Students
ICOM201 – International Television and Beyond
2014 – S2 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Usha Harris
Contact via usha.harris@mq.edu.au
165I
Wednesday 2pm - 3pm
Sarah Keith
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| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
15cp
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit discusses international television programs and the way in which these are constructed and distributed by media companies, and how they are interpreted within different cultures. The globalisation of production and distribution models for the television industry are examined, as are the interpretive practices audiences bring to bear on television programming that originates from elsewhere. News and current affairs television are studied, as are entertainment and educational programming.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Demonstrate understanding of key theories and concepts in the study of international television.
- Acquire research skills by employing quantitative and qualitative media research methods.
- Critically analyse and interpret research data using appropriate framework.
- Present written arguments in a coherent form and demonstrate skills in oral presentation.
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Summary Paper | 10% | No | 11pm Tuesday 27 August |
| TV Game Show | 20% | No | Weeks 4-12 |
| Content Analysis | 30% | No | 11pm Friday 13 September |
| Audience ethnography | 40% | No | 11pm Friday 8 November |
Summary Paper
Due: 11pm Tuesday 27 August
Weighting: 10%
This assesses your understanding of unit readings and lectures up to Week 4. Choose one question from each week’s tutorial activities in Weeks 2, 3 & 4 and write short answers to these questions (150-200 words each). Make sure you list which 3 questions you are answering and include your full name, student number and tutor's name. Submit your three summaries in one document on Turnitin by 11pm Friday 29 August, 2014.
Students will be assessed on their ability to:
- Demonstrate knowledge and understanding of key theories and concepts in the readings, with reference to examples.
- Present ideas in a clear, concise and direct way, without grammatical and spelling errors.
- Provide references.
On successful completion you will be able to:
- Demonstrate understanding of key theories and concepts in the study of international television.
- Present written arguments in a coherent form and demonstrate skills in oral presentation.
TV Game Show
Due: Weeks 4-12
Weighting: 20%
Working in teams of three design a television game show around the readings for the given week to test the knowledge of your peers. You are expected to think of creative ways of inviting participation of all students to draw out their views on the weekly topic, lecture and readings.
Each student must demonstrate his or her contribution towards the planning of the team activity. Before commencing your game show provide the tutor with a printed one-page explanation which details the activity of each member as well as the key concepts and main points of the readings covered.
The activity will follow general class discussion of weekly readings and should take about 30 minutes.
Students will be assessed on their ability to:
- Demonstrate understanding of key theories, concepts and wider debates in the study of international television based on the readings through examples, comparison and contrast.
- Demonstrate awareness of cross-cultural or alternative perspectives, through examples or activity.
- Create an effective, compelling and creative tutorial that invites all peers into a meaningful discussion of issues without the tutor's help.
- Demonstrate effective teamwork.
- Submit a well-formatted, clearly written one-page handout for the tutor that highlights key ideas and concepts and details the planned contribution to the activity of each member (include references).
On successful completion you will be able to:
- Demonstrate understanding of key theories and concepts in the study of international television.
- Present written arguments in a coherent form and demonstrate skills in oral presentation.
Content Analysis
Due: 11pm Friday 13 September
Weighting: 30%
This assignment assesses your ability to critique two culturally divergent global television news services by analysing their online news content.
Length: 1500 words.
Carry out a content analysis of Internet television of two reputable news organizations, one Western and one non-Western by studying elements such as language, pictures and headlines in the reporting of international events.
From the data gathered write a comparative analysis of news content focusing on the news agenda, sources and predominant news values. Do the following:
- Over a 2-week period gather data from the website looking at the news agenda i.e. the top 5 stories covered by subject (i.e. politics, business/economics, conflict, human interest, celebrity) and geographical interest (i.e. North America, Europe, Asia, Latin America, Pacific)
- Who are the experts quoted? (i.e. their cultural, political or social orientation) Are they from an elite or non-elite country or group?
- From what cultural/national perspectives are the stories being reported?
- Who is the target audience?
- What are the predominant news values?
Your insights and analysis should be supported by examples from the evidence gathered as well as course readings and other literature.
Attach samples of your page views as an appendix to your analysis for each website (no more than 4 pages).
Examples of global news networks your may choose:
- BBC
- Al Jazeera
- CNN
- CCTV
- France24
- Xinhua News Agency
- ABC News World
- TimesNow.tv
Other international television organisations may be chosen after consulting with your tutor.
Submit your analysis and samples as one document to Turnitin by 11pm Friday 19 September, 2014.
Students will be assessed on their ability to:
- Clearly articulate the aim and method of their research.
- Present robust data, using evidence to build an argument.
- Draw connections from different forms of evidence.
- Structure the essay in a clear, logical and engaging way.
- Provide a strong argument through interpretation of data and reference to relevant concepts.
- Effectively integrate cited material, with complete and appropriate referencing.
- Write clearly, concisely and directly, without spelling or grammatical errors.
On successful completion you will be able to:
- Demonstrate understanding of key theories and concepts in the study of international television.
- Acquire research skills by employing quantitative and qualitative media research methods.
- Critically analyse and interpret research data using appropriate framework.
- Present written arguments in a coherent form and demonstrate skills in oral presentation.
Audience ethnography
Due: 11pm Friday 8 November
Weighting: 40%
Develop a log and commentary on the television viewing behaviour of a group (e.g. family, friends) covering weeks 8-11.
Length: 2000 words
Photocopy and use the log sheet that will be distributed in class to fill out details from your observations over the 4 weeks. You may use Marie Gillespie's observations on the use of television among South Asian families in Southall as a guide (Gillespie 1995, see Week 9 readings). You must attached these log sheets and all working notes on observations to your final report.
Your log must provide details on the following:
- Day, time, channel, type (e.g. free-to-air, pay TV)
- The nature of the content (programs watched, genre, language, advertisements etc.)
