A SURVEY OF YIIE ATTITUDES OF SELECTED RADIO AND TELEVISION BROADCAST EXECUTIVES TOWARD THE EDUCATIONAL BACKGROUND AND EXPERIENCE DESIRABLE FOR BROADCAST EMPLOYEES
Thesis for the Degree of Ph. D MICHIGAN STATE UNIVERSIW ARTHUR LEON HIGBEE I 9 7 O LIBRARY IIIIIWIIIII INIIIIIIIIIIIII'INIII M:'*":3:m State 3 1293 01107 3008 University \{J
This is to certify that the thesis entitled A SURVEY OF THE ATTITUDES OF SELECTED RADIO AND TELEVISION BROADCAST EXECUTIVES TOWARD THE EDUCATIONAL BACKGROUND AND EXPERIENCE DESIRABLE FOR BROADCAST EMPLOYEES presented by ARTHUR L. HIGHER
has been accepted towards fulfillment of :the requirements for
Ph. D. degree in 31389011
2/ J \Major professor
Date May 11, 1970
0-169
A SURVEY
BROADCW
AND
Over education
a four-yea
trade or v
training,
ways,
The itudes 0f
tMid the PEl‘IenCE d
A se won the
IDated in
respondents
HIE, with].
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ABSTRACT
A SURVEY OF THE ATTITUDES 0F SELECTED RADIO AND TELEVISION BROADCAST EXECUTIVES TOWARD THE EDUCATIONAL BACKGROUND AND EXPERIENCE DESIRABLE FOR BROADCAST EMPLOYEES By Arthur L. Higbee
Over the years. broadcast employees have obtained their education and skills in a variety of ways. They could select a four-year college degree program in Radio-TV, attend Special
trade or vocational schools, learn the business in on-the-job
training. or develop their abilities in a variety of other ways.
The primary purpose of this study is to survey the att- itudes of commercial radio and television broadcast executives
toward the various types of educational backgrounds and ex- perience desirable for employees in the broadcast industry.
A secondary purpose is to gather personal information about the characteristics of the broadcast executives who partic- ipated in the survey. From the personal details reported by respondents, it is possible to describe a fairly accurate pro- file, within the geographical limitations of the study, of the
"average" of the broadcast employee in each position surveyed. This not only permits a description of current broadcast execu- tives, but also makes it possible to compare similarities and
difference
made at ar
This
general chn
in coiiege
group of r
survey tec
nafl quest
executives
Dioyed in
chin Gig
”Nuana’ N
POSltiOns Hunger, N mrector.
tHeVISlon
The A randOm S eachQTOUp mdio Exec From Arthur L. Higbee
differences between the current survey and similar studies
made at another time or place.
This study is basically one of investigation into the
general character and adequacy of current broadcast education in college and university Radio-TV departments as seen by'a
group of radio and television executives. The normative-
survey technique was employed. The survey was conducted by mail questionnaires among a random sample of 310 broadcast executives who are representative of the 1,709 executives em-
ployed in commercial radio and television stations located within eight Rocky Mountain states: Arizona, Colorado, Idaho,
Montana, Nevada, New Mexico, Utah, and Wyoming. Executive
positions included were: Manager, Program Director, Sales Manager, News Director, Promotion Manager, and Operations
Director. The latter two positions were surveyed only in television stations.
The radio and television groups were surveyed separately.
A random sample of approximately 18 percent was obtained in each group. Therefore, there were questionnaires sent to 250 radio executives and to 60 television executives.
From the 310 questionnaires sent out, a total of l58
(Sl percent) were returned and 149 of these were useable.
Radio executives returned 113 questionnaires, and television executives returned 36. Only 8 questionnaires (5 percent) were answered by women executives. I The to remting fro:
1. Ne young person wan to earn wen agreed pertinent. R coHege educ broadcasting 2. Mo the‘J'Ob trai Noyees. Ne college dEgi
3- A many Tv‘Rad ‘0 the stud noderniZeg a adequate1y
Many broadc instructOrs the Radio-T Arthur L. Higbee
The following findings were among the most important reulting from the study.
1. Nearly three-fourths of the respondents believe a young person preparing for a career in broadcasting should plan to earn a college degree. Approximately one-half of them agreed that the degree should be in the TV-Radio de- partment. ReSpondents feel that acquiring a broad liberal college education is more important than learning Specific broadcasting skills.
2. Most respondents stressed the need for practical on- the-job training as part of the preparation of broadcast em- ployees. Nearly half (48.5 percent) recommended a four-year college degree program combined with on-the-Job training.
3. A majority of reSpondents reported they believe that many TV-Radio courses are too theoretical to be of real value to the student. Large numbers also expressed the need to modernize and update TV-Radio courses to prepare students adequately to meet the problems of broadcasting in the 1970's.
Many broadcasters suggested internship programs for Radio-TV instructors, and more frequent use of active broadcasters in the Radio-TV classrooms. 4. The need for closer cooperation and better under- standing between broadcasters and educators was pointed out in the reSponse to several questions in this study. Numerous examples of opportunities to improve this understanding and cooperation are noted. 5. It broadcasting as an exciti currently em with their d recruiting f 6. 80' results of t study of 196 average age,
fine of thei annual salar
Arthur L. Higbee
5. It is evident from the results of this study that broadcasting still has a strong attraction for young pe0ple as an exciting and challenging career. Those persons who are currently employed in the industry are generally well satisfied with their decision to enter broadcasting, and are the primary recruiting force for new employees.
6. Some interesting differences were observed when the results of this study were compared to those of the APBE-NAB study of l962. These include such characteristics as the average age, number of years spent in the industry, age at the time of their first full-time job in broadcasting, and the annual salary for the different positions surveyed.
(168 pages) Asurucr or BROADCAST
AND Exp
.-.J.I :é‘g‘m—vv-La:"' f E E1 A SURVEY OF THE ATTITUDES 0F SELECTED RADIO AND TELEVISION BROADCAST EXECUTIVES TOWARD THE EDUCATIONAL BACKGROUND AND EXPERIENCE DESIRABLE FOR BROADCAST EMPLOYEES
By
Arthur Leon Higbee
A THESIS
Submitted to Michigan State University in partial fulfillment of the requirements for the degree of
DOCTOR OF PHILOSOPHY
Department of Speech
I970 GDCOPyright by
ARTHUR LEON HIGBEE
1971 Ac! 0f Speel
Radio, I
“4 State u
reqUire
fl!— 1"?“
Guidar Accepted by the faculties of the Department of Speech and the Department of Television and
Radio, College of Communication Arts, Michigan State University, in partial fulfillment of the requirements for the Doctor of PhilOSOphy degree.
I L, amid Diredtor a? Thesis ‘
Guidance Committee: Kenneth G. Hance, Chairman
Leo A. Martin
Gordon L. Thomas
Elwood E. Miller
The wri 0n Kenneth' my Guidance humble iDpr patient unc kindly 9W
Thomas and
Chimney.“
‘Tpreciat
I We
F- Henge, Donaid V
T° "Ty se for her
report .
I Hh° tor “n,\\ Hi‘hgx i“§\u es, 1h
ACKNOWLEDGMENTS
The writing of this thesis was under the direction of
Dr. Kenneth G. Hance, Department of Speech, and chairman of my Guidance Committee. To him I express my sincere and humble appreciation for the many hours of his time, for his patient understanding, and for his constant encouragement so kindly given. To Professor Leo A. Martin, Dr. Gordon L. Thomas and Dr. Elwood E. Miller, who were most helpful and considerate as committee members, go my sincere thanks and appreciation.
I would also like to express appreciation to Dr. Burrell
F. Hansen for advice and constructive criticism and to Dr. Donald V. Sisson for assistance with the statistical data. To my secretary, Mrs. Gloria L. Daniels, I offer my thanks for her valued assistance in typing the many drafts of this report.
I wish also to express my deep appreciation to my family who contributed in many ways to make this program possible.
Finally, to my wife, Mona, goes the greatest thanks of all. Without her encouragement, sacrifices and contributions-- including the typing of the final manuscript--the completion of this project would never have been possible.
Arthur L. Higbee ii
Chapter I. INT
II. REV
III. HE'
IV. F
TABLE OF CONTENTS
Chapter
I. INTRODUCTION AND STATEMENT OF PROBLEM. Introduction Purpose of the Study Limitations of the Study Justification for the Study Methods and Procedures Definition of Terms
II. REVIEW OF THE LITERATURE III. METHODS AND PROCEDURES . Designing the Study Selecting the Population and the Sample Designing the Questionnaire Pre-Testing the Questionnaire The Letter of Transmittal The Follow-Up Letter Retrieving the Data
IV. FINDINGS AND DISCUSSION...... Attitudes and Opinions of Respondents Description of the ReSpondents Comparison with Other Studies Individual Suggestions
V. SUMMARY AND RECOMMENDATIONS. . Summary of Important Findings General Conclusions Recommendations for Further Study 152
SELECTED BIBLIOGRAPHY. 157
APPENDICES ...... 161 Appendix A. Survey Questionnaire 161 Appendix 8. Cover Letter 165 Appendix C. Follow-Up Letters 166 VITA . . 168
Pt LIST OF TABLES Table Page
l. Percentage of radio and television managers who evaluated various types of pre-broad- cast work experience or training as par- ticularly helpful for a career in broadcasting ...... 6O
2. Percentage of radio and television program directors who evaluated various types of pre-broadcast work experience or training as particularly helpful for a career in broadcasting ...... 6l
3. Percentage of broadcast executives rec— ommending various types of preparation (educatidn, training, experience or combination of these) for young people preparing for a career in broadcasting . . . 63
4. Percentage of broadcast executives who expressed agreement or disagreement with statements concerning the value of a college degree for broadcast employees . . 64-65
5. Percentage of radio and television broad- cast executives who expressed agreement or disagreement with statements concerning the desirability of a college degree as desirable preparation for broadcasters . . . 68
6. Percentage of radio and television broad- cast executives who expressed agreement or disagreement with statements concerning the practical value of traditional college TV—Radio courses as a part of the pre- paration of broadcast employees ...... 7l
7. Percentage of radio and television broadcast executives who expressed agreement or disagreement with statements regarding the need for internship or on-the-job training to complement the formal educa- tion of a college TV-Radio degree pro- gram ...... 73
iv u it"! a" fi-f g lame 12. la
‘
Perc Pe
Table Page
Percentage of radio and television broad- cast executives who expressed agreement or disagreement with statements regarding policies of hiring and promoting college graduates as compared to non- -graduate personnel ...... 75
Percentage of broadcast executives who ex- pressed agreement or disagreement with statements regarding suggested TV-Radio curriculum offerings and with a presumed need for closer c00peration between' broadcast educators and commercial broad- casters 77
10. Percentage of radio and television executives who ranked college TV and radio courses and training activities according to their value as a background for students pre- paring for a career in broadcasting 80-81
11. Percentage of radio and television broad- cast executives who ranked related courses (outside the TV-Radio department) according to their value as a background for students preparing for a career in broadcasting ...... 82-83
12. Percentage of radio and television broadcast executives who rated the competency of college graduates as compared to non- graduates to perform in the major divisions of broadcasting ...... 85
13. Percentage of radio and television broadcast executives who rated their Opinion as to the benefit of commercial broadcast stations in hiring employees who have studied TV- Radio courses in college . 87
14. Percentage of radio and television broadcast executives who estimated the future de- mands for college trained employees in the major divisions of commercial broad- casting stations . . 88
15. Profile composite (averages) of some charac- teristics of respondents who identified themselves as radio and television managers ...... 90 .I
Ll T“ REV.“ _ . “n“-.r— « "
25. 25. 24, 23. 22. 21. 20.
Table Page
l6. Profile composite (averages) of some charac- teristics of those respondents who iden- tified themselves as radio and television program directors . . . . 91
17. Profile composite (averages) of some charac- teristics of respondents who identified themselves as radio and television sales managers . . . . 92 18. Profile composite (averages) of some charac- teristics of those reSpondents who iden- tified themselves as radio and television news directors ...... 93
19. Profile composite (averages) of some charac- teristics of respondents who identified themselves as television promotion managers and television operations managers . 94
20. Jobs held by radio and television managers immediately before becoming managers 95
21. Jobs held by radio and television program managers immediately prior to becoming program managers ...... 96
22. Jobs held by radio and television sales managers immediately prior to becoming sales manager ...... 96
23. Percentage of radio and television managers who expressed their choice of eventual job objectives in broadcasting . 98
24. Percentage of program directors, sales managers and news directors who expressed their choice of eventual job objectives in broadcasting . . . . . 99
25. Percentage of radio and television managers who have completed various levels of formal education . . 100
26. Percentage of radio and television executives who have completed various levels of formal education ...... 101
Vi Table 27.
28.
29.
30.
31.
32.
33.
3A. Pe
35. Table Page
27. Percentage of radio and television broadcast executives who expressed agreement or dis- agreement with questions pertaining to the value of their college education in obtain- ing their first job and to advancement in the broadcast industry . . . . . 102
28. Ranking by radio and television executives, in order of importance, of four benefits occuring from a college education 103
29. Ranking by broadcast executives, in order of importance, the aSpects of broadcasting where emphasis should be placed in college TV- Radio course work ...... 104
30. Primary reason for entering the broadcast industry as reported by radio and television executives . . 106
31. Major factors which influenced the decision of broadcast executives to go into broad- casting ...... 107
32. The present reaction of radio and television broadcast executives to their original decision to go into broadcasting . 108
33. Percentage of radio and television broadcast executives who indicated their station' 5 support of scholarships and internships for Radio-TV students ...... 109
34. Percentage of radio and television broadcast executives who indicated their support for various types of educational programs for Radio- TV students ...... 111
35. A comparison of answers obtained to similar questions in the Johnson survey and the current survey in regards to the compe- tency of college graduates in broad- casting ...... 114
36. A comparison of answers obtained to similar questions in the Johnson survey and the current survey in regards to the benefit of having employees who studied Radio- TV courses in college . . . . 115 ., ,, ,_ i. nu".-w . II“ “m
Table 40. 38. 37. 39. 41.
Su
Table Page
37. A comparison of answers obtained to similar questions in the Johnson survey and the current survey in regards to the future demand for college trained employees in broadcasting ...... 116
38. A comparison of the averages of certain characteristics for radio and television managers as revealed in the 1962 APBE- NAB survey and the current survey . . . 118
39. A comparison of previous jobs held by radio and television managers just before be- coming manager as revealed in the 1962 APBE-NAB survey and the current survey . 120
40. Comparison of eventual job objectives for radio and television broadcast managers as revealed by the APBE- NAB study and the current study . . 121
41. Suggestions from respondents for improving the curriculum offerings of TV- Radio de- partments so as to better prepare students for a career in broadcasting . . . . 123-124
viii
Durin -..‘JI
1. television 1
.
“‘w‘—_ 4 the fiftiet'
“—5-— being celeb out the -h‘w yea 1| 1' | ti Observances anniversary
medium.
Such
Casting The; most 980p].
entertain,“
Hens bPOa
audience w CHAPTER I
INTRODUCTION AND STATEMENT OF PROBLEM
During 1970 the nearly seventy-five hundred radio and
television broadcasting stations of this country are observing
the fiftieth anniversary of broadcasting. This occasion is
being celebrated with various events and activities through-
out the year. The public will be invited to share in these
Observances as broadcasters go "all out“ to mark this important
anniversary of America's greatest, round-the-clock service
medium. Such an event calls attention to the fact that broad-
casting means many different things to different people. To most peOple broadcasting is the source of countless hours of
entertainment, news, and information. The business community
views broadcasting as an effective means of reaching a mass
audience with advertising messages designed to sell their
goods and services. Students see broadcasting as a vigorous,
growing industry which offers them an opportunity for employ-
ment with a scope and challenge few other businesses can
match. Others look upon broadcasting as an effective way of
creating goodwill and better understanding among the people of the world. Thus we find broadcasting being defined in many different terms, according to one's point of view. ,.
'1 ‘i'é Darn. w-rfi vhio” It perience broadcaster the For
kind.1 COlllmU.
exPeri societ most
Of a involv a Pointi life in same and busi seng
in hud it e>
6
t
‘ For example, an experienced and respected commercial broadcaster reports:
Public broadcasting in the United States is a commugications force unique in the history of man- kind.
At the same time, a network executive with many years of ex- perience in the broadcast industry observes:
Television broadcasting is certainly one of the most exciting and exhilarating businesses in today's society. There is a kinetic quality that one feels, a sense of exuberance that comes from being so vitally involved in the drama of life. For television is a business of ideas and communication, and inherent in its very being is one of the most basic elements of human existence, the interaction of man's thoughts. . . It is all of this, this total involvement in life that makes the television business a fascinating experience. Pointing out some of broadcasting's other "faces," the authors of a current and widely used textbook on tele- vision and radio, note:
Television has become the foremost advertising medium in the country, the first choice of the people for leisure-time activity, the main source of popular entertainment, the primary means by which most people maintain direct contact with governmental processes: in short, the primary-communications medium of the twentieth century.
Also, the industry's trade association, the National Associ- ation of Broadcasters, emphatically claims that:
1Lawrence H. Rogers, II, "The Business of Broadcasting," Television Station'Management, ed. by Yale Roe, p. 15. 2Yale Roe, ed., Television Station Management, p. 7.
3Giraud Chester, Garnet R. Garrison and Edgar E. Willis, Television and Radio, (3rd ed.), p. 51. . M .,,nl
mf‘way
back scene
been broadcasting ”W Radio we radio the American
half Teach Even and seems to dial a
the though
has VIVldl QUIET! perva= an Right of
and
just
By film Spec centt ap; wag mar
tal th.
ar
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t
Radio and television together comprise the most pervasive means of instantaneous pommunication and entertainment man has ever known.
Right now, during this ”Golden Year of Broadcasting," seems an appropriate time to pause to contemplate the past and to speculate on the future of the broadcasting industry.
Even though radio and television have been with us for only half a century, they have had a profound impact on our
American way of life. Today we have come to accept as ordi- nary the many amazing accomplishments of radio and television broadcasting in world-wide communication. A simple flick of the dial takes the radio listener or TV viewer right to the scene of the action-~whatever and wherever that might be. Radio and television coverage of such widespread and different events as domestic political campaigns, a war being fought half-way around the world, and space flights to the moon and back has become almost routine. Broadcasting's ability to reach just about everyone--instantly and simultaneously--has been vividly demonstrated in such events of recent years.
By their reporting and interpreting such activities, radio and television broadcasters have become closely iden- tified with many of the current problems of our modern society.
As a result, the broadcast media have tremendous appeal to the younger generation. There is a keen interest on the part of many young men and women today in becoming a part of the
1National Association of Broadcasters, Study Guide on Broadcasting, p. 3. broadcasti noted that servers, t around the
Bro deeply in lens with media, ra point fOr
I‘l‘Oblem a
We. the telligen. finding
“996 to have an
DUI. by Q broadcasting industry of this country. It has been pr0perly
noted that ”people who work in broadcasting are not mere ob-
servers, but participants in a very active way in the world around them."1
Broadcasters do have a unique opportunity to become deeply involved in many of the pressing and perplexing prob- lems within our society today. By the very nature of their media, radio and television broadcasters can become a focal point for the identification and discussion of some of the problem areas of American society in this decade. In such a role, they can be a positive influence for encouraging in- telligent discussion of the issues with the possibility of finding an acceptable solution to some of these without the need to resort to demonstrations or violence. That broadcasters have an obligation to accept this leadership role is pointed out by Quaal and Martin:
In an era of social change, often unprecedented in nature, an institution as dynamic as broadcasting cannot afford complacency. It must face a future which will require many changes and it must come to accept greater commitments to social leadership. The time has passed when broadcasters can boast that com- mercials have effects on people ang then claim that most programs do not have effects.
There are challenging jobs available in broadcasting for interested and qualified young men and women. Recent
lNational Association of Broadcasters, Careers in Radio, p. l. 11 2Ward L. Quaal and Leo A. Martin, Broadcast Management, p. . figures ind
networks in
in these nu.
from skille' prunical b3
ltis actua
......
.
.
- . - of businessd I.‘ -..,-f organization
wwrfi" business Hi" -
' We practic I.“ u~ aresult, t
Similar DOS
Pres; H0“ BOG sl
the PTOSpe “So his 0 limited 0f
‘ figures indicate that radio and television stations and
networks in this country provide nearly 120,000 jobs.1 Hith-
in these numbers, there is a wide variety of positions--
from skilled electronic engineers to talented performers to
practical businessmen. For broadcasting is a unique industry.
It is actually a blend of three separate and distinct types
of businesses in one. Broadcasting combines within a single
organization the creative and artistic abilities of show
business with the highly technical skills of engineering and
the practical, profit-minded efforts of the businessman. As
a result, the types of skills and training needed for the dis-
similar positions available in broadcasting vary widely.
Present broadcast employees have obtained their educa-
tion and skills in a variety of ways. Not too many years ago
the prospective broadcaster was forced to search out and de-
sign his own study program or curriculum from the rather
limited offerings that related to his chosen field. Today,
of course, there is a great variety of educational programs
designed especially to train broadcast employees. College
and university TV-Radio Departments offer specialized courses
in television and radio production, programming, and related
areas. Engineering Departments train the technicians to
Operate and service the complicated electronic equipment of
the broadcast station. Business Departments provide special
1National Association of Broadcasters, Dimensions of Radio: 1968-1969, p. 15, and 1968-1969 Dimensions of'Tele- visTon, p. 14. courses in . vocational
ofbroadcas
in that fie on-the-job programs ra
elaborate sl
‘9 1'
Vith
~MI‘W- ‘
how and Whe
~ ‘-.-,o'
" himself
u-.~ for there need
leading to
Should the
COUrses de
91 brOadCE
Can the f:
by “”5011 encOutage
courses in merchandising, sales, and management. Trade and
vocational schools offer practical training in several phases of brOadcasting, and even some high schools offer basic courses in that field. In addition, many broadcast stations provide on-the-job training programs for their own personnel. These programs range from very simple familiarization routines to elaborate skills-training programs. With all these sources of broadcast education available, how and where can the interested young person best prepare himself for a successful career in radio or television? Is there need for the traditional four-year college preparation leading to a degree for most broadcast employees? If so, should that degree be earned in the TV-Radio Department with courses designed to teach basic theories and philOSOphies of broadcasting along with related knowledge and skills? Or can the future broadcaster prepare himself just as adequately by pursuing a college degree in any one of several fields Which encourage a broad study of the humanities, liberal arts, and social sciences?
To say there is a difference of opinion on this subject is to understate the situation. Broadcasters and educators simply do not see "eye to eye" on this matter. It is even impossible to find much agreement on this question within the ranks of the broadcast educators themselves. However, there is generally a recognition of the need for continued efforts to reach a common understanding and agreement on this matter. Certainly it is in the best interest ll ' 1'“ ' ‘. ‘.r~‘"‘-. ‘wcatlo Eaurpos «Side \1 ID
his Offinding edUCdtors
TISe ProfeSsio of
dialogue CommLInjCat perhaPS. held, “tempts Industry-e that attacking organizatio can h there everyone the encoura efforts
fact to Over To scorel 0f is that prod Sit]- 112611 The AS 197
be
I10 to
“C 3‘
a-
11 C
t I
1- 7
of everyone concerned with the broadcast industry that such
dialogue be continued. The writer feels that if this study
can encourage further thought and discussion of the situation
his efforts will have been amply rewarded.
Over the years there have been a number of sincere
attempts to reach a solution. Numerous meetings have been
held, scores of journal articles have been written, and even
organizations have been formed with the express purpose of
attacking this problem. In spite of all of these efforts, I there is no_general agreement on the matter even today. But
that fact is no justification for abandoning the undertaking.
Perhaps, instead, it should encourage both broadcasters and
educators to redouble their efforts in this regard in hopes of finding a solution.
The need to establish and develop easy channels of communication between broadcasters and educators is vital in the 1970's. The establishment of the Association for
Professional Broadcasting Education--one of those joint industry-education organizations mentioned earlier-~gives
rise to hope that ways will be found to:
Encourage and maintain in colleges and univer- sities professional broadcasting education that will produce such men and women as can command the reSpect of colleges that grpduate them and of the industry that employes them.
To attempt to answer the question of how a person can
1Association for Professional Broadcasting Education, "Purposes of the Association for Professional Broadcasting Education," Journal of Broadcasting, XIII, No. 4 (Fall 1969). inside back cover. 1».
In». teacher ization. “d degree needed. 1 enced educational 9095 Teach education casters have essary best teaCIllrlg certair prepar person in ShOul the the the to 1‘} in mos ea;
c-
a v
S
1 best prepare himself for a broadcasting career, it is nec- essary to obtain the opinion of some of those persons who
have personally participated in the common types of broadcast education and training programs. The evaluation of broad- casters in supervisory and administrative positions as to the educational qualifications of their employees who have experi- enced the various types of educational programs is also needed.
In most professions (and semi-professions) a college degree in that specific field is necessary for entrance into, and certainly for ultimate success in, that field of special- ization. An accountant must have a degree in accounting, a teacher earns a degree in a chosen subject-matter area plus a teaching certificate, and a chemist would likely never reach the top of his profession without a degree in chemistry.
Does the same hold true for broadcasters?
