of the need of the television staff to work with the faculty in the planning, preparing, and production of television programs. 155 Out Of this situation arises a primary aspect of the administration of educational television, that of coordinating the activities of the faculty with those of the television staff. This coordination would result in more effort on the part of the institution in the identification of the com- munity needs and thus bring the community and the programs in a closer relationship, as was originally assumed by educators. The daily operation of a television facility and/or station requires a large number of persons. Most institutions find students capable of assuming the responsibilities of many positions and use these students as part of their class activity, on a paid basis, or as an extra-curricular activity. The savings in economy are sizeable to the institutions, but more important is the enrichment of the students' training program when television activities are coordinated with course offerings. One of the best ways to arrive at a solution of the television staff-faculty coordination problem discussed above seems to be the utilization of the television staff as instructors for the television training program. The television staff itself benefits by such an arrangement because of familiarity with a variety of backgrounds and personalities that inevitably comes from wide acquaintance with student bodies. The administrative aspects of budgeting, financing and equipping the television station are items which seem discrete 156 and wherein differences exceed similarities. Institutions with television facilities tend to separate budgeting from planning by placing the budget in the hands of an administra- tive official while planning is done by committee. At the time the facility becomes a station, the budget becomes a plan and is made the responsibility of the station manager. Equipment, finances, and the source Of the financing seem to be based upon the involvements of the institutions and the methods of local operation of the colleges or universities. 157 CHAPTER V SELECTED FACTORS WHICH TEND TO RETARD THE FULL UTILIZATION OF EDUCATIONAL TELEVISION Although this dissertation has concerned itself with an evaluation of specific aspects of the administration Of television in institutions of higher education, no study of educational television would be complete without mention of some of the factors which tend to retard or Oppose the use of educational television. Some of these factors relate to legal barriers, the Ultra High Frequency allocation plan, audience research, the meaning of "mass" media, the amount Of entertainment implied in educational television, and significant legal challenges relating to educational television reservation. This chapter will concern itself with a brief analysis of these factors. Legal Requirements Educational television has been consistently thought of anddiscussed in terms of the programs that are placed before the viewing public. From the date of the legal acknowledgment of educational television by the Federal Communications Commission in 1952 to the present, this form 158 of television has been criticized, measured, and analyzed as a medium of communication. The major emphasis on the programs presented on the television station has been illustrated by the Sixth Report and Order of the Federal Communications Commission discussed in Chapter II. One of the major aspects of this Report is the indication that the Commission would have to decide, on the basis of performance, whether an educational television station has operated in the public interest. The implications of this, by the involvement of the institutions of higher education in areas from which they have been traditionally kept free by administrative decision, seem to alarm top administrators. Political, religious and controversial fields are an obligation of all television broadcasters in terms of programming, yet the college or university has deliberately attempted to discuss all such issues in a calm, dispassionate atmosphere. Television, per se, is considered an exciting medium of high emotional appeal. The dilemma thus encountered tends to retard the development of television in these controversial areas until policy decisions can be made. This requires full investigation for the establishment of these policies. 159 The Ultra High Frequency Allocation Plan The assignment plan for all television stations was originally one of twelve Very High Frequency channels only, and later (1951) seventy additional channels were made available in the Ultra High Frequency band. In its Sixth Report and Order, the Federal Communications Commission published a table of assignment for television channels. The assignment plan for U.H.F. channels was coordinated with and made complimentary to the V.H.F. assignment plan. The Commission has recognized that: Even with an extensive scattering of assign- ments, the twelve channels available in the V.H.F. band are not sufficient to meet the objective of providing television service to all the peOple. If all the V.H.F. and U.H.F. channels are utilized, there should be few, if any, people of the United States residipg beyond the areas of television service. Since the implementation of this allocation plan, U.H.F. broadcasters have indicated a dissatisfaction with the U.H.F. band. Senator Charles Potter, Michigan, Chairman of the Communications Sub-Committee of the Interstate and Foreign Commerce Committee, initiated over-all hearings on the problems of U.H.F. telecasting as a result of U.H.F. 1 Federal Communications Commission, Sixth Report and Order, U. S. Government Printing Office, Washington,: D. 0., April 11, 195“, Section 2b. 160 2 station failures. This sub-committee held hearings May 19-21 and June 15-18, 1955, in Washington, D. C. The primary problems faced by U.H.F. broadcasters as evidenced by their testimony are the lack of large numbers of U.H.F. receivers in the hands of the public and technical difficulties in reception. Before commencement of the hearings, Senator Potter conducted an inquiry as to why so many construction permits were being relinquished by U.H.F. broadcasters. Of the %7 replies he received, the following were given as reasons: 20 - could not get satisfactory network affiliation 17 - saw little chance of success due to V.H.F. competition 8 - could not get national and/or local advertisers 7 - blamed set manufacturers or technical short- comings of receivers h - said transmitters were inadequate or too costly 3 - attributed their action to lack of U.H.F. acceptance by the public 2 - discounted general economics of U.H.F. broad- casting 2 - gave up U.H.F. permits for V.H.F. 5 - gave no reasons or unrelated ones. The Joint Committee on Educational Television testified as to its concern over the problems of U.H.F. in light or the fact that the number Of U.H.F. channels reserved for h education is more than twice the number of V.H.F. channels. 2Broadcasting/Telecasting, "U. H. F. Stations Are Heard, " May 1h, 195h. - 3Joint Committee on Educational Television, Re orts, pubfiished by The Committee, Washington, D. 0., July 1, l95h, P. e uIbid., p. 5. 161 Seventeen of the thirty construction permits granted for educational channels are for U.H.F. stations; three of the educational stations now on the air are U.H.F. stations. The Joint Committee on Educational Television emphasized its vital concern over protecting the gains already made by educators and in helping in every way possible to solve the problems concerning the development of U.H.F.S With the conclusion of testimony, the Potter Sub-Committee on Communications went into executive session and is expected to produce recommendations to the Federal Communications Commission after a joint meeting with the Commissioners. These recommendations could conceivably be a request to the Federal Communications Commission to work out a proposed allocation plan eliminating the intermixture of V.H.F. and U.H.F. in the same cities and also to report on the feasibility of moving all television to the U.H.F. band. Such reports from the Federal Communications Commission can only be preliminary proposals, since the present allocation plan cannot be changed without formal rule-making proceedings. Whatever action is taken, even if it be inaction and reinforcement of the status quo, the reflection on educational television will affect the growth of television stations in 5Joint Committee on Educational Television, Re orts, pubéished by The Committee, Washington, D. C., July 1, 195k, P. e 162 institutions of higher education. At the time Of writing of this dissertation, two educational television stations with U.H.F. broadcasting licenses have indicated dissatis- faction with their U.H.F. Operation. W.K.A.R.-TV, channel 60, East Lansing, Michigan, has requested the Federal Communica- tions Commission for a change of assignment to V.H.F. channel 10 in a nearby community. K.T.H.E., channel 28, Los Angeles, has closed its transmitter and is not broadcasting. Audience Research Critics of television have been.many and varied, some attacking television in general, some aiming their sights at educational television specifically. The opinion of the editors of U. S. News and World Report, which devoted a major portion of one issue to a study of television's impact on America, is perhaps the best consolidation of present thought on television. They said: Right now the only thing that is really certain about TV impact is that everyone is guessing about it; that no one is doing large-scale, exhaustive research into the long-range effects of the new medium. . . . Sociologists, doctors, and teachers, however, fear it will take a great deal of time and work before the researchers, whoever they are, can get TV impact into perspective, weigh its total effects on the American mind and bOdye They are especially concerned--and baffled--by what TV may be doing to, or for, American children.6 6U. S. News and World Report, September 2, 1955, p. 50. 163 The impact of this thinking on institutions of higher education is self-evident. To whom else can the public turn for the kind of long-scale research the editors of U. S. News and.WOrld Report indicate is of prime need? This writer has found in the analysis of the television Operations of institutions that no provision is made for arriving at an understanding of the community, in factual terms, upon which such research can be based. The purpose Of such research should be to obtain the information which is eSSential for guiding the construction of educational television programs for diverse audiences, such as labor and industrial groups, minority groups, out-of-school youth, homemakers, and groups primarily interested in civic affairs. There are few data available showing how different segments of the population will respond to different types Of educational programs on television. Such information is greatly needed by those who are responsible for formulating and telecasting educational programs. What Is The "Mass" In Mass Media? A ‘ Television has Often been called the newest of the mass media. In this sense the "mass" is referred to as all of the people, or most of the people. “The definition is weak only insofar as it suggests no deciding body or group to whom educators can turn for the decision as to who comprises the 16h mass. There are other problems in the use of any of the mass media. Dr. Paul Lazarsfeld identified the three main problems of mass communication in his article on organized social action in this way: It seems probable that these constitute the three organically related elements of our great concern with the mass media of communica- tion. Many are, first of all, fearful of the ubiquity and potential power of these media. . . . There is secondly concern with the present effects of the mass media upon their enormous audiences, particularly the possibility that the continued assault of these media may lead to the unconditional surrender of critical faculties and an unthinking conformism. Finally, there is the danger that these technically advanced instruments of mass communication con- stitute a major avenue for the deterioration of aesthetic tastes and popular cultural standards.7 College faculties are not certain as to methodology of dealing with this "mass" or are they sure of the propriety of such dealings. "This is particularly true of the faculties of private schools as contrasted to public supported institu- 1510118. Television, as it now exists, seems to be identified by institutions of higher education as a medium Of communication whose utilization can reach and affect great numbers of people. Any utilization other than to reach these great numbers is suspect and the institutions are accused of misuse 7Paul S. Lazarsfeld, Mass Communications. Wilbur Schramm, editor, Urbana: University of Illinois Press, 1949, p. h6l. 8Ibid, p. h65. 