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Compares broadcasting curricula of two-year and four-year colleges. Finds that most broadcast programs implement a blend of practical and theoretical courses, and that students at two-year and four-year schools are subjected to comparable course work and internship/practicum experience. Suggests that many students are not receiving enough education in actual communication theory or ethics. (SR)

This study explored the curricula of electronic media in higher education institutions in the U.S., Britain, Korea, South Africa, Argentina, the Netherlands, Singapore, Japan, Greece, Egypt, Canada, and China. Of the twelve, U.S., British, Argentine, Egyptian, and Chinese institutions featured the balanced mix of theory and skill courses. Korean University curricula were least balanced, due to employment practices of Korean broadcasters that are unique among the twelve countries studied. The curricula of South African Institutions were similar with Britain by stressing cultural studies. Dutch Institutions adopted the convergence of media by offering new media marketing, policy, and cultural studies. While Japanese Universities maintained balanced programs, the number of broadcast journalism programs was limited with a lack of Media Law, Ethics, and Policy Courses. Canadian Schools demonstrated an integrated model of broadcast curricula in the digital era with emphasis on media convergence. A model core curriculum applicable to programs in all twelve countries was proposed. [ABSTRACT FROM AUTHOR]

Compares the structure of broadcast curricula at higher education institutions in the U.S., Great Britain and South Korea. Assessment of the practical courses offered at higher education broadcast curricula; Inference of the data obtained at the Broadcast Education Association; Details of the coursework employed in each educational system.