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Examines the radio-television, or broadcast, curricula of colleges and universities in the United States, Britain, and Korea in order to discover how these curricula are configured and how they resemble and differ from one another. Attempts to trace the philosophical roots, history, and status of broadcast education in the three nations. Recommends a Liberal-Professional core curriculum applicable to these three nations. (SG)

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., Throughout the world, colleges and universities in the mass communication discipline are experiencing transition, integration, and convergence. Such change not only stems from transitions in higher education per se [1, [...]

The television viewing habits of Japanese students are examined to determine if their value types, as individuals and as a collective, are influenced or structured according to the values promoted by various television program genres. Based upon data collected, researchers were able to predict value type based upon television genre.

A study on television critics for newspapers found a negative relationship between publication of outer directed content, and critics' association with broadcasting and their visits to television networks and local stations. Relation between publication of inner directed content, and critics' education in journalism and the duration of television critics employment in newspapers was also negative.

Educational broadcasting programs have been slow to develop, although the number of students involved in broadcasting programs has been steadily rising. The way in which educators have adjusted to increased demand is assessed through the comparison of broadcasting programs in colleges and universities in the US. Findings show that the majority of broadcast programs employ a combination of practical and theoretical courses, but many two and four year college students do not receive sufficient education in actual communication theory.

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.