165 and poor judgment. The entire tone of the Federal Communica- tions Commission's Sixth Order advances the "mass media" concept and yet there appear to be reservations held by the colleges and universities as to the use of such a device. This dilemma can only be solved by concentrated research in the effective cultivation of mass communication's potentials and a deliberate study of the desires and duties of institu- tions of higher education and their reSponsibilities to the community and the culture they find themselves identified with in the public mind. Upon such bases will the future development and use of television rest. Entertainment and Education One of the areas of criticism most often levelled at educational television is the application of words such as "entertainment" and "sugar-coating" to educational tele- vision programming. Critics seem to find there is a problem involved that has great readership appeal when these words are placed in juxtaposition with the word "education" and that the concepts involved are at opposite ends of a~ continuum. Probably the most verbal of these critics, in print, is Edgar Dale who reports: I believe that entertainment and education are poles apart - that the theory and values of one have little in common with the other. I believe that there is a danger in judging mass media 166 chiefly by entertainment standards. Our almost compulsive search for entertainment is a malsdy that can both debilitate and destroy. Close examination of these two concepts reveals that there are differences involved which.make the two incompatible, since they are identified with different purposes. Education is a purpose or a reason for reaching people via the mass medium of television. Wigren identified the "education" in educational television as: A process of guiding and organizing situations in such ways that individuals will have experi- ences which will enable them to bri about desirable changes in their behavior. 0 The definition of these desirable changes in behavior are determined by the educator and such changes become the purpose or reason for the program. It must be remembered that a person may have an educational experience from a program that has not been designed to provide only that or even partially planned to provide such experiences. It is in this hazy area that confusion lies. If viewers may have experiences bringing about desirable changes in their behavior, the program is not necessarily educatiOnal in its purpose. The danger exists that the viewers may have mis- 9Edgar Dale, "Education or Entertainment," The News Letter, Bureau of Educational Research, Ohio State University, February, 1955 10Harold F. Wigren, "Planning for the Development Of Educational Television in Houston, Texas," Doctoral Disserta- tion, Columbia University, New York, 1953. 167 educative or non-educative experiences on the same program and thus the program is subject to criticism. If, however, the purpose of the program is deliberately conceived to be educational and the learning experiences are undertaken in a pro-planned, organized fashion, the program is educational and subject to critical evaluation. Education and entertain- ment cannot be examined as if they were alike. The key to the individuality of these two is their purpose. Entertainment, on the other hand, is one of the methods of presenting the purpose of the program. The educator and the commercial broadcaster have a variety of means available to accomplish the purpose of the program. If the purpose is best reached by entertainment, then it becomes the method used. If entertainment is a method, varieties of that method exist, and it is in this area that the words "sugar-coating" may or may not apply. The concept of entertainment is not at fault if some variety of it is misused. Entertainment may be a purpose of a program which has no other objective. The possibility of misconception is at its peak in evaluating this kind of purpose-method duality within a television program. Significant Legal Challenges Relating to ,Educationa1.Television Reservations There seems to be no organized effort to remove educational television reservations at this time. In the Federal Communications Commission's Sixth Report and Order, 168 the Commission indicated that after June 2, 1953, it would consider petitions to make changes in educational television channel assignments.ll Since this date, the Commission has had many requests for changes in educational reservations. Although no public announcement since the release of the Sixth Report and Order has been made regarding the attitude of the Commission toward changing educational reservations, the decisions of the Commission in each hearing serve as an indication of its attitude. The significant cases before the Commission have been analyzed and reported by the legal staff of the Joint Committee on Educational Television.12 A summary of each analysis is included here to indicate the attitude of the Federal Communications Commission toward the legal issues raised by each petitioner. The Hearst Case Hearst Radio, Inc., was an applicant for a new commercial television station in Milwaukee, Wisconsin, on Channel 10. This application was designated fOr a hearing together with three other applications. Practically all the testimony in this consolidated proceeding had been presented when, on ll 2 1 Joint Committee on Educational Television, pp, cit., Vol. I, No. l, p. 1. Federal Communications Commission, 92, cit., Section hc. 169 September 30, 1948, the Federal Communications Commission issued its "freeze" order. In accordance with this order, the Commission issued no decision in the Milwaukee case. In March, 1951, after extensive allocation hearings, the Commission proposed to reserve Channel 10 in Milwaukee for education. The Hearst Corporation objected, but the Commission made its decision final in the Sixth Report and Order, and at the same time removed from the Federal Communications Commission's hearing docket the Hearst application for Channel 10. Hearst then filed a petition challenging the legality of the Commissionis Table of Assignments, including the reserva- tion Of Channel 10. Oral argument was heard, and on March 31, 1953, the Commission reaffirmed its decision, stating among other things that nothing in the Hearst application justified a deletion of the reservation Of Channel 10 for non-commercial use in Milwaukee. Participating in the oral argument before the Commission were Hearst Radio, Inc., the Board of Vocational and Adult Education in Milwaukee, and the Joint Committee on Educational Television. When the Hearst Corporation on April It, 1953, again petitioned the Commission to reconsider the case, the Joint Committee on Educational Television filed a formal opposition. The Federal Communications Commission denied the petition on June 30, 1953. On July 15, 1953, the Hearst Corporation 170 appealed to the United States Court of Appeals fer the District of Columbia. The Joint Committee cn.Educational Television and its seven constituent organizations filed notices of intention to intervene. Hearst had requested Of the Federal Communications Commission and received an extension of time to file its brief, including a statement to the Court that if the Federal Communications Commission should allocate Channel 6 to Whitefish.Bay near Mdlwaukee, the appeal in the Hearst Case would be dismissed. The Federal Communications Commission subsequently assigned Channel 6’to Whitefish Bay, and on.December 2h, 1953, the Hearst appeal was dismissed. In the meantime, the Milwaukee educators, the Wisconsin Radio and Television Council and others concerned have been working together to see that Channel 10 is activated and a station built at the earliest possible moment. The New Orleans Case On July 3, 1953. W, Radio, Inc., filed a petition with the Federal Communications Commission requesting the removal of the reservation of VHF Channel 8 for education in New Orleans. Formal oppositions to this request were filed by the Greater New Orleans Educational Television Foundation, the Special Legislative Television Committee Of the State of Louisiana, the Joint Committee on Educational 171 Television, and numerous officers of educational organizations in New Orleans. These oppositions pointed to the progress made on both the local and state levels in plans to activate the New Orleans channel. The Commission was satisfied with the progress being made and found no "compelling circum- stances" warranting a deletion of the educational channel. The North Dakota Case On August 10, 1953, the North Dakota Broadcasting Company, Inc., filed a petition with the Federal Communica- tions Commission requesting that Channel 6 in Minot, North Dakota, now reserved for education, be changed to commercial and that commercial Channel 13 there be changed to educational. It also requested that the Commission issue a rule to show cause why the North Dakota Company should file an application for modification of its permit to specify Channel 6 in lieu Of Channel 13. The Company already had a construction permit tO Operate on Channel 13 and was actually Operating under a Special Temporary Authority granted by the Federal Communica- tions Commission. In support of its request, the Company alleged that a canvass of all potential applications for an educational station in the Minot area showed that no application for Channel 6 would be filed in the foreseeable future; that the Company could provide optimum coverage on Channel 6 at a 172 lower cost than on Channel 13. The Federal Communications Commission rejected the request on September 9, 1953, stating that there were no exceptional circumstances warranting the issuance of the show cause order. The Com- mission, however, did not pass on the merits of the request for rule-making proceedings to change channels, stating that inasmuch as it could not issue the show cause order which was an integral part of the relief sought, it would not even consider the request to make changes in the channels. The Andalusia, Alabama, Case On February 25, 195h. the Federal Communications Commission issued a Notice of Proposed Rule Making, advising the public that a petition had been filed by John H. Phipps requesting the assignment of television Channel 2 to Havana, Florida. In support of his petition, Mr. Phipps urged among other things that assignment of Channel 2 to Havana, a city with a pOpulation Of 1,63h and located 16 miles from.Tallahassee, the State Capitol, would bring television service tO a large and important area. The Alabama Educational Television Commission opposed the Havana assignment and proposed instead that Channel 2 be assigned and reserved for educational use in Andalusia, Alabama. Since Andalusia is only 130 miles from Havana, the two proposals were conflicting and only one could be granted. 173 In support of its petition, the Alabama Commission contended among other things that an educational station Operating in Andalusia would provide a necessary link in Alabama's state-wide educational television service. In reply, Mr. Phipps argued that the Commission's policy, set forth in its Sixth Report and Order, was to reserve VHF channels for educational use only in communities with three or more assignments or in those designated as educational centers. Andalusia could not qualify on either ground, and Alabama already had its fair share of VHF and UHF channels for educational use. On September 22, l95h, the Federal Communications Commission decided that Channel 2 should be assigned and reserved for educational use in Andalusia. In support of this decision the Commission stated: 1. That the need for an educational television reservation in Andalusia as a part of an area and state-wide service in Alabama outweighed the need for the assignment of this frequency in Havana, Florida. 