- Duration of viewing
- Other uses of television (e.g. to watch DVDs, use of games consoles etc.)
- The people who shared or participated in the viewing events (describe them)
- Activities that took place during the viewing events
Your report will summarize your key observations and findings over the 4 weeks and directly link these to course materials (especially Week 9 readings, including extra readings) and other relevant readings you find, as well as concepts discussed in lectures and tutorials.
Submit your report and log as one document to Turnitin by 11pm Friday 14 November, 2014.
Students will be assessed on their ability to:
- Clearly articulate the aim and method of their research.
- Use robust and varied data from ethnographic observations.
- Make connections using different forms of evidence.
- Keep a comprehensive log with relevant and substantial observational data over a three-week period.
- Refer to at least 3 relevant sources from the unit reader and more than 4 thoughtfully chosen academic sources beyond the reader.
- Structure the report in a clear, logical and engaging way.
- Discuss ideas with relevant frameworks, linking concepts to insights based on the findings.
- Effectively integrate cited material, with complete and appropriate referencing.
- Write clearly, concisely and directly, without spelling or grammatical errors.
NB: Detailed marking rubrics for all assessment tasks can be found on ilearn.
On successful completion you will be able to:
- Demonstrate understanding of key theories and concepts in the study of international television.
- Acquire research skills by employing quantitative and qualitative media research methods.
- Critically analyse and interpret research data using appropriate framework.
- Present written arguments in a coherent form and demonstrate skills in oral presentation.
Delivery and Resources
LECTURES AND TUTORIALS
ICOM201 INTERNATIONAL TELEVISION AND BEYOND consists of a weekly 1-hour lecture (Wednesday 5pm) and a weekly 1-hour tutorial. Students are expected to attend every lecture. Lectures are also recorded on ECHO360 which can be accessed via ilearn. Students are required to attend every tutorial.
Students who miss more than two tutorials, without evidence of sickness or unavoidable disruption, will have to defend their continuation in the unit.
REQUIRED READINGS
Besides attending lectures and tutorials, students are also required to complete the required weekly readings. Students should expect to dedicate roughly 7 hours per week to out of class reading, assignments and tutorial preparation.
The compulsory unit readings can be found in the ICOM201 Unit reader, which is available for purchase from the University's Co-op Bookshop. Students must read the weekly readings BEFORE each week's tutorial. Required readings will be available electronically on the library's eReserve.
ILEARN
Students are also expected to regularly follow the unit on ilearn and stay informed of special announcements and additional information posted there.
ASSIGNMENT SUBMISSION
All written assessments are to be submitted online via Turnitin, accessed through the ICOM201 ilearn site.
Please ensure your full name, student number and tutor's name appears on the first page of your document.
Students should record their tutor's email address at the beginning of the semester and all questions about ICOM201 should first be emailed to the tutor. Generally student emails will be replied to within 48 business hours. Students should ensure that they can receive emails sent to their MQ email addresses.
OTHER RECOMMENDED RESOURCES
Other recommended texts available in the reserve section of library (other related books are also in reserve).
Useful extra readings include:
Straubhaar, J (2007). World Television: from Global to Local, Los Angeles: Sage.
Moran, A. and Keane, M. (Eds.) (2004). Television Across Asia: Television industries, program formats and globalization, London: RoutledgeCourzon.
Wilson, T. (2004). Playful Audience: From talkshow viewers to Internet users, Creskill, NJ: Hampton Press.
Parks, Lisa and Kumar Shanti (Eds.) (2003). Planet TV: a global television reader. New York ; London : New York University Press
Ammon, Royce J., (2001). Global television and the shaping of world politics: CNN, telediplomacy, and foreign policy. Jefferson, N.C.: McFarlan
French, David and Richards, Michael (Eds.) (2000). Television in Contemporary Asia. New Delhi: Sage.
Thussu, Daya Kishan (2000). International Communication. Continuity and change, London: Arnold pp.200-223
Barker, Chris. (1997). Global Television: An Introduction, Oxford: Blackwell Publishers
Thomas, A. O. (1996). Global diasporic and subnational ethnic, audiences for satellite television in South Asia, The Journal of International Communication, 3(2). pp.61-75
Unit Schedule
Week 1 Unit Overview and Assessments
Discussion of Unit outline and assessments – Please see iLearn
No Tutorials are scheduled for this week.
Complete readings for Week 2
Week 2 Study of Television
Until the arrival of the Internet in the late 1990s, television was the most glamorous field of study and research across the many fields of media scholarship. While technologies may eventually blur the distinctions between television and Internet content, audiences and broadcaster, the old box remains the key to widespread public access to information, entertainment and communication around the world.
Tutorial activity: What are the global frameworks within which study of global television may be conducted as discussed by Straubhaar. Name some key approaches to television study as discussed by Burton.
Straubhaar, J. (2007) World Television: From Global to Local, Thousand Oaks: Sage, pp. 1-29
Burton, Graeme (2000) Talking Television. An introduction to the study of Television, New York: Arnold, pp.13-40
Week 3 Trends and Flows
Whether you’ve got access to one channel or 500, television has spread to virtually all parts of the world in one way or another over the last 50 years. At one level it is global and flows across national borders, at another it is local and reflects the character of its audiences.
Tutorial activity: What are the characteristics of transnational television? Define and discuss cultural proximity in relation to audience reception of global television? Discuss the success of Ugly Betty as a format programming in different markets.
Chalaby, J. K. (2005), ‘Towards an Understanding of Media Transnationalism’, in J. K. Chalaby (ed.), Transnational Television Worldwide: Towards A New Media Order, London: I. B. Tauris, pp. 1-13.
Moran, A. (2009), New Flows in Global TV, Bