Unlock document.
This document is partially blurred.
Unlock all pages and 1 million more documents.
Get Access
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
4
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly
accessible website, in whole or in part.
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.
7
© 2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly
accessible website, in whole or in part.
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)
7
Ch. 6
Managing Personnel
8
Ch. 7
Audiences and Audience Research
9
Ch. 8
Programming: Strategy and Distribution
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.]
9
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