2. That the principles of the Sixth Report and Order referred to above, limiting the assign- ment of educational channels to only communities having at least three television channels or those classified as "educational centers" were only general guide posts and not hard and fast rules. The Commission indicated that the matter of public need was the important consideration in each case and referred to its action in reserving Channels 2 and 11 in small communities in Tennessee in order to provide for a state-wide service in that state. 17h In accordance with these reasons, therefore, the Federal Communications Commission rejected the petition for assign- ment of Channel 2 for commercial use in Havana, Florida, and instead ordered that it be assigned and reserved for educational use in Andalusia, Alabama, the order and assignment becoming effective on October 25, 195A. On October 12, 195a. Mr. Phipps filed a petition with the Federal Communications Commission requesting reconsidera- tion of its decision reserving Channel 2 for educational use in Andalusia. On December 3, 195b, this petition was denied, and the reservation became final. The Birmingham, Alabama, Case On July 28, l95h, the Voice of Dixie, Inc., requested the Federal Communications Commission to institute rule- making proceedings looking toward the deletion of Channel 10 reservation for education in Birmingham and making it available to commercial use. In support Of its petition the Voice of Dixie made the following points: 1. That the need for educational television service in Birmingham would be met by the station to be operated by the Alabama Educational Television Commission on educational channel 7 in Munford.with a transmitter located on Mt. Cheaha just 56 miles from Birmingham. 2. That the reservation of Channel 10 in Birmingham violates the "duopoly" rule of the Federal Communications Commission 3. 175 which prohibits one party from owning or controlling two television stations which substantially serve the same area. That the Offer of WBRC-TV, a commercial station in Birmingham, to make equipment available free of charge to the educators to help build the educational station there would put the commercial station in a posi- tion of control. Oppositions to the Voice of Dixie petition were filed by the Alabama Educational Television Commission and the Joint Committee on Educational Television. On September 29, l95h, the Federal Communications Commission denied the petition and in support of its decision gave the following reasons: 1. 3. That the Commission's "duopoly" rule does not preclude two educational stations in the same area owned and operated by the same licensee. That Section 3.636(b) of the Federal Com- munications Commission rules clearly and unequivocally exempts non-commercial educational stations from both.multiple ownership and duopoly requirements. That there is nothing to indicate that the commercial station WBRC-TV will exercise any undue influence over the educational station by reason of its offer of equipment. That while the Munford station will provide Grade A service to Birmingham, it will not place a 77 db signal over the entire city-- the signal required for the principal city to be served. That deletion of the educational channel in Birmingham would leave the city without available educational television facilities. 176 6. That the Alabama educators have demonstrated the need for retaining Channel 10 in Birming- ham as an important part of their state-wide educational television program. These cases represent the significant legal actions brought before the Federal Communications Commission challenging the legality of the educational television reservations. In each instance, and all other instances, the Commission has upheld the immunity of the educational reservations and prevented any encroachment by other television interests. Summary and Conclusions Legally, the television broadcaster is enjoined to Operate his station in the public interest and to cover political religious, and controversial fields in a fair manner by equal distribution of time and effort in such coverage. This fact coupled with the inherent excitement of the medium poses a problem to the university administrator who has attempted to analyze such issues in a calm and dispassionate atmosphere. Ultra High Frequency channels for television broadcast have not proved satisfactory, and the stations operating on these channels have been forced to close down or curtail their operations because of the electronic engineering problems, cost, and lack of audience inherent in U.H.F. Operation. A U. S. Senate sub-committee has been investigating 177 this area and is expected to make recommendations for action to the Federal Communications Commission. The impact on educational television operations of these forthcoming recommendations, whatever they may be, will be of great import, since more than twice as many U.H.F. channels as V.H.F. channels are reserved for education. Two educational television stations with U.H.F. broadcasting licenses are now either in the process of changing to V.H.F. or not Operating. Analysis of the television viewing public has indicated the impact and effect this medium of communication has on the culture of America. Scholars, educators, and researchers have indicated a concern over the effects of this relatively new medium and especially shown concern over the lack of research-based investigation into the reaction of various audiences to existing television programs. Institutions of higher education are the natural, inherent originators of such investigations and have the reSponsibility to conduct the necessary research and to recommend standards, principles, and programs to the television industry. In the minds of most people, television is identified as a "mass“ medium of communication. The Federal Communica- tions Commission has constantly advanced this concept and has gone even further by requiring all television station Operators to operate in the public "interest, convenience, 178 and necessity." Colleges and universities seem to be hesitant about the use of such a device for the expansion of their present operations fearing the potential power of this device, the creation of conformism by the use of tele- vision, and the deterioration of aesthetic tastes by the use Of this medium. The dilemma thus encountered can be solved by study of the medium by institutions of higher education and eXperimentation in the utilization of’the potentials of television as an aid to the college or univer- sity in carrying out its cultural and community responsibility. One of the most common criticisms leveled at educational television is that this type of education is primarily enter- tainment and secondarily "sugar coated" education. Critics stating these general objections confuse the purpose of a program (education) with the method of arriving at that purpose (entertainment). This confusion is heightened when many television programs have no purpose other than to enter- tain while immediately contiguous to them are programs using entertainment as a means to educate. The need of inquiry into the inherent qualities of television and its application to education is further identified by the critics attacking the entertainment aSpect of television. The Federal Communications Commission has consistently upheld the immunity of educational television reservations in assigned areas and has committed itself to the policy of 179 guarding these reservations from encroachment by other television interests to the point of exempting educational television stations from certain legal requirements imposed on other television stations. These actions by the Com- mission have tended to eliminate any formal, organized effort to remove educational television reservations. 180 CHAPTER VI SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Statement of the_prob1em. It was the purpose of this investigation: (1) to study the pattern of organization of educational television in institutions of higher education; (2) to relate the administrative pattern to the effective utilization of television by the institutions; (3) to identify, analyze, and evaluate factors Of administrative Operation; and.(h) tO determine factors which encourage or retard the development of educational television in institutions of higher education. Importance of the problem. .Many educators predict that in future years television will be a pere social force in American society. Educational television is further identified as being an Obligation Of institutions of higher education in their relationships to the culture and the communities they serve. Since 1950 much.has been written about the programs, the aspirations, and the status of educational programs. Little has been written, however, directly on the administration of educational television; hence, most of the published literature in this general field is concerned with the educational 181 television process and the planning and preparation of television programs. This lack of specific research con- cerning television administration has forced administrative officials to extract contributions from other administrative areas and apply them to television. This study was designed to provide information concerning television facilities and stations which.would give administrators a basis for compar- ing the organization of television activities in their institution.with.those reported in this study. methodology. A quantitative and evaluative study of the administration of television activities was conducted with 186 institutions of higher education having television facilities and the eight institutions operating television stations. The specific.methcdology employed in this study was: (1) a qualitative/evaluative survey instrument.mailed to and returned from 186 institutions; (2) a structured interview with the station managers of the eight educational television stations; (3) direct observation in these eight institutions; and (h) a free, opinion-seeking interview with the next highest administrative authority above the station.manager in the eight institutions. A search of the files of the Joint Committee on Educational Television determined that 2&9 institutions of higher education were the total number involved in the use of television without the operation of their own television 182 ' stations. A pro-tested questionnaire was mailed to these institutions on May 30, 1955, and by July 30, 1955, 186 institutions (76 per cent) returned completed questionnaires. Analysis of geographical location, size and type of the responding institutions indicated that the returns were a representative sample of the entire group. In July and August of 1955, the author visited the eight institutions operating educational television stations and, in each institution, conducted a structured interview with.the station manager and a discussion with.the next highest administrator, and observed the station operation. Summary and Conclusions Through personal visitation to eight universities and the quantitative/evaluative survey of 186 colleges and universities, facts and opinions were collected regarding the organization and administration of the television activities of institutions of higher education. A summary of the general findings and conclusions follows. The early statements made by educators regarding the types of programs to be expected on educational television stations does not accurately compare with the programs being broadcast by the stations on the air. There is a greater emphasis on general adult education and cultural and entertainment programs than was originally indicated, the 183 use of filmed or kinescope-recorded programs is assuming a greater proportion than expected, and programs for children are not being produced on a local level to the extent anticipated. A collation of information regarding the acquisition of television equipment by colleges and universities, the financing and budgeting of television enterprises, and the involvements of individual faculty.members indicates that five stages of television expansion are identifiable in the development of educational television facilities. These stages are: Stage I. Beginning Interest ig_2rogrammigg, The institutions present a few (2 or 3) programs per week via the facilities of a local edu- cational or commercial television station. Little or no equipment is purchased by the institution. Stage II. First Equipment Purchase. The number or scope of the television programs exceeds the availability of the equipment owned by local television stations and the institution purchases filming equipment to assist in the preparation of television programs. Stag, III e Stage IV. Stage V. 18h Television Studip Acquisition. As television programs expand in number and as the faculty and staff participa- tion in television programs increases beyond the ability of local television stations to provide the necessary time and equipment, the institution equips and installs a television studio to permit preparation and.planning of programs and to allow research in the utilization of television within the institutions. Broadcasting, In order to fully utilize the studio, equipment, and staff, as well as to implement the findings of research, colleges and universities provide the necessary technical equipment to enable the activities of the studio to be broadcast. This can.be a system of physically transporting the sound and picture to a local station's broadcasting facility by cable or microewave link, or of recording the sound and picture for later broadcast by a kinescope recorder. On the Air, The culmination of these stages of development is the institutionally 185 owned and operated television station arising from.the expansion of faculty and staff involvements, increasing interest in tele- vision programs on the part of the community, and the identification of needs and interests of the viewing audience. There is a definite increase in the degree of adminis- trative detail and difficulty as well as expense of Operation and equipment purchase as institutions progress through these stages. Although educators have indicated their preference for the operation of television stations of their own, most institutions are presenting programs through the facilities of local commercial stations. Television development in colleges and universities is a slow process, with.institutions indicating a cessation of their expansion in any of the five stages identified above, depending upon.the interest and involvement of the faculty, staff, and community. At this time there is no clearly identified movement on the part of colleges and universities to establish television stations as a method of utilizing television as an integral part of the institution's activities. Indications seem to be that most institutions find satisfactory television involve- ment by broadcasting programs through the facilities of local and commercial stations, and that contributing reasons 186 for this are the expenses of equipping and operating a station and the large amount of administrative detail and coordination involved in the establishment of an educational station. . Colleges and universities tend to place television operation in a close relationship to the office of the top administrators of their institutions because of the identification by the viewing public of television programs as being the embodiment of the activities and policies of the institution. There is a definite difference of opinion on the part of station managers, who indicate a desire to be directly responsible to the Office of the President, and the administrators directly above the station.managers, who see no particular value in such a direct relationship. Mbst of the staffs of the television facilities and stations are professional television personnel without academic training traditional to university faculties. Because of this, most institutions have placed the television personnel on the staff of the institution rather than the faculty thus creating a problem of coordination between the faculty and staff in the preparation and.planning of tele- vision programs. This coordination has become one of the primary aspects of television administration. Considerable concern was expressed by station managers and administrative officials regarding the manpower requirements 187 of television programs. Most institutions find students capable of meeting the responsibilities of planning and production staff positions. The use of students results in a considerable saving of funds as-well as providing experi- ences that are related directly to the training program of the institution. Institutions which have advanced in television development to the point at which they own and operate some television equipment indicate the advisability of relating courses in professional television with the television activity of the institution. The staff of the television facility or station seems best utilized when incorporated as instructional personnel in the student training program. The emphasis on programs, personnel, time schedule, and daily production problems causes a shift of the planning responsibility from a faculty and community committee to the station manager at the time an educational television station goes on the air. This shift has been the cause of lack of community and faculty identification by the television station as well as a lack of participation by these groups. A possible counteraction of these lacks is an adequate and constant analysis of the audience and institution which, to date, has not been activated by an institution. There is a need for a workable.method of including the faculty and the community in the planning of the operation of the entire 188 television activity as well as the planning of television programs, such as in an advisory board or planning committee usually associated with.public relations or press relations. The administrative aspects of budgeting, financing and equipping the television station are items which seem discrete and show differences which exceed similarities. Institutions with television facilities tend to separate budgeting from planning by placing the budget in the hands of an adminis- trative official while planning is done by committee. At the time the facility becomes a station, the budget becomes a plan and is made the responsibility of the station manager. Equipment, finances, and the source of the financing seem to be determined by the involvements of the institutions and the method of local operation of the colleges or univer- sities. The slow response of institutions of higher education in the establishment of educational television stations seems to be attributable to the following factors: 1. The expense involved in the establishment of a television station is difficult for the administration to Justify in a university budget. 2. The concept of television is so new that it is not 'effectively related to the academic responsibilities of the universities. 189 3. There seems to be no precedent in normal university practices and procedures for the operation of a television station. n. The purposes of the utilization of television are generalized to the extent of obscurity to the faculty and administration of universities. 5. The availability of the facilities of local commercial stations casts some question on the desirability of establishing an educational station. 6. Television requires a technical staff which does not have the high academic training normally found.in the university faculty. This creates questions about the feasibility of including such staff as members of the institution. 7. Television equipment is not normally available on the university campus for experimentation and research. This limitation has based television develoPment upon the imagina- tion and foresight of a few interested persons rather than the entire staff and faculty of the institution. Legally, the television broadcaster is enjoined to operate his station in the public interest and to cover political, religious, and controversial fields in a fair manner by equal distribution of time and effort in such coverage. The inherent excitement of this programming poses a problem to the university administrator who has attempted to analyze such issues in a calm.and dispassionate atmosphere. 190 Ultra High.Frequency channels for television broadcast have not proved satisfactory and the stations operating on these channels have been forced to close down or curtail their operations due to the electronic engineering problems, cost, and lack of audience inherent in U.H.F. operation. A U. 8. Senate Sub-committee has been investigating this area and is expected to make recommendations for action to the Federal Communications Commission. The impact on educational television operations of these forthcoming recommendations, whatever they may be, will be of great import, since the number of U.H.F. channels reserved for education is more than twice the number of V.H.F. channels. Scholars, educators, and researchers have indicated a concern over the effects of this relatively new medium, and especially shown an interest in the lack of researchsbased investigation into the reaction of various audiences to existing television programs. Institutions of higher education are the expected originators of such investigations and have a responsibility to conduct the necessary research and to recommend standards, principles, and programs to the television industry. Colleges and universities seem to be hesitant about establishing television, fearing the potential power of this device, the creation of conformist attitudes, and the deterioration of aesthetic tastes by the use of this medium. 191 Institutions of higher education need to experiment with the utilization of the potentials of television as an aid to the college or university in carrying out its cultural and community responsibility. One of the most common criticisms leveled at educational television is that this type of education is primarily enter- tainment and ”sugar coated” education. Critics stating these general objections confuse the purpose of a program (education) with the.method of arriving at that purpose (entertainment). 8 This confusion is heightened when many television programs have no purpose other than to entertain. The need of inquiry into the inherent qualities of television and its application to education is further indicated by the critics' attacks on the entertainment aspect of television. 8 The Federal Communications Commission has consistently upheld the right of educational television reservations in assigned areas and has committed itself to the policy of guarding these reservations from encroachment by other tele- vision interests to the point of exempting educational television stations from certain legal requirements imposed on other television stations. These actions by the Commission have tended to eliminate any formal, organized effort to remove educational television reservations. 192 Recommendations One of the purposes of this investigation was to ascertain those administrative practices which are worth while and desirable. From extended interviews with station managers and administrative officials, visits to the tele- vision stations, and analysis of data collected, several recommendations emerged. These recommendations are divided into two categories: general recommendations and suggestions for further research. ' General Recommendations 1. The increasing significance of the utilization of television in.institutions of higher education indicates that the station manager or the director of television development should be directly responsible to the Office of the President. This level of administration would tend to increase the prestige of the entire television operation, provide a direct avenue of policy interpretation and coordination, and act as an encouraging factor in the utilization of educational tele- vision by the faculty in the same way that public relations and press relations have been developed. 