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The usefulness of marketing functions as they relate to higher education enrollment and financial problems is addressed, and proven marketing principles that have been violated by higher education decision-makers are considered. It is suggested that a college or university operation can be examined within the same context as any product organization, if focus is on basic customer groups. The university can be viewed as marketing services; research services to society generally and institutions specifically; instructional services to both undergraduate, graduate, and nondegree customers; and auxiliary services to the public, such as theater and football. It is suggested that variable pricing of tuition offers a reasonable alternative to higher education pricing. Variable pricing would provide a better balance and relate costs more realistically to demand, although it would have a detrimental effect on high-priced special programs. It is suggested that many colleges need to assess their current advertising approach and perhaps undertake a readership study of its catalog to determine what students and parents have or have not read or to determine why and how they arrived at the decision to register at the school. A market analysis tool that may be helpful to higher education is psychographic segmentation: examination of the behavioral patterns or life styles of various groups within the total market. It is suggested that if colleges carefully managed their marketing functions, they would assume the responsibility to provide an information base that students could use to assess the education they received. (SW)

Two papers presented in the broadcast deregulation section analyze narrowcasting and the effects of commercialization of British television respectively. The first paper, "The American Model through British Eyes" (Jay G. Blumler and Carolyn Spicer), describes research undertaken at the request of the British government-appointed "Peacock Committee" by the Centre for Television of the University of Leeds on the consequences of seeking alternative funding sources, including advertising and sponsorship, on British television. Interviews with 75 American television executives, producers, and writers, and 120 British program makers form the basis of the inquiry. The paper draws comparatively on this material to define the main values at risk in a deregulated television system that is heavily dependent on advertising revenue. A list of eight references is provided. The second paper, "The Economics of Narrowcasting" (W. Russell Neuman), analyzes the tension between new technologies which make possible more personalized and specialized narrowcast communication, and the distribution of public communication which constrains narrowcasting. The paper questions whether there are available policy options which would facilitate new technological options, such as personalized videotext and teletext systems, even in a climate of regulatory restraint. Only an abstract is provided for the second paper. (Author/EW)

This paper begins with an introduction which covers viewing time; television as a significant developmental experience; Piagetian stages of cognitive development; and changing developmental tastes in television viewing. The paper then focuses on television in relation to learning; television and violence; advertising; and parents' ability to affect children's reactions to television. The discussion of television and learning explores active and passive television viewing; Sesame Street; television as a socialization agent; and relations between the three factors of cognitive learning, education, and television. Television and violence are discussed in terms of research findings. It is concluded that in general it is not desirable to televise violence. The discussion of television and advertising reports effects of televised ads on children. The concluding section, on television and parents, explores findings which suggest that parents who mediate their children's television viewing have a positive influence on their children. It is concluded that what a child does with television and what television does to a child are reciprocal and interdependent processes. (RH)

This collection of 8 papers from the Seventeenth Annual Telecommunications Policy Research Conference includes: (1) "The Measurement, Evaluation, and Encouragement of Telephone Service Quality" (S. Berg and J. Lynch, Jr.); (2) "Impacts of Deregulation and Competition on the PBX/Centrex Market" (H. Ware); (3) "The Quasi-Public Network: Issues of Pricing and Access" (B. Kahin); (4) "The New Zealand Spectrum Project: Description and Observations" (C. Jackson and R. Foster); (6) "The Total and Partial Factor Productivity of the Nippon Telegraph and Telephone Co." (H. Oniki, T. Oum, and R. Stevenson); (6) Integrated Broadband Networks: The Role of the Cable Companies" (D. Reed and M. Sirbu); (7) "Market Concentration in the Entertainment Industry" (D. Gomery); and (8) "Profiles and Testing: The New Standards Challenge" (D. Cerni). (GL)

Despite calls for change and numerous proposed alternatives, art education remains committed to the studio model. The retention of the status quo may be related to the economics of art studio materials and especially to the extensive advertising of art supply companies in art teachers' journals. (Author/IS)

This document examines an innovative marketing strategy developed by South Texas Community College (STCC) to promote its technical programs. In 2000, STCC organized the "Business Conference Institute" to develop 1-day conferences with the Division of Business, Math & Sciences (DBMS). The creation of this Institute linked the College with the local community, businesses, and prospective employers. Some recent conferences include: (1) "NAFTA: A New Direction"; (2) "E-Commerce: Your Next Business Opportunity"; (3) "Logistics: Linking the Border Businesses"; and (4) "Banking: Financing Your Business Growth: Emerging and Evolving Trends." Each conference was based on a technical program at STCC; thus, marketing promoted both the conference and the college. Thousands of brochures were mailed to businesses and the community, interviews with conference organizers were televised, and posters and full-page newspaper advertisements were established. As a result of these 1-day conferences, the College's technical programs have seen enrollment increases, and STCC is enjoying increased institutional visibility. The College has also earned the respect and recognition of the business community by providing forums for the exchange of ideas and information, and by bringing high-profile speakers and experts to the region. (RC)

