Media Studies Part 1 Instructors Should Also Confident The Content The More Confidence Instructor Has The

PART I GENERAL APPROACH TO TEACHING MEDIA

MANAGEMENT

The main purpose of teaching a media management course is to enhance students’ skills

in managing a media organization, which include communication, leadership, decision

making, problem analysis and solving. These skill sets are interconnected and are used in

to ask questions during the lecture. A big portion of the class time should be devoted to

discussion through which students can express their reading reflections or prompt new

ideas. Sometimes, instructors need to moderate the discussion process to keep the

discussion on track and use class time effectively. To increase engagement, students

should also be encouraged to facilitate discussions.

that helps students connect theories to real-world situations, and use these theories to

solve real problems. Since many students in a media management class have some direct

or indirect experiences in media-related industries, they may be very interested in this

teaching method. Instructors should design various activities, such as guest lectures,

simulations, fieldwork, and extracurricular activities. Media managers are especially

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combine these three methods in teaching media management, and utilize them to teach

students a variety of knowledge and skills that would help them overcome various

challenges they will encounter in media industries.

TEACHING TIPS

Besides these three fundamental teaching methods, there are also some teaching tips that

would help instructors effectively teach a media management course.

 The enhancement of students’ critical thinking capacity is the emphasis. Critical

thinking is a capacity to explore the world and find solutions for problems.

Instructors should utilize various activities to enhance this capacity of students.

lecture should not consume a large portion of class time. Most of the class time

should be devoted to engaging activities.

 Instructors should have the enthusiasm and confidence in teaching a media

management course. Instructors are the models of students: if they have

enthusiasm for the subject, their students will too. Enthusiasm comes not only

managerial practices in the media industries. Instructors should emphasize these

applications. In addition, instructors should use their personal experiences or other

materials that can build the connections of management theories with the media

management practices. Students should also be encouraged to build such

contains more of such content than the previous editions. Instructors should

highlight this content plus other relevant materials.

GENERAL ASSIGNMENTS

Although instructors can develop a variety of assignments for teaching a media

management course according to their teaching strategies, there are three general

The second general assignment is the discussion/essay questions. These kinds of

questions help check students’ reading comprehension and push them to think critically

assign all these projects/activities to students. Instructors have a variety of choice and

need to choose the projects/activities that fit best with students’ interests.

SAMPLE COURSE SYLLABUS

Required Text

Course Description

This course is designed to give the student an understanding of the many tasks and duties

involved in electronic and digital media management by focusing on the broadcast, cable,

telecommunication, and Internet industries. This will be accomplished via classroom

lectures/discussion, guest speakers, and individual case study assignments.

Teaching Objectives

The following are learning outcomes of this course:

 The student will gain a basic understanding of the electronic and digital media

industries and their management needs.

Course Requirements

 Attendance: Attendance will be taken at each class. If the student cannot attend

class due to illness, he or she must notify the instructor by phone or email prior to

class that the student will not be in attendance, otherwise his or her absence is

unexcused. If he or she plans to miss class due to observance of a religious

holiday, notify the instructor in writing by the next class day.

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place the student in a decision-making role facing a management challenge. One

case study project is regarding an electronic or digital media company. This

company could be a big electronic or digital media conglomerate, or a small one

in the local market. Students need to collect information on various aspects of this

media company and use the management theories obtained from Management of

Electronic and Digital Media (6th edition) to analyze these aspects. Students need

to write a paper of about 10 pages for this project and present this project at the

end of semester. Other case studies are shorter: they may be assigned in class, or

as overnight papers (2–3 pages). Some cases are used for classroom discussion.

 Three Exams: Students will have three exams. They will cover the materials in the

textbook and consist of several short essays. The exams are not cumulative. That

means the later exam will only cover the topics not covered in the earlier exam.

The questions of the exams will come from Management of Electronic and

 Classroom Etiquette: Civility is expected in class at all times. Students may use

your laptop or tablet in class to take notes or look up information but not for

reading email or social media sites. Texting in class is not allowed.

 Guest Speakers: This class will feature guest speakers who are involved in media

management in the local market. On days when a guest lecturer has been planned,

SAMPLE COURSE SCHEDULE

Week

Chapter

Topic

1

Course Policies/Introduction/MBTI Assessment

2

Ch. 1

Introduction to Electronic Media Management

3

Ch. 2

The Media Marketplace

4

Ch. 3

Ethics of Management

5

Ch. 4

Theories of Management

6

Ch. 5

Financial Management

EXAM # 1 (Ch

s. 1, 2, 3, 4)

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Ch. 6

Managing Personnel

8

Ch. 7

Audiences and Audience Research

9

Ch. 8

Programming: Strategy and Distribution

EXAM # 2 (Ch

material of each chapter in the order presented in the book. Instructors who choose to

follow the outline can simply add dates to correspond to the weeks of the semester and to

exam and project due dates. Alternative arrangements of material and differing degrees

of time spent on individual topics are always appropriate, given the interests and

expertise of the instructor.]

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EVALUATION

Evaluation Criteria

Students’ grades should reflect their performance on the work of various assignments.

The following criteria are suggested based on the sample syllabus:

Attendance

50 pts

In-Class Participation

50 pts

Case Studies

250 pts

Exams

150 pts (50 each)

Grading