A comparative study of the perceptions of broadcast practitioners, nonbroadcast practitioners, and broadcast educators on the broadcast production curriculum in higher education

This study examined the perceptions of broadcast and nonbroadcast practitioners and broadcast educators regarding the broadcast communication curriculum in higher education and the preparedness of broadcast students for careers in the field of broadcasting. Nonbroadcast practitioners were included in the study because of the growing utilization of video for training and informational purposes. In addition, the study explored differing perceptions of practitioners and educators as to the value of specific courses included in the broadcast communication curriculum. A survey instrument was utilized in analyzing and characterizing the perceptions of a sample of practitioners and educators. The instrument was divided into three parts. Part A requested responses to thirty statements regarding broadcast communication curricula using a Likert-type measurement on a five point scale ranging from strongly agree (5 points) to strongly disagree (1 point). Part B contained a list of twenty-five college courses and requested responses regarding overall value in the broadcast communication curriculum. Courses were ranked on a three point scale from "very valuable" (1 point) to "little value" (3 points). Part C ascertained demographic data with the last question asking specific suggestions for improving the effectiveness of broadcast communication curricula. The survey instrument was sent to: (1) 74 commercial and noncommercial general managers employed by television stations in the District of Columbia, Maryland, Virginia, West Virginia, Pennsylvania, New Jersey, and Delaware, (2) 92 nonbroadcast practitioners in the District of Columbia, Maryland, and Richmond, Virginia, and (3) 23 department chairpersons in the District of Columbia, Maryland, Virginia, and West Virginia. The findings revealed that the course "internships at television stations" was ranked highest by practitioners and educators as very valuable in preparing students for the industry. The majority of practitioners and educators believed that a closer relationship between colleges and universities and broadcast stations was essential. General agreement was found to exist between practitioners and educators with regard to the ideal broadcast curriculum with 88% of practitioners and 83% of educators agreeing that the ideal curriculum should combine a liberal arts background with training for first-job skills. Practitioners emphasized that only a handful of broadcast graduates will succeed in the industry. Therefore, educators need to encourage students to become more diversified and, in addition to broadcast stations, explore other options in the communications industry.