Should there be a single, well-defined educational pro- gram intended to prepare all prospective broadcast students for a beginning job--and hapefully for a successful career-- in broadcasting? If so, where should it be? Should it be a formal degree program in a four-year college, or a special- ized program in the two-year junior college? Can trade schools or vocational schools provide the type of training desired for the future leaders of the broadcast media? 00 adequate programs now exist, or are major revisions or entirely new programs required? ltw possibiliti considered challenge 0 educational aproductiv “AM
The 1:
attitudes 1 utlves tow.
expel‘l'Ence
This IS d0
of the Sev
for SUCH of earning
This of the tY‘E
wt I tisani
1. It would seem to this investigator that each of these possibilities,and perhaps others, should be carefully considered in an exhaustive effort to find answers to the challenge of providing the broadcast employee with the proper educational background and eXperience so that he can assume a productive and reSponsible role in the industry.
Purpose of the Study
The primary purpose of this study is to survey the attitudes of commercial radio and television broadcast exec- utives toward the various types of educational backgrounds and experience desirable for employees in the broadcasting industry.
This is done in an attempt to obtain a practical evaluation of the several methods of gaining an education and preparing for such a career from persons who have faced the realities of earning a living in the broadcasting industry.
This study is concerned primarily with the evaluation of the traditional college undergraduate TV-Radio Department courses which lead to a Bachelor's degree in broadcasting.
It is an effort to find answers to the following questions:
1. Are TV-Radio curricula, as now constituted, doing
the best possible job of preparing students for a
successful career in broadcasting?
2. Are students who study in these curricula acquiring
the knowledge and skills necessary to meet the
demands of the broadcasting industry of 1970 and
beyond?
10
4. Is a college degree important for success in broad-
casting, regardless Of whether or not that degree
is in the field of TV and Radio?
5. Should a young person interested in a career in
broadcasting forget about a college education and
spend that time learning broadcasting "first-hand"
on the job?
6. Is there a need for more "internships" and "on-the-
job training programs" in broadcasting as an
intrinsic part of the broadcast curriculum?
This study is an attempt to sample the Opinion Of active broadcasters on these important matters: Whatchanges, if any, are desirable? How can these be accomplished? What can be done to bring about closer cooperation between broad- casters and educators in order to realize some of these common objectives?
These, then, are the major questions examined by this study. Realistically, no simple answers may be expected.
However, the possibility of focusing attention on the need for closer cooperation, better understanding, and a continuing effort to find solutions to these problems would seem to make the effort worthwhile.
A secondary purpose Of this study is to gather personal information about the characteristics Of key broadcast execu- tives who were asked to participate in the survey. For in- stance, each respondent was requested to report such details as: age, sex, title of present position, previous position,
11 income level, number of years spent in the broadcast industry, educational background, and ultimate goal in broadcasting.
From these, a fairly accurate profile Of the "average" of broadcast employees in the specific positions surveyed and within the geographical limitations Of the study is con- structed. These factors are considered valuable not only to describe current broadcast executives, but also to compare differences which might be revealed by similar studies made at an earlier or later time.
Limitations of the Study
This study does not purport to be an all-inclusive study of the relationship of education and eXperience to the success of the employee in the broadcasting industry. Rather it is undertaken in an effort to determine if the educational pro- grams now in general use are adequate or if changes or modi- fications seem to be indicated. Also under investigation is the need for a college degree Of any kind, and specifically the value of a degree earned in the TV-Radio Department.
Finally, the desirability of more on-the-job training for TV-Radio graduates is given consideration. Overiding the entire investigation, Of course, is the implied need for closer cooperation and better understanding between broadcast- ers and educators--and how this can best be develOped. Other important considerations were reserved for subsequent exami- nation.
In order to permit the investigation Of the above factors vi available
imposed. had to be 1
small enoud
.-'~LI v encompassini broadcast e
" possilale tc
r
_
.
.3 O
L:*\ Specii iecy ;
Ihe'
All time, m
Questionna
tations.
685190. 1 M3595 an‘
ful‘ly, n70:
othl returnS
Raj] qUES
E I 3” RUSS
12
factors within the boundaries Of time, money,and energy available to an individual, several limitations had to be imposed. First, the size of the pOpulation to be surveyed
had to be large enough to produce meaningful results and yet
small enough tO permit sampling and analysis by the individual
investigator. By limiting the survey to a geographical area
encompassing eight Rocky Mountain states, and to six specific
broadcast executive positions (only four in radio), it was
possible to define a total population that met the criteria
Specified above.
The method of reaching the population sample is limited
by time, money, and distance. As a result, the use Of a mail
questionnaire to obtain responses produced additional limi-
tations. For example, the test instrument is of original
design. Therefore, it is important to recognize the possible
biases and unintentional shortcomings that can result. HOpe- fully, most Of these were eliminated by careful pre-testing.
Other limitations would certainly include the number of returns received. This is an acknowledged restriction of the mail questionnaire. When only half of the sample returns a mail questionnaire, it is important to note that those who
participated in the study may or may not be typical Of the total sample. If the respondents and non-respondents are
really alike, the question arises as to why some complete and return the questionnaire while others do not.
There is also the limitation of the questionnaire it- self. Is it clear and understandable to all who received it? 11 is it p
pletely cl
Hnflly,ti
responses.
and all of such data 1
and experie W;—
m These
0:13!
‘ Luv
9-! ulidation J
c" acknomedg HUM-$1.353:
That career in
55 Well 6. biggest 01
find It; V
constitut‘
broadcaSt
‘Tra
Commlshe
have been E(”Cutive 13
Or is it possible that some questions which are not com- pletely clear discouraged some broadcasters from participating?
Finally, there remains the limitations Of tabulating the responses. In the case of many of the structured questions, and all Of the unstructured questions, the interpretation Of such data is dependent upon the discrimination, judgement, and experience of the investigator.
These limitations should not be construed as an in- validation Of the findings of this study, but they are an acknowledgement of the realistic boundaries which exist.
Justification for the Study
That it is a difficult task to educate students for a career in broadcasting is generally recognized by broadcasters as well as by educators responsible for that job. One of the biggest Obstacles is the fact that broadcasters and educators find it very difficult, if not impossible, to agree on what constitutes a proper and adequate education for the future broadcaster. Traditionally, broadcasters have desired a student ac- complished in the practical, how-to-do-it Skills. Educators have been more concerned with providing the future broadcast executive with a broad, liberal education that would enable him to appreciate and use intelligently the social, political, and economic powers of the broadcast media.
There has been dialogue and discussion of this matter at considerable length over the years. There has yet been no agreene a finale A
However, t further seE n 1" onthis sii wssion on
Rlen. If need for c* °Tprovide t°the Drot
The t
InVestlgatj
CUrrent b” hfio dena, bl°adsa5t ‘
RrienCed 1
3081110” t1 apDroprlat' broadcastil
Hdustry. ‘
IWUnd Of I
The . Punitive . lfinions’
C Sim 14
no agreement or understanding reached, however. It is not
a simple controversy, and no easy answers are to be expected.
However, the matter is of sufficient importance that it merits further serious consideration.
It is with the Objective of focusing further attention on this situation and encouraging even more specific dis-
cussion on the problems involved that this study is under- taken. If this survey can help to call attention to the
need for closer COOperation between broadcasters and educators or provide a reason for continuing attempts to find a solution
to the problem, the entire effort will be worthwhile.
Methods and Procedures
The basic nature of this study is that of investigation--
investigation into the general character and adequacy of current broadcast education in college and university TV-
Radio departments as seen by a group Of radio and television broadcast executives. Many Of these executives have ex- perienced such broadcast education first-hand and so are in a position to express an Opinion regarding its adequacy and appropriateness in their own preparation for a career in broadcasting. By virtue of their position in the broadcasting industry, they are also able to evaluate the educational back- ground of more recent employees in their own organizations.
The investigation of this study was conducted as a normative survey, using a mail questionnaire to Obtain
Opinions, attitudes, and factual information from a random sample of broadcast executives. bet
judgement
random sa.
positions
within eig
—*: ‘I attempt to I h l I practical I I I
' least a me
It broadcast
07‘ lesser dESISOate
deSirab‘h
bmidCag
thege llle
15
Because this study is concerned primarily with personal
judgements and Opinions, the survey was conducted among a
random sample of active broadcast executives holding specific
positions in commercial radio and television stations located
within eight contiguous Rocky Mountain states. It is an attempt to capitalize on the experience and "know how" of
practical broadcasters who have, themselves, achieved at
least a measure of success in the broadcast industry.
It appears reasonable to assume that these experienced
broadcasters, most of whom have advanced through several jobs
of lesser responsibility in the industry to reach these
designated positions, should be qualified to identify the
desirable characteristics and abilities in the beginning
broadcast employee. From their own first-hand experience,
these men and women Should be able to specify those educational
courses and activities which have proven beneficial in their own careers.
Thus, the Opinions or judgements reported in this study
can be considered to represent generally the actual "felt needs" of active radio and television broadcast executives
in the matter Of education and experience desirable for
broadcast employees. From their positions Of responsibility,
these industry leaders should have a reasonably accurate
understanding Of the qualifications and educational back- ground needed for successful employees in commercial radio and television broadcasting, not only for today but also for some years in the future. 16
Definition of Terms
To insure a common understanding between reader and researcher, the following Operational definitions are Offered for the major terms and phrases used in this study:
1. Commercial broadcast stations refers to those radio
and television broadcasting stations in the United
States which are normally licensed by the Federal
Communications Commission and operated primarily
as a profit-making business. This would Specifi-
cally exclude all non-commercial educational broad-
cast stations and certain other stations which are
operated by communities, churches, and other non-
profit groups and organizations.
The term, broadcast executives, as used herein,
refers to those men and women employed by radio
and television broadcast stations in a supervisory
or administrative position, with a title describing
and designating that responsibility.
Experience background refers to the accumulated
experience--jobs, training, etc.--of the individual which relates in any way to his total growth and
development.
Educational background refers to the total of all
formal schooling or education accumulated by the individual
The curriculum of a TV-Radio Department is defined 17
as the list or outline of courses required or
recommended for graduation with a 8.5. or B.A.
degree in Television-Radio. The contents of curricula vary slightly from school to school.
The terms Opinion, judgement, or attitude are approximately synonymous as used in this study.
In general, they refer to the belief, view, bearing, or position which the mind forms of persons or things. The cnshm an beginning the subjec of heated Change of consensus . cann in ‘
In 1!
of h tIpe rena Diet
Ills
OIIEred III
III aCI‘OSs
Iting made
CHAPTER II
REVIEW OF THE LITERATURE
The subject of this study has been the tOpic of dis-
cussion among broadcasters and educators almost since the
beginning Of radio broadcasting in this country. It has been
the subject Of calm, deliberate study as well as the subject
of heated argument. In spite Of this almost continuous ex-
change of ideas, there has not yet developed any widespread
consensus as to the exact scope and role of broadcast edu-
cation in colleges and universities.
In 1940, Charles F. Hunter wrote:
At the present time more than 400 institutions Of higher learning in the country are Offering various types of radio courses in their curricula. . . . to remark that standardization gas not yet been com- pleted is an understatement.
In spite Of the lack of standardization of courses
offered in this new area of radio training, however, colleges
all across the nation continued to add to and expand their
offerings. At least in the matter Of numbers, progress was
being made. Such activities led Richard C. Brand of Virginia
Intermont College to remark:
1Charles F. Hunter, "The Radio Program Planning Course," Quarterly Journal of SBeech (hereafter identified as QJS),
‘ 9 0' pr 9 g p. 209.
18 lati made our and I keep righ
At th
nistic ancl
cation prol
colleges al
OfNorthweI
for legei 01‘ mi “6 then werl
f“(ICIIOH of
hIUUESt anc
SIIUUard5.11
F0110
Character 0 "‘9 labid d
hr traIHEd
ROSS
thong thOse
Re Inst, Tcht s 10”
19
Progress in any field leaves us with a stimu- lation to go on, and as we study the progress we have made in one year in introducing radio training into our schools, we can justly pat ourselves on the back and congratulate ourselves that speech teachers are keeping abreast with the times and stepping into their rightful place in radio instruction.
At the same time, others in education were less Opti-
mistic and inclined to question whether the broadcast edu-
cation program was as established and well adjusted in the
colleges as Mr. Brand seemed to indicate. Armand L. Hunter
of Northwestern University noted as late as 1944 that:
The place and function of a program Of education for radio within the framework Of the school and col- lege is still a very live issue in the gritical thinking Of many educators and professional men.
He then went on to Offer his views as to the place and
function Of radio training in a program "designed to meet the
highest and most exacting educational and professional
standards."3 Following the close of World War II, the problem and
character of education for broadcasting were complicated by
the rapid development of television and the resulting demand for trained personnel in that field.
Ross Scanlan of the College of the City Of New York was among those educators who had foreseen this expansion in the
1Richard C. Brand, "The Status Of College and University Instruction in Radio Training," QJS, XXVIII, NO. 2 (April, 1942), pp. 159-160.
2Armand L. Hunter, "Education for Radio," QJS, XXX, NO. 3 (October, 1944), p. 299. 31bid., p. 299-306. field of
ended, he
afté oppc visn wil?
Aye
Stasheff c
a cc tech just prog just fondI tele
But broadcaste I frightenin.
20
field Of broadcast education. In 1944, even before the war
ended, he noted:
Certainly it is not too much to expect that after the war some of our colleges will find an Opportunity to share in the develOpment Of tele- vision and in training the personnel that television will need.1
A year later, another broadcast educator, Edward
Stasheff of New York put it this way:
And now . . . or at most tomorrow afternoon . . . television! Just when we have mastered to a considerable degree the problems Of teaching radio techniques in our dramatics or separate radio classes, just when we have established cordial relations with program directors and managers Of local radio stations, just when our students are beginning to justify our fondest hopes in their performances 8n the air-waves, television must rear its iconoscope! But he also noted that "the need [for college-trained broadcasters] is evident" and "the preparation is a bit frightening."3
That the same problem exists today, despite all Of the
discussion, is verified by the comments Of Stanley T. Donner
in a book published in 1967. He asserts:
The curriculum in radio, television and film is properly the subject Of continuing examination, for it is the basis Of training and education not only for the career student, Rut for the student desiring a general education.
IROSS Scanlan, "Television and Departments of Speech," 9J5, XXX, NO. 2 (April, 1944), p. 143. 2Edward Stasheff, ”Television and High School Dramatics," QJS, XXXI, NO. 4 (December, 1945), p. 479. 31bid., p. 482.
4Stanley T. Donner, "Toward a Better Curriculum in Brusadcasting and Film," in The Farther Vision, ed. by Allen E. Koenig and Ruane 8. Hill, p.263. His of that sa of impleme
cast admi mass know educ Unfo the I stil
Besi themselves
the COIIeg Journal of \ "The Indlar
commercial
have lmDra. loOke lism_
Then meindustr Wine] as:
21
His views are reinforced by Ruane B. Hill, co-editor
Of that same volume, who reminds educators Of the difficulties
of implementing such needed curriculum revisions:
The starting gate to improved curricula in broad- casting is said to be the door to any institution's administrative building. For . . . the study Of the mass media becomes viable only if central administration knows and appreciates the role of communication--the educative potential of the ubiquitous mass media. Unfortunately such understanding is not guaranteed; the lagel of trade school persists on some campuses, still. Besides the Obvious lack of agreement among educators
themselves, broadcasters, too, have Often been critical Of
the college broadcast curriculum. Writing in the gearterly
Journal of Speech, in April, 1947, George C. Biggar of WIBC,
"The Indianapolis News Station,” expressed the view of the
commercial broadcaster toward broadcast education in colleges
as follows:
I am afraid that too many Of us station people have considered radio training at colleges as rather impractical just as Old-time newSpaper executives lookeg askance at the products of schools of journa- lism.
Then he continued to describe the major criticisms that
the industry had directed toward college-trained radio per-
sonnel as:
. . . instruction by men and women who have not had the benefit of station experience . . . being
1Ruane B. Hill, "Summary and a LOOk Ahead," in The Farther'ViSion, ed. by Allen E, Koenig and Ruane 8. Hill, p. 349.
2George C. Biggar, "What the Radio Station Manager Expects (sf the College," QJS, XXXIII, NO. 2 (April, 1947), p. 196. nor too edu dre
The' nercial b in St. L01 is of pha
But vas not tr
1940's. 1
for additi
ran cour
nd even h
dlalllatics The extent
22
more theoretical than practical, and . . . students too frequently taught how radio should be from the educator's standpoint, rather than li.l£.l§ at hun- dreds Of stations.
These same criticisms were confirmed by another com-
mercial broadcaster, Mr. John W. Tinnea of Radio Station KWK
in St. Louis, Missouri, who Observed:
The curriculum as I have seen it in most schools is too largely concerned with the production problems of radio. TOO little attention is given to the economic phases Of our rapidly growing industry.
But the matter of emphasis in the broadcast curriculum
was not the only reason for criticism of radio courses in the
1940's. The glamour and appeal of radio made it a "natural"
for addition to the curriculum. The number and types Of
radio courses multiplied excessively. Many smaller colleges
and even high schools expanded their programs in speech and
dramatics by adding courses in this relatively new medium.
The extent of this proliferation was noted by Cyretta Morford
of Redford High School in Detroit:
During the past few years a tremendous public interest has developed in radio broadcasting. Be- cause Of this interest and the increased demand for trained broadcasters, many Of the finest colleges and universities in the country have added courses in radio broadcasting to their liberal arts curriculums.3
But she also offered this word of caution:
lIbid., p. 197.
2John W. Tinnea, "A Radio Station Mana er to Teachers (sf Radio," QJS, XXXIII, NO. 3 (October, 1947 , p. 334.
3Cyretta Morford, "Why Not Begin at the Beginning?" egg. XXXII, NO. 1 (February, 1946), p. 55. stu cou spe int
Suc
mvestiga
Speech Ass
nnual re
ntion and
unco of t plic wide the with The limi quat clud made culu
The toImpl‘OVe Btablrsh intrand c hdflwl Rac G'BartyettI hlnmra Br
23
Not to be outdone by colleges in catering to student interest, many high schools are now Offering courses in radio, some, unfortunately, with no other Specific gbjective than a desire to appeal to public interest.
Such practices by schools and colleges resulted in an
investigation of the entire area of radio courses by the
Speech Association of America's Radio Committee. The 1948
annual report of that committee called attention to the sit-
uation and was reported by Harry W. Williams as follows:
The committee believed that a year's work had uncovered enough evidence to warrant a careful study of the courses now offered in that field. The multi- plicity of titles to designate comparable courses, the wide range of credit value presented by these courses, the apparent lack Of agreement in the content of courses with a Similar title--all indicated a chaotic condition. The report also found cause for the study Of the minimum limits Of the physical facilities necessary for ade- quate instruction in this area. . . . The report con- cluded with a recommendation that a serious attempt be made to establish sound standards for a basic curri- culum in the field of radio.
The broadcast educators responded with renewed efforts
to improve and strengthen their curriculum Offerings and to
establish realistic minimum standards for instructors, equip-
ment, and course Offerings. Aiding in this effort was the
Federal Radio Education Committee, which consisted of Kenneth
6. Bartlett, Syracuse University, Chairman; Lyman Bryson,
Columbia Broadcasting System; H. B. Summers, the Blue Network;
.Judith C. Waller, National Broadcasting Company; Tom Slater,
IIbid.
2Harry M. Williams, "The Status of Courses in Radio," QJS, XXV, NO. 3 (October, 1949), pp. 329-333. Mutual Br
ation of
Office of
of Educat'
The
signed as offering, R the prc broadcasti explicit i Subject-ma e1Uipment Danipall
Rdio Unde
U Radio 3
At 11
CdStey-S anJ
Md thus re entering tdh eRaMrShm E
24
Mutual Broadcasting System; Arthur Stringer, National Associ-
ation of Broadcasters; Elizabeth Goudy Noel. United States
Office of Education; and Lloyd E. Blauch, United States Office of Education.1 ' The committee offered a “set of standards . . . de-
signed as a guide to those institutions that already are
offering, or planning to develop . . . undergraduate courses
in the program, business, and listener aSpects of modern broadcasting."2 The "standards“ were rather complete and
explicit in describing the desired objectives, the recommended
subject-matter areas, and the types of instructors and
equipment to be employed. One section of the report dealt principally with the matter of professional training for
radio under the title, "Suggested Standards for College Courses in Radio Broadcasting."3
At least a portion of the disagreement between broad-
casters and educators concerns the role of radio in society,
and thus relates to the proper type of education for persons
entering the industry. This controversy dates back to the
establishment of the first radio courses in the schools.
lFederal Radio Education Committee, "Standards for Courses in Radio Broadcasting," QJS, XXXI, No. 2 (April, 1945), pp. 186-189. 21pm.
3Federal Radio Education Committee, "Professional ‘Training for Radio in College Courses," QJS, XXXI, No. 3 (October, 1945), pp. 338-340.-
lnhis be
attention
dra rad the ace dra pro bro tec a m fac
He goes oi
from the ;
as l grac broo reg? I Th”he c1 ”Brooch o saying:
Doun broa' Of a
much
t M Part 0.
JOUndDr 0f- I
25
In his book, Broadcasting_in America, Sydney Head calls attention to this fact: Speech departments (which often also include drama) were the most active in introducing the early radio courses, no doubt because announcing is one of the most basic functions in radio. This more or less accidental linking of broadcasting with speech and drama training was unfortunate, because it tended to produce undue emphasis on the artistic aspects of broadcasting and to neglect its economic, social, and technical aspects. This inappropriate emphasis was a major cause of industry suspicion of and dissatis- faction with college training programs in its field.1
He goes on to explain this conflicting view of the situation from the point of view of the broadcasting station Operator:
The average station manager regards his announcers as salesmen, and was understandably baffled by a college- graduate applicant for employment with specialized broadcast training who had no background in sales and regarded announcing as a form of dramatic art.
Then he clinches his point as to the differences in the approach of the broadcaster and that of the educator by saying:
This kind of misunderstanding was often com- pounded by educators who insisted on judging American broadcasting as though it were governed by the laws of aesthetics rather than by the laws of economics. The fact is that broadcasting is academically 3 much closer to the social sciences than to the arts.
Over the years there have been some notable efforts on the part of broadcasters and educators to find a common ground of understanding on the role of broadcasting and the
1Sydney H. Head, Broadcasting_in America, p. 413. 21am. 3I'bid. training
taking ir-
UniversitI
(UAPRE) t
members c
frustrati
to mainta
1955 in o
zation--t cation (A very acti 1 Versities the Profes as Citizen Slble r016
26
training of personnel for the industry. One major under-
taking in this regard was the organization, in 1948, of the
University Association for Professional Radio Education (UAPRE) by a representative group of dedicated educators and
members of the broadcast industry. 1 After several years of
frustrating efforts primarily on the part of the educators
to maintain and build this organization, it was dissolved in
1955 in order to form a new joint industry-education organi-
zation--the Association for Professional Broadcasting Edu-
cation (APBE).2 This organization has been, and still is,
very active in its efforts to encourage colleges and uni-
versities "to advance broadcasting . . . by preparing for
the profession qualified men and women alert to their duties as citizens and capable of assuming productive and respon-
sible roles therein."3
The strengths of this new industry-education organi-
zation were pointed out by Head and Martin, who reported
that:
The original underlying premises of UAPRE were carried forward, while its tactical errors were avoided. APBE was started on the basis of frank and whole- hearted industry co-sponsorship. The goals of improved
1Sydney H. Head and Leo A. Martin, "Broadcasting and Higher Education: A New Era," Journal of Broadcastin (here- after identified as £98), I, No. 1 (Winter, 1956:1 , pp. 41-43. . 21am, p. 43. 3Purposes of the Association for Professional Broad- ¢:asting Education, JOB, all current issues, inside back cover. 27
instruction in broadcasting were looked upon as common goals, in which the industry has a stake and to which it owes real reSponsibility.1 After approximately one year of experience with the organization, Head and Martin acknowledged:
It is too early to say unequivocally that APBE is an unqualified success. But the indications are all favorable; it has established beyond doubt that there is in fact a felt need for a national organi- zation to represent the mutual interests of the~ broadcasting industry and teachers of broadcasting subjects. The industry has demonstrated its sincerity in lending substantial support to the organization and the educators have demonstrated theirs by partici- pating vigorously in the initial undertakings of APBE.2
With this background of the growth and development of the broadcaSt industry and of the educational programs designed to supply the educated personnel necessary for radio and television stations, we should now turn our attention toward the research and investigations which have been undertaken in an effort to solve some of the problems which have been identi- fied. It is surprising to this writer that so little has been done in this area. Actually, only a very limited number of scientific studies have been conducted in an effort to evaluate the curricula offerings of colleges and universities in meeting the felt needs of employees of the broadcast in- dustry.
Among the early studies, McReynolds investigated the
1Head and Martin, "Broadcasting and Higher Education, pp. 43-44. 2mm, p. 45. conditio universii reported:
the" our cor
At that s vation wh
cer Suc
Sho Snail libt in radio 1
in i the ODP trai l Perh field lids ofthe Ass 28
condition of radio broadcast instruction in colleges and
universities between 1935 and 1945. Among other things, he
reported:
Since 1935 there has been a marked increase in the numbers of radio courses offered. Yet most of our colleges and universities have pever offered a complete program in radio training.
At that same time, he pointed out a very pertinent obser- vation which was revealed by his study:
As far as success in the radio industry is con- *cerned, a formal education is important, but secondaEy. Success depends more on experience, talent and work.