2. University officials should encourage and support research and experimentation by the faculty in the use of television. It is necessary that the potentialities of television be investigated and research conducted in the 193 relationships of the many academic areas to the unique abilities of television. 3. Every attempt should be made to identify the tele- vision personnel responsible for program planning with the faculty of the institution. a. Television personnel, administrative officials and faculty members should constantly re-evaluate the policies and philosophy of the television activity with the purpose of securing more faculty and community cooperation and involve- ment. This analysis could be accomplished by conducting surveys, establishing policy committees, and organizing investigative boards. 5. Institutions of higher education should develop a distinct and real association between the television facility or activity and the classes in television or in strongly related areas such as Journalism, speech, radio, audio- visual aids, and so forth. 6. Television station managers and program directors should be encouraged to develop a plan for the utilization of students in staff and/or production positions. —~ 7. The Federal Communications Commission should continue its practice of guarding the prerogatives of the educational television reservations and to reassess the allocation of Very High Frequency channels for educational television. The Commission has accepted the concept of educational television 19h stations as advanced by educators, and institutions have an obligation to the Commission to investigate the utilization of television in education. 8. Institutions of higher education need to be actively involved in the research necessary to improve the general standards of the entire television industry. 9. Administrative officials should take an active part in the establishment of more flexible channels of academic inquiry and research into the possibilities of educational television as solutions to some of the more pressing univer- sity problems, such as large enrollments, shortages of staff, and community identification. ID. Institutions of higher education should create academic departments or divisions devoted to the teaching of television programming and production on the graduate level so that research is encouraged and persons are trained to take on position of responsibility in educational television. 11. Institutions should be encouraged to acquire tele- vision equipment as part of their audio-visual aids programs so that experimentation in television utilization can take place without untoward expense to the institution. Sgggestions for further reseaggg. This investigation revealed specific problems in the administration of educational television which might be solved if research supplies answers to the following questions: 195 1. It is suggested that a study of the latent or informal aspects of the administration of educational tele- vision would be of value. A study of this type would be concerned with such questions as: Do faculty/community advisory committees actually have some voice in the policy recommendations of the educational television operation or do they merely function to make faculty, community leaders and administrative officials think the television activity is operated democratically? How do the various aspects of actual admonistrative operation compare to how the station managers and administrative officials state they operate? 2. What are the full implications of a total faculty- community-institutien relationship? What are the obligations of an institution if a community responsibility is accepted? What criteria determine the television community concept? ' 3. What criteria should be used for selecting the ' station.manager or administrative head of a television facility? The television staff? 'What experience and train- ing are necessary for these positions? How can the television staff be integrated.with the faculty in other ways than through student training? he What constitutes an effective student training- television activity integration? To what extent are students of television better trained by virtue of participation in 196 television production and planning? ‘What are the implications for the television faculty? I 5. What factors hinder the acceptance of the advantages of television by the faculty? How could the faculty climate of opinion regarding the utilization of television be evaluated? ‘What authority in the establishment of a tele- vision facility should be delegated to the faculty? 6. What do high administrative officials think of television utilization in relation to the university philOSOphy? In relation to the teaching program? 7. How can colleges and universities marshal their forces to conduct research in the social effects of tele- vision? How can the disciplines, arts, and sciences be integrated for this investigation? 8. What degree of influence do apathy and.motivation exert with regard to the television viewer? How is the viewer motivated to watch certain television programs? What are the foundations of "popular" television programs? 9. To what extent is the present interest in educational television due to the huge funds spent nationally on its promotion? Will withdrawal of these funds have an impact on educational television? 10. Is the university philosophy consistent with that of the surrounding community? To what extent are people who have not attended a college represented in the thinking of the television program planners? 197 The problems in the foregoing areas appear significant enough to warrant further research. Station managers and directors of the television facilities could make more significant contributions to the university and to the general field of educational television if provided with extensive research into these vital areas. Research in the areas of television has been presented in fragments, with specialists stressing the importance of specific aspects of the total. Literature in this field should be concerned.with.the development of policies, practices, and procedures of educational television in its entirety. This research would make possible a.more realistic approach to the administrative problems and the planning of the television activity in institutions of higher education. 198 BIBLIOGRAPHY Books Abbott, Waldo, Handbook p£.Broadcasti , (3rd ed.). New Ybrk: MCGraw-Hill Book ompany, 1950. Baechlin, Peter and Maurice Muller-Strauss, Newsreels Across the World. New York: Columbia University Press, 1932. Battison, John H., Movies for T.V. New Ybrk: The Macmillan Company, 1950. Bendick, Jeanne and Robert Bendick, Television‘works Like This. New York: Whittlesey House (McGraw-Hill BooE Company), 19h9. Bettinger, Hoyland, Televisiqp_Techniques. New York: Harper and Brothers, 19h7. Bretz, Rudy and Edward Stasheff, Television Scripts for Stggipg and Study. New York: A. A. Hyn, Inc., 1953. Callahan, Jennie W., Television ip School, Colle e, and Community. New York: McCraw-Hill Book Company, I953. Campbell, Clyde M., Practical Applications g§,Democratig Administration. New York: Harper and Brothers, 1952. Campbell, Laurence R., g,Guide pp.Radio-TV Writipg. Ames, Iowa:. State College Press, 19 0. Chester, Giraud and Garnet Garrison, Radio and Television: Ap,Introduction. New York: AppIeton-Century-Crofts, Inc., 9 O. Crosby, John, Out of the Blue. New York: Simon and Schuster, 1952: Curran, Charles, Handbook p£,TV and.Film.Technique. New York: Pellegrini and Cudahy, 1933. Dawson, Howard A. and Floyd W. Reeves, Your School District. ‘Hashington, D. 0.: National Education Association, Department of Rural Education, 19h8. 199 Denham, Frank, The Magic Window. New York: Macmillan Company, 1932. ' ‘ Diamond, Sidney and Donald Anderson, Radio and Television 'Workshop Manual. New York: Prentice-Hall, Inc., 1952. Dome, Robert B., Television Principles. New'York: McGraw- Hill Book Company, 1951. Dunlap, Orrin E., Jr., Radio and Television Almanac. New York: 1951. Embank, Harry L. and Sherman P. Lawton, Broadcastipg: Radio and Television. New York: Harper and Brothers, 1935. Floherty, John T., Television Stogz. Philadelphia: J. B. Lippincott Company, 1931. Hodapp, william, The Television Manual. New York: Pellegrini and Cudahy, l‘9E3. Hubbell, Richard, Television.2rogrammipg.and Production. New Yerk: Rinehart and Company: 950. Hutahinson, Thomas R., Here ;E,Television:'Your‘window pp the‘World. New York: Hastings House Publishers, Inc. , 1930e Kaufman,‘William.I. and Robert S. Coladzin,‘Your Career pp, Television. New York: Merlin Press, Inc., l9§0. Levenson, William B. and Edward Stasheff, Teachi_n‘g throygh Radio and Television. New York: Rine rt and Company, I9EE. Lindey, Alexander, P1 iarism and Originality. New York: . Harper and Brothers, 1952. . Lindsley, Charles F., Radio and Television Communication. New York: McGraw-HilI Book Company, 1953. McClenahan, B. A., Or anizi the Community. New Yerk: The Century Company, 192?. Moehlman, Arthur B., School Administration. New York: Houghton Miflin Company, 1931. 200 Newson, Carroll V. (ed. ), A Television Policy for Education. Washington, D. 0.: American Council on Education, 1952. Olson, Edward G. and others, School and Community. New York: Prentice-Hall, Inc., I9h5. Olson, 0. Joe (ed. ), Education on the Air, Yearbook, Institute for Education by Radio and_ Television. Columbus, Ohio: Ohio State University Press, 1952,1953, l95h. Radio Daily Corporation, Television Yearly. New York: Published yearly, l9h6fito date. Royal, John F. (ed. ), Television Production Problems. New Ybrk: McGraw:Hill Book Company, Inc., 19MB. Schramm, Wilbur (ed. ), Mass Communication. Urbana, Illinois: University *0? Illinois Press, l9u9. Seldes, Gilbert, The Great Audience. New York: The Viking Press, Inc., 1950. Shayon, Robert L., Television and Our Children. New York: Longmans, Green and Company, Inc., 1951. Siepmann, Charles A., Radio, Televisigp and Society. New York: Oxford University Press, 1950. Spring, Samuel, Risks and Rights in Publishing, Television, Radio, Motion Pictures, Advertising_and the Theatre. New York: ‘W. W. Norton and Campany, 1952. Stasheff, Edward and Rudy Bretz, The Television Progrm New York: A. A. ‘Wyn, Inc., 1951. Willis, Edgar E., Foundations in Broadcasting. New Yerk: Oxford University Press, 1951. Wylie, Max, Radio and Television'Writipg. New York: Rinehart and Company, 1950. , Clear Channels. New Ybrk: Rinehart and Company, l95h. Yeager, willian A., School-Community Relations. New York: The Dryden Press, 1951. 201 Articles and Pamphlets Alesky, Marvin, ”The Half-hour Format for Television News," Nieman Re orts, July, 1951. American Council on Education, Television in Education, a summary report of the Educational Television Programs Ingtitute at Pennsylvania State College, Washington, l9 2. Anderson, G. A., ”Teaching the Slide Rule via Television," Mathematics, October, 1950. Anderson, H. A., "Education by Television,” School Review, September, 1952. - Baer, Max F., ”Vocational Guidance on Television,” Occupations, May, 1951. Barden, John P., ”Instruction by Television and Home Study," School and Society, December 15, 1951. Reel, R., ”Challenge of Educational Television," Arizona Teacher, March, 1953. _ Bendiner, Robert, ”If TV Moved into the Classroom," The New York Times Magazine, March 8, 1953. ~ Bovaird, K. F., "Television and Children," Schoolmen's Week Proceedings, University of Pennsylvania, Philadelphia, 1952. Broadcastinngelecasti , "Blueprint for a TV Station," March 16, 1953. - . , "Ford Grant: Educators Receive $5 Million," September 8,1952. Carlson, Floyd E., ”And Now Television,” American.Forests, Juno! 19,470 - Coelln, O. B., Jr., "Magic Fonnula: Educational Television," See and Hear, October, 1951. - Corbett, Thomas E., "Television for Educational Institutions," Educational Record, April, 1950. - Crippen, Blanche, ”Educational Television: A Progress Report," Educational'Record, April, 1952. I 202 Cushman, M. L., "Schools in Action; TV Hits School Administration,” Schqg;,Executive, October, 1952. Dale Edgar, "Television and Education," Newsletter, The Ohio State University, Bureau of Educational Research, May, 1915). , ”Education or Entertainment," Newsletter, The Ohio State University, Bureau of Educational Research, February, 1955. Dunham, Franklin, ”Education Prepared to Use Television,” School and Society, December, 1952. Edwards, W. R., ”Place of Television in Education,” California Journal 2; SecondaryEducation, November, 1953. Emerson Radio and Phonograph Corporation, Educational Television, New York, 1952. Federal Communications Commission, Public Service Respon- sibilit g£_Broadcast Licensees, Eovernment Printing CTfIce, hashington, D. 5., i952. , "Sixth Report and Order," Federal Register, Vol.XVII, No. 87, Part II, May 2, 1955, , ”Hearings on Educational Television,” Federal Register, Vol. XVII, No. 85, Part I, February 3, 1952. Fuller, Ernest E., ”Television is Ours if‘We Use It.” School Executive, August, 1952. ~ Government Printing Office, The Use gngelevision Fre uencies for Educational Purposes, Washington, D. C., 1951. Hainfeld, Harold, "Classroom.TV: Its Potentialities and Problems," Journal of the Association for Education by Radio, February, 1953'. Hartung, M. L., "Educational TV," School Record, February, 1953. Haussman, Alice M., ”Television for Teaching,” Social Studies, February, 1950 . ~ - Hester, Harriet, g,g,g, Television Handbook, American Medical Association, Chicago, 1951. Hudson, Robert D., 'Allerton House, 19h9, 1950,” Quarterly 2; Film, Radio, and Television, Spring, 1951.. 203 Hull, Richard B., "First Educational Station Serves the Community,“ Higher Education, April 1, 1952. Knowles, William H., ”Television in Education," School Executive, March, l9h9. . Lasswell, Harold6 ”Educational Broadcasters as Social Scientists, Quarterly_g§ Film, Radio, and Television, Winter, 1952 e Lawton, Sherman, "Making Educational Television Successful,” Social Studies, April, 1952. Lyness, Paul I., "The Place of Mass Media in the Lives of Boys and Girls," Journalism.guarterly, Winter, 1952. McNickle, R. K., "Television in Education,” Educational Research Reports, May 31, 1951. Mahler, Neil, "Radio and Television: First in Education," Players Magazine, January, 1952. Morrill, F. L., "Television: A Challenge to the Educator," The Minnesotan, February, 1953. Reed, Paul C., "The Educational Reservation," Educational Screen, November, 1952. . Rehage, K. J. and S. J. Heywood, ITelevision and Education,” Elementary School Journal, November, 1952. Rock, Robert T., James S. Duva, and John E. Murray, "Training by Television. The Comparative Effectiveness of Instruction by Television, Television Recordings, and Conventional Classroom Procedures," Office of Naval Research, Special Devices Center, Port Washington, New York, 1952. Schreiber, R. E., ”Lets Look at Television,” Phi Delta Happen, April, 19530 ‘ Simpson, Roy E., ”Television's Challenge to Education,” Journal of the Association for Education by_Radio, March, 1933. Taylor, Telford, "Television as an Educational Medium," Educational Record, January, 1952. U, S. News and world Report, ”What TV is Doing to America," September 2, 1955. . 20h Wigren, Harold E., "Qualities of an Educational Program on Television,” Teachers College Record, October, 1952. , "What is an Educational Television Program?”, Educationa;.Screen, December, 1952. Witty, Paul A., "Television and the Educative Process," School and Society, December 15, 1951. Dissertations Head, Sydney W., ”Television and Social Norms: An Analysis of the Social Content of a Sample of Television Drama Programs," New York University, 1953. Hudson, Thomas R., "Family Life Habits in Television and Non-television Homes.” Stanford University, 1951. Hull, W. Deloney, Jr., ”A Study in the Communications Habits and Home Routine of Atlanta Families Owning Television Receivers." Emory University, 1952. King, Charles E., "A Case Study of the Evaluation and Use of Special Television Programs as an Instructional Aigsin Vocational Education." Michigan State University, 19 . McClatchey, Merrill, ”History of the Development of Television Program Techniques.” University of Michigan, 19514.. McKune, Lawrence, ”Objective Evaluation of an.Educational Program over Television." State University of Iowa, 1953. Shavor, Fred B., "Comparative Analysis of the Television Set Owners and Non-television Set Owners in Syracuse, New York.” Syracuse University, 1951. 205 APPENDIX A QUANTITATIVE/EVALUATIVE SURVEY FORM CODE NUMBER Part I Available Facilities 206 Please check the type or types of facilities available to you for use in educational television: ( ) 1. School, College, University, or Community owned and operated station. ) Educational station (no commercials). ) Primarily an educational station but carrying some commercials. ) Commercial station (school, college, or university owned and operated). ) Participating members of community TV station. ) Closed circuit for intra school or intra campus use only. ) Film produced by you only and sent to educational station for presentation (or kinescope). ) Other. (Please identify) A A AA A AA ( ) 2. Commercial station outlet (privately owned and operated). ( ) Telecasts originating in studios on campus or grounds. ( ) (A) Carried by coaxial cable to commercial outlet. ( ) (1) Costs paid by school, college, or university. ( ) (2) Costs paid by commercial stations. ( ) (B) Transmitted by microwave from.grounds or campus to commercial outlet for rebroadcast. ( ) (1) Costs paid by school, college, or university. ( ) (2) Costs paid by commercial station. ( ) Telecasts originate in studios of commercial station. ( ) (A) College, school or university pays to use facilities. ( ) (B) Facilities furnished by commercial station. ( ) (C) Commercial station furnishes facilities and pays school, college, or university to produce programs. ( ) (D) Other. (Please identify)___ ( ) Films produced by you and sent to commercial station or stations, (or kinescope). Part II Administration of Educational Television Programs 3. Division in charge. Please check the name of the division or department that is in charge of educational programming: (A) ( ) Administration: Office of President, Vice- President, Superintendent, etc. ( ) School or college ( ) Division ( ) Department h. 6. -2- (B) ( ) Communications ( ) Radio & Television 207 ( ) Education ( ) Speech ( ) Extension ( ) Liberal Arts ( ) Journalism ( ) Other. (Please identify) Faculty members devoting time to television programming. Please place number of faculty members in box at left of question. ( ) How many faculty members are paid to devote full time to television programming? ( ) How many faculty members are paid for part time television programming service? (Teaching via TV, Special feature appearance, direction, production, writing, etc.) ( ) Each.week approximately how many faculty members who are - not paid out of the television budget assist in educational programming? ( ) (A ( ( ( ( ( members. VV V vv Other duties. ) Please check the duties of these "non-pay" faculty Teaching via television. Presenting other programs than teaching. (Cultural, informational, etc.) Direction, production, and/or operation of television activity. Planning and writing programs. (Please specify) How many of the following non-teaching professionals are hired by you to assist in educational television? Please place number in boxes at left of positions. - Full A “AAAAAI‘AA Time V vuvvvvvvv Part AAAAAAAAA ( Time Actors Artists Directors Producers Engineers TV Cameramen Writers Stage Hands (Studio Technicians) Film Personnel (Cameraman, editors, etc.) Others How many students do you use on a pay basis for the following Jobs? Please place numbers in boxes at left of positions. ( ) Actors “an“ VVVV Artists Directors Producers Engineers ) “AAA“ VVVV TV Cameraman Writers Stage Hands (Studio technicians) Film Personnel (Cameramen, editors, etc.) Others -3- 208 7. In the operation of your educational television activity, approximately how many students are used in the following jobs either for class credit or as part of their extra-curricular activities without pay? Class Extra Credit Curricular ( AAAAAAAA Actors Artists Directors Producers Engineers Writers TV Cameraman Stage Hands (studio technicians) Film Personnel (cameramen, editors, etc.) Others A AAAAAAAAA v VVVVVVVVV Part III Planning, Writing, and Production of Programs 8. 9. 10. Over-all planning of your educational television activity is done by: ( Administrator (President, Vice-President, Superintendent, Dean, etc.) Faculty members TV staff (station manager, program director, etc.) Faculty Committee Students in class or classes Student Committee Staff of commercial station Non-academic staff of school, college, or university Joint planning by commercial station, faculty Other (Please identify) Scripts, continuity or program outline are prepared or written by: ( ) Full time writers of commercial station ) Full time writers of school, college, or university station Part time student writers Students as extra-curricular activity Faculty ( ( E ( Others (Please identify) vvvv Programs are produced by: Staff members of commercial station Non-academic staff members of your TV activity Faculty Students in class or classes Students as extra-curricular activity Others (Please identify) vvvvvv Part IV 11. 12. 13. 1h. -u- Financing Educational Television (Confidential) 209 How much would you estimate it cost your institution to establish your present Operation? What is the estimated weekly cost to your institution of your programming? 3 What are your annual sources of income for this activity? Source Amount ‘Who allocates the production budget of a program? Administrator (President, Vice-President, Superintendent, Dean, etc.) TV Staff (Station manager, program director, etc.) Faculty member in charge of TV operation Faculty Committee Television personnel committee (non-faculty) Others (Please specify) AAAAA A vvvvv V Part V Equipment 15. Please check the equipment your institution owns and operates or uses in TV production: Uses Property of Others Transmitter Micro Wave Link (Number ) Remote pickup unit (Number ___) TV Cameras (Number ) TV Camera Mountings-(Number ___) ) Boom Dolly ' ) Pedestal AAAAA O vvvvvg to AAA vvvvv AA ) ( ) Microphones (Number ) ) ) Microphone Stands (Number ) ( ) Floor ( ) Boom ( ) Lapel or neck 16. “AA AAAAA A “AAA/Nag VVV V vvvvvv o -5- TV Studios (Number ) 210 Control Rooms (Number ) Turntables (Number Audio Consoles (Number ) Li hts (Approx. Number ) ( Spotlights ( ) Scoops ( ) Fluorescent ( ) Others (Please specify) Film Studios (Number ) Kinescope Recorder (Rapid Process? Film Cameras (Number ___) ( ) 35 M.M. ( ) 16 M.M. S.O.F. ( ) 16 M.M. Silent AAAAA AAA operates this equipment? Students as extra-curricular activity Paid students (part time) Paid students (full time) Part time professional staff Full time professional staff Students for class activity, staff or paid personnel for broadcast Commercial station personnel ___) 211 APPENDIX B STRUCTURED INTERVIEW OUTLINE 3. 5. 7. STRUCTURED INTERVIEW OUTLINE 212 What is your institution's prime purpose for the operation of a television station? (a) What programs are you broadcasting? (b) To what audience? (c) From what source? To which administrative official are you immediately responsible? (a) To whom would you wish to be responsible? (b) If a difference, why? Do you own and operate your own equipment? (a) In what way? (b) Is it satisfactory? Who plans the activities of the television station? (a) Persons? Per cent (b) Committees? Per cent (c) Any improvement possible? Is there an institutional philosophy on station activities? (a) What is it? (b) Desirable?- On the basis of your experience, where should the planning of the programs originate? (a) Station staff Per cent (b) Faculty Per cent (c) Subject matter area specialists Per cent How are your programs planned? (a) Station staff Per cent (b) Faculty Per cent (c) Subject matter area specialists Per cent 9. 10. ll. 12. 13. 