This paper examines the arguments for and against inclusion of advertising art in art education programs, and presents a case for the educational benefits of critically examining advertising art based on museum masterpieces. A search for examples of fine art masterpieces used in advertising art examined which masterpieces are commonly used in marketing goods and services, how advertising ideas are merged with master artwork, and how effective strategies related to masterpieces can be implemented in teaching. The identified borrowed masterpieces were of interest to a general audience, were accessible in terms of having recognizable content, and were generally portraits or representations of the human figure. The advertised products and services were very diverse. Potential criticisms of the alteration of masterpieces in advertising and the attention to this practice in the classroom include the notions that masterpieces are diminished by their use in advertising and that students would be taught to disrespect their artistic heritage. On the other hand, viewing familiar art presented in new creative ways may spark new appreciation of their aesthetic power. These masterpieces are part of everyone's heritage and open to reinterpretation, and attention to the advertising practices in the classroom may capture student interest and motivate learning and critical analysis. Eight related educational strategies and class activities are suggested. (SV)

This paper examines gender messages within television advertisements. Society is shaped by the suggestions of television advertisers who influence consumers' beliefs on how people should look or act, and many of these advertisements perpetuate stereotypes. Any consideration of the influence of gender stereotyping within TV advertising must first examine the stereotypes within television programming and advertising in general. Prime time dramatic programming features between two to three males to every female character. Typically, women are younger than men and depicted as feminine with a focus on beauty and sexual attractiveness. Men, instead, are usually authority figures or models of expertise even when shown at leisure (the outdoors, sports, cars and driving, relaxing, or entertaining at home). These images are often defined by advertisers. Most of the experts and voiceovers in commercials are male. Children's programming and advertising follow the typical adult stereotypes. Children aged two to five view an average of 22,228 commercials per year; by the time a person has reached 40, they have seen up to one million commercials. Over the last 25 years, television has played an increasingly important role in a child's socialization process. There are four types of endorsements that are most likely to affect a child's self-concept: personal enhancement; social status appeals; product usage portrayals; and competitive product appeals. To offset the stereotypes presented by television programming and commercials, it is important to teach television viewing skills. Skills such as identifying explicit and implicit promises, differentiating among verbal, nonverbal, and visual content and their intended effects, recognizing persuasive techniques, and comprehending commonly used vocabulary are important outcomes in learning to evaluate commercials. Recognition of the blatant and more subtle gender messages is the first step toward resisting the persuasive power of gender-stereotyped televised messages. (AEF)

While the Internet undeniably contains an enormous amount of information, community colleges should consider some key issues before joining the headlong rush toward virtual classrooms. First, information can be very difficult to find on the Internet. Although search engines, web databases, and subject directories have been developed to help users find specific information, none of these are free from "false drops," or search results that are not related to the topic due to multiple meanings for the same word. In addition, because of the rapidly increasing traffic on the Internet, long delays may be experienced, which can adversely affect classes that use Internet labs. Another problem exists with computer "hackers" and vandals who bog down computer networks and disseminate viruses to web locations throughout the world. There is also the problem of advertising on the Internet; eye-catching graphics and cartoons could lure students away from their research toward other sites. Finally, due to life-cycle budgeting for computers, upgrades for machines and software, faculty and staff training, curriculum development, and institutional liability, the Internet can become rather costly as well. (HAA)

Classrooms are filled with students with confident and vibrant voices, and most educators encourage them to use these voices in their writing. Many of the strategies of the process-centered classroom (peer editing, conferences, workshops, in-house publishing) also encourage students to write in real voices to real readers; however, there is still a credibility gap. Students hear their teachers, but they do not believe them. It is easier and more comfortable to write for an imagined audience in a distant and disengaged voice. After all, those types of papers have always gotten "As." For one instructor, the move from an English department to a communications department 5 years ago was a refreshing change. Instead of the dreaded rhetorical modes or embarrassingly self-conscious essays, students were writing magazine and newspaper articles, film and television scripts, public service announcements and ads--forms that students see, hear, and read, and that are a vital part of their lives. These forms are encouraged as a writing strategy--even in the English department. (TB)