Shortly thereafter, in 1950, Bailey surveyed a group of small liberal arts colleges concerning their basic curriculum
in radio broadcasting to find:
The major emphasis placed on radio broadcasting in the small liberal arts college is one of satisfying the social implications of radio broadcasting [as Opposed to those who offer professional broadcast training].3
Perhaps the most extensive and important study in this field was conducted just over ten years ago as a joint effort of the Association for Professional Broadcasting Education and the National Association of Broadcasters. The findings of this study were published in April, 1962, under the title,
1Billy McReynolds, "An Analysis of the Radio Curricula in a Selected Group of Colleges and Universities from 1935 to 1945," (Unpublished Master's Thesis, University of Florida, 1947), pp. 88-90. 21bid.
3James D. Bailey, "A Basic Curriculum in Radio Broad- casting for Small Liberal Arts Colleges," (Unpublished Master's Thesis, University of Denver, 1950), pp. 108-109. Peogle thorougl informa' broadca: ment ant findings both edl as an in tangible groUps t
Th
Sisting former 6
Employee
iroblems
Th scribed
sc Cc te CC wh th of pr th
\ in rUedCaS \ 21 \ 29
People in Broadcasting.1 This was a very comprehensive and
thorough nationwide study designed to provide some basic
information on the background of those persons who work in
broadcasting, as well as to shed light on some of the employ-
ment and educational needs and problems in the industry. The
findings of that study provided valuable information for
both educators and broadcasters, and are recognized even today
as an important benchmark in the field. It is also a very
tangible piece of evidence of the willingness of the two
groups to c00perate for the betterment of all.
This survey was divided into four basic sections con-
sisting of factual data on managers, current employees, and
former employees, as well as a comprehensive evaluation by
employees and managers of some of the educational needs and
problems of the broadcasting industry.
The section dealing with broadcast management is de-
scribed as follows:
The 368 managers reSponding to the survey supplied much information about themselves, and much candid opinion about broadcasting and its needs in terms of peOple. The first part of this section consists of data about the managers--who they are, what jobs they have held, what educational background they have. The second part of this section consists of broadcasting management's reports on employment problems and what they think should be done about them.2
1Association for Professional Broadcasting Education and the National Association of Broadcasters, People in Broadcastigg, 21pm. p. 1. CUT
its
Prei alsc 30
In the second section, the survey is concerned with the
current radio and television station employee, addressing
itself to such questions as:
Where did the broadcasting employee come from? What is his educational background? What has been his specific training? How long has he been on the job, and what does he hope to accomplish? How does he regard his wages and working conditions? What does he think of broadcasting? Nearly two thousand em- ployees in broadcasting answered these questions. Those persons who had been in the broadcasting industry previously but had left it fOr one reason or another were also included in this comprehensive study:
To round out the employee story in broadcasting, questionnaires were mailed to pe0ple who had moved out of the industry. We hoped to find out about their backgrounds, why they left the industry, to what in- dustry they had been attracted, and whether they wanted to return to broadcasting. Names and addresses of former employees were supplied by station management. Questionnaires were sent to 135 former industry workers . . . In the final response, 107 replied, or a 79.3% response.
An in-depth study of educational backgrounds, interests, and recommendations comprised the fourth and final section of this study:
Broadcast management and employees who had had two or more years of college were asked to contribute to the second part of the survey. The purpose was to find out what courses or training had been valuable or might have been valuable to them in their careers in broadcasting. A list of courses followed. The qualified respondent was to check the particular subjects he
1mm, p. 19. 21pm, p. 45. 31
had studied; along with that, he was asked to check gagegoxgzlguiizgggegted ratings his evaluation of
Both employees and managers offered additional comments. These range from, “Broadcasters need as wide and liberal an
education as it is possible to get,“ to "I don't believe in
broadcasting schools . . . experience is the best teacher."2
It is important to note that in the ten years since
this study was completed, many significant changes have
occurred in the broadcasting industry. The past decade, for
example, has seen a continuation of the rapid growth in the numbers of radio and television stations in this country.
FM radio, for instance, has increased by nearly 300 percent;
and television has seen practically all of its growth in that
same ten-year period.3 There have, likewise, been dramatic
changes in the style of programming by individual stations
as well as the networks. The growing influence of the media
on the public is verified by recent surveys which indicate that television has replaced newSpapers as the primary source
of news for most Americans.4 In this same time period, new
and exciting technological developments have resulted in
major improvements in UHF television. We have witnessed the
118m, p. 56. 21bid.. pp. 82-88.
3National Association of Broadcasters, Dimensions of _adio, 1968-1969, p. 1, and Dimensions of Television, p. 2.
4Burns W. Roper, A Ten-Year View of Public Attitudes Ipward Television and Other Mass MediaL_1959-l968, pp. 2-3. “it
c" "B'kfl'ilm hereDOr the give paring has broadcas Uhdertak J°hnSon. of develop: decade GradUate Of lmoortan as larities sectiOns developr Itonal and conve well a Peri grow di rea‘
Grc
lht
Su Th 0n st
ff
at
d;
i 32
development of specialized broadcast services on sub-carriers of conventional broadcast stations, and stereo broadcasting
has grown spectacularly in FM radio. These and other important
developments of recent years have made radio and television
broadcasting quite a different industry than it was just a
decade ago.
The changes which have occurred in the industry itself, as well as in those persons who guide and direct its affairs,
give real purpose to the present research effort. By com-
paring data from the current study with those of previous
undertakings, it should be possible to identify subtle yet
important changes occurring in the broadcast industry. The same could hold true in identifying similarities
and differences in broadcasters in various geographical
sections of our country by making comparisons between reg- ional studies of a similar nature.
One such study,which possibly could indicate such simi-
larities and differences, was the "Survey of Some Attitudes of a Group of Commercial Broadcast Managers Toward College
Graduate Employees," which was reported in 1969 by C. Bosworth
Johnson:I
Summarizing his findings of this survey, which covered the period from February 11, 1969, through March 31, 1969, he reported:
1C. Bosworth Johnson, "A Survey of Some Attitudes of a (Broup of Commercial Broadcasting Managers Toward College (Sraduate Employees," (Unpublished Report presented to the Faculty of the Speech Department of Marshall University, 1969). managers
special
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33
The station managers in the four state area [West Virginia, Ohio, Kentucky, and Pennsylvania] responding to the survey generally considered that a college education made newsmen more competent (78%), and also probably increased the competence of salesmen (68%). But only about half the respondents believed a college education was of value for on-the-air (52%) and production (52%) personnel.1
A further observation regarding the preference of the managers for more practical training and less theory has special significance:
This study was conducted at a time when the industry was beset by criticism that it was not living up to its community obligations in such areas as fair news reporting, sex and violence in entertainment programs, and lack of sufficient "cultural" programming. Yet the survey indicated only half of the responding managers considered their employees benefitted from courses in broadcast ethigs and the social responsi- bilities of broadcasting.
In another effort to get at the basic problem, Anderson, in 1960, reported a broad exploration of the general character and validity of present-day radio and television education in leading colleges and universities as seen by representative groups of educators, graduates, and broadcasters. Among his more important findings were the following:
The most often stated objective of radio training programs in colleges was "to develop professional com- petence within the student." Former students believed their colleges had over- emphasized certain areas and under-emphasized others. The majority of former students felt the most valuable parts of their college work in relation to their professional careers were: (1) radio and tele- vision workshops, (2) liberal arts courses, and (3) radio and television courses.
11bid., p. 21. 2Ibid., pp. 22-23.
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The most frequent criticism by former students was the lack of commercial orientation and training in specific commercial procedures and practices. Nearly 50 percent of the former students rated their radio and television training as good and nearly 24 percent rated their training as excellent. Both radio and television broadcasters listed sales, programming and engineering as the three divisions that would profit most from college-trained personnel--but not in the same order. Substantial agreement was found between insti- tutional and station respondents in rating the most essential qualifications for employment in the broad- casting profession. HoYever, the two grOUps disagreed on some qualifications.
It is obvious that some of the objections to broadcast
education in our colleges being raised by broadcasters in
1970 are the same ones that they raised in l960--and even
in 1947. The reason appears to be the different philoSOphy
which exists in the minds of educators and of broadcasters
as to the basic purpose and scope of broadcast education.
Simply stated, the difference is whether broadcast education
should be designed to teach primarily operational skills or
broad social responsibilities.
This charge of an imbalance of emphasis in broadcast
education was one of the specific areas of investigation by
another recent researcher. Dave I. Berkman devoted one portion of his 1963 study to:
Testing the hypotheses that the curricula offered by some institutions . . . over-emphasizes the aSpect
1Dale N. Anderson, "An Analysis of the Radio-Television ‘Training Programs in Institutions of Higher Education," (Un- [HJbllshEd Ed.D. Dissertation, Michigan State University, 1960), pp. 128-206. If?“ Ail. .Jm 'I‘
merci high to educa criti hypot ex 35
of "production" at the expense of the "influences and responsibility" aspect and also at the expense of the aspect of "business practices."1
The findings of that study gave strong support to that hypothesis. Thus, it is apparent that in spite of similar
criticism almost from the beginning of college curricula for educating personnel for broadcasting, this weakness continues
to exist. Could it be that this lack of preparation for the com-
mercial aspects of broadcasting is the reason for the relatively
high rate of employee turnover in the industry?
The NAB Survey of Emplpyee Turnover in Radio and Tele-
vision station54‘1964 reveals a turnover rate of 33.8 percent in radio with television slightly more stable, losing approx-
imately 28.5 percent of its employees each year.2 It can be a rather shattering experience for the young
broadcasting graduate to obtain his first job with high hopes
for the future, only to find that he is not qualified to meet
the commercial demands of broadcasting.
Such turnovers are a costly affair for all broadcasters.
The same survey revealed that of those radio and television
stations which responded to a question concerning the cost of
1Dave I. Berkman, "The Undergraduate Curriculum in Broadcasting: Its History and Current Status," (Unpublished Ed.D. Dissertation, New York University, 1963), pp. 216-219.
2National Association of Broadcasters, Survgy Of'Employee Turnover in Radio and Television StatiOns, 1964 (Washington, ‘D.C.: ’NTA.BI, 1965), p. 4.
36
recruiting and training a new employee, 50 percent indicated it would cost over $500 to do 50. Of course, the estimated
costs for recruiting and training varied widely according to
the type of position involved, with television recruiting costs generally somewhat higher than for radio. In fact, more than 28 percent of the respondents to this survey esti- mated their costs for recruiting and training television personnel today would be greater than $1,000 per employee.1
Another recent study produced an interesting response
from graduates of radio-TV departments concerning their rec- ommendations as to the major for students preparing for a
career in broadcasting. This was a curriculum evaluation survey of radio-TV graduates of the class of 1960 as con-
ducted by the APBE Research Committee and reported in 1966.2
A major focus of that study was described as a compari-
son on several measures between the radio-TV graduates who went on to a career in broadcasting and those who did not.
Interestingly enough, the respondents themselves classified their present job as either "in broadcasting" or "out of broadcasting."
The question in this survey of concern here pertained to the advice which the respondent (the radio-TV graduate)
11818., p. 8. 2Association for Professional Broadcasting Education, Research Committee, "Evaluation of Radio-TV Curricula by Graduates of 1960," (Unpublished preliminary report of the nPBE)Research Committee Project, Keith W. Mielke, Chairman, 966 .
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it d- man ( 37 would give to a student who aspired to a non-technical position in broadcasting concerning the "major“ the student should select in college. Only 11 percent of those respondents now working in broadcasting would advise such an aspiring student that a college major in broadcasting is necessary; most con- sidered it useful but not necessary. For those reSpondents now working outside broadcasting, the modal response was
"don't major in broadcasting."1
With a growing trend among broadcasters and educators to utilize various forms of practical experience to com- plement the classroom learning and theory phases of broadcast education, a recent "Internship Survey Report" by the APBE
Internship Committee also seems to be important for consider- ation in this study. Noting that most professions are finding it difficult to train new personnel, Malachi Tapping, Chair- man of that committee, reports:
Broadcasting, which is a complicated combination of art and business, has approached the problem of training its new employees with care. Many broad- casters and educators feel that formal academic training must be supplemented with practical experience on the job. The idea of interning is coming to be accgpted as a contribution to the supplemental training.
At the same time, he points out the many different methods of handling such on-the-job training:
1Ibid., p.‘12.
2Association for Professional Broadcasting Education, Internship Committee, "Internship Survey Report," (Unpub- lished report of the APBE Internship Committee, Malachi C. Topping, Chairman,l969), p. l.
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The approach to this training is varied. This report .‘. . indicates the variety of intern programs that broadcasters have and their interest in improving their intern programs.1
One important limitation of this study is also pointed out in his explanation that: It is quite obvious that the word internship means many things to many broadcasters. No effort was made to impose any definition in reporting the results._ If the broadcaster labeled his tEaining pro- gram an internship, the data was recorded.
As the result of this survey of related research, it is
the conclusion of this investigator that much remains to be
done in determining the best possible curriculum for pre-
paring students for a rewarding and satisfying career in broadcasting--and, following that, in implementing the nec-
essary changes in the colleges and universities.
The development and adoption of any universal standards
or objectives in the broadcast curriculum are complicated by the multiplicity of the needs of the industry as well as by
the ultimate social responsibility of those persons who
obtain their education in the radio-TV departments.
The studies cited here do, however, represent a sub- stantial contribution to the continuing process of identifying those principles and practices of broadcast education which are most effective. By the proper utilization of these, the
¢:olleges and universities can help to provide the broadcast
‘Ibid.
7-1pm.
39 industry with resourceful and conscientious personnel who will, in turn, make a meaningful contribution to the advance- ment of radio and television in serving the citizens of this nation. KIt is the hope of the writer that he may contribute some small part to this important effort. on t grad
Dartr actii be t'r effec
tam, iSsUes CHAPTER III
METHODS AND PROCEDURES
Designing_the Study
This study came about as a result of a long-felt need
on the part of the writer for an evaluation of the under-
graduate curricula in college and university TV-Radio De-
partments by experienced broadcasters. Men and women who are
actively engaged in earning a living in broadcasting should
be the ideal judges as to what constitutes a practical and
effective program of education for broadcasting.
The writer, having acquired considerable experience in
both the field of commercial broadcasting and the area of
broadcast education, has observed the general lack of agree-
ment between these two groups as to what is considered to be
an adequate and proper program of broadcast education. That
is, a broadcast education as defined in the "Purposes of the
ABPE," as one that will prepare for the profession "qualified men and women alert to their duties as citizens and capable
of assuming productive and responsible roles therein."1
0n the one hand, some TV-Radio Departments seemed to be directing their efforts at educating students in the theories,
1"Purposes of the Association for Professional Broad- casting Education,“ in Journal of Broadcasting, all current issues, inside back cover. 40 .
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41
philosophies, and history of broadcasting-~with just enough
practical laboratory or on-the-air work to keep the student
satisfied. Very little time or emphasis was placed on the
actual day-to-day operations of a broadcast station. The
realities of commercial sponsorship of programs and the pro-
cess of selling goods and services for the advertisers were
not properly recognized.
In short, many broadcast educators were training students
to understand and be able to perform the creative, or "pro-
gramming," phase of broadcasting but totally ignoring, or at
least playing down the importance of the commercial, or
"profit-making," phase of the industry. In the real world of
commercial broadcasting, the one cannot exist without the
other.
On the other hand, some broadcasters were demanding that
a TV-Radio Department graduate be taught primarily the "how-
to-do-it" skills. They would have eliminated most, if not
all, of the theory or content courses from the curriculum.
They were critical of the time spent in giving the student a
background in the responsibilities of the broadcaster, the problems of mass communications, and the social, political
and economic implications of broadcasting. These broadcasters were actually seeking persons with considerable technical
skill and practical experience in the mechanical operations
of the control room rather than persons with a broad, liberal education and a deep understanding of some of the "whys" as well as the "hows” of broadcasting. ,w
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Selecting the Population and the Sample
While it may have been worthwhile to study this situa- tion with a survey sample representative of the total field of commercial broadcast executives, practical limitations of time and finances dictated a smaller survey. Therefore, the investigator selected an area of geographical similarity and of reasonable size. The area selected includes the eight contiguous states of Arizona, Colorado, Idaho, Montana,
Nevada, New Mexico, Utah, and Wyoming.
These eight states comprise the Mountain Division of the West Region-~one of the several subdivisions of the
United States established by the Bureau of the Census to facilitate statistical comparison and analysis.1 This grouping by the Bureau of the Census confirms this writer's observation that these states comprise an area of this nation sharing many similar factors such as types of industry, pOpu- lation density, income levels, educational programs, and problems of communications, to name just a few.
Because the information desired in this study consists primarily of opinions and attitudes regarding the educational preparation desirable for the broadcast employee, the logical source appeared to be those persons who had already completed such preparation and put that preparation to the test of actual use by earning a living in commercial broadcasting.
‘u.s. Bureau of the Census, Pocket Data Book, U.S.A. 1969, p. 338. r BUHU
43
The best source of such information is to contact the present
employees of commercial radio and television stations. Or, more specifically, those commercial broadcasters who have been
in the industry long enough to have achieved a supervisory or administrative position with a title designating and de-
scribing that responsibility.
The study is concerned primarily with surveying the
attitudes and opinions of broadcast executives as to the effectiveness of college undergraduate TV-Radio Department courses. Therefore, the opinions and attitudes should logi- cally be those of broadcast executives who normally would expect to prepare for their careers by earning a college degree in the TV-Radio Department. Based on the findings of previous studies of this nature], and on personal knowledge and experience as a broadcaster and broadcast educator, the writer selected six Specific executive positions to be in- cluded in the survey.
In both radio and television stations, the survey in- cluded:
1. Manager, Station Manager, or General Manager
2 Program Director or Program Manager 3. Sales Manager or Commercial Manager
4 News Director or News Editor plus two additional executive positions in television
1See, for example, the 1962 APBE-NAB study, Pe0ple in Broadcasting.
44 stations which are not found in large numbers in many radio stations:
5. Promotion Director
6. Operations Manager
While actual titles for these positions vary somewhat be- tween stations, there is enough uniformity of the areas of responsibility to be able to assume a common understanding of the above titles.
From the latest “Directory of TV Stations in the U.S." and "Directory of AM and FM Radio Stations in the U.S.,"1 it was determined that there were 54 commercial television stations and 346 commercial radio stations licensed and operating in the Rocky Mountain states selected for this survey. Thus, the pOpulation for this survey consisted of 1,384 radio executives (four positions at each of 346 radio stations) and 325 television executives (six positions at each of the 54 television stations), or a total population of
1,709 persons. However, it should be noted that the radio population and the television population were kept separate for purposes of sampling in order to maintain some measure of equality in the survey.
A random sample of the two pOpulations--radio execu- tives and television executives--was obtained as follows:
1Broadcasting Publications, Inc., "Directory of TV Stations in the U.S." and "Directory of AM and FM Radio Stations in the U.S." in Broadcastin Yearbook 1969, no volume or number, pp. A3-A77 and 53-3194.
45
The four designated positions were listed for each of
the 346-stations and a number assigned to each position,
from 1 through 1,384. From a computer randomized list of
1,384 numbers, an 18 percent sample was selected to provide
the 250 names of radio executives to be surveyed.
For the television sample, the same procedure was
followed, except that six positions were listed for each of
the 54 television stations, and numbers from 1 to 324 as-
signed these positions. A second computer randomized list
of 324 numbers selected the 60 names in the TV sample of approximately 18 percent, the same ratio as was used in the
radio sample.
It is also important to note here that one essential broadcast executive position--that of Chief Engineer--was not
included in this study, the reason being that the Chief
Engineer of a radio or television station generally is a person who has studied in the Engineering Department in college or obtained his special technical skills elsewhere.
Only rarely is the Chief Engineer of a commercial broadcasting station a graduate of the college Radio-TV Department. For that reason, the position of Chief Engineer was not included in the population of this study.
The final major decision to be made concerning the sur- vey pertained to the proper means of reaching this popu- lation. The two most logical alternatives appeared to be by personal interview or by a mailed questionnaire. The writer recognizes that both methods have inherent advantages and 46 disadvantages. The questionnaire is designed to collect data from large, diverse, and widely scattered groups of people. Since this was exactly what the investigator had in mind for this survey, the mail questionnaire appeared to be the logical method. However, as Kerlinger notes, "The mail questionnaire . . . has serious drawbacks (two of which are) possible lack of response and the inability to check the responses given."1 In spite of these admitted limitations, it is interesting to note that "among the various methods of descriptive research, the questionnaire survey is by far the most widely used in education."2 On theother hand, the personal interview does not overcome all of the shortcomings of the mail questionnaire. Kerlinger reports, "The interview is probably man's oldest and most often used device for obtaining information," but hastens to add, "the major shortcoming . . . is practical.
Interviews take a lot of time . . . So wherever a more eco- nomical method answers the research purposes, interviews should not be used."3 Backstrom and Hursch also confirm the high costs of personal interviews, reporting that "personal interview surveys are expensive in time and money," and
1Fred M. Kerlinger, Foundations of Behavioral Research, p. 397.
2Walter R. Borg, Educational Research: An Introduction, p. 204.
3Kerlinger, Foundations of Behavioral Research, p. 467- 468. 6C
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47 adding that "for some tasks they are undesirable and even inappropriate."1
Under the circumstances and considering the time, travel, and other expense of using the personal interview method, the investigator elected to use the mail question- naire for this survey.
Designingthe Questionnaire
In designing the questionnaire for this survey, the writer attempted to prepare a form which was simple, easy to understand and convenient to answer. To achieve these objectives, the writer felt it was vital to design an instru- ment that would obtain a large amount of information with a minimum expenditure of the respondent's time.
The investigator recognizes that a major disadvantage of the use of "open-ended" questions is that they require considerable time and effort on the part of the person re- sponding. In addition, such responses are often difficult to summarize into meaningful categories or quantitative terms. Therefore, this questionnaire was basically of the
"forced-choice" or "closed form" type, in which the question is answered by specifying one or more of several responses which are supplied. However, with most of the multiple choice questions, there was also provision made for the respondent to identify an answer not already supplied, along with a few
1Charles H. Backstrom and Gerald D. Hursh, Survey Research, p. 9.
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1 48
words of explanation, if necessary. There were also a few
"open-ended" questions to encourage respondents to express
their individual thoughts on the key issues of the study.
The writer found that the use of questions calling for one-word answers, multiple-choice responses, and simple responses on a value-scale generally required more space on the questionnaire than some other type of question. However, it was believed this disadvantage was more than overcome by the saving of the respondent's time in completing the questionnaire. This factor, hopefully, would also encourage a higher rate of return of the questionnaires. In short, it was felt that the questionnaire not only had to be relatively easy to answer, but that it must also appear to be easy to answer. Otherwise, the executive may never attempt to co-
Operate with the researcher, believing it would involve too much of his time.
The questions included in the survey instrument were designed to provide answers--in the form of Opinions or attitudes of broadcast executives--to those questions posed in the statement of purpose of this study. That is, they were designed to provide the respondent with the opportunity to evaluate his own educational background and training for a career in broadcasting in terms of actual, felt needs.
They were also designed to give the experienced broadcast executive an Opportunity to evaluate the adequacy of the young graduate's education and experience background in pre- paring him for a position in the broadcast industry. (91.1.1; - . .éllufls lurmfi
49
A third purpose--quite separate and distinct from the
previous ones--was to obtain personal data about those
broadcast executives who participated in the survey. This
information was designed to give some indication as to the
types of persons who are directing the operations of Radio
and TV stations in this geographical area today, and whose
value judgements and opinions are being reported. For example, it is pertinent to know if a group of respondents evaluating a college degree as "not essential" for a success-
ful career in broadcasting are mostly college graduates,
trade school students, or less than high school graduates
themselves.
From such factual information reported by the respond- ents, it was planned to describe the "average" of the several broadcast executive positions involved in the survey, in so far as these facts could be useful without revealing confi- dential individual data.
Because of the personal nature of some of the questions,
it was decided not to ask respondents to identify themselves or their station. It was believed that this procedure would encourage more straight-forward answers to questions re- garding income level, educational achievement, age, and course evaluations. In order to overcome the obvious prob- lems of the totally anonymous questionnaire, numbered tabs were attached to each questionnaire when mailed. When the completed forms were returned, those numbers were checked Off 50
the list to insure no follow-up of that individual. The
numbered tab was removed, and the anonymous questionnaire was
ready for tabulation.
Those positions not checked off from the original
mailing lists received the follow-up described elsewhere.
Of all the questionnaires returned, only three persons had
removed the numbered tabs, with the result that their returned
questionnaire could not be properly credited; and these could
possibly have resulted from a misinterpretation of the ex-
planation printed on the tab or even from an improperly
secured tab rather than from any feeling of reluctance on
the part of the respondent to be identified.
While all of the questions used on this instrument were
designed specifically to provide answers to those basic 'questions being considered by this study, some were deliber-
ately phrased in a manner to collect responses that could be
used to compare with similar questions on previous studies of this general nature. Specifically, several questions of this type were included to see if measurable differences could be detected in the responses obtained in this study from those obtained in the before-mentioned APBE-NAB study,
People in Broadcasting.
Pretestipgfthe Questionnaire The questionnaire used in this survey is the result of extensive and continuous designing, testing, revising, and re-designing in an effort to achieve maximum validity and reliability. 51
Considerable effort was devoted to writing a series of
questions that the investigator felt would collect the
Opinions or attitudes of the respondents concerning the basic
questions posed in this study. These questions were then
tested by asking associates of the writer, all of whom had
formerly been commercial radio or TV broadcasters, to com- plete a "sample questionnaire."
Each of these sample questionnaires was carefully ex-
amined when completed and returned. By checking for com-
pleteness and the proper response to the several questions,
the investigator was able to determine if certain questions
were clear and understandable, if they elicited the proper
response, and if they were likely to be answered completely and correctly by the reSpondent. At this point, the writer
had an individual conference with each respondent to this "sample questionnaire" to discuss that person's views of
the adequacy and appropriateness Of each question on the
instrument.
As a result of this first pre-test, numerous changes
and modifications were made in the instrument. Next, in
order to compare different ways of asking certain questions that the writer felt should be included, two different versions
Of the modified questionnaire were prepared and distributed to thirteen broadcast executives within the state of Utah, with a cover letter requesting their participation in the
survey and setting a deadline for the return of the question- naire. Within one week after the suggested deadline, one 52
hundred percent of the broadcasters had responded to the sur-
vey. In fact, only one follow-up letter was required to
Obtain this total participation.
Generally, the questions were answered fully, and the
suggestions and comments were favorable to the objectives
stated. There appeared to be a slight difference in the
effort required to answer fully certain questions. In such
cases, the version that obtained the fullest and most com-
plete response was incorporated into the final questionnaire.
NO major difficulties were indicated as a result of this
second pre-test. Therefore, with those minor modifications,
the final version of the questionnaire was determined and
printed. See Appendix "A" for a copy Of the questionnaire
used in this survey.
The Letter Of Transmittal
The investigator believes that a vital factor in determining the percentage of responses to a survey such as this is the letter of transmittal that accompanies the questionnaire. To be effective, that letter must be brief and yet convey certain information and impressions to those who receive it.
Of the utmost importance is the need to give the sub- jects a good reason for wanting to complete the question- naire and return it. This was accomplished by pointing out to the broadcast executives the importance of the results of the survey to themselves and others in the industry. It was
film-I511]. \Ip -..,. .2 5. 98-4.. . ,. 53
also noted that the type of information requested could not be obtained from any other source. Finally, the writer Offered to share the results of the survey with the respond- ents by publishing the data in one of the industry's pro- fessional journals.
In order to make the letter of transmittal appear as individual and personal as possible, it was reproduced by the offset printing process on Utah State University letter- head stationery. Inside addresses and salutations were typed on the same typewriter to match as closely as possible the printed letter. Each letter was signed in ink by the writer.
See Appendix "B“ for a copy of the letter of transmittal.
The entire project was given prestige and status by being associated with the university and department where the investigator is employed. The letter was signed by the writer with his title at the university rather than as a graduate student--again to represent a favorable authority symbol to the person receiving the letter. For the con- venience of the respondent, a first-class business reply envelope was enclosed for returning the questionnaire.
Based on personal experience that such requests for completing a questionnaire are best accomplished if the dead- line for participation is not too extended, the writer suggested that these questionnaires be completed and returned within two weeks (by March 28, 1970). It was felt that most of those who eventually would respond to the questionnaire 54
would do so in a matter Of just a few days anyway. The others
would probably file it away to be done later, and likely
never complete it at all.
The Follow-Ungetter
From the beginning, it was planned to include responses
beyond the original suggested deadline of March 28, 1970.
However, the first widespread postal strike in the history
Of this nation, which occurred over a period Of several days
just as this survey was being conducted, gave the writer a
unique justification for such action.
Therefore, the follow-up letter was mailed immediately
after the original deadline and extended the return date by
one week-~to April 4, 1970.
Again, as in the original letter of transmittal, effort
was made to impress the broadcast executive that he would
benefit from participation in the survey, that most others
haci already responded, that only he could SUpply the needed
information, and that his lack of participation to date had
unctoubtedly been merely an oversight. A second copy of the questionnaire and a business reply envelope were enclosed wit!) the follow-up letter.
These letters were also reproduced by the offset Prir11:ing process and were signed individually by the writer
“1 Olcder to appear as personal as possible. See Appendix "C" ‘For'a copy of the follow-up letter.
55
Retrieving_the'Data
As the completed questionnaires were returned, the numbered tabs attached temporarily for accounting purposes were checked against the mailing list, then removed and destroyed. The anonymous questionnaires were then ready for tabulation and analysis.
In order to insure an accurate interpretation of all responses, the answers on the questionnaires were coded into numerical symbols by this investigator before they were delivered to the computer center for transfer to cards by the key-punch operators. After being punched onto the cards and verified, the data were tabulated and analyzed by the computer to meet the predetermined categories requested for reporting. CHAPTER IV
FINDINGS AND DISCUSSION
The purpose of this study, as stated earlier, is to survey the attitudes and opinions of commercial radio and television broadcast executives toward the various types of educational backgrounds and experience for employees in the broadcast industry. In collecting the opinions of broadcast executives regarding the educational background Of present and future broadcast employees, it was also considered important to gather some facts about those who offered Opinions.
A total of 310 questionnaires were mailed to a random sample of radio and television broadcast executives in the eight states comprising the Mountain Division of the West Region (Arizona, Colorado, Idaho, Montana, Nevada, New Mexico,
Utah, and Wyoming). Of these 310 questionnaires, 250 were addressed to radio executives and 60 to television executives.
There was no attempt to stratify the samples within these groups according to the different positions included. In fact, it was noted in recording the returned responses that a questionnaire mailed to a News Director might have been completed and returned by the Manager, or one addressed to the Operations Manager was completed by a Program Director.
56 57
This occurrence could have been due to the fact that in many
small stations one person fills several positions, or it could
have been that there was no such position as that of the
addressee, and thus the reSpondent received the question-
naire by default.
According to the numbers of questionnaires mailed and
returned, approximately 47.2 percent of those sent to radio
executives were returned, while approximately 66.7 percent
of those mailed to television executives were returned. These percentages are indicated as “approximate," because
in a very few instances a questionnaire addressed to a radio
executive was completed and returned by a reSpondent who indi-
cated that his responsibility was primarily in television.
The opposite was also true in at least one instance. The
writer assumes this resulted from the joint ownership-manage-
ment-Operation style of certain broadcast organizations
which may have an AM radio, an FM radio, and a television
station all Operating from a common physical plant. In many
such instances, an employee has dual radio-TV responsibilities.
In addition, employees are frequently shifted from one
position to another inside such an organization.
At any rate, these discrepancies were not considered as
important by the investigator. The survey was concerned with the total group of broadcast executives rather than any part-
icular position within the group. However, it should be‘ noted that the identification of respondents by position in 58
the following analysis is based on the actual position re-
ported by the respondent.
From the 310 questionnaires mailed out, a total of 158 responses were received. This number represents 51 percent,
a relatively high return for a mail questionnaire according to those who make frequent use of the technique. The writer
suggests that this good participation in the survey is an indication of the sincere concern of the commercial broad-
cast executive with the basic purpose of the study--a
critical examination of present broadcast education curricula
in colleges and universities. For various reasons, 9 re-
sponses received were not usable and were, therefore, ex-
cluded from the survey, leaving a total of 149 usable question- naires.
Of the 149 usable questionnaires, 113 came from re-
spondents in positions of radio responsibility only, 20 came
from respondents responsible only for television, while 16 indicated their position involved both radio and television.
A total of 141, or 95 percent, of these were from men, while women answered 8 questionnaires, or 5 percent, of the total.
Aptitudes and Opinions of ReSpondents
ReSpondents were asked to indicate what kinds of pre- broadcast work experience were (or would have been) particu- larly helpful to them in furthering their career in broad- casting. Presumably experienced broadcasters could evaluate their own experience and select certain types of work or 59
training that were (or would have been) most helpful.
Managers Of both radio and television stations indi-
cated that sales and/or promotion training and experience
was the most valuable type of pre-broadcast work experience. Radio managers rated public contact experience (including
public speaking, politics, lecturing or any form of super- vision) as equally valuable. Other types of experience re-
ported to be very valuable were broadcast training, business
experience, technical experience, and experience in a news-
paper Or an advertising agency. Table 1 shows the relative
importance of these various types of work experience or
training as rated by radio and television managers.
It is Obvious from this tabulation that the large
majority of the managers consider broadcasting to be a busi-
ness rather than an art form. They stress the importance
of sales abilities, a knowledge of general business practices,
and the ability to meet the public skillfully above that of
Specific broadcast training.
Program Directors, on the other hand, were more immedi-
ately concerned with the practical skills of broadcasting.
They rated specific broadcast training as the most important
type of experience. A general liberal arts education, news-
paper or advertising agency experience, and technical educ-
ation or experience were also considered important by Program
Directors, as revealed in Table 2. Table 1. Percentage of radio and television managers who evaluated various types of pre-broadcast work experience or training as particularly helpful for a career in broadcasting.
Percentage
Radio Television All Types'of'Experience Managers Managers Managers
Sales/Promotion training and experience 22.2 33.3 23.8
Public contact experience (including public speak- ing, politics, lecturing and personnel supervision) 22.2 -- 19.0 Business experience (in- cluding marketing, accounting, law, etc.) 14.8 11.1 14.2 Broadcast training (in school, college, work- shop or on-the-job) 11.1 22.2 12.7
Technical education or experience (including amateur radio, photo- graphy, radio and television repair, etc.) 11.1 7.9
Newspaper and advertising agency experience (writing, commercial art, etc.) 11.1 6.4
General liberal arts educa- tion (in high school or college with emphasis on English, grammar. dramatics, etc.) -- 4.8
Show business experience (theatrical performance or direction, music or films) -- 4.8
Other experience 11.2 6.4
Total 100.0 100.0
61
Table 2. Percentage of radio and television program directors who evaluated various types of pre- broadcast work experience or training as parti- cularly helpful for a career in broadcasting.
Percentage
Radio and Television Types of Experience Program Directors
Broadcast training 23.1
General liberal arts education 15.4
Newspaper and advertising agency experience 15.4
Technical education or ex- perience 15.4
Sales/Promotion training and experience 7.7
Public contact experience 7.7
Show business 7.7
Other experience 7.6
Total 100.0
From this small sample, it is difficult to identify any clear-cut preferences between the radio executives and those concerned with television. However, in general, the
Radio Program Directors recommended broadcast training, while Television Program Directors favored the general lib- eral arts education. News Editors in both media felt em- ployees in their departments would profit from newSpaper and advertising agency experience in writing. Sales Managers favored experience in Sales and Promotion work but also rec-
Ognized the value of several other types of pre-broadcast training. 62
Next, the broadcast executives were asked to consider
the type of preparation--education, training, experience or
some combination of all of these-~which would best prepare
the average young person for a position in broadcasting.
Questioned in this regard, more than three-fourths (78.0%) of the respondents indicated that they felt the young person should undertake some kind of a combination of
formal education along with apprentice or on-the-job
training. The most frequently recommended type of prepa-
ration was a four-year college degree program combined
with an apprentice or on-the-job training period. Table 3
paresents the feelings of those surveyed on this matter.
These recommendations give a strong indication of the
feeling of the respondents that some form of apprentice-
sriip or on-the-job training is essential in preparing for a
career in broadcasting. The only disagreement on this
point among the respondents was simply which combination was the best. In fact, several respondents noted that "it depends on the person," or "it depends on the job."
Next, a series of statements was presented, expressing tine importance of a college education as it relates to a career in broadcasting. The respondent was asked to indi- cate his agreement or disagreement by marking a five-point sca'le of "strongly agree," "agree," "uncertain/no Opinion,"
"disagree," or "strongly disagree."
A first series of statements compares the value of a °°nege education to on-the-job experience as preparation 63
Table 3. Percentage of broadcast executives recommending various types of preparation (education, training, experience, or combination Of these) for young people preparing for a career in broadcasting.
Types of Preparation Percentage
Four-year college degree program with apprentice or on-the-job training 48.5
Apprentice or onéthe-job training 11.4
Trade/vocational school with apprentice or on-the-job training 10.6
Four-year college degree prOgram 6.8
Two-year college program with apprentice 5.3
Trade/vocational school 2.3
Four-year college with trade-voca- tional school 1.5
Two-year college with trade/voca- tional school 1.5
Two-year college program 1.5
Other combinations of above 10.6
Total 100.0 for a career in broadcasting. Table 4 indicates the responses to these statements.
Considering the statement that employment in the industry is better preparation for an administrative position in broadcasting than spending four years earning a TV-Radio degree in college, the respondents generally disagreed.
Nearly three-fourths (71.4%) of the television executives 64
aaxfiespa 0"." I—O’t O Alfiuoxas V'N PhD LON
aaufiespa
disagreement
broadcast
or
uoputdo
for N'— I—O 0N . O U equaoun «DIN [\N
.P F-r-
Percentage
degree aaufivt
agreement 20.2
aaxfiv P03 P05
college Alfiuouzs Q'N
a
expressed
of uaqmnw
35 35 98 35 99 99
who
value
the
in
executives
better
program prepare
broad-
Radio Radio Radio
11
r ii
time
college
to
broad- a
news
concerning
spending
broadcasting."
TV-Radio
that
become successful
broadcast
a college
a
by have
administrative
can
Of
adequate
for
than
Radio-TV
an
must
commercial is
junior
Spending
earning
commercial statements college."
for in
Statements
person
by
in
in
today
Percentage
students
employees.
with
years
industry
competent
two-year
TV-Radio
young
4.
"A
"A "A
in
prepared position
casting
the caster degree." career
degree
most
'four
(1)
(2) (3)
Table
65
aaafiespa Klfiuouzs PC“
aaxfiespg
uopupdd o upeaueauq
aaxfiJ
68.5 Percentage
anfi
Klfiuoxss 14.3
xaqmnfi 35
0 OP‘0
a a:
op- m I
in
of
without
lots
success
today
for
still
Statements
degree.“ are
(cont'd.)
4
"There
college
portunities broadcasting
Table (4)
66
favored the college degree, while about one-half (49.5%) of
the radio executives expressed the same Opinion. Nearly one-fifth (18.2% for radio and 17.1% for television) of the
respondents were uncertain or had no Opinion regarding this
statement. A majority (55.5%) of the radio executives and nearly two-thirds (62.8%) of the television executivesagreed that
to be a competent TV-Radio news broadcaster today, a person
must have a college degree. However, a surprising 37.4%
of the radio respondents and 34.3% of those in television
disagreed as to the necessity of a college degree.
On the adequacy of a two-year junior college program in TV-Radio to prepare the average student for a successful
career in broadcasting, there was a noticeable disagreement
between radio and television executives. Radio executives 1 argely agreed (45.9%) with the idea, while television ex- ecutives disagreed by practically the same figure (45.7%).
The number of respondents who were uncertain in their feelings toward this statement was very high (37.8% for radio and 25.7% for television executives).
Uncertainty was not a major factor for those who con- S‘i dered whether or not there are many Opportunities for s"ccess in broadcasting today for a person without a college degree. More than nine out Of ten (90.9%) radio executives and more than eight out of ten (82.8%) television executives agreed such opportunities exist. Only 3 percent of the 67
radio respondents and 14.3 percent of those in television
disagreed. Relatively few respondents (6.1% in radio and 2.9% in television) felt uncertain in this regard.
It appears from the responses to these statements that
most of the respondents place a high value on the college
degree for future broadcasters, but also see many oppor-
tunities for success in the industry for other persons with-
out a degree. Presumably this would include a relatively
high number of interesting and satisfying jobs in certain
areas of broadcasting that would not necessarily demand a
four-year college education. However, it should be noted
that the lack of a college degree might well prove to be a
serious limitation to talented employees who would aSpire
to a supervisory or administrative position in broadcasting
at some later time.
i The second group of statements presents the general
position that a college degree is a desirable part of the
Preparation of future broadcasters, but that it is not vital that the degree be earned in the TV-Radio department.
Table 5 presents the responses to these statements.
A clear majority of the radio executives (56.6%) and television executives (52.9%) disagreed with the suggestion that a student should "forget specific TV-Radio training in C01 lege." Less than one-fourth of the radio executives
(24.2%) and just over one-fourth of the television executives
(29.4%) agreed with the idea. A sizeable portion of the 68
aaufiestu t-I-N
Klfiuoxas 06' [\LD Pl— 4.0
N50 aaafiesga ”“3
expressed
38.2 r-I-N 46.5
uotupdo
desirability NR Who 0N ugesxaaun 035 PP-
the
IVES
Percentage aaafiv ON l—l—
execut
aaxfiv r-N 0—01 . C concerning £16uoxqs Q"— OLD r—v—
broadcasters.
broadcast xaqmnnt
for
99
34 99 99 35 34
statements
of a
con-
in
to
with
television
specific liberal
Radio
Radio
Radio Li
TV-_—
I!
and
com-
d
preparation
succeed
graduate
studied
an
in career complete
a
as
to
likely
a
necessarily
has
forget acquisition
broad,
field."
college a
than
radio
for on-the-job."
not
more
who
the
should
disagreement
degree
in
of
is position
ambition should
for
Department."
but
or
another
today
securing
in
with
graduate
college
preparing
higher
Statements training
on
skills
courses
a
degree,
a
broadcasting
TV-Radio
Percentage
agreement
Of
studied
student broadcasting
person
the college
5.
"A
in "A
centrate "A
in
TV-Radio college
education-leaving TV-Radio broadcasting
achieve
TV-Radio
mercial
who
Table
(1)
(2) (3)
69 groups (19.2% in radio and 17.7% in television) were un- certain or offered no opinion on this statement.
The second statement stresses the importance Of a college degree, but suggests it does not necessarily have to be earned in the TV-Radio department. Over half (55.6%) of the radio executives and nearly half (48.5%) of the television group agreed with this statement. Over one-fifth of the executives
(22% of each group) were uncertain regarding this idea, while approximately the same percentage of the groups (22.2% of the radio executives and 28.6% of those in television) expressed disagreement.
Concerning the idea that a college graduate in TV-Radio is more likely to achieve a higher position in commercial broadcasting than a graduate who studied in a field other than TV-Radio, the opinion was nearly evenly divided. A total of 44.1 percent of the television reSpondents agreed with the idea, while 41.2 percent disagreed. The radio executives were slightly more in agreement, but still without a clear indication of support or rejection for the statement.
Some 43.5 percent Of the radio group agreed with the idea, while 34.3 percent disagreed.
Responses to this series Of questions are somewhat con- tradictory. In the first instance, the majority recommended
Radio-TV training in college. Yet, in the second case, it was indicated as not necessarily desirable to earn the degree in the TV-Radio department. The percentages of responses in each case was very similar. 70
A third set of questions was primarily concerned with measuring the Opinion of broadcast executives as to the practical value of traditional college TV-Radio courses as preparation for the broadcast employee. Table 6 presents these opinions.
Of those who reSponded to the statement concerning the theoretical or impractical level Of most TV-Radio courses in college, over two-thirds (68.7%) of the radio executives and more than one-half (57.1%) of the television executives agreed this was a common fault Of such classes. Approximately one person in ten (10.1% in radio and 11.5% in television) disagreed with that criticism. However, fairly large seg- ments of each group (21.2% in radio and 31.4% in television) were uncertain in this regard. This relatively high per- centage of neutral responses could indicate a lack of under- standing on the part of respondents as to the content of current college courses.
Considering the statement that too many TV-Radio courses are out-of-date and do not properly prepare the student for the conditions or problems of the broadcasting industry in the 1970's, the pattern of agreement was approximately the same. A total of 60.6 percent of the radio executives and
48.6 percent of those in television agreed to this short- coming. Again, those registering no Opinion represented a relatively high percentage of the sample. Some 30.3 percent of the radio group and 45.7 percent of the television group were uncertain on this point. 71
of 2133333 2.0
value
0—1.0 PB
O anBesta O!— [\m FI—
expressed
uotupdo
preparation practical
who ON uteaxaounl
the
the
Percentage
of aaxfiw
part
executives
a aaxfiv
concerning
Klfiuoasfi
as
uaqan
35 99 35
broadcast 99
courses
statements
the
im-
in
ago
with
to Radio
the
Radio
broad-
11 LV
television
TV-
and
geared
TV-Radio
in the
problems
and
years
value 1970's.“
are
operations."
of
offered
reflect the
the college
real
radio
10-20
disagreement today
offered
Of
theoretical
of
of of meets
courses
or employees.
broadcast
problems
he
be
too
accurately
or
tO
Statements courses
traditional industry are
when
not
Departments
TV-Radio
Percentage
agreement
of broadcast
many
do
day-to-day
broadcasting
6.
"Most
"Too
college
Radio to casting
practical
and conditions
student of
(2) (1)
Table
72
The responses to these questions seem to support the
charge that broadcasters have leveled at educators from the very beginning. A majority of commercial broadcast execu- tives still feel that TV-Radio courses need to be made more practical, as well as updated to reflect conditions of the industry at this moment. This reSponse appears to indicate a need for broadcast educators to engage in some on-the-job training, too. Important changes can occur in a short time in an industry as dynamic as broadcasting.
The next group of questions dealt specifically with the need for some kind of internship or on-the-job training to complement the formal education a student obtains in a college TV-Radio degree program. Table 7 indicates the reSponses of the broadcast executives to the statements on this subject. As this table shows, nearly three-fourths (74.7%) of the television executives and a like percentage (74.3%) of the radio executives indicated that a student earning a college degree in TV-Radio needs to experience at least a minimum period of internship or on-the-job training as a part of that educational program. Less than one in ten (7.1% in radio and 8.6% in TV) disagreed with this idea.
Even higher percentages of both groups agreed with the idea that a college graduate in TV-Radio still needs con- siderable on-the-job training in order to do his job properly.
An impressive 96.9% of the radio executives and 100% of the television executives agreed to this idea. 73
aaxfiesta Klfiuouzs a
intern- o—N
of aaxfiespa
KID 1.0 for expressed uotutdo
need 0N who
utesuaoun 2.0 education the
Percentage aaufiv 40.0 44.4 44.4 48.6 formal executives aaxfiv regarding the Klfiuouas
uaqmnN 35 99 99 broadcast complement statements 0 OP to ‘U of to with I! Radio ‘° |
LV station." program. television job degree weeks training on-the-job and his training TV-Radio required 6-8 degree do in College be radio of to a disagreement broadcasting of or on-the-job on-the-job TV-Radio considerable order should graduate or minimum
Statements earning or in a needs commercial Percentage ship college agreement college a Radio-TV
7. "A "Students in internship in training properly." still
complete (2)
(1)
Table
74
Such a response appears to indicate that even though a student has earned a college degree in TV-Radio, the broad-
caster does not generally consider him to be a qualified employee until he has Spent a considerable length of time
on-the-job acquiring the specific skills and knowledge
required of his position. A system of internship or on- the-job training incorporated into the formal TV-Radio col-
lege curriculum could shorten this training period and help
the new employee to more quickly become a productive member
of the broadcast team.
Still other statements were presented, concerned with
the hiring and promotion Of the college graduate as com-
pared to his fellow employees who did not graduate from col-
lege. Table 8 shows how the radio and television executives
reSponded to statements on these matters.
As this table indicates, more than half of each group (50.1% in radio and 55.9% in television) disagreed with the
idea that a college graduate should expect his first job in broadcasting to be at the "lowest rung of the ladder" in
order not to upset the organizational structure of the station. Less than one-third of the executives (31.5% in radio and 29.4% in television) agreed with this approach to hiring the college graduate. A sizeable percentage of the executives (18.4% in radio and 14.7% in television) reported
they were uncertain regarding this situation.
0n the other hand, more than three-fourths (77.2% in 75
334625 Klfiuoxla
33.3 23.5
hiring aaxfiesta of
personnel. expressed
uotugdo QB mm 0N who uteaxaoun ”V LOF-
0—0- policies
Percentage_ d’flO N01 3346v mo mm r—N
non-graduate executives
to
P” r—O’l regarding aaafiv Klfiuoazs N” NN
xaqmnu 34 96 98 34
compared broadcast
as statements
of
the
lad-
should
organ-
with
Radio college."
Radio
on 11
__'V
college
the television
ahead
a
the station."
graduates of
been
broadcasting
attend
the
TV-Radio
rung in
has
upset in
equal, of
promoted
radio.and not
college
to
disagreement job
who
be
of
did or
being
not
"lowest
but
first
graduate structure
Statements the
should
promoting
employee order
things
his
at
in
agreement Percentage
and
longer
college be
8.
"Other
“A izational
another
graduate
job
der"
to expect (2) (l)
Table
76 radio and 79.4% in television) of the broadcast executives indicated that a college graduate should not be promoted ahead of a non-graduate with greater senority, other factors being equal. Less than one in ten (7.3% in radio and 8.8% in television) agreed with such a promotional policy favoring the college graduate.
It appears that a majority of the broadcast executives feel a college-trained employee can fit into the proper position within a broadcast station without necessarily starting in the most modest staff position. Such an execu- tive assumes that the TV-Radio graduate brings to his first broadcasting job at least a minimum of skills and knowledge about the industry. By intelligent guidance and counseling from more experienced members of the staff, such an employee could make an important contribution to the industry in a reasonably short time. At the same time, there are a sizeable number (31.5% in radio and 29.4% in television) of broadcast executives who feel the recent TV-Radio graduate must begin at the very bottom of the organization and work up. The grad- uate seeking his first job in broadcasting would do well to keep these facts in mind.
Table 9 presents the responses to two additional state- ments dealing with a suggested type of curriculum for TV-Radio
Departments and with a presumed need for closer cooperation between broadcast educators and operators of commercial broad- cast stations. 77
334635 with £l6u04m
-
2.0
and
and
334fiesto 001
0
disagreement
mm 2.0
or uotupdo F05 educators 0N
Offerings utea433un Oil-D 01.0
Percentagew
agreement 3346v
32.3
52.9
broadcast
45.7
49.5
curriculum
3346v £16u0413
59.6
36.4
35.3
48.6
between
expressed
TV-Radio 43qwnu
35
99
34
99
who
‘
a
cooperation
goal and
suggested
De-
better
of
executives
courses' the
for
Depart-
TV-Radio
closer cooperation adio be a: Radio L.
I!
of
regarding
for
need TV-Radio
'theory
broadcast
broadcasters
background
should
closer
TV-Radio
of need
broadcasters. and
and
college
broad
curriculum
definite
a
in
statements
a
Statements
commercial
education
is
courses'
presumed
upon
up-to-date
Percentage a
commercial
with
an balanced
9.
'skill
“A ”There
liberal
understanding
of
between partments."
built
ment." educators
(1) (2)
Table
78
More than three—fourths of the broadcast executives
agreed that an up-to-date TV-Radio Department curriculum should include a balanced offering of TV-Radio "skill
courses" and "theory courses" built upon a broad background
of a liberal education. To that statement, 85.9 percent of the radio executives and 88.2 percent of the television execu-
tives expressed agreement. Only 5% of the radio group and
5.9% of the television group expressed disagreement with this goal.
An even higher percentage of agreement was registered to the statement suggesting the need for better understanding and closer cooperation between commercial broadcasters and broadcast educators. A total of 91.9% of the radio execu- tives and 94.3% of the television broadcasters agreed that this need exists. There were very few reSpondents to either of these last two statements who were uncertain in their
Opinions.
The response of the broadcast executives to the first statement regarding a preferred curriculum seems to indicate the recognition by broadcasters of the need for a certain number of theory, or content courses in the TV-Radio curric- ulum, as well as certain skill courses. This indication is very clear in Spite of the earlier indication that broad- casters felt too many TV-Radio courses are too theoretical and impractical. As radio and television become more in- fluential in American society, the writer feels it is vital
79 that those who direct their activities understand their im- mense influence and use that force for the benefit of all of the peOple of this country.
Concerning the need for closer cooperation and better understanding between commercial broadcasters and broadcast educators, the broadcasters have clearly expressed their feelings. In this and other sections Of this survey, they have indicated their interest in cooperating more closely with college Radio-TV Departments. The invitation to do so is extended by the broadcasters. Now it is up to the educators to respond. The writer feels there are many areas of mutual interest which lend themselves to better understanding and closer cooperation between the two groups.
A further effort was made to determine the value of college TV-Radio training as a preparation for a career in broadcasting. In this section the broadcast executives were asked to rate the value of a series of college courses and training activities as they visualized each of them contrib- uting to the background of a student preparing for a career in broadcasting. The four-place scale used for this purpose included ratings of "Very Valuable," "Moderately Valuable,“ "Little Value,“ and "Don't Know.“
Table 10 shows the percentage of respondents who ranked each of the TV-Radio courses according to that scale. Other college courses which are related to, but outside of, the
TV-Radio Department are rated on the same scale in Table 11. 80
Table 10. Percentage of radio and television executives who ranked college TV and radio courses and training activities according to their value as a back- ground for students preparing for a career in broadcasting.
Percentage
>~, e Z or r- 440- .D IUD 0) >3 8 3 :3 1"; TV-Radio Courses 3'; ‘3; a; co and Activities N >> z> 33> 8.5
Content/Theory courses in broadcasting and communi- cations Radio 67 29.9 52.2 13.4 4.5 1! 27 18.5 51.9 25.9 3.7
Project/Workshop courses in Radio or TV Studios Radio 67 56.7 29.9 10.4 3.0 _V 29 62.1 24.1 10.3 3.5
Radio-TV script writing Radio 68 42.7 39.7 16.2 1.4 I! 30 43.3 36.7 16.7 3.3
Radio-TV news Radio 67 59.7 28.4 10.4 1.5 11' 27 70.4 22.2 3.7 3.7
Radio-TV production Radio 69 55.1 26.1 18.8 -- I! 29 44.8 4428 6.9 .5
Radio-TV programming Radio 65 36.9 43.1 18.5 1.5 I! 28 42.9 25.0 28.6 3.5
Advertising Courses for Radio-TV Radio 65 44.6 40.0 10.8 4.6 1!, 25 48.0 24.0 20.0 8.0
Radio-TV station Management Radio 61 45.9 37.7 14.8 1.6 I! 25 44.0 20.0 32.0 4.0 81
Table 10. (cont'd.)
Percentage
>5 a, '54; r- 44'- TV-Radio Courses >3 D m:28 :3: “a, -.- 3 and Activities N 3"; '3'; 3:; :3 >> Z> ...1> Ox
Technical aspects Of Radio- v TV Radio . 61 41.0 31.1 24.6 3.3 :1 25 44.0 40.0 8.0 8.0
Social implications of Radio-TV Radio 58 29.3 29.3 32.8 8.6 __ 26 26.9 53.9 15.4 3.8
Radio-TV announcing Radio 67 47.7 40.3 10.5 1.5 I! 29 37.9 41.4 17.2 3.5
Speech or interpretation Radio 75 65.3 24.0 10.7 -- .__ 31 54.9 25.8 16.1 3.2
Journalism, reporting Radio 67 58.2 35.8 6.0 -- I! 26 65.4 26.9 3.9 3.8
Extra-curricular work in campus station » Radio 65 56.9 27.7 12.3 3.1 ___ 27 66.7 29.6 3.7 --
Extra-curricular work in commercial station Radio 66 84.9 12.1 -- 3.0 12’ 28 89.3 10.7 -- -- 82
Table 11. Percentage of radio and television broadcast ex- ecutives who ranked related courses (outside the TV-Radio Department) according to their value as a background for students preparing for a career in broadcasting. Percentage
>5 or '5.» 0- '6"!— .D IUD 0 43 L43 III-G) +3 >,: or: +4: - 3 LI— ‘0!- 440- :0 Related Courses N ggy pg; .3; 3;:
Philosophy, logic, etc. 'Radio 70 21.4 42.9 27.1 8.6 I! 27 22.2 55.6 14.8 7.4
Foreign Lanaguages Radio 69 24.6 30.4 40.6 4.4 I! 30 10.0 33.3 46.7 10.0
Psychology, sociology, etc. Radio 75 32.0 40.0 25.3 2.7 1! 29 44.8 37.9 13.8 3.5
History, political science, economics, etc. Radio 79 44.3 40.5 12.7 2.5 I! 30 40.0 53.4 3.3 3.3
Natural Sciences Radio 66 4.5 47.0 40.9 7.6 :1 29 20.7 37.9 34.5 6.9
Mathematics Radio 69 15.9 55.1 24.6 4.4 I! 30 23.3 43.4 33.3 -
Fine Arts Radio 65 20.0 49.2 27.7 3.1 12 26 15.4 73.1 11.5 -
Creative Writing Radio 68 60.3 38.2 1.5 - I! 27 i 44.5 40.7 14.8 -
Literature Radio 75 33.3 48.0 16.0 2.7 I! 27 l 37.0 37.0 26.0 - 83
Table 11. (cont'd.)
Percentage
>, or '38 l— Pr— .0 «5.0 C) Related Courses N ,3 E g :3 g i" 3 Ibr- ‘UII- Hr- :0 41¢ OM w-IU O: =->- 23> _J>' 12;:
Advertising and Marketing Radio 70 75 7 22.9 1 4 -- I! 25 64 O 20.0 16 0 --
Business Management Radio 65 76.9 23.1 -- -- :V_ 27 74.1 14.8 11.1 --
Business Law Radio 65 40.0 49.2 6.2 4.6 I! 28 57.1 28.6 14.3 --
Dramatics Radio 67 26.9 38.8 31.3 3.0 I!_ 27 14.8 29.6 51.9 3.7
Over half of the radio executives rated seven of the
TV-Radio courses and activities as “very valuable." Courses which received this high rating were: Project or Workshop courses in Radio or TV studios, Radio-TV news, Radio-TV production, Speech or Interpretation, and Journalism, along with Extra-curricular work in a campus station and work in a commercial station. Most television executives gave the same rating of "very valuable" to exactly the same courses, except for Radio-TV production, which was rated "very valuable" by just less than half (44.8%) of the television executives.
The only courses in this group to be rated as of "little value" to the broadcast employee by more than one-fourth of 84
the executives were "Social Implications of Radio-TV? (by 32.8% of the radio executives) and “Radio-TV Station Manage- ment" (by 32% of the television executives). While quite a
few resoondents did not rate some or all of the courses, of
those who did attempt to rate them, less than one in ten
indicated that they "don't know" the value of the course. Generally, more than two-thirds of all reSpondents
rated the Radio-TV courses as either "very valuable? or "moderately valuable." The percentage of respondents who
rated these courses in the two upper categories ranged from a low of 58.6 percent (for the radio executives rating of the course in "Social Implications of Radio-TV") to a high of 100 percent (of the television executives rating of the value of "extra-curricular work experience" in a commercial station.
The other "related" courses outside of the TV-Radio
Department generally did not rate quite as high on the value
scale as those within the TV-Radio Department. All but two of these courses were ranked as either "very valuable“ or
"moderately valuable“ by over half of those who rated them.
The study of foreign languages and dramatics were rated as of "little value” to the future broadcaster by approximately half of the television executives. Radio executives largely agreed with those ratings and added a third course which they felt was of "little value"--natural science.
There were some notable exceptions, however, to these
lower ratings. Courses in Creative Writing and in Advertising
85 and Marketing were rated "moderately valuable" or "very valu- able" by over 98 percent of the radio executives. The tele- vision executives gave nearly as high a rating to courses in
History, Political Science and Economics. Business Management and Business Law classes were also reported to be "very valu- able" by a high percentage of the respondents.
Based on their own experience and observations, the radio and television broadcast executives were asked if, in their Opinion, college graduates make more competent employees in a commercial broadcast station than those persons who are not college graduates. Table 12 shows the reSponses.
Table 12. Percentage of radio and television broadcast execu- tives who rated the competency of college graduates as compared to non-graduates to perform in the major divisions of broadcasting.
Percentage
H H H c C c O 00) Q) «P L-H 9 0.1 cm Q) 00. ED. ma. LE E 035 Divisions of Broadcasting N £8 £8 38
In the news department Radio 94 72.3 24.5 3.2 l_ 34 70.6 26.5 2.9
In the program department Radio 93 36.6 60.2 3.2 I! 34 55.9 41.2 .9
In the sales department Radio 94 44.7 52.1 3.2 34 47.1 44.1 8.8 11 In management 94 77.6 19.2 3.2 34 70.6 23.5 5.9
If; 86
Approximately three-fourths of the radio executives
reported they believed that college graduates make more competent employees in the news department (72.7%) and in management (77.6%). Television executives agreed with this observation, though the percentages were slightly lower in each case. In addition, just over half (55.9%) of the tele- vision executives were Of the opinion that college graduates were also more competent employees in the program department.
Just over one-third of the radio executives (36.6%) agreed with that opinion.
Again, based upon personal experience and first-hand observations, radio and television executives were asked if, in their Opinion, a commercial broadcast station benefitted by having employees who have studied radio and television courses in college. The reSponses are shown in Table 13. Approximately three-fourths of the respondents (79.4% in television and 73.7% in radio) expressed the Opinion that college graduates who had studied TV-Radio courses were beneficial to the broadcast station in the news department.
Over two-thirds agreed to this benefit in management (69.5% of those in radio and 61.8% in television). Just over half of the executives (54.8% in radio and 52.9% in television) were of the Opinion that the station benefitted by having
Radio-TV graduates in the program department. Less then half of the executives (42.1% in radio and 44.1% in television) saw benefit to having Radio-TV graduates in the sales depart- ment. Many in each group were uncertain in this regard. 87
Table 13. Percentage of radio and television broadcast executives who rated their opinion as to the benefit of commercial broadcast stations in hiring employees who have studied Radio-TV courses in college.
Percentage
+3 +4 2: 2: .- Divisions of 2 2.3 'c :3: Broadcasting N 3 83 3,5
In the news department Radio 95 73.7 16.8 9.5 TV 34 79.4 17.7 2.9
In the program department Radio 95 54.8 30.5 14. 34 52.9 26.5 20. '1 In the sales department Radio 95 42.1 43.2 14.7 I! 34 44.1 35.3 20.6
In management Radio 95 69.5 19.0 11.5 1!. 34 61.8 20.6 17.6
Finally, radio and television broadcast executives
were asked to use their own knowledge and experience to
estimate the future demands for college-trained employees
in the major divisions of the commercial broadcast stations.
Table 14 presents the estimates of future demands for
college graduates in broadcasting as made by the executives
in this sample. 88
Table 14. Percentage of radio and television broadcast executives who estimated the future demands for college-trained employees in the major divisions of commercial broadcasting stations.
Percentpge
“U 'U c 0) >50) d) m >sm c—cn m .cco-e PM H!!! a: «H: +30) .20) Q) 0 Divisions of 3:3 33 8 $3 Broadcasting N 55 :55 £5 3;
In the news department Radio 93 51.6 37.6 8.6 2.2 12 34 44.1 44.1 11.8 ---
In the program department Radio 92 22.8 47.8 28.3 1.1 I! 34 29.4 35.3 32.3 3.0
In the sales department Radio 93 26.9 43.0 29.0 1.1 34 23.5 38.2 35.3 3.0
n In management 92 56.5 37.0 5.4 1.1 33 45.5 30.3 21.2 3.0 a:
Only in the areas of management and news did the majority of the broadcast executives see any great increase in the demand for college graduates. However, there was unanimous agreement that the demand for college graduates would in- crease--in all divisions of broadcasting-~rather than simply maintain present levels or decrease.
These tabulations provide a general indication of the
Opinions of current broadcast executives as to desirable types of work experience and educational preparation for new broad- cast employees. These opinions represent an extremely valuable 89 point of view--that of men who are facing the challenge of day-to-day performance on the job. The actual felt needs of these executives, now holding positions of responsibility in the broadcast industry, are surely a valid measure of these factors. This knowledge should be valuable to all who in- fluence, in one way or another, the preparation of future employees in the broadcast industry.
To further validate the opinions and recommendations presented here, it is important to identify as fully as possible those persons who participated in this survey.
Description of the Respondents
Without revealing any individual facts or figures sup- plied by the respondents, it is possible to describe the
"averages" of severalimportant characteristics of those per- sons in each of the positions surveyed.
By analyzing the personal information reported by those respondents who indicated their job as Radio Manager (includ- ing Owner-Manager, General Manager, Station Manager, and similar titles), the following characteristics were deter- mined for the average radio station manager in this survey.
He is 41 1/2 years old, took his first full-time job in broadcasting when he was somewhat less than 23 1/2 years of age, has spent over 18 years in the industry, and now earns an income of between $12,000 and $13,000 a year.
His counterpart in the industry, the Manager of a tele- vision broadcast station is, on the average, somewhat older, 90
has been in the business slightly longer, and earns consider-
ably more money for his services. The typical television
manager in this survey is 48.7 years old, having started in
the broadcast industry at 27 1/2 years, and has Spent over
21 years in broadcasting. He earns an annual income between
$16,000 and $17,999. These data are presented in Table 15.
(Table 15. Profile composite (averages) of some characteristics of respondents who identified themselves as Radio and Television Managers.
Radio Television CharaCteristics Managers Managers
Present age of reSpondent 41.5 years 48.7 years
Age at time of first full-time employment in the broadcast industry . 23.4 years 27.5 years ”Length of time in the industry 18.1 years 21.2 years
Yearly income $12,000- $16,000- 13,999 17,999
Those respondents who identified themselves as Program Directors of radio or television stations, also showed im-
portant differences. The average Program Director in radio, in our sample,
is 30.1 years old, first started in broadcasting at age 21.2,
thus has been in the industry for 9 years, and now has a
yearly income between $8,000 and $9,999.
The average television Program Director, by comparison,
earns between $14,000 and $15,999 a year, started his broad-
cast career at 23 years, has Spent 14.7 years in the industry, 91
and today is 37.7 years old. Table 16 compares these data
for Program Directors in both segments of the broadcast in-
dustry.
Table 16. Profile composite (averages) of some character- istics of those reSpondentS who identified them- selves as radio and television program directors.
Radio Television Program Program Characteristics Directors Directors
Present age of respondent 30.1 years 37.7 years Age at time of first full-time employment in the broadcast industry I 21.2 years 23.0 years
Length of time in the industry 9.0 years 14.7 years Yearly income $8,000- $14,000- 9,999 15,999
Sales Managers of radio stations included in this study reported an average age of 37.8 years, started their career in broadcasting at approximately 27 1/2 years, have Spent nearly 9 1/2 years in the industry, and today earn between $6,000 and $7,999 per year on the average.
Those Sales Managers who represent a television broad- casting station started their career just before reaching their 25th birthday, have spent an average of 12 years in the industry, and are now somewhat over 36 1/2 years of age.
Their average annual salary is between $18,000 and $19,999.
These data are presented in Table 17. 92
Table 17. Profile composite (averages) of some character- istics of respondents who identified themselves as radio and television sales managers.
Radio Television Sales Sales Characteristics Managers Managers
Present age of reSpondent 37.8 years 36.7 years
Age at time of first full-time employment in the broadcast industry 27.4 years 24.7 years
Length of time in the industry 9.4 years 12.0 years
Yearly income $6,000- $18,000- 7,999 19,999
News Directors who work exclusively in radio reported in this survey that their average age is 36 years, that they began their broadcasting career at 24 years of age, and had spent an average of 12 years in broadcasting. The yearly income of radio News Directors was reported to be between
$8,000 and $9,999 per year.
At the same time, News Directors in television reported earning between $10,000 and $11,000 each year, after starting their broadcasting career at an average age of 22 years. The average TV News Editor today is a little over 33 1/2 years old, and has been in the industry for nearly 12 years. Table 18 presents these data. 93
Table 18. Profile composite (averages) of some character- istics of those respondents who identified them- selves as radio and television news directors.
Radio Television News News Characteristics Directors Directors
Present age of respondent 36.0 years 33.7 years
Age at time of first full-time employment in the broadcast industry 24.0 years 22.0 years
Length of time in the industry 12.0 years 11.7 years
Yearly income $8,000- $10,000- 9,999 11,999
The other two positions surveyed--Promotion Manager and
Operations Director--are not often identified in most radio
stations in the area covered by this survey. Therefore,
questionnaires were sent only to persons holding these posi-
tions at television broadcasting stations.
The average of the Television Promotion Managers sur-
veyed in this study was 36 1/2 years old, having been employed
in broadcasting for 10 1/2 years, starting at age 26, and now
earns between $10,000 and $11,000 a year.
Television Operations Managers reported an average
income between $12,000 and $13,000 a year, and an average age
‘of nearly 39 years. The typical Television Operations Manager
had begun his broadcasting career at 22 years of age, and had
spent nearly 17 years in his chosen field. Table 19 presents
the data of these two positions. 94
Table 19. Profile composite (averages) of some characteristics of respondents who identified themselves as tele- vision promotion managers and television Operations managers.
Television Television Promotion Operations Characteristics Managers Managers
Present age of respondent 36.5 years 38.8 years
Age at time of first full-time employment in the broadcast industry 26.0 years 22.0 years Length of time in the industry 10.5 years 16.8 years
Yearly income $10,000- $12,000- ll,999 13,999
Of considerable importance to this survey is the type of experience, as well as the type and amount of education, these broadcasting executives have had themselves. It is also necessary to determine how adequate the respondents feel their own educational and experience preparation was in helping them to accomplish their goals in broadcasting.
The first point to be considered is experience. What kind of experience have these broadcast executives obtained prior to reaching their present position?
This survey revealed that more Radio Managers moved up from a former position as Sales Manager than from any other position. In television, more of the respondents indicated they had held the job of Sales Manager, or a position as
Assistant Manager, or some similar junior management position before they became a Manager. Table 20 shows the jobs held by Managers immediately prior to their present position. 95
Table 20. Jobs held by radio and television managers immediately before becoming managers.
Percentage
Radio Television Former Positions Managers Managers
Sales Manager 27.9 20.0
Assistant Manager or other management positions 24.6 20.0
Promotion Manager -- 10.0 News Director 6.6 --
Engineering 6.6 10.0 Salesman 6.6 --
Operations Manager 4.9 10.0
Program Director 3.3 --
Announcer 1.6 -- Producer/Director 1.6 10.0
Network employee 1.6 -- Other broadcasting position 6.5 10.0
Position outside of broad- casting 8.2 10.0
Total 100.0 100.0
Television and Radio Program Managers moved up primarily from jobs in the programming area--Announcer, Producer-
Director, Operations Director, Writer, etc., as shown in
Table 21. 96
Table 21. Jobs held by radio and television program managers immediately prior to becoming program manager.
Percentage
Former Positions Radio “Television
Announcers ‘ 42.9 --
Assistant Program Director or other program job 14.3 --
Newsman 7.1 --
Operations Director -- 50.0
Other broadcast jobs 35.7 50.0
Total 100.0 100.0
Naturally enough, most Television and Radio Sales
Managers moved up from a non-supervisory position as Radio or Television Salesman. However, othersreported a back- ground as Salesman or Sales Manager in an industry other than broadcasting. Table 22 presents these data.
Table 22. Jobs held by radio and television sales managers immediately prior to becoming sales manager.
Percentpge
Former Positions 33913. Television
Salesman 50.0 83.3
Program Director 25.0 --
Other broadcast jobs 25.0 --
Other sales positions -- 16.7
Total 100.0 100.0 97
The eventual job objective in broadcasting for nearly one-third of the Radio Managers was to obtain ownership of a broadcasting station. In the sample, 30.4 percent of the
Radio Managers gave this as their objective. The largest group of Television Managers, on the other hand, expressed as their objective the goal of reaching top level management.
It is possible that the latter grOUp, recognizing the tre- mendous difference in the cost of investment in the two media, were simply being realistic in their plans for the future.
Second choice in long-range objectives for both Radio and Television Managers was to stay and grow with the company.
In other words, they were apparently happy with both their individual jobs and the company they work for, and they would be happy to continue much the same as the present. Table 23 shows the eventual job objective for Radio and Television
Managers.
The eventual broadcasting job most desired by Program
Directors in the sample is to attain a position in top level management. Sales Managers indicated they were nearly evenly divided in their job objectiveS--either to acquire full or part ownership of a station, or to achieve a position in tOp management. The goal of most of the News Directors is to work in a larger station or market or to reach top manage- ment. 98
Table 23. Percentage of radio and television managers who expressed their choice of eventual job objectives in broadcasting.
Percentage
Radio Television Job Objectives Managers 'Managers
Full or partial owner- ship in station 30.4 18.2
Stay and grow with the company 26.1 21.2
Top level management 12.0 33.3
Own more than one station 12.0 3.0
Work in larger station or market 5.4 12.1
Advance in specialized field 3.3 --
Consultant to broadcast industry 2.2 6.1
Work for network 2.2 6 1 'Other 6.4 --
Total 100.0 100.0 99
Table 24 shows the eventual job objective of Program
Directors, Sales Managers, and News Directors.
Table 24. Percentage of program directors, sales managers, and news directors who expressed their choice of eventual job objectives in broadcasting.
Percentage
Program Sales News Job Objectives Directors Managers Directors
Top level management 47.0 40.0 20.0
Full or partial ownership 23.5 50.0 6.7
Work in larger station/ market 5.9 -- 33.3
Stay and grow with the company 5.9 10.0 --
Advance in specialized field 5.9 -- 13.3
Work for a network -- -- 13.3 Work as a consultant 5.9 -- --
Other 5.9 -- 13.4
Total 100.0 100.0 100.0
Table 24 clearly indicates the general upward pattern of movement within the broadcast industry. The junior execu- tives (below the level of top management) generally seek to move upward in logical steps through the division or area of broadcasting where they have the strongest interest and_the most experience. Each one is hopeful of eventually reaching that goal of top level management or perhaps partial or even full ownership of a broadcast station. As each person
100
achieves his immediate goal, he aims for a higher one-- generally within the industry. The level of formal education completed by an individual is often a vital factor in determining whether or not he achieves his long-range goals. Table 25 shows the educational levels of radio and television managers in this sample.
Table 25. Percentage of radio and television managers who have completed various levels of formal education.
Percenppge
Radio Television Education Levels Managers Managers
Earned a graduate degree 3.2 70.0
Attended graduate school 3.2 --
Graduated from 4-year college 38.1 10.0
Graduated from 2-year college 7.9 -- Attended college (did not graduate) 23.8 --
Attended trade/vocational school 3.2 --
Graduated from high school 17.4 20.0
Never finished high School , 3.2 --
Total 100.0 100.0
It is interesting to note that, whereas 70 percent of the Television Managers sampled had earned a graduate degree beyond the normal 4-year college program, Only 6.4 percent of the Radio Managers had done graduate work. However, nearly one-half (44.5%) of the Radio Managers had earned a college degree or more in the way of formal education. Approximately 101
20 percent of the Managers--both in Radio and in Television-- had not gone beyond graduation from high school.
Table 26 illustrates a similar comparison of educational levels in the other executive positions surveyed. Note the total absence of education beyond the four-year college level for radio executives.
Table 26. Percentage of radio and television executives who have completed various levels of formal education.
Percentage
Program Sales News Directors Managers Directors
Education Levels Radio 11 Radio I!_ Radio I!
Earned a graduate degree -- 33.4 -- 100.0 -- 42.8
Attended graduate school ------14.3
Graduated from 4-year college 21.4 33.3 50.0 -- 50.0 --
Graduated from 2-year college 14.3 ------
Attended colle e (did not graduate 14.3 33.3 25.0 -- 50.0 28.6
Trade/vocational school 21.4 ------14.3
Graduated from high school 21.4 -- 25.0 ------
Never finished high school 7.2 ------
Total 100.0 100.0 100.0 100.0 100.0 100.0 102
Those executives who had completed two years or more of college were asked to express their opinions as to whether they felt their college education had helped them to obtain a job in broadcasting or to advance more rapidly than they would have done otherwise. They were also asked to rank, in order of importance, the most valuable aspects of their college education. Finally, they were asked to indicate whether they felt that emphasis in TV-Radio training in college should be on the arts approach, the business approach, or concerned with the problems of mass communications.
Table 27 indicates the response of the radio and tele- vision executives to queries concerning their first job and advancement in the industry.
Table 27. Percentage of radio and television broadcast execu- tives who expressed agreement or disagreement with questions pertaining to the value of their college education in obtaining their first job and advance- ment in the broadcast industry.
Percentage
Yes Np_ (1) "Do you feel that your college education was particularly helpful in obtaining a job in broadcasting?" Radio 47.0 53.0 TV 58.6 41.4 (2) "Do you feel your college edu- cation enabled you to advance more rapidly than you would have done otherwise?" 72.7 27.3 D. ..|. m o :0 \l 01 .9 24.1 103
Less than half (47%) of the radio executives and
slightly more than half (58.6%) of the television executives
were of the opinion that their college education had been
particularly beneficial in securing their first job in broad-
casting. However, once in the industry, nearly three-fourths
of both radio (72.7%) and television (75.9%) executives agreed
that their college education had aided their advancement.
When asked to rank, in order of importance, what they
felt to be the most valuable aspects of their college experi-
ence, both radio and television executives agreed that the
most important benefit they had received from college was that it had provided them with a good cultural background. The
learning of broadcast skills was ranked as the least important of the four choices. Table 28 shows these rankings.
Table 28. Ranking by radio and television executives, in order of importance, of four benefits resulting from a college education.
Ranking (in order of importance)
Radio Television Executives Executives
Provided me with a good cultural background. 1 l
Helped me to learn to live and work with others. 2 2
Impressed upon me the true importance of knowledge. 3 3
Taught me needed broadcast skills. 4 4 104
Asked to Specify which aspect of broadcasting--arts, business or mass communications--they felt should be empha- sized in college TV-Radio course work, the radio and tele- vision broadcast executives again were in complete agreement, as shown in Table 29.
Table 29. Ranking by broadcast executives, in order of importance, the aspects of broadcasting where emphasis should be placed in college TV-Radio course work.
Ranking (in order of importance)
Radio Television Executives Executives
A business approach with emphasis on marketing, advertising, and business management. 1 1
An arts approach with emphasis on production, performance, and programming. 2 2
The problems of mass communications from an economic, political, and social point of view. 3 3
Once again, the broadcasters emphasized their attitude that broadcasting is primarily a business enterprise and must be operated on sound principles of business management. The problems of programming and of the social, economic, and political impact of broadcasting are secondary to those of marketing and advertising in the minds of the respondents.
A number of purely informational questions were included on the questionnaire. The responses to these are not vital 105
to the survey, but they do provide some interesting side-
lights on such things as the reason why reSpondents entered
the broadcasting industry, what or who influenced them to do
so, and what their present reaction is to that decision.
Asked to specify the primary reason they entered the
broadcast industry, the largest group of the respondents replied either that they saw in broadcasting, eSpecially
television, an exciting new media with great career prospects
or simply that they had a general liking for the industry.
Others were attracted by what they felt was their professional
suitability--such as technical training, a background in Show
business, or experience in some related business. Still
others saw in broadcasting an opportunity for self-expression
or they were influenced by relatives or friends in the industry.
Table 30 shows the principle reasons radio and television
executives in this sample entered the broadcast industry.
The influence of television as the newest and most
challenging of the two broadcast media is most evident in the
fact that nearly 40 percent of the television executives indi- cated their reason was the challenge of the new medium.
A further analysis of these data on the basis of the various positions did not reveal any substantial variation
from the results shown in Table 30 except for Radio Program
Directors. Most of these persons indicated they had chosen Ia broadcasting career for the opportunity of self-expression.
More than one-third (35.7%) of these executives reported this
was the primary reason they had gone into broadcasting. 106
Table 30. Primary reason for entering the broadcast industry as reported by radio and television executives.
Percentage
33313 Television
General liking for the industry 27.9 24.2
Professional suitability 18.3 12.1
Challenge of the new media for business purposes 17.2 39.4 Chance or expediency 14.0 15.2
Opportunity for self-expression 11.8 3.0
Influence of others in the industry 8.6 6.1
Personal reasons 1.1 ---
Other reasons 1.1 ---
100.0 100.0
Pressing further to determine the basic reason for entering the broadcast industry, respondents were asked to
identify what (or who) most influenced their decision to make a career in broadcasting. Table 31 indicates the major factors
as reported by the sample.
Possibly the most important fact revealed by this tabulation is that not a single respondent gave financial appeal as being the most important influence in his decision to enter broadcasting. This is surprising in view of the earlier indication of the broadcast executives that the emphasis should be on the business aspect of broadcasting. 107
Table 31. Major factors which influenced the decision of broadcast executives to go into broadcasting.
Percentage
Radio Television
Someone in the industry 40.9 16.1
Personal reasons 33.3 32.2
A teacher or school experience 8.6 12.9
A parent or friend 5.4 16.1 Glamour of the industry _ 4.3 6.5
Watched/Listened to programs 3.2 6.5
Appeared on Radio or TV program 1.1 ---
Financial Appeal ------
Other factors 3.2 9.7
100.0 100 O
The writer assume; this apparent conflict may not be as
basic as it first appears. It is possible that other factors were more influential than the salary offered in broadcasting.
At the same time, the assurance of a relatively attractive salary plus other factors unique to the industry may have
combined to become the actual determining factors in the decision. Then too, the rather large segment of the groups who indicated "personal reasons" could conceal a number of other factors of influence that could alter the results as
reported here if it were possible to further analyze these
“personal reasons."
108
The relatively large prOportion of executives who
indicated they were influenced to go into broadcasting by
someone already in the industry illustrates the rather
general reSpect and admiration many people have for those
persons who occupy positions of leadership in the industry
today.
The general satisfaction Of those persons who chose to fa
make a career in broadcasting is evident in the responses of I
the executives who were asked to select one of three phrases which best describes their present reaction to the decision ' g to go into broadcasting. Table 32 shows just how the broad-
casters feel in that regard.
Table 32. The present reaction of radio and television broadcast executives to their original decision to go into broadcasting. Percentpge_
Rpglp_ Television
A good decision 92.6 100.0
It's a job 3,2 ---- Wish I hadn't 4,2 ----
100.0 (100.0
Certainly there are no regrets indicated by the tele- vision executives in this survey, and very few by their col- leagues in radio. Any industry which can register over 90 percent satisfaction among the ranks of its key executives 109 should consider itself very fortunate. Broadcasting is obviously in an excellent position in this regard.
In another series of questions, respondents were asked to indicate their support of scholarship programs, intern- ships, the providing of studios and equipment for laboratory use by students, actual teaching in nearby schools, and their willingness to cooperate with educators to attempt to improve curriculum offerings. The extent of broadcaster support for scholarships and internships for students is shown in Table 33.
Table 33. Percentage of radio and television broadcast executives who indicated their station's support of scholarships and internships for Radio-TV students.
Percentage
Yes Np
Does your station work with a nearby college or university to provide:
a. College scholarships for Radio-TV students? ' Radio 20.2 79.8 12_ 36.4 63.6
b. Internships or in-service training for college or high school students? Radio 60.2 39.8 TV 69.7 30.3
c. Scholarships to high school broadcast clinics? Radio 12. 87.9
as . w—l 93.7
110
A generous support by both radio and television broad-
casters of the internship or in-service training program for
students is indicated in the preceding table. However, it
may be advantageous to both broadcasters and broadcast edu-
cators if that support could be further increased. Certainly
there is reason to believe that further benefits could be
obtained from increased support by broadcasters in the area
of college scholarships for qualified and needy college
students of broadcasting. The sponsoring of high school
broadcast clinics has been an effective form of recruiting capable and interested young people into the industry. There may be some important benefits to continuing or expanding
these clinics or some other form of introductory program in broadcasting for young people.
An indication of strong support for closer cooperation between broadcasters and educators was evident in the answers
to the next series of questions. These identified broadcasters who actually teach classes in broadcasting, make their studios available for student training, and who are willing to serve on an advisory committee to improve college Radio-TV Depart- ment curricula. The responses to these questions are shown in Table 34.
, It is clear from those answers that only a small portion of the radio and television stations are providing laboratory facilities in their studios for the advanced training of Radio- TV students. Only 23.2 percent of the radio executives and 111
Table 34. Percentage of radio and television broadcast executives who indicated their support for various types of educational activities for Radio-TV students.
Percentage
Yes No (1) Does your station work with local high schools in providing a lab- oratory at your station for courses in TV or radio?
Radio 23.2 76.8 I! 23.5 76.5 (2) Would you provide such a labora- tory if you were asked to do so?
Radio 67.6 25.4 I! 72.0 4.0 (3) Do you or members of your staff assist in the teaching of Radio- TV courses at local high schools or colleges?
Radio 39.0 61.0 IV 50.0 50.0 (4) Would you be willing to serve on an "advisory committee" composed of broadcasters and educators‘ whose purpose was to attempt to improve the curriculum offerings of college Radio-TV departments so as to better prepare students for a successful career in broad- casting?
Radio 87.4 1 TV .
112
23.5 percent of those in television reported they were making their facilities available for this purpose. Of those who are not, over two-thirds (67.6 percent in radio and 72 per- cent in television) indicated a willingness to do so if asked. (Many others reported they would allow student use of facilities so long as it did not interfere with normal station operations.) While half of the television respondents indicated they, or other members of their staff, were assisting in teaching
TV-Radio classes at nearby schools or colleges, only 39 per- cent of their colleagues in radio were doing so. Within reasonable limits permitted by their broadcast responsibilities, a great many more of these commercial broadcasters could be used in the classrooms to enrich the CUN‘TCUH of the TV-
Radio departments. Students would benefit from a more fre- quent contact with active broadcasters during their years of college preparation. The alert broadcast educator will make better use of this valuable reservoir of knowledge and ex- perience to provide more meaningful experiences for his stu- dents.
The almost universal willingness of broadcasters to serve on an advisory committee to attempt to improve the cur- ricula of college Radio-TV departments is another recognition of the need for closer cooperation and better understanding between commercial broadcasters and broadcast educators. The interest and the willingness to c00perate more fully are 113
demonstrated in these responses. Whether or not the two
grOUps will act to improve the situation remains to be seen.
This is an area in which the Association for Professional
Broadcasting Education has a unique opportunity to encourage
a great expansion of all kinds of cooperative efforts between
the grOUps--to the benefit of everyone.
Covpparison with Other Studies :1
As noted earlier, certain questions were included in
this survey in an attempt to obtain the same type of in- formation gathered and presented in earlier studies on this subject.
Certain questions were intended to identify similarities
and differences between this study and Johnson's regional survey in 1969 of the attitudes of a group of commercial
broadcast station managers in West Virginia, Ohio, Kentucky,
and Pennsylvania toward college graduate employees.1
Table 35 presents a comparison of the answers to simi-
lar questions obtained in these widely separated geographical
locations concerning the competency of college graduates in
broadcasting.
The two surveys appear to agree fairly well in regards
,to the value of college graduates in the news and program
departments, but there is considerable variance in the re-
Sponses concerning the sales department.
1Johnson, "Survey of Attitudes of Commercial Broadcast Managers toward College Graduate Employees," (Unpublished Report, Marshall University, 1969). 114
Table 35. A comparison of answers obtained to similar questions in the Johnson survey and the current survey in regards to the competency of college graduates in broadcasting.
Percentage
More No More Less Question Competent Competent Competent
Do you feel that college students make more com- petent employees in a commercial broadcasting station than persons who are not college graduates:
a. In the news department? Johnson survey 82.8 17.2 -- CUrrent survey 71.5 25.5 3.0
b. In the program depart- ment? Johnson survey 54.2 42.2 3.4 Current survey 46.2 50.7 3.1
c. In the sales depart- ment? Johnson survey 70.0 26.7 3.3 Current Survey, 45.9 48.1 6.0
A second question asked in both surveys reveals very little uniformity in the responses. That question concerned the value of employees who have studied Radio-TV courses in college, and the responses are presented in Table 36.
Where the current study shows a smaller percentage of respondents who believe the TV-Radio training is beneficial in the program and sales departments, a considerably larger percentage currently indicate the value of such training for employees in the news departments. It is possible that this difference reflects a growing awareness of the importance of 115
Table 36. A comparison of answers obtained to similar questions in the Johnson survey and the current survey in re- gards to the benefit of having employees who studied Radio-TV courses in college.
Percentage
Question Yes Np_ Don't Know
In your Opinion, does a com- mercial broadcast station benefit by having employees who studied Radio-TV courses in college:
a. In the news department? Johnson survey, 65.0 16.0 19.0 Current survey 75.2 17.1 7.7
b. In the program depart- ment? Johnson survey_ 73.0 13.0 14.0 CDrrent survey, 54.2 19.5 16.3
c. In the sales department? Johnson survey 65.0 16.0 19.0 Current survey, 42.6 41.1 16.3
the news gathering and reporting functions of the media on the part of broadcast executives.
These two surveys asked a third question in common.
That question was designed to obtain the opinion of broadcasters as to the future demands for college-trained employees in com- mercial broadcast stations. Table 37 shows these findings.
There are several interesting differences in the re- sults of these two studies. First, not a single respondent in the Johnson survey felt that there would be less demand than at present for college-trained employees in any of the departments. In the current study, two persons (1.6% of the 116
Table 37. A comparison of answers obtained to similar questions in the Johnson survey and the current survey in regards to the future demand for college trained employees in broadcasting. Percentpge
Less Great Slight No Than Question Increase Increase Increase Present
How do you see the future demand for college- "1 trained employees in commercial broadcast _stations: a
a. In the news de- _ partment? F Johnson survey 71.0 23.0 6.0 -- J
Current survey 49.6 39.4 9.4 1.6 ‘ -
b. In the program de- partment? Johnson survey 58.0 29.0 13.0 -- Cirrent survey 24.6 44.4 29.4 1 6
c. In the sales depart- ment? Johnson survey 74.0 23.0 3.0 -- Current survey 26.0 41.7 30.7 1.6
total number of respondents who answered this question) indi- cated that they expected a great increase in demand for college-trained personnel in the news department. This Opinion, however, was much more emphatic in the Johnson survey than in the current one.
The current survey revealed that the largest share of the respondents expect only a slight increase in the de- mand for college-trained personnel in the program and sales departments. In contrast, the Johnson survey indicated a great increase in these departments. 117
It would be posSible to speculate at great length as
to the reason for the differences revealed by these two surveys. It could be the result of recent concern among businessmen regarding inflation in the country, and the efforts of the federal government to slow down the economy to check rising costs. It could be simply a reflection of the differences in the philosophy of broadcasters in these two widely separated geographical regions of the country. Or it could be a multitude of minor influences that are not apparent at first glance in comparing the situations. The differences are interesting to contemplate; however, without considerably more factual evidence, any attempt to assign definite reasons for these differences would be only a guess.
Both the current study and the 1962 APBE—NAB survey, which was published under the title of People in Broadcasting,1 gathered and presented data on the averages of certain char- acteristics for radio and television managers. These included such factors as age, number of years Spent in the broadcast industry, income, previous job, and eventual goal in broad- casting.
Table 38 compares income, age, and years in the industry for radio and television managers as reported in these two surveys. It is interesting to note that the average age of both radio and television managers today is Slightly higher
1Association for Professional Broadcasting Education, People in Broadcastipg, 1962. 118
Table 38. A comparison of the averages of certain character— istics for radio and television managers as re- vealed in the 1962 APBE-NAB survey and the current survey.
Radio Managers "Television’Managers
1962 1970 1962 1970 Characteristics Survey Survey Survey Survey
Present age 40.7 yrs. 41.5 yrs. 43.8 yrs. 48.7 yrs.
Age at first full- 51 time job in '4 broadcasting 25.6 yrs. 23.4 yrs. 26.8 yrs. 27.5 yrs.
Length of time in the industry 14.0 yrs. 18.1 yrs. 16.2 yrs. 21.2 yrs. 4 Yearly income $12,435 $12,000- $21,509 $18,000- ~ pi 13,999 19,999
than that in the earlier survey. At the same time, the average age when radio managers obtain their first full-time employ- ment in broadcasting has dropped by more than two years. The average age for television managers has increased slightly.
Naturally, the length Of time Spent in the industry has in- creased markedly.
According to this comparison, the average salary for radio managers has remained about constant over the years and that of television managers has decreased. However, it is the opinion of this investigator that the reason for this apparent inconsistency is the fact that income levels in the
ROcky Mountain area included in the current survey are almost always considerably below the national average. Thus, this comparison of the regional income averages with national 119 averages is probably not a valid procedure. The writer sug- gests that a regional survey in 1962 would have compared just as unfavorably with the national survey in regards to income levels as these two studies compare today.
The data in Table 39 reveal that most managers still move up from a former position of Sales Manager, but there is a growing trend to train future managers in the position of Assistant Manager or some other junior executive position before he is given full responsibility for the operation of the broadcast station. At the same time, fewer managers are being selected directly from the position of Program Director and fewer from positions outside of broadcasting.
The eventual job objectives of radio and television managers have undergone some shifts according to a comparison of these factors in the APBE-NAB study and the current study, as detailed in Table 40. As this table indicates, the first choice of radio managers today is still to obtain full or partial ownership in the station, as it was in 1962. However, the second most popular objective is now to simply stay and grow with the company.
Television managers, who in 1962 expressed their primary job objective as being to obtain full or partial station owner- ship, today indicate a desire to attain t0p level management. The tremendous capital investment required for financing a television broadcast station may well have been a factor in- fluencing this change. The second most pOpular objective of television managers, also, is to stay and grow with the company. 120
Table 39. A comparison of previous jobs held by radio and television managers just before becoming manager as revealed in the 1962 APBE-NAB survey and the current survey.
Percentage
Radio Television ‘1 Managers Mapggers m
1962 1970 1962 1970 Previous Jobs Survey Survey Survey Survey
Sales Managers 30.2 27.9 37.8 20.0 ‘ it Assistant Manager or other Jr. executive position -- 24.6 -- 20.0
Promotion Manager ------10.0 News Director -- 6.6 -- -- Engineering 10.3 6.6 8.5 10.0
Salesman 14.4 6.6 3.0 --
Operations Manager -- 4.9 -- 10.0
Program Director 16.4 3.3 22.6 -- Announcer 8.7 1.6 3.7 --
Producer/Director -- 1.6 -- 10.0
Network employee 3.1 1.6 3.0 --
Other broadcast positions -- 6.5 0.6 10.0 Positions outside broad- casting 16.8 8.2 20.8 10.0
Total 100.0 100.0 100.0 100.0 121
Table 40. Comparison of eventual job objectives for radio and television broadcast managers, as revealed by the APBE-NAB study and the current study.
Percentage
Radio Television Managers Manggers
1962 1970 1962 1970 Eventual Job Objective Survey Survey Survey, Survey
Full or partial ownership 56.1 30.4 54.0 18.2
Stay and grow with the company 1.8 26.1 1.2 21.2
Too level management 6.2 12.0 29.4 33.3
Own more than one station 26.2_ 12.0 8.3 3.0 Work in larger market/station 2.6 5.4 3.5 12.1
Advance in specialized field 3.5 .3 1.2 --
Work as broadcast consultant 1.8 2.2 1.2 6.1 Work for network .9 2.2 1.2 6.1
Other .9 6.4 -- --
Total 100.0 100.0 100.0 100.0
122
Once again the writer would like to point out the hazards
of making judgements regarding comparison of the data between
these two studies. The APBE-NAB study of 1962 was a much
larger survey and was national in scope. The current survey
was limited to a single geographical area of the Rocky Mountain
states. Although there is considerable similarity of im-
portant factors between the states included in the current
survey, the writer suggests that the area could not be con-
sidered as representative of the nation as a whole. Therefore,
the findings of the current survey, while valid for this geo-
graphical area, should not necessarily be generalized as
applying to the broadcast industry on a nationwide basis.
Individual Suggestions
Each person who received a questionnaire was invited to offer specific suggestions for improving the curriculum offerings of TV-Radio departments so as better to prepare students for a career in broadcasting. Not all of the respondents took the opportunity to make specific suggestions, but more than a hundred persons did accept this invitation.
Some of them offered several ideas for improvement. These suggestions have been classified into general categories and summarized in Table 41.
123
of
in 12.2
22.6 20.9
Percentage
career
a
offerings
for 14
26 24
Number
curriculum
students
the
its
of
in
of
work.
who
special-
the atti-
TV-Radio
and current
prepare
actual
of
and
hard
to
students,
improving
person
instructors.
to
proper
aSpectS
with
influence
part
solve
internship
for
teaching
for
a
background
to and
the
the
better
a
in
as
instructors.
as
students
use
communications
with
(business)
so
dedication
individualized
to attempt courses
encourage
a
of
well-educated
acquiring
respondents
training broadcasting
a
and and
and
more
TV-Radio
acquaint for
of
order
field
broadcasters
from
operations.
for for
to in
Suggestions TV-Radio
instructors
commercial
departments
need
identify
broad
skills,
develOping
the
glamour
on-the-job
'
the
order
more
to
the society
on
on
in
commercial the
broadcast broadcasting,
out
more
modernize
hire preparation.
Suggestions broadcasting.
TV-Radio
experience
upon
for
and
necessary opportunities
more
job
point
41.
emphasis
emphasis
(Summer)
impact ized
curriculum commercial commercial understands tude,
courses, problems.
broadcasting and
broadcasting.
Provide
Provide Utilize Up-date
De-emphasize
Table More
More
124 3.5 0.9 4.3 4.3
4.3 100.0
Percentage 5 1 5
5 4 115 Number
on careers courses successful for (including Total
operations. training unsuitable Suggestions creativity. students technical
small-market
on more
(cont'd.) those individual licenses). for out
41. broadcasting.
emphasis F.C.C. in Provide Screen EncOurage
More Other
Table
125
The recommendation of broadcast executives to provide for more on-the-job training as a part of the TV-Radio curriculum reinforces the answer to a similar question posed earlier in this study. The fact that this was the largest group of persons who reSponded with specific suggestions to this un- structured question indicates the widespread SUpport for some form of on-the-job training as a part of the curriculum.
One radio program director pleads for more on-the-job training, saying: "We have had students from Radio—TV de- partments who don't even know how to run a tape recorder."
An assistant manager and TV news director charges: "We find too many college graduates in Radio-TV with little more than an ivory tower background, unaware of even basic terminology, yet they feel they should begin as a department head."
Another sizeable segment of the reSpondents urged the development of closer relationships between commercial broad- casters and broadcast educators. Over 20 percent of those who offered suggestions for improving the TV-Radio curriculum believed that more commercial broadcasters should be brought into the classroom to present a practical approach to the education of students in broadcasting. The same persons also urged the employment of experienced broadcasters to teach
TV-Radio courses where possible, and the development of an internship program to permit TV-Radio instructors to keep up-to-date with the industry by periodic employment in a commercial broadcast station. 126
For example, the Program Director of a large radio
station urges: “Get commercial broadcasters into the class-
room to discuss modern market research, programming, music,
sales, and equipment. Also, get the students into the stations."
A radio Sales Manager expresses the Opinion: "Instructors
should be veterans of commercial operations with more practi-
cal experience." At the same time, an Executive Vice-
President and General Manager of a combined television and
radio operation offers a three-point plan: "Don't teach from a textbook--outdated from the day it was printed. Work
closely with an interested commercial station--draw from their experience. Require those who instruct to intern
regularly at a commercial station." As the General Manager of a small radio station notes: "Generally, the people instructing students in Radio-TV do not have a sufficient background themselves to really tackle the needs of the stu- dent. More broadcast-oriented people need to be involved in setting up good college training programs."
A number of broadcast executives indicated support for an educational program for the TV-Radio student who would become a well-educated person, capable of understanding the role of communications in the broad setting of modern society.
Such a person was described by one respondent as "being cap- able of answering the question, 'What do people want?'--and being right over 50 percent of the time." A broadcaster who meets these qualifications would be skilled at identifying community needs, involving the broadcast media in the 127 development of necessary discussion on the subject, and molding public opinion to encourage positive action to solve problems in the community his station serves. Another broad- caster put it this way: "Today we need people who accept the responsibility that goes with molding and leading public
Opinion, who have discerning judgement of the effects of the media and vision concerning its role and potential we need dedicated people with vision and a desire to serve."