1h. -2- 213 Who prepares the television programs appearing on your station? (a) Any priority? (b) By what method? (c) Pay or time relief? Where is production responsibility placed? (a) TV staff (b) Students (c) Faculty Are the TV staff peOple on the faculty? (a) Should they be? (b) Which ones? What part do students play in the production of programs? (a) More or less than in the past? (b) Future? R How many production people are needed for each television program at your station? (a) Number (b) Source What was the total expenditure to your institution for the establishment of the television station? (a) Prior to broadcast? (b) After beginning of broadcast to date? (c) Operational budget? What equipment does your institution own? (a) Minimum.necessary equipment? (b) Desirable equipment? (c) Unused equipment? APPENDIX C INSTITUTIONS OF HIGHER EDUCATION RESPONDING TO SURVEY 211: I'll) IV. (I 215 ALABAMA Alabama Polytechnic Institute, Auburn ARIZONA Arizona State College, Tempe University of Arizona, Tucson ARKANSAS Arkansas State Teachers College, Conway Little Rock Junior College, Little Rock Philander Smith College, Little Rock University of Arkansas, Fayetteville CALIFORNIA Chico State College, Chico College of the Pacific, Stockton Fresno State College, Fresno Mills College, Oakland Occidental College, Los Angeles San Francisco State College, San Francisco University of Southern California, Los Angeles COLORADO University of Colorado, Boulder CONNECTICUT University of Bridgeport, Bridgeport University of Connecticut, Storrs DELAWARE University of’Delaware, Newark DISTRICT 93 COLUMBIA George Washington University Howard University Miner Teachers College FLORIDA Florida State University, Tallahassee Rollins College, Winter Park University of Florida, Gainesville University of Miami, Coral Gables 216 GEORGIA Georgia State College for Women, Milledgeville Mercer University, Macon University of Georgia, Athens IDAHO College of Idaho, Caldwell Idaho State College, Pocatello ILLINOIS Chicago Teachers College, Chicago DePaul University, Chicago Eureka College, Eureka Illinois Institute of Technology, Chicago Illinois Wesleyan University, Bloomington Lake Forest College, Lake Forest Loyola University, Chicago Northern Illinois State Teachers College, DeKalb Northwestern University, Evanston Quincy College, Quincy Rockford College, Rockford Roosevelt College, Chicago University of Chicago, Chicago INDIANA Butler University, Indianapolis Evansville College, Evansville Franklin College, Franklin Indiana State Teachers College, Terre Haute Indiana University, Bloomington Purdue University, Lafayette St. Francis College, Fort Wayne St. Joseph's College, Collegeville Taylor University, Upland University of Notre Dame, Notre Dame IOWA Iowa State Teachers College, Cedar Falls State University of Iowa, Iowa City KANSAS Kansas State College, Manhattan Kansas State Teachers College, Pittsburg University of Kansas, Lawrence Z lulit lilti- . J 217 KENTUCKY Nazareth College, Louisville University of Louisville, Louisville LOUISIANA Southwestern Louisiana Institute, Lafayette Tulane University, New Orleans Xavier University, New Orleans MAINE University of Maine, Orono MARYLAND Johns Hopkins University, Baltimore Loyola College, Baltimore Maryland State Teachers College, Towson Mount St. Agnes College, Baltimore Peabody Institute of the City of Baltimore MASSACHUSETTS American International College, Springfield Boston College, Chestnut Hill Boston University, Boston Harvard University, Cambridge Northeastern University, Boston Radcliffe College, Cambridge Tufts College, Medford University of Massachusetts, Amherst MICHIGAN Aquinas College, Grand Rapids Calvin College, Grand Rapids Mercy College, Detroit University of Detroit, Detroit University of Michigan, Ann Arbor Wayne University, Detroit MINNESOTA University of Minnesota, Minneapolis University of Minnesota, Duluth branch 218 MESSISSIPPI Meridian Municipal Junior College, Meridian ‘Mississippi College, Clinton Mississippi Southern College, Hattiesburg University of Mississippi, University MISSOURI Drury College, Springfield Northwest Missouri State College, Maryville St. Louis University, St. Louis Southwest Missouri State College, Springfield University of Missouri, Columbia University of Kansas City, Kansas City Washington University, St. Louis MONTANA Eastern Montana College of Education, Billings Montana State College, Bozeman Rocky Mountain College, Billings NEBRASKA Creighton University, Omaha University of Nebraska, Lincoln University of Omaha, Omaha NEW HAMPSHIRE Dartmouth College, Hanover University of New Hampshire, Durham NEW JERSEY Rutgers University, New Brunswick NEW MEXICO New Mexico Western College, Silver City University of New Mexico, Albuquerque NEW YORK City College of New York, New York Fordham University, New York Hofstra College, Hempstead New York University, New York New York State College for Teachers, Buffalo 219 NEW YORK (continued) Syracuse University, Syracuse Union University, Schenectady University of Rochester, Rochester NORTH CAROLINA Agricultural and Technical College, Greensboro Davidson College, Davidson Eastern Carolina College, Greenville Greensboro College, Greesnboro Meredith College, Raleigh St. Augustine College, Raleigh Salem College, Winston-Salem University of North Carolina, Chapel Hill North Carolina State College, Raleigh Western Carolina Teachers College, Cullowhee NORTH DAKOTA State Teachers College, Dickinson University of North Dakota, Grand Forks OHIO Bowling Green State University, Bowling Green Marietta College, Marietta Miami University, Oxford Ohio University, Athens University of Cincinnati, Cincinnati University of Toledo, Toledo Xavier University, Cincinnati OKLAHOMA Oklahoma A & M College, Stillwater Panhandle A & M College, Goodwell University of Oklahoma, Norman University of Tulsa, Tulsa OREGON Southern Oregon College of Education, Ashland University of Oregon, Eugene PENNSYLVANIA Carnegie Institute of Technology, Pittsburgh Temple University, Philadelphia 220 RHODE ISLAND Brown University, Providence Providence College, Providence Rhode Island College of Education, Providence SOUTH CAROLINA The Citadel, Charleston Wofford College, Spartanburg SOUTH DAKOTA University of South Dakota, Vermillion TENNESSEE David Lipscomb College, Nashville George Peabody College for Teachers, Nashville Maryville College, Maryville TEXAS Baylor University, Waco Paul Quinn College, waco Texas Technological College, Lubbock Texas Western College, El Paso UTAH Brigham Young University, Provo University of Utah, Salt Lake City VERMONT University of Vermont, Burlington VIRGINIA Virginia State College, Petersburg WASHINGTON Seattle-Pacific College, Seattle Seattle University, Seattle Whitworth College, Spokane WEST VIRGINIA Marshall College, Huntington Morris Harvey College, Charleston West Liberty State College, West Liberty WISCONSIN Marquette University, Milwaukee Wisconsin State College, Milwaukee WYOMING University of Wyoming, Laramie 221 222 APPENDIX D PROGRAM LOGS OF EDUCATIONAL TELEVISION STATIONS (See Flap Inside Rear Cover) 223 APPENDIX E OPERATIONAL BUDGET This budget is that of a typical station reporting average expenditures over a three-year period of time. 22h Salaries Budget: This includes all of the television staff in programming, production, engineering, research, office, filing, and so forth. 1952-53 1953-Vu 19su-ss $ 30,570.00 5 hours programming per week llh,855.00 20 hours programming per week l78,7h0.00 MO hours programming per week Student Labor Budget: (This station follows the policy of paying most of its students.) 1952-53 1953-su 195u-55 $ 5,130.00 based on 5 hours programming per week 10,000.00 based on 20 hours programming per week 20,000.00 based on No hours programming per week Supplies Budget: This includes properties, scenery, costumes, lighting and other production materials, as well as office supplies and engineering maintenance (tubes, cable, wire, and so forth). 1952-53 1953-su 195u-SS $31,000.00 5 hours programming per week ~57,500.00 20 hours programming per week 85,000.00 MO hours programming per week WKAR—TV -— CHANNEL 60, EAST LANSING, MICHIGAN — JUNE 1—28, 1954 I77 WIUE§PAVYL , WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY MONDAY 5 PB A T F PB A T F S PB A TH 7 F 3 “Pg A T 7 r WET," F 5 PB 5 PB A June 15—«21 3:00 pm 4-H Way ES ST F I ”“ ——‘ ——— ,\‘or on the Air ——— ——— 3:25 4-H Way ES ST I: I ——— ——— ___ Sign On 8: L ES ST --—— Headline News 3:30 4-H Way ES ST F I ___ ——— ___. Curtain Going Up L ES U F --— 3:45 4-H Way ES ST F I ——— _.__ ___ Young Michigan ES U ___ Musicians 4=00 Ladies Time ES PRO AE INF Todays Home L U AF: INF Todays Home L ES U Ali INF Ladies Time L ES FRO AE INF Sunday Cinema F FD PRO __— ST ST ST F ST ”0 TOY 5MP ES 511 ESA ENT Toy Shop L ST ESA ENT Toy Shop L ES ST BSA ENT Toy Shop L ES ST ESA ENT Sunday Cinema F FD PRO __— PRO PRO PRO PRO 5:00 World We Want E PRO F INF Here is the Past K U AE INF Time for Beany L ES ST ESA ENT Story Teller K C C ESA ENT Sunday Cinema F FD PRO Mind of Man C U AE GA 5:30 Film FD PRO F ENT Adventure in L PRO F SP Men Toward the K C C AE INF Posr Mark — L ES U AE I’R Sunday Cinema F FD PRO American Political C U AE Sports nghf East Lansing Parties 5245 Film FD PRO F ENT Electricity at Work L U AE I Michigan L ES GA AE INF U.S. Army F FD GA AE I Sunday Cinema F FD PRO American Political C U AE Conservation ' 6:00 Sports Whirl ES ST F SP Sports Whirl L ST F SP Sports Whirl L ES ST F SP Sports Whirl L ES ST F SP UIN. At Work K C GA Sports Whirl ES ST F PRO PRO PRO PRO PRO 6:15 Evening Edition ES U AE INF Evening Edition L U AE INF Evening Edition L ES U AF. INF Evening Edition L ES U AB INF Concert Hall L ES U Evening Edition L ES U AE PRO F PRO F PRO F PRO F PRO ST ST ST ST ST 6:30 Wanderlust L ES ST F I March of Time F PRO F INF Farm Livestock L ES PRO AE INF Hans Christian F FD PRO F ENT Encore Ii ES U Electricity at Work ES U AE F PRO E Thru Years Exposition Anderson 6:45 Wanderlust L ES ST F I March of Time F PRO F INF Farm Livestock L ES PRO AE INF Ilans Christian F FD PRO F ENT Encore L ES U To Be Announced F PRO E Thru Ye'trs Exposition Anderson 7:00 Adventure is My Job F FD PRO F I-E Piano Recital L U F E To Be Announced Shakespeare on TV K C II AF TC State Final L ES ST Barrymore Theatre F FD PRO F 7:05 Adventure is My Job F FD PRO F I-E Piano Recital L U F E To Be Announced Shakes care on TV K AE Si n Off Barrymore Theatre F FD FRO F P C U TC g 7:15 Magic of the Atom K c PGAO AE INF Ballet de France F PRO AE CUL This Land of Ours F FD PRO F INF Shakespeare on TV K c U AE TC ——— Barrymore Theatre F FD PR0 F R 7:30 6805“:th in the ES U AE INF Upgrading L U AE TC Upgrading L as U AE TC Shakespeare on TV K c U AE Tc ___ Great Ideas C PRO AE News Ourselves Ourselves U 7:45 Undet the Same C U AE I Upgrading L U AE TC Upgrading L ES U AE TC Arm Chair F FD PRO F I ___ Great Ideas C PRO AE Stars Ourselves O selves Adv8rttures E U 8:00 Better Farming ES U AE INF Better Farming L-F U AE INF Better Farming L-F ES U AE INF Better Farming L-F ES U AE INF -—— Better Farming ES U AE 8:30 State Final ES ST F INF State Final L ST F INF State Final L ES ST F INF State Final 1 ES ST 1: INF ___ State Final ES ST F , 8:35 Sign Off Sign Off Sign Off Sign Off ___ Sign Off . June 22-28 3:00 pm 4-H Way ES ST F I ——— ——- ___ Not on the Air ___ ___. 