There were other practical suggestions to de-emphasize the glamour of the industry and to emphasize the fact that in order to succeed in broadcasting it takes plenty of hard work, as well as knowledge and ability. Several respondents suggested the need for more recognition of the sales or commercial aspects of broadcasting. One radio Owner-Manager suggested: "Broadcasting is a commercial enterprise and more stress should be put on the sale of time . . . students know nothing about commercial radio." The General Sales
Manager of a television station stressed: "A TV station is a business. Graduates should understand the economics of running a station--such things as film buying, union negoti- ations, motivation of employees, organizing and reorganizing a station in periods of growth and change." Other suggestions stressed the need to modernize both the courses and instructors in some TV-Radio departments.
An Owner-Manager of a medium-sized radio station urged: "Keep the instructors up to date! Get them out in the field!" 128
The President of another radio station commented: "Bring
the curriculum up to date! Be l970, notl940," and a Vice-
President for Sales in a large radio station said, in the idiom of the day: "Teach it like it is--not how teachers would like it to be."
There were also pleas to provide an opportunity for more specialized training and preparation for specific jobs such as announcer, news editor, and others in the college training program. Several respondents pointed out the need to feature small market operations, while others noted that in most smaller operations the F.C.C. license is a valuable adjunct to several other skills for a person who wants to succeed in broadcasting. Others suggested the importance of TV-Radio departments screening out those students who are not likely to succeed in the industry. The President and
General Manager of a small radio station urges: "Be honest with the student! If he can't read, speak plainly, or show an aptitude for the job, tell him so."
It is perhaps significant that only one person sug- gested the need for the development of more creativity, imagination, and originality in broadcast employees. This female executive pointed out the need to "offer and encourage more opportunities for free-form and creative broadcasting in order to supply our listeners with liberated and edu- cational programming.“ These comments and suggestions represent the candid 129 opinions of active radio and television broadcastersé-men and women who are faced with the day-to-day operation of a group of broadcast stations serving the people of the Rocky
Mountain area. In the opinion of the writer, they should be given serious consideration by everyone who is concerned with the education of future broadcasters.
CHAPTER V
SUMMARY AND RECOMMENDATIONS
It is the purpose of this chapter to synthesize the research information which was obtained from the l49 useable questionnaires which were completed and returned by radio and television broadcast executives included in this survey.
These findings were tabulated and reported in the previous chapter.
Summary of Important Findings
1. Managers of both radio and television stations reported that sales and promotion training and experience were the most valuable types of pre-broadcast work ex- perience. 2. Program Directors rated Specific broadcast training as the most important type of experience for them.
3. More than three-fourths (78%) of all the broadcast executives felt that young peOple should include some form of on-the-job training along with their formal education as preparation for a broadcast career. I
‘ 4. The most frequently recommended combination (48.5%) was a four-year college degree program with an apprentice or on-the-job training program. 5. Nearly three-fourths (71.4%) of the television 130
131
executives, and about one-half (49.5%) of the radio executives
disagreed with the suggestion that employment in the industry
is better preparation for an administrative position in broad- casting than spending four years earning a TV-Radio degree
in college.
6. A majority of the radio executives (55.5%) and nearly two-thirds (62.8%) of the television executives agreed fa with the idea that a competent TV-Radio news broadcaster to- - day must have a college degree. 7. There was no clear-cut position eXpressed regarding a: the adequacy of a two-year junior college program in TV—Radio [, to prepare the average student for a successful career in broadcasting. A large proportion of respondents, both radio (37.8%) and television (25.7%) expressed themselves as un- certain in this regard.' 8. More than nine out of ten radio executives (90.9%) and more than eight out of ten television executives (82.7%) agreed that there are many Opportunities for success in broad- casting today for a person without a college degree. 9. A majority of both radio executives (56.6%) and television executives (52.9%) disagreed with the suggestion that a student should forget about Specific TV-Radio training in college.
10. At the same time, over half (55.6%) of the radio executives and nearly half (48.5%) of the television execu- tives agreed with the suggestion that, while a person preparing 132 for a career in broadcasting today should complete a college degree, it is not necessary that the degree be in TV-Radio.
ll. Respondents were uncertain concerning the idea that a college graduate in TV-Radio is more likely to achieve a higher position in commercial broadcasting than a graduate in a field other than TV-Radio. l2. Over two-thirds (68.7%) of the radio executives and more than half (57.1%) of the television executives agreed that most TV-Radio courses in college are too theoretical and impractical to be of real value to the student when he meets the problems of day-to-day broadcast operations.
l3. A total of 60.6 percent of the radio executives and
48.6 percent of those in television agreed with the suggestion that too many TV-Radio courses are out-of-date and do not properly prepare the student for the conditions or the prob- lems of broadcasting in the 1970's. 14. Nearly three-fourtn;(74.7%) of the television re- spondents and a similar percentage (74.3%) of those in radio felt that students earning a college degree in TV-Radio should be required to complete a minimum of 6-8 weeks of internship or on-the-job training in a commercial broadcast station.
l5. The idea that a college TV-Radio graduate still needs considerable on-the-job training after graduation in order to do his job properly was agreed to by 96.9 percent of the radio executives, and by 100 percent of those in television.
133
16. More than half of the reSpondents (50.1% in radio and 55.9% in television) disagreed with a suggestion that a college graduate should expect his first job in broadcasting to be at the "lowest rung of the ladder" in order not to upset the organizational structure of the station. l7. More than three—fourths of the executives (77.2% in radio and 79.4% in television) agreed that, other factors =3 being equal, a college graduate should not be promoted ahead '» of a non-graduate with greater seniority.
l8. More than three-fourths of the broadcasters (85.9%
in radio and 88.2% in television) agreed with the suggestion ' VII-“5.
“.7. that an up-to-date TV-Radio department curriculum should in- clude a balanced offering of TV-Radio “skill courses" and
"theory courses" built upon the broad background of a liberal education.
l9. The idea that there is need for better understanding and closer cooperation between commercial broadcasters and broadcast educators was agreed to by 9l.9% of the radio exec- utives and by 94.3% of those in television.
20. More than two-thirds of the broadcast executives rated a listing of l5 Radio-TV courses or training activities as either "very valuable" or "moderately valuable." 21. Seven of the Radio-TV courses were rated by over half of the executives as "very valuable." These courses are: Project or Workshop courses in Radio or TV Studios,
Radio-TV News, Radio-TV Production, Speech or Interpretation, 134
and Journalism, along with extra-curricular work in a campus
station or in a commercial station.
22. The only Radio-TV courses in this grOUp to be
rated as of "little value" by more than one-fourth of the exec- utives were (l) the course titled "Social Implications of Radio-TV," (rated thus by 32.8% of the radio executives), and (2) "Radio-TV Station Management," (rated low by 32.0% of ”fl the television executives). 23. Other related courses outside of the TV-Radio de- partment were rated somewhat lower in value by most of the respondents. 24. Two related courses were singled out as especially valuable. These were (1) "Creative Writing," and (2) "Adver- tising and Marketing." Over 98 percent of the radio execu- tives rated these courses as either "moderately valuable" or
"very valuable."
25. Nearly three-fourths of the radio and television executives indicated they believed that college graduates are more competent employees than those without a college edu- cation in the news department and in management. Roughly half of them feel the same regarding college graduates in the prOgram and sales department.
26. Between two-thirds and threleourths of the broad- cast executives are of the Opinion that college graduates who have studied TV-Radio courses in college are beneficial to the commercial broadcasting station in the news department and in management. Approximately half of them feel they are
135 beneficial in the program and sales departments. 27. Broadcast executives see the future demand for college graduates in broadcasting to begreatest in the news department and in management. In programming and in sales, they see only a slight increase in the demand for college- trained employees. 28. The "average“ characteristics of the Radio Managers who participated in this survey revealed that he is 41 1/2 years old, took his first full-time job in broadcasting when he was just less than 23 1/2 years of age, has spent 18 years in the industry and now earns an income of between $12,000 and $13,999 a year.
29. The "average“ Television Manager is 48.7 years old, started in broadcasting at 27 1/2 years, and has spent Over
21 years in the industry. He earns an annual income today Of between $18,000 and $19,999. 30. The "average" Radio Program Director in our sample is 30.1 years old, first started in broadcasting at 21.2 years of age (thus has been in the industry for 9 years), and now has a yearly income of between $8,000 and $9,999.
31. The "average" Television Program Director earns between $14,000 and $15,999 a year, started his broadcast career at 23 years, has spent 14.7 years in the industry, and today is 37.7 years old.
32. Sales Managers Of radio stations in this study re- ported an average age of 37.8 years, started their career in broadcasting at approximately 27 l/2 years, and have Spent 136 nearly 9 1/2 years in the industry. Today they earn between
$6,000 and $7,999 per year, on the average.
33. The "average" Television Sales Manager started his broadcasting career just before reaching his 25th birthday, has Spent 12 years in the industry, and is now just over
36 1/2 years Of age. His average annual salary is between $18,000 and $19,999.
34. News Directors in radio reported their average age at 36 years. They had begun their broadcasting career at
24 years Of age, and had spent 12 years in the industry. The average yearly income is between $8,000 and $9,999. 35. Television News Directors reported earnings between
$10,000 and $11,000 a year, after starting their career at an average age of 22 years. The average TV News Editor is a little over 33 1/2 years old today, having been in the in- dustry for 12 years.
36. Television Promotion Managers in this survey re- ported an average age of 36 l/2 years, having been employed in broadcasting 10 1/2 years (starting at age 26), and they now earn between $10,000 and $11,000 a year.
37. The typical Television Operations Manager reported an annual income of between $12,000 and $13,999 a year, and an age of nearly 39 years. He had begun his broadcasting career at 22 years of age and had spent 17 years in his chosen field.
38. More Radio Managers moved up from a former position as Sales Manager than from any other position. Television 137
Managers had generally held the job of Sales Manager or
Assistant Manager just prior to becoming Manager.
39. Most Sales Managers in both radio and television
moved up from a non-supervisory job in the sales department.
40. Most television and radio Program Directors moved
into that position from jobs in the programming area--
Announcer, Producer-Director, Operations Director, Writer,
etc.
41. The eventual job objective in broadcasting for most
Radio Managers is to obtain full or partial ownership Of the
station. The largest, group of Television Managers expressed
a goal of reaching top-level management.
42. The eventual broadcasting job most desired by Pro-
gram Directors in this sample is to attain a position in top-
level management.
43.. Sales Managers are nearly evenly divided in their
eventual job objectives-~either to acquire full or partial
ownership of a station or to achieve a position in top manage- ment.
44. The goal of most News Directors is to work in a
larger station or market, or to reach top management.
45. A total of 70 percent of the Television Managers
in this survey had earned a graduate degree, while only 3.2
percent of the Radio Managers had done so.
46. The average radio executive in this survey had attended college, but was not a college graduate.
138
47. The majority of all television personnel had either earned a graduate degree or attended graduate school.
48. A majority of those television executives who had
completed two years or more of college indicated that they
felt their college education had been particularly helpful
in obtaining a job in broadcasting, and had also enabled them
to advance more rapidly than they would have done otherwise.
Most of the radio executives believed their college degree had helped them to advance, but they did not feel it had .
been helpful in obtaining a job in the industry. '3 ebl' 49. Given a specified list of benefits of a college ' g, | education and asked to rank them in order of importance, both radio and television executives listed them as follows: (1) Provided me with a good cultural background. (2) Helped me to learn to live and work with others. (3) Impressed upon me the true importance of knowledge. (4) Taught me needed broadcast skills. 50. Asked to specify which aspect of broadcasting they felt should be emphasized in college TV-Radio course work, both radio and television executives indicated the same ranking, as follows: (1) A business approach with emphasis on mar- keting, advertising, and business management. (2) An arts approach with emphasis on production, performance, and programming. (3) The problems of mass communications from an economic, political, and social point of view.
139
51. The largest group Of respondents in this survey in-
dicated they entered the industry simply because they liked
it; or they saw in broadcasting, especially television, an
exciting new media with great career prospects.
52. Asked to identify what (or who) influenced their
decision to enter the broadcasting industry, most radio execu-
tives indicated it was someone in the industry. Television executives generally indicated personal reasons. 53. A very large majority (92.6% in radio and 100% in television) indicated that their present reaction tO their decision to enter the broadcast industry was a good one.
54. Approximately one-third of the radio and television stations represented in this survey indicated that they pro- vide college scholarships for Radio-TV students at colleges and universities.
55. Approximately two-thirds of the stations provide internships or in-service training for college or high school students.
56. Approximately ten percent of the stations provide scholarships to high school brOadcast clinics. 57. Less than one-fourth of the radio and television stations reported they were providing a laboratory in their studios for local TV-Radio students. However, over two-thirds of those who are not now providing this facility indicated they would be willing to do so if asked. Still others indi- cated they probably would, if asked to do so. 140
58. Less than half of the radio and television execu- tives reported that they or someone on their staff were assisting with teaching TV-Radio in nearby schools.
59. Approximately nine out of ten respondents indicated a willingness to serve on an advisory committee of broad- casters and educators to attempt to improve the curriculum offerings of TV-Radio Departments in order to better prepare students for a successful career in broadcasting. 60. Comparing the current study with the one conducted by Johnson in 1969 in West Virginia, Ohio, Kentucky and
Pennsylvania:
a. The current study indicates a smaller per- centage Of broadcasters who believe that college students make more competent employees in the news, program, and sales departments than persons without a college degree.
The current study reports a smaller percentage of broadcasters who indicate they believe a commercial broadcast station benefits by having employees who studied TV-Radio courses in college employed in the program and news de- partments. A higher percentage in the current study indicates such benefit in the news de- partment. The current study reports a smaller percentage of broadcasters who believe the demand for college-trained personnel will increase greatly in the news, program, and sales departments.
61. Comparing the findings of the current study with the
APBE-NAB survey, People in Broadcasting, of 1962:
a. The average age of both Radio and Television Managers is slightly higher today than in the earlier survey.
The average age when Radio Managers obtain their first full-time job in broadcasting has been 141
lowered by two years. The average age of Tele- vision Managers has increased slightly.
c. The average length of time Managers have spent in the industry has increased markedly since 1962.
d. The average salary comparison between the current regional survey and the 1962 national survey is meaningless because of known dif- ferences in sectional salary scales.
e. Most Managers still move up to that position from a position of Sales Manager; however, there is a growing trend to train future Managers in the position of Assistant Manager or another junior executive position before he is given full responsibility for the operations Of the broadcast station.
f. The eventual job Objective for Radio and Tele- vision Managers has changed somewhat since 1962. The largest portion of Radio Managers still hope to achieve full or partial ownership of a broad- cast station. To achieve top-level management is a close second choice today for radio execu- tives and the first choice for those in television.
62. The largest portion of those respondents making specific suggestions for improving TV-Radio curricula recom- mended that more on-the-job training be provided to acquaint students with actual commercial broadcast operations.
63. Other major recommendations were to utilize more commercial broadcasters in teaching TV-Radio courses, hire more instructors with a solid background in commercial broad- casting, encourage internships for TV-Radio instructors, and to put more emphasis on the development of a well-educated person who understands the broad field of communications and its impact upon society. 64. Broadcasters also suggested de-emphasizing the 142
glamour of broadcasting, more emphasis on the commercial
aspects of broadcasting, modernization of many TV-Radio
courses, more Opportunities for students to specialize in
their job preparation, greater attention to small-market
operations, more technical training, screening out unsuitable
students, and encouraging individual creativity.
General Conclusions
1. A college degree is highly recommended. The results of this survey show that most reSpondents believe a student
preparing for a career in broadcasting should plan to earn a college degree. Nearly three-fourthS(7l.4%) of the tele- vision executives surveyed recommended the college degree over an equal amount of experience in the industry. Approxi- mately half (49.5%) of the radio executives agreed. Con- sidering preparation for a specific broadcast position--that of news broadcaster--a majority (55.5%) of the radio execu- tives and nearly two-thirds (62.8%) of the television execu- tives agreed that in order to be a competent TV-Radio news broadcaster today,the person must have a college degree.
The level of formal education of those respondents in the survey supports the need for a college education, es-' pecially in television. According to the respondents' reports of their own educational achievement, nearly half (44.5%) of the radio managers had completed four years of college or more. Only 21.4 percent of the radio Program Directors and
50 percent of the Sales Managers and News Directors in radio
143
had achieved at least a college degree. In television, nearly three-fourths (70%) of the Managers, two-thirds (66.7%) of the Program Directors, all (100%) of the Sales Managers, and over half (57.1%) of the News Directors had completed a college degree or higher.
As to whether or not the college degree should be earned in the TV-Radio Department, however, there was not as much agreement. Just over half (55.6%) of the radio executives and just less than half (48.5%) of the television group agreed that the college degree was important, but that it was not necessary to earn it in TV-Radio.
In the areas of management and news, respondents indi- cated they expect a greatly increased demand in the future for college-trained personnel. They also expressed belief that there would be a Slight increase in demand for college graduates in programming and sales. Opportunities in broad- casting in the next few years for college-trained employees, in the opinion of this sample, would appear to be good to excellent. Respondents, asked to rank in order of importance what they felt to be the most valuable aspects of their college career, indicated that it had provided them with a good cultural background, helped them to learn to live and work with others, and impressed upon them the true importance of knowledge--in that order. At the bottom of the ranking was the fact that college had taught them needed broadcast skills. 144
Thus, broadcasters themselves appear to be emphasizing the importance of a college prOgram that emphasizes the broad liberal education rather than simply the learning of specific skills.
2. On-the-job training should be part Of the curriculum.
An increased use of on-the-job training for future broadcast employees was one of the major recommendations of those who participated in this study. The largest group of respondents who Offered Specific suggestions for improving the TVQRadio curriculum recommended that provision be made for more on- the-job training as a part of the curriculum in order to acquaint students with actual commercial broadcast operations. When asked specifically what kind of preparation-- education, training, work experience, or some combination of these--would best prepare the average young person for a position in broadcasting, nearly half (48.5%) of the re-
Spondents recommended a four-year cOllege degree program combined with on-the-job training. Numerous individual comments and suggestions repeated the importance of some form of internship or on-the-job training to complement the formal schooling. 3. Both TV-Radio courses and instructors need to be gp-dated. A number of respondents emphasized their belief
that there is need to up-date and modernize many of the TV-
Radio courses in order to train students for broadcasting as it is in 1970, and not as it was in 1940. One broadcaster 145 suggests the necessity of "teaching it like it is--not how teachers would like it to be." The fact that an out-of-date course likely indicates an out-of—date instructor is borne out in the recommendation of another broadcaster to "keep the instructors up to date! Get them out into the field!" One method of up-dating both courses and instructors would be to encourage more internship programs for instructors who teach
TV-Radio classes. By giving these men the opportunity to become a part of the working team inside a commercial radio or television station, they could quickly and easily refresh their skills and become aware of the latest techniques and methods used in the industry. In the Opinion of this investi- gator, not only would the instructor benefit from such an experience, so would his students and even the broadcast station.
Broadcast executives indicated strong agreement with a statement in this survey that an up-to-date TV-Radio department curriculum should include a balanced offering of "skill courses" and "theory courses" built upon a broad background of a liberal education. Some 85.9 percent of the radio executives, and 88.2 percent of the television executives expressed agreement to that philosophy.
The opportunity to make greater use Of practical ex- perience in the classroom was indicated by the report of broadcasters that only about half (61% in radio and 50% in television) of the executives or members of their staff assist in teaching programs in local schools and college. 146
A wealth of practical knowledge is available to the alert instructor who will take the opportunity to invite a willing broadcaster into his classroom. A large segment of broad- casters made such a specific suggestion when asked how to improve broadcast education. A similar recommendation was to hire more instructors with a record of long and successful commercial broadcast experience to teach in the TV-Radio departments.
4. Broadcasters and educators should seek closer
COOperation. The need for closer cooperation and better
understanding between broadcasters and broadcast educators was an actual or implied part of this total survey. In the
Opinion of this investigator, who has a number of years of experience in both fields, such cooperation is not only recommended, it is almost required if the needed changes and improvements in broadcast education are to be achieved. This study points up numerous examples of Opportunities to improve this understanding and cooperation. The present record of broadcaster support of scholarships, internships, and on-the-job training programs for students is good, but it could be improved. Less than one-fourth of the stations report they are providing laboratory facilities in their stations for TV-Radio courses in nearby schools. Yet nearly three-fourths of those who are not, indicated they would be glad to do so if they were asked. Why doesn't someone ask for this type of OOOperation? Any broadcaster who is invited to help teach a class of students in a school is certainly 147
more likely to be impressed by some of them as potential
employees than if he never meets them until they apply for
a job. Close cooperation of this type can benefit everyone
in the industry. In an effort to utilize the experience and
knowledge of commercial broadcasters in determining modifi-
cations of TV-Radio courses that would improve the quality
of broadcast education, respondents were asked if they would be willing to serve on an "advisory committee" of broadcasters
and educators whose purpose was to attempt to improve the
curriculum offerings of TV-Radio departments- An over- whelming 87.4 percent of the radio broadcasters and 91.2 percent of the television broadcasters indicated a willingness
to serve. In every instance, the broadcasters have indicated an interest and a willingness to cooperate. What is holding up more cooperative action in this regard? It is possible that more and better cooperation would develop between broad- casters and educators if more attention were given to the ranking of emphasis which broadcasters indicated they felt should be given to college TV-Radio course work. Both radio and television executives in this survey reported that they believed primary emphasis should be on the business approach, including marketing, advertising, and business management.
If this is the area that experienced broadcasters feel is most important, TV-Radio departments may profitably consider shifting their emphasis from the arts approach--production, performance, and programming--toward more subjects related to the business and economics of the industry. 148
5. Broadcasting is an attractive career for young
peogle. It is evident from the results of this survey that
broadcasting, especially television, still has a strong
attraction for young people as an exciting and challenging career. The largest group of television reSpondents (nearly
40 percent) indicated that the challenge of this exciting new media and its career opportunities were the primary reason
they had entered the industry. Those in radio also indicated a general liking for the industry, professional suitability, or the challenge of the media. Those who are already in the industry are the primary recruiting force for new employees. In this study, over
40 percent of the radio executives indicated that the primary
influence that had caused them to enter broadcasting was
"someone in the industry." The largest Share of those in television indicated "personal reasons" as most influential, but "someone in the industry" ranked second in influence.
Other major influences were a teacher or school experience, a parent or friend, or the general "glamour“ of the industry.
These influence factors are important considerations for the broadcasters to consider in their recruitment efforts. Equally important in this regard is the almost unanimous satisfaction expressed by broadcast executives with their decision to enter broadcasting. Television executives in this survey indi- cated 100 percent agreement that "it was a good decision," while radio executives were almost unanimous. Some 92.6 per- cent Of them agreed with that statement, while 3.2 percent 149
said, "It's a job," and 4.2 percent replied, "Wish I hadn't."
Such a record of high job satisfaction is a credit to the
industry, and should be influential in recruiting qualified
young persons into the field.
6. Interesting similarities and differences were ob-
served when this survey was comgared to an earlier survey.
As is to be expected, certain differences were noted in the
sample utilized in this regional study and the much more
comprehensive and nationwide APBE-NAB study of 1962. It is
interesting, however, to note that comparing the results of
the two surveys reveals that the average age of both radio
and television managers today is slightly higher than in
1962. This is quite a natural occurrence for such a young
industry as broadcasting, and this trend can be expected to
continue for several years in the future. Emphasizing the
fact that broadcasting is still the business of young men is
the fact that the current survey shows the average age when
radio managers Obtain their first full-time job in broadcasting
is more than two years lower today than in 1962. As a result,
the average length of time managers have spent in the industry
has increased considerably.
The writer believes that the apparent discrepancy indi-
cated in the comparison of salaries between the two surveys
is almost entirely the result of basic differences in salaries between the regional area included in this study and those computed for the national survey.
This study reveals basically the same pattern of internal 150
promotion within the broadcasting industry as the 1962 APBE-
NAB study. Respondents in the current study indicated that
most Managers still move up from a former position as Sales
Manager in both radio and television. However, there is a
noticeable trend toward training future Managers in the
position of Assistant Manager or some similar junior executive
position before giving him full responsibility for the
Operation of the broadcast station.
According to the reports of this study, fewer Managers are being selected directly from the position of Program
Director, and only about half as many Managers are being brought in from positions outside of broadcasting.
The eventual job objective in broadcasting for Radio
Managers today is the same as was indicated in l962--to ob-
tain full or partial ownership of the broadcast station.
However, their second most pOpular objective is to stay and grow with the company. Such a report would seem to indicate considerable satisfaction not only with their present job, but also with the company for which they work. Recognizing the tremendous financial investment in a modern television station, most Television Managers hope to reach top-level management, stay and grow with the company, or achieve full or partial ownership, in that order. At the very least, these objectives would seem to reinforce an earlier Opinion that most broadcast employees are generally satisfied with their job and their industry. 151
These, then, are the major findings and general conclu-
sions of this investigation, summarized and presented for
the reader's consideration. The information reported herein
represented a synthesis of the most important findings of
this study--facts and Opinions of a sample group of commer-
cial broadcasters randomly selected from within the geo-
graphical limits defined. In this writer's Opinion, they
accurately reflect the general attitudes of broadcasters in
the Rocky Mountain states in regards to the various matters
considered by this study; and thus answer, at least in a
preliminary fashion, the basic questions posed by this in-
vestigation. The reader, however, is reminded that this
study is regional in nature. Therefore, the findings of this
survey should not be generalized as being typical of the
broadcasting industry in this nation as a whole.
In addition to the self-imposed limitations noted above,
the following limitations, or "possible errors," resulting
from the research procedures should be noted and should be
considered as the conclusions are reviewed: (1) some
differences in interpretation of questionnaire items may
have resulted in different types of responses at some points;
(2) some pressures resulting from pride in one's profession may have operated to influence certain responses, especially
those related to attitudes toward one's professional choice and/or satisfactions related to one's job; (3) the fact that more returns were received from "top management" than from other station personnel may have caused certain responses to 152 be somewhat atypical; and (4) other possible biases and fac- tors, not identified here, may have also influenced the results.
Recommendations for Further Study
Each person who undertakes a research project reasonably expects that the results will provide some small measure of information that will be valuable to those in the field under study. To that end, the investigator makes use of sound and proven research techniques. Yet, in spite of all precautions, and because of self-imposed limitations, a number of questions are usually left unanswered, or at least partially unanswered, and new questions often arise as a result of the investigation. This study is no exception in this regard.
As a result of the current investigation, the writer suggests the following areas as being worthy of further research and investigation.
1. Study the institution's_point Of view. Where this survey has concentrated its efforts at determining the attitudes and Opinions of broadcast executives regarding the value and adequacy of the usual college TV-Radio broadcast education program, another investigation could well concen- trate on the problems from the viewpoint of the institution.
In that regard, it would be well to study the problems of attracting and hiring qualified personnel to teachin the TV-Radio departments. Included would be the problem of 153 keeping such persons up-to-date on the methods and techniques of the rapidly developing and constantly changing broadcast industry. The problems of providing modern and adequate equipment and facilities in the college for such training should certainly be considered. And, of equal importance would be a consideration of the difficult task of designing a curriculum that would meet the demands of students and broadcasters and still meet the academic standards of the institution, to say nothing of the constant process of keeping such a curriculum up-tO-date.
2. Increase the size of thegopulation. If a subsequent investigation of the same type as the current study is under- taken, the writer would suggest that there would be value to consideration Of increasing the size of the pOpulation-- and thus the sample--in order to make the results more rep- resentative of the entire broadcasting industry in this nation.
Ideally, the population would include all broadcasters, but if this were not possible, at least a different geographical location would provide information that would be useful for comparison with this and other regional studies.
A larger sample size would also permit the possibilities of stratification Of the sample into meaningful divisions.
If the sample were large enough, it might be possible to categorize the respondents according to market size or size of station to permit further comparison and analysis. Cer- tainly it is widely recognized that the extremely small two or three man broadcasting station does not, and cannot, 154
operate in the same manner as the station with more than one
hundred staff members.
There may also be advantages to be found in stratifying
the sample, if it is large enough to do so, according to those who attended college compared to those who did not. 0r,
another possibility is to compare those college graduates who earned a degree in TV-Radio with those whograduated in
another field.
A study which permitted the use of a combination of both
the mail questionnaire and a selected sample of in-person interviews could help to overcome some of the inherent limi-
tations of the mail questionnaire survey. This, or other
techniques, would make the findings of any survey more
reliable when applied to the general broadcasting industry.
These recommendations, naturally, recognize the usual
limits of time, money, and energy which are the realistic
restrictions on any such study. A larger investigation, such
as suggested here, might well require a couperative effort of broadcasters and educators in order to provide sufficient
finances, necessary manpower, and the other materials which would be necessary. However, the results could well be worth the investment.
3. Conduct a follow-up study Of TV-Radio graduates.
Still another type of worthwhile investigation would be a follow-up study of TV-Radio graduates, conducted several years following their graduation, to obtain their opinions 155 regarding the value and appropriateness of the course offerings they experienced in preparing for a career in broadcasting-- or, in the case of those employed in other fields, as preparation for that kind of a career. Some research has already been done in this area, as was reported earlier in this study. It would appear to this writer that further such study could profitably be undertaken.
4. Continue investigation of internship programs. This study makes it plain that many broadcasters favor some kind
Of internship experience for students of broadcasting. How- ever, as was pointed out earlier, there is little agreement as to what types of activities should be included in an internship training program. The writer believes it would be profitable to further explore the possibilities of such training for broadcast students. Such action should include an attempt to determine not only which types of experience are best handled in such a program, but, also the importance of a prOper sequence of activities, the amount of supervision required, and other factors which are necessary to make an internship program successful.
5. Study the uniqge interests and needs of broadcast management. Finally, this survey has indicated in many ways
that the management segment of broadcasting is quite a dif- ferent group than the rest of the industry. Many of the qualifications, interests, and needs of management personnel do not apply equally to those in programming, sales, news, 156
or engineering.
With the strong system of internal promotion that exists
in the industry, many broadcast managers have been given the opportunity to direct the operations of a broadcast station with little or no real education and experience to specifi-
cally qualify them in that role. Long experience and con- siderable skill in programming, news broadcasting, sales, or engineering do not necessarily insure success in the management function.
It seems reasonable to the writer to suggest that broad- casting personnel being considered for a position in manage- ment should expect to undergo additional, and specific, education and training that will help to qualify them for the responsibilities of management. This could be planned and provided either on an undergraduate or graduate level, de- pending upon the individual and his needs. The ramifications of such an approach to educating those broadcast management personnel could well be the subject of an extended investigation.
SELECTED BIBLIOGRAPHY SELECTED BIBLIOGRAPHY
Books
Association for Professional Broadcasting Education. Peo 1e in Broadcasting. Washington, 0.0.: National Assoc1- ation of Broadcasters, 1962.
Backstrom, Charles H., and Hursh, Gerald D. Survgy Research. Evanston, Illinois: Northwest University Press,71963. Borg, Walter R. Educational figsearch: An Introduction. New York: David McKay CO., 1963.
Chester, Giraud; Garrison, Garnet R.; and Willis, Edgar E. Television and Radio. 3rd ed. New York: Appleton- CEntury and’Crofts, 1963.
Donner, Stanley T. "Toward a Better Curriculum in Broad- casting." The Farther Vision. Edited by Allen E. Koenig and Ruane B. Hill. *Madison, Wisconsin: Univer- sity of Wisconsin Press, 1967.
Head, Sydney W. Broadcastingin America. Boston: Houghton- Mifflin Co., T956.
Hill, Ruane B. "Summary and a Look Ahead." The Farther Vision. Edited by Allen E. Koenig and RuaneTB. Hill. Maaison, Wisconsin: University of Wisconsin Press, 1967.
Kerlinger, Fred N. Foundations of Behavioral Research. New York: Holt, Rinehart and Winston, Inc.,71967.
National Association of Broadcasters. 'Careers in Radio. Washington, 0.0.: National Association of BroaHCasters, 1965.
Dimensions of Radiog,1968-l969. Washington, D.C.- _NationaT Association of Broadcasters, T969.
1968-1969 Dimensions Of Television. Washington, D.C.: NatiOnal Association of Broadcasters, 1969.
157
ITTTIILNII. ta. 1 any”! .r‘ .v. 4...! . N 158
. Study Guide on Broadcasting. Washington, D.C.:
National Association Of‘Broadcasters, 1966.
. Survey of Em loyee Turnover in Radio and Tele-
vision StatiOnsg, 964. Washifigton, D.C.: NationET' Association of"Broadcasters, 1965.
Quaal, Ward L., and Martin, Leo A. Broadcast Management. New York: Hastings House, 1968.
Roe, Yale, ed. Television Station Management. New York: Hastings House, 1964.
Rogers, Lawrence H. III. "The Business of Broadcasting." Television Station Management. Edited by Yale Roe. New—York: Hastings House, 1964.
Roper, Burns W. A Ten-Year View of Public Attitudes Toward Television and Other Mass Media 19594T968. New York: TeTevision6Information Office, 1969.
U.S. Bureau of the Census. Pocket Data Book, U.S.A. 1969. Wazhington, D.C.: U.S.‘60vernment PrTnting Office, 9 9.
Articles
Association for Professional Broadcasting Education. "Pur- poses of the Association for Professional Broadcasting Education." Journal Of Broadcasting, XIII, No. 4 (Fall 1969), inside back cover.
Biggar, George C. "What the Station Manager Expects of the College.“ Quarterly Journal of Speech, XXXIII, No. 2 (April, 1947), 196-20T.
Brand, Richard C. "The Status of College and University Instruction in Radio Training." Quarterly Journal of Speech, XXVIII, No. 2 (April, 194 , - 60.
Broadcasting Publications, Inc. "Directory of TV Stations in the U.S." and "Directory of AM and FM Radio Stations in the U.S." Broadcasting Yearbook 1969. Washington, D.C.: Broadcasting PubTications,6Inc., T968, pp. A3-A77 and B3-Bl94.
Federal Radio Education Committee. "Professional Training for Radio in College Courses?" Quarterly Journal of Speech, XXXI, No. 3 (October, 1945), 338L340: 159
"Standards for College Courses in Radio Broad- casting.“ anrterly Journal of Speech, XXXI, No. 2 (April, 1945), 186-189.
Head, Sydney, and Martin, Leo A. "Broadcasting and Higher Education: A New Era." Journal of Broadcasting, I, NO. 1 (Winter, 1956-57), 39-46?
Hunter, Armand L. "Education for Radio.", Quarterly Journal of Speech, XXX, No. 3 (October, 1944), 299-306.
Hunter, Charles F. "The Radio Program Planning Course." Quarterly Journal of Speech, XXXVI, No. 2 (April, 1940), 2091213.
Morford, Cyretta. "Why Not Begin at the Beginning?" Quarterly Journal of Speech, XXXII, No. 1 (February, 1946), - .
Scanlan, Ross. "Television and Departments of Speech." Quarterly Journal of Speech, XXX, No. 2 (April, 1944), 140-143.
Stasheff, Edward. "Television and High School Dramatics." anrterly JOUrnal of Speech, XXXI, No. 4 (December, 1945), 479-482.
Tinnea, John W. "A Radio Station Manager to Teachers of Radio.‘I Quarterly_Journal of Speech, XXXIII, NO. 3 (October, 1947), 334-3356’
Williams, Harry M. "The Status of Courses in Radio." Quarterly Journal of Speech, XXXV, No. 3 (October, 1949), 32 - .
Unpublished Material
Anderson, Dale N. "An Analysis of the Radio-Television Training Programs in Institutions of Higher Learning." Unpublished Ed. D. dissertation, Michigan State Univer- sity, 1960.
Association for Professional Broadcasting EducatiOn. "Intern- ‘ ship Survey Report." Unpublished Committee report by APBE Internship Committee, Malachi C. Topping, Chairman, 1969.
. "Evaluation of Radio-TV Curricula by Graduates of 1960." Unpublished preliminary report of the APBE Research Committee Project, Dr. Keith W. Mielke, Chair- man, 1966. 160
Bailey, James D. "A Basic Curriculum in Radio Broadcasting for Small Liberal Arts Colleges." Unpublished master 5 thesis, University of Denver, 1950.
Berkman, Dave I. "The Undergraduate Curriculum in Broad- casting: Its History and Present Status, Unpublished Ed. D. dissertation, New York University, 1963.
Johnson, C. Bosworth. "A Survey of Some Attitudes of a Group Of Commercial Broadcast Managers Toward College Graduate Employees." A report presented to the faculty of the Speech Department, Marshall University, 1969.
Leuschner, Frederick E. "A Survey of the Qualifications and Training Desired by the Radio Industry in Pennsylvania x' Of Its Personnel." Unpublished master's thesis, Pennsylvania State College, 1951.
McReynolds, Billy. "An Analysis of the Radio Curricula in a Selected Group of Colleges and Universities from 1935 to 1945." Unpublished master's thesis, University of Florida, 1947. .
Roth, Martha Carolyn. "Research Regarding the College Education Recommended by Television News Directors for Broadcast Journalists." Unpublished master's thesis, The Ohio State University, 1964. ' APPENDICES
COPIES OF ORIGINAL MATERIALS APPENDIX A
SURVEY QUESTIONNAIRE 1651
SURVEY OF ATTITUDES OF COMMERCIAL RADIO AND TELEVISION BROADCAST EXECUTIVES TOWARD EDUCATIONAL AND EXPERIENCE BACKGROUND FOR BROADCAST EMPLOYEES
(Individual replies guaranteed confidential)
1. Please indicate: a. Your age b. Sex c. Title of your present position d. Are you responsible for: Radio on1y_ TV only__ or Both—
p..-‘ __..__. . _ e. Income level of your present job: 3 6,000 to 7,999/year $14,000 to 15,999/year 8,000 to 9,999/year 16,000 to 17,999/year 10,000 to 11,999/year 18,000 to 19,999/year 12,000 to 13,999/year Over $20,000/year
f. Title of job held just prior to your present position If not in broadcasting, what industry?
g. Your eventual job objective in broadcastingi h. In which one of the najor areas of broadcasting have you spent the lost tine before your present job? Progra-ing/ Production Sales/CO-ercial Engineering News
1. Your age at tine of first full-tine enploynent in broadcasting j. hunber of full-time employees at your station in: Radio TV Total
2. Please circle the nulber below which represents the highest grade of formal education you conpleted. Also
HI! show the year you graduated and your major field of study. Year Graduated field of Major Study
9 10 11 12 High School 13 14 15 Trade or VOcational School
I! 1 2 3 4 College
5 6 7 8 Graduate School
What was the reason for your going to work in the broadcast industry?
H What (Who) influenced your decision to enter broadcasting?
I, Which of the following phrases best describes your present reaction to your decision to go into broadcasting? A good decision It's a job Wish I hadn't
Please indicate the type of preparation (training, education, experience, etc.) which, in your opinion, .l. would best serve the average person entering commercial broadcasting today: a. Apprentice or on-the-job training by a broadcast station
b. Trade School or Vbcational School
c. Two-year Junior College progran
d. Pour-year College degree program
e. Graduate Study
f. A combination of'above (Specify)
3. Other (Specify)
A...“ All airman-'1 -" 14. 12. 11. IF 15. 17. 16. 13. 10. 18. 9. 8. 7. YOU Would Please Do Do Does If Does What Do How Do In
placed c. a. purpose and better or b. or those in COMPLETED you you you your you you do colleges? radio? broadcasting?
____ Yes your your Yes College pre-broadcast television Scholarships Internships you studied rank you or persons feel feel feel
prepare Opinion, in was members An A Other be Provided The station Helped Impressed station Taught college see your business that in THO-YEARS that willing arts Yes to scholarships No No problems In In In In In In In In In In In In Radio-TV who order the
attempt courses students (specify) me management? me management? management? college your or does the the the the the college the the the the approach work work Yes of to me course
work are future needed upon in in-service
approach of program your news program program to news High news sales sales sales with OR college No a with with of not learning to in importance serve commercial experience in me MORE education for graduates mass work?
demand department? department? staff department? for School with college, a No broadcast department? college? department? improve department? college a the local
a good department? department department? with education OF nearby on radio-television If communications successful training emphasis assist true to COLLEGE, an clinics? "no", for cultural High (Please work emphasis make enabled was the graduates? broadcast (1,2,3 upon "advisory importance skills college college would curriculum in Schools (or was and more for which on & rank: PLEASE career the you background would on production, 4) particularly college live
you or trained station competent committee" Yes from teaching marketing, what aspect to students? Greatly in of More university with ANSWER be 1, in have advance providing offerings an knowledge -2- willing 2 you broadcasting? or employees benefit S economic, of others been) No programs high employees performance 3) THE felt 162 broadcasting helpful composed Slightly advertising more ' No to FOLLOWING. of a school to particularly most Yes More by provide: laboratory college do rapidly in political having in in in valuable of so commercial radio-television students? and obtaining a broadcasters if and do Yes No Less commercial Radio-IV Ho than employees Don't programming.
asked? It you at helpful and business nor, about you your think broadcast social a In Less would nus: job Departments
your Yes who Yes station broadcast in and management. emphasis at in than furthering point have have educators own broadcasting? sanr stations? local for In In college studied of done station
should so r0 high courses view. oussrros as your whose otherwise? career. schools to radio be than career in TV 19.
HT 1111 I '3- 163
19. This is a two-part question. Please follow instructions carefully. a. Pirst, check in column "A" each course that you studied while in college.
h. Then, rate in columns "B" through "E" the value of each course (whether you studied it or not) as you see that course contributing to the educational and experience background of a student preparing for a career in broadcasting. RAT! ALL COURSES (columns 3 through R) WHETHER YOU TOOK THEM OR NOT!
"A" "B" "c" "D" "E"
Check here COURSE 0‘ IEAI'ING ‘CTIVITY if you very Moderately Little Don't studied it valuable valuable value know
t others 0 substantial value
-4- 164
TO ANSWER THE FOLLOWING SET OF QUESTIONS, PLEASE READ EACH STATEMENT CAEEIULLY. Till, IIDICATE "EITHER OE MOT YOU AGREE WITH THAT STATEMENT BY CIRCLING THE SYMBOL “RICH HOST ACCURATELY EEPEESEITS YOU! FEELINGS.
Key to §ygbols SA I Strongly agree A - Agree U - Uncertain/Ho opinion D - Disagree SD - Strongly disagree
20. A balanced curriculum of TV-Radio "skill courses" and "theory courses", built upon SA A U D SD a broad background of a liberal education should be the goal of an up-to-date TV-Radio department.
21. A student with ambition to succeed in broadcasting should forget specific TV-Radio SA A 0 SD training in college and concentrate on securing a broad, liberal education-- leaving the acquisition of TV-Radio skills for on the job. 22. A young person can become better prepared for an administrative job in commercial broadcasting by spending the time employed in the industry than by spending four w._—; years earning a TV-Radio degree in college.
23. Tbo many courses offered in TV-Radio Departments today are geared to broadcasting SD of 10-20 years ago and do not accurately reflect the conditions or problems of
me'u-vx the broadcasting industry in the 1970's. '- "_ 24. There is a definite need for better understanding and closer cooperation between commercial broadcasters and educators in college Radio-TV departments.
[bu 25. Most TV-Radio courses offered in college are too theoretical and impractical to SD be of real value to the student when he meets the problems of day-to-day broadcast operations.
26. A competent Radio-TV news broadcaster today must have a college education.
2% > 27. Other things being equal, a college graduate should be promoted ahead of another c: employee who has been on the job longer but did not attend college.
28. Students earning a college degree in TV-Radio should be required to complete a minimum of 6-8 weeks of internship or on-the-job training in a commercial broadcast station.
29. A person preparing for a career in broadcasting today should complete a college degree, but not necessarily in the TV-Radio Department.
30. A college graduate in TV-Radio still needs considerable on-the-job training in SD order to do his job properly.
31. There are still lots of Opportunities for success in broadcasting today without a college degree. 32. A college graduate who has studied TV-Radio courses is more likely to achieve a higher position in commercial broadcasting than a graduate who studied in anothe E field.
33. A two-year Junior College program in TV-Radio is adequate to prepare most student s SA A U for a successful career in commercial broadcasting.
34. A college graduate in TVbthio should expect his first job in broadcasting to be at the "lowest rung of the ladder" in order not to upset the organisational structure of the station.
35. Finally, what specific suggestions do you, as an active broadcaster, have for improving the curriculum offerings of TV-Radio Departments so as to better prepare students for a career in broadcasting?
THANK YOU VERY MUCH! Please return questionnaire ’ Arthur L. Higbee in postage-paid envelope to: TV-Radio Center Utah State University Logan, Utah 84321 APPENDIX B
COVER LETTER ;rvp~gu1-‘—
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A“ 165 II 1P.Jk III ES'I‘SAL'I‘IE II II I ‘T'IB IE.EB'I DD'SF
IEIEC'I‘IBIDTSBII<:>I¢ SBIEIIR'VVIECZ 3353
IN COOPERATION WITH COUNTY COMMISSIONERS AND US. DEPARTMENT OF AGRICULTURE
LOGAN, uuw 84321 March 12, 1970
Sales Manager KBLU-TV P.O. Box 1501 Yuma, Arizona 85364
Dear Broadcaster:
Are college and university TV-Radio Departments doing the best possible job of preparing students for a successful career in broadcasting? Are the students acquiring the knowledge and skills necessary to meet the demands of the broadcasting industry in the 1970's? What can be done to strengthen this educational program in order to better prepare these young folks for a successful and truly satisfying career in broadcasting.
No one can answer these questions better than you-~the active broadcasters. That's why we're calling on you for assistance in this survey. Would you take a few minutes right now to answer the enclosed questionnaire and give us your views on this subject? Please feel free to add any additional comments that you feel will help to identify, and perhaps solve, some of these problems.
Your individual response is vital to the success of this survey. You have the experience, knowledge and facts that are available from no other source. By sharing this knowledge you can help everyone in the industry. Tb be included in our final report, the questionnaire must be returned by March 28th. Why not complete it right now? A summary of our findings will be published in one of our professional journals. A postage-paid return envelope is enclosed for your convenience in returning the questionnaire.
Thank you very much for your cooperation.
Sincerely,
(COL “I SLIM" Arthur L. Higbee, Manager Statewide TV-Radio Programs alh enclosures APPENDIX C
FOLLOW-UP LETTERS 166 UTAH STATE UNIVERSITY
EXTENSION SERVICES
IN COOPERATION WITH COUNTY COMMISSIONERS AND U.S. DEPARTMENT OF AGRICULTURE
Dear Broadcaster:
The excellent reSponse to the survey which I sent you recently indicates a vital interest among broadcasters in efforts to improve the TV-Radio department curriculum for students preparing for a career in broadcasting.
If you have already completed and mailed your questionnaire, thank you very much for your participation. In the event you have not, a duplicate COpy is enclosed for your convenience. Your reSponse is vital to the success of this project. The knowledge,'facts, and eXperience you have in this matter are available from no other source.
Because of the mail situation, our tabulation deadline has been extended so that any questionnaire mailed by April 4th will be included in the final report. Won't you take a few minutes to complete the questionnaire and drOp it in the mail --today! A postage-paid envelope is enclosed for your convenience.
Thank you for your COOperation in this project of vital interest to both of us.
Sincerely, [we (4.5-(e- e
Arthur L. Higbee, Manager Statewide TV-Radio Programs alh enclosures
167 UTAH STATE UNIVERSITY
EXTENSION SERVICES
IN COOPERATION WITH COUNTY COMMISSIONERS AND US. DEPARTMENT OF AGRICULTURE
lOGAN, UTAH 8432I
April 9, 1970
Dear Broadcaster:
Your views on the strength and weaknesses of college and university TV-Radio Departments in training broadcast personnel are extremely important!
Because of that fact I again urge you to complete and return the questionnaire which I sent you about the middle of March. Onl on can provide the facts and infor- mation which are vitaEL to further improvement in the educational broadcasting curriculum of our schools.
Won't you take a few minutes-~right now-~to locate that questionnaire, fill it out and drOp it in the mail? A postage-paid envelope was enclosed for your convenience. We are holding up the final analysis of the information to hear from as many broadcasters as possible. Therefore, all reSponses received by Monday April 13th will be in- cluded in our survey.
If there are some of the questions you don't care to answer, or if they are not clear-~just skip them and answer the rest. The important thing is that we have your views, as complete as possible, in our tabulation.
Many thanks for your splendid cooperation.
Sincerely,
(LUL 7.1.49. Arthur L. 3Higbee, Manager Statewide TV-Radio Programs alh 168
VITA
Arthur Leon Higbee
Candidate for the Degree of
Doctor of Phil050phy
Dissertation: A Survey of the Attitudes of Selected Radio and Television Executives Toward the Educa- tional Background and Experience Desirable for Broadcast Employees
Major Field: Speech-TV—Radio
Biographical Information:
Personal Data: Born at Benson, Arizona, August 12, 1921, son of Elias S. and Tillie Heyborne Higbee; married Mona Taylor January l6, l947 at Cedar City, Utah; three children--Terry, Scott, and Shari Ann.
Education: Attended schools in Benson, Arizona, and Cedar City, Utah; received Associate Degree from Branch Agricultural College (now Southern Utah State College) in Cedar City, l947; received Bachelor of Science degree from Utah State University in Logan, l948 with major in Business Administration and minor in Speech; received Master of Science degree from Utah State University in Speech, 1965; completed require- ments for Ph. D., in Speech-Radio-TV at Michigan State University in East Lansing in 1970.
Professional Experience: 1968 to present, Manager of Statewide TV and Radio Programs, Extension Services, Utah State University; 1966-68, Instructor, TV-Radio Department (and Graduate Student) at Michigan State University; 1957-66, TV-Radio Specialist, Extension Services, Utah State University; l956-57, Radio Program Director and TV Newsman, KDYL Radio and KTVT (now KCPX and KCPX-TV), Salt Lake City; l948-57, Manager, KSUB Radio, Cedar City, Utah; 1946-48, Program Director, KVNU Radio, Logan, Utah; l945-46, Program Director, KSUB Radio; 1944-45, Aviation Cadet, U.S. Army Air Corp; l944, Flight Instructor Trainee, Southern Utah Flying Service, Cedar City; 1938-44, Announcer, Book- keeper, Program Director and Manager of KSUB Radio, Cedar City, Utah. .5 ... III... it”; "Illllllflllllllll'lllll“