3 £5 4-H Way ES ST F I —-——- ——— ——- Sign On 8; L ES ST ——— Headline News 3:30 4-H Way ES ST F I ——— ——-—- ___ Curtain Going Up L ES U ——— 3:45 4-H Way ES ST F I ——- ——— ——— Young Michigan L ES U ——- Musicians 4:00 Test Pattern Todays Horne L U AE INF Todays Home L ES U AE INF ___ Sunday Cinema F FD PRO —-—-— w ST ST 4:30 Test Pattern Animal Time F PRO ESA E Junior Cross Roads F FD PRO ESA E ___ Sunday Cinema F FD PRO —-—— £=g 4:45 Test Pattern Under the Same K U AE I Under the Same K C U AE I ___ Sunday Cinema F FD PRO ——— 8 3 Stars Stars “ m 5:00 World We Want C PRO F INF Here is the Past K U AE INF Time for Beany L ES ST ESA ENT Story Teller K C C ESA ENT Sunday Cinema F FD PRO Mind of Man C U AE 8 E GA A < In 5:30 Film FD PRO F ENT Adventures in L PRO F SP Men Toward the K C C AE INF Post Mark — L ES U AE PR Sunday Cinema F FD PRO American Political C U AE g 2 Sports ight East Lansing Parties “—2 5:45 Film FD PRO F ENT Industry on Parade F PRO F INF Michi an L ES GA AE INF U.S. Army F FD GA AE I . Sunday Cinema F FD PRO American Political C U AE ‘1: '< I Conservation ‘ 8—5 6:00 Sports Whirl ES ST F SP Sports Whirl L ST F SP Sports Whirl L ES ST F SP Sports Whirl L ES ST F SP U.N. At Work K C GA Sports Whirl ES ST F __ )3; PRO PRO PRO PRO PRO —'2 6:15 Evening Edition L ES U AE INF Evening Edition L U AE INF Evening Edition L ES U AE INF Evening Edition L ES U AE INF Concert Hall L ES U Evening Edition ES U AE a F PRO F PRO F PRO F pRo PRO ST ST ST ST 6:30 Wanderlust L ES ST F I March of Time F PRO F INF Film F FD PRO F ENT Hans Christian I: FD PRO F ENT State Final L ES ST F Elecrriciry at Work ES U AE ‘ ,. . F PRO E Thru Years Anderson :3: 6:35 Wanderlust L es ST F I March of Time F PRO F INF Film F FD PRO F ENT Hans Christian F FD PRO F ENT Sign Off Electricity at Work ES U AE ka—a. F PRO E Thru Years Anderson ‘3‘? 1" t, 6:45 Wanderlust L ES ST F I March of Time F PRO F INF Film F FD PRO F ENT Hans Christian I: FD PRO F ENT ——— To Be Announced sh “11] F PRO C Thru Years Anderson r?) r’“ 7:00 Adventure is My job F FD PRO F I-E Piano Recital L U P E To Be Announced Shakespeare on TV K c U AE Tc -——— Barrymore Theatre F FD PR0 F -—l [T] 7:15 Magic of the Atom K c PRO AE INF Ballet de France F PRO AE CUL This Land of Ours F FD PRO F INF Shakespeare on Tv K c U AE TC ——— Barrymore Theatre F FD PR0 F T12: GA ..n ' ' ‘ ' ——— GaIda CPRO AB E”! 730 Geography in the ES U AE INF Big Picture F GA AE INF Geography In the L ES U AE INF Shakespeare on TV K C U AE TC re ‘ 9 s . —g News News U 1) ‘1; 7:45 Air Force FD GA AE I Big Picture F GA AE INF EleCtricity at Work L ES U AE I Arm Chair F FD PRO F I ——— Great Ideas C PRO AE _ —"l Adventures E U ID 8:00 Better Farming ES U AE INF Better Farming L-F U AE INF Better Farming L-F ES U AE INF Better Farming L-F ES U AE INF ——— Better Farming ES U AB 3 8:30 State Final L ES ST F INF State Final L ST F INF State Final L ES ST F INF State Final L ES ST E INF ——— State Final ES ST F ‘< 335 Sign on Sign on Sign on Sign on ——— Sign Off a" WKAR—TV — CHANNELOO, EAST LANSING, MICHIGAN — JUNE 1—28, 1954 TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY MONDAY F S PB A T F 5 PB A T F 5 PB A T F 5 PB A T F S PB A T F 5 PB A T F 5 PB A T June 1 — 7 3:00 pm Today’s Home L ES U AE INF Today’s Home L ES U AE INF Today’s Ilonle L ES U AE INF —-——- Baseball L ES U F SP ---— -——— ST ST ST 3:30 Campus Matinee L ES U AE E-I Campus Matinee L ES U AE E-I Campus Matinee L ES U AE E-l Campus Matinee L ES U AE ETI Baseball L ES U F SP —-—— Campus Matinee L ES U AE E-I 4:00 Ladies Ti lme L ES PRO AE INF Ladies Time L ES PRO AE INF Ladies Time L ES PRO AE INF Ladies Time L ES PRO AE INF Baseball L ES U F SP MSC Commencement L ES U AE SE Ladies Time L ES PRO AE INF F F ST F F F ST 4:30 Citizens Unlimited L ES U AE PR Toy Shop L ES PRO ESA ENT Toy Shop L ES PDRO ESA ENT Toy Shop L ES PRO ESA ENT Baseball L ES U F SP MSC Commencement L ES U AE SE Toy Shop L ES ST ESA ENT ST PRO 5:00 World We Want K C PRO F INF Here Is the Past K C U AE INF Time for Beany L ES ST ESA ENT Story Teller K C C ESA ENT Baseball L ES U F SP MSC Commencement L ES U AE SE To Be Announced 5:30 To Be Announced Adventures in L ES PRO F SP To Be Announced Postmark East L ES U AE PR Electricity at Work L ES U AE I MSC Commencement L ES U AE SE Amer. Political K C U AE TC ortS Lansing P3 ICII 68 5:45 To Be Announced ' Electricity at Work L ES U AE I Michigan L ES GA AE INF Men Toward the K C C AE INF Adventure Is My Job F FD PRO F I MSC Commencement L ES U AE SE Apmeri ePolitical K C U AE TC Co servation ig E 6:00 Sports Whirl L ES ST F SP Sports Whirl L ES ST F SP Sports Whirl L ES ST F SP Sports Whirl L ES ST F SP Sports Whirl L ES ST F SP Feature Film F FD PRO F ENT Sportse Whirl L ES ST F SP PRO PRO PRO PRO PRO . R9 6:15 Evening Edition L ES U AE INF Evening Edition L ES U AE INF Evening Edition L ES U AE INF Evening Edition L ES U AE INF Evening Edition L ES U AE INF Feature Film F FD PRO F ENT Evening Edition L ES U AE INF F PRO F PRO F PRO F PRO F PRO F R0 ST ST ST ST ‘ ST 6:30 Wanderlust L ES ST F I Magic of the A'iom K C PRO AE INF Farm Livestock L ES PRO AE INF Hans Ctristian F FD PRO F ENT Big Picture F FD GA AE INF Feature Film F FD PRO F ENT Teen Age Panel L ES ESA INF F PRO E GA Expostttons An de ers 6:45 Wanderlust L ES ST F I Our Hospitals Are L ES C F INF Farm Livestock L ES PRO AE INF Hans Csh:tistian F FD PRO F ENT Big Picture F FD GA AE INF Feature Film F FD PRO F ENT Teen Age Panel L ES ESA INF F PRO E Sick Expositions nder _ 7:00 Driver Training L ES AE TC Literature 8t L ES U AE TC Driver Training L ES U AF. TC Literature 84 L ES U AE TC March of Time F FD PRO F INF Feature Film F FD PRO F ENT Literature 8t L ES U AE TC Fine Arts Thru Years Fine ANS 7:30 You Wanted to Know L Es U AE Tc Up-Grading L ES U AE TC Zoology L ES U AE TC Shakespeare on TV K C U AE TC Sign on Encore L ES U F CUL Great IdeaS L C PRO AE INF Ourselves 3:00 Geography in the L ES U AE INF Band Concert L ES U E CUL Geography in the L ES U AE INF Shakespeare on TV K C U AE TC ___ Stare Final L ES ST F INF Barrymore Theatre F FD PR0 F ENT News News 8:15 To Be Announced Band Concert L ES U F CUL This Land of Ours F FD PRO F INF Arm Chat F FD PRO F I ___ $1er Off Barrymore Theatre F FD PRO F ENT Adventures E 8:30 Better FFarming L-F ES U AE INF Band Concert L ES U F CUL Better Farming L-F Es U AE INF Better Farming L-F ES U AE INF -—— ——— Better Farming L-F ES U AE INF 9:00 StateF L Es ST F INF Band Concert L ES U F CUL State Fin L ES ST F INF state Final L Es ST F INF ___ ——— Stare Final L ES ST F INF 9:05 Thoughts afor the Day L ES R-U AE REL Band Concert L ES U F CUL Thoughts afor the Day L ES R-U AE REL Thoughts for the Day L ES R-U AE REL ——— -—- Thoughts for the Day L ES R-U AE REL 9:15 Sig n on Sign on Sign on Sig nOII , ——— ——— Sign Off June 8-14 3:00 pm Today’s Home L ES U AE INF Today’s Home L ES U AE INF Today’s Home L ES U AE INF ——— ——— ——— --— ST ST ST 3:25 Today’s Home L ES U AE INF Today’s Home L ES U AE INF Today's Home L ES U AE INF ——— ___ Sign On 8; L ES ST F I —-— ST ST ST Headline News 3:30 Campus Matinee L ES U AE E-I Campus Matinee L ES U AE E-I Campus Matinee L ES U AE E-I Campus Matlnee L ES U AE E-I ___ Curtain Going Up L ES U F I-E _,__ 3:45 Campus Matinee L ES U AE E-I Campus Matinee L ES U AE Eri Campus Matinee L ES U AE E-I Campus Matinee L ES U AE 13.1 ___ Young Michigan L ES U F E -—-— Musicians 4:00 Ladies Time L ES PRO AE INF Ladies Time L ES PRO AE INF Ladies Time L ES PRO AE INF Ladies Time L ES PRO AE INF News and Weather L ES ST F I Sunday Cinema F FD PRO F ENT Ladies Time L ES PRO AE INF F ST F ST F ST F ST F ST 4:15 Ladies Time L ES PRO AE INF Ladies Time L ES PRO AE INF Ladies Time L ES PRO AE INF Ladies Time L ES FRO A}; INF To Be Announced Sunday Cinema F FD PRO F ENT Ladies Time L ES PRO AE INF F ST F ST F ST F 51‘ F ST 4:30 Citizens Unlimited L ES U AE PR Toy Shop L ES PRO ESA ENT Toy Shop L ES ST ESA ENT Toy Shop L ES ST ESA ENT PhOtographic Fun L ES PRO AE INF Sunday Cinema F FD PRO F ENT Toy Shop L ES ST ESA ENT ST PRO PRO ST PRO 5:00 World We Want K C PRO F INF Here is the Past K C U AE INF Time for Beany L ES ST ESA ENT Story Teller K C C.GA ESA ENT To Be Announced Sunday Cinema F FD PRO F ENT Mind of Man K C U AE I 5:15 World We Want K C PRO F INF Here is the Past K C U AE INF Time for Beany L ES ST ESA ENT Story Teller K c C.GA ESA ENT Industry on Parade F FD PRO F INF Sunday Cinema F FD PRO F ENT Mind of Man K C U AE I I 5:30 To Be Announced Adventure in L ES PRO F SP To Be Announced Postmark — East L ES U AE PR Electricity at Work L ES U AE 1 Sunday Cinema F FD PRO F ENT American Political K C U AE TC Lansing Parties 515 To Be Announced Electricity at Work L ES U AE I ichlgan L ES GA AE INF Men Toward the K C C A}; INF Adventure is My Job F FD PRO F I Sunday Cinema F FD PRO F ENT American Political K C U AE TC Conservation L‘ E Parties 6:00 Sports Whirl L ES ST F SP Sports Whirl L ES ST F SP Sports Whirl L ES ST F SP Sports Whirl L ES ST F SF Sports Whirl L ES ST F SP U.N. At Work K C GA AE I Sports Whirl L ES ST F SP PRO PRO PRO PRO PRO 6:15 Evening Edition L ES U AE INF Evening Edition L ES U AE INF Evening Edition L ES U AE INF Evening Edition L ES U A}: INF Evening Edition L ES U AE INF Concert Hall L ES U E E Evening Edition L ES U AE INF F PRO F PRO F PRO F PRO F PRO F PRO ST ST ST ST ST ST 6130 Wanderlust L ES ST F I Magic of the Atom K C PRO AE INF Fa arm Livestock L ES PRO AE INF Hans Christian F FD PRO F ENT Big Picture F FD GA AE INF Encore L ES U F CUL To Be Announced F PRO E GA Expos Anderson 6:45 Wanderlust L ES ST F I Our Hospitals Are L ES C F INF Fa arm Liivestock L ES PRO AE INF Hans Christian F FD PRO F ENT Big Picture F FD GA AE INF Encore L ES U F CUL To Be Announced F PRO E Sick Expos Anderson 7:00 Driver Training L ES U AE TC Lit. and Fine Arts L ES U AE TC Driver Tr:ining L ES U AE TC Lit. and Fine Arts L ES U AE TC March of Time F FD PRO F INF State Final L ES ST F INF Barrymore Theatre F FD PRO F ENT ' Thru The Years 7:05 DriVEK Training L ES U AE TC Lit. and Fine Arts L ES U AE TC Driver Training L ES U AE TC Lit. and Fine Arts L ES U AE ‘TC March of Time F FD PRO F INF Sign Off Barrymore Theatre F FD PRO F ENT Thru The Years : 7:30 You Wanted to Know L ES U AE TC Upgrading L ES U AE TC Zoology L ES U AE TC Shakespeare on TV K C U AE TC Sign Off ——— Great Ideas K C PRO AE INF Ourselves U 8:00 Geography in the L Es U AE INF MSC Recital Hall L ES U AE CUL Geography in the L ES U AE INF Shakespeare on Tv K C U AE TC ___ ——— Berrer Farming L ES U AF INF News News ' F 8:15 To Be Announced Ballet de France F FD PRO AE CUL This Land of Ours F FD PRO F INF Arm Chair F FD PRO F I ——— -——— Better Farming L ES U AE INF Adventures F 8:30 Better Farming L-F ES U AE INF Better Farming L-F ES U AE INF Better Farming L~F ES U AE INF Better Farming L-F ES U AE INF -——— ~—— State Final L ES ST F INF 8135 Better Farming L-F ES U AE INF Better Farming L-F ES U AE INF Better Farming L-F ES U AE INF Better Farming L-F ES U AE INF ——-— ——- Sign Off 9:00 State Final L ES ST F INF State Final L ES ST F INF State Final L ES ST F INF State Final L ES ST F INF ——— ——— ___ 9:05 Thoughts for the Day L ES R-U AE REL Thoughts for the Day L ES R-U AE REL Thoughts for the Day L ES R-U AE REL Thoughts for the Day L ES R~U AE REL ——— ——-— ___ 9:15 Sign Off Sign Off Sign Off Sign Off ——— W . E3 ___ ___ "' ”IL-JAN cum I: Lilvovurwr'" . :hlsth’a MICH 48824—10“ . . ‘ . A . 0.. IA JOINT COMMITTEE ON EDUCATIONAL TELEVISION 0 I785 MassachuseHs Avenue. N.W.. Washington 6. D. C. WKAR—TV — CHANNEL 60 — EAST LANSING, MICHIGAN PROGRAM LOG June 1 — 28, 1954 Broadcasting Hours June 1-3, 8-10: 3:00-9:15 pm June 4, 7, 11: 3:30-9:15 pm June 5: 3:00-7:30 pm June 6: 4:00-8:15 pm June 12: 4:00-7:30 pm June 13: 3:25-7:05 pm June 14, 16-18, 23, 24: 4:00-8:35 pm . June 15, 22: 3:00-8:35 pm June 20: 3:25-7:05 pm June 21, 25, 28: 5:00-8:35 pm June 27: 3:25-6:35 pm June 19, 26: (Saturdays) Off the air LEGEND 'FOR LOG F — Form S — Source PB — Presented by: L — Live ‘ C — Center PS — Public School F — Film (Ann Arbor) PRS — Private School K — Kinescope ES — Educational U - University or College R — Remote Station C — Civic group CS — Commercial RG — Religious group ation GA — Government Agency FD — Film Distributor PRO — Professional ST — Station Staff I — Industrial A — Audience T - Type AE — Adult Education I — Information ESA — Education for E — Entertainment School Age TC - Telecourse (5 — 17) PR — Public Relations ‘ F — Family Viewing R — Religious 4 SP — Sports SE — Special Event CUL — Cultural DT — Direct Teaching OIIN an‘eA one“ I Bill. S JOINT COMMITTEE ON EDUCATIONAL TELEVISION 0 I785 Massachusefis Avenue. N.W.. Washingion b. D. C. n SILVLS NVSIH Ill SL‘CO E AIN II I I SSHLQ 0 KUHT — CHANNEL 8 — HOUSTON, TEXAS SEIHVHEH AUSHS PROGRAM LOG ‘14 I May 31 — June 25, 1954 I a m. ‘4‘; I ‘- ~{.nvnam mafluqmaz emmEUaZ meao> 3). $300 awn—3U :32 0:233: a. :0 new =< 0—: 60 ~02 1211,23 '5‘ he: 3 '5‘ Sep 10 '5‘ ... I ~ ‘ it! A A feb 22 ’57,: , _ «:13; May 3 “3'1 Aug 19 ‘57 my! A 5'" Jun 9 ’58 Jul 2’ “*P “llllllllllm: 1293 V" Mm U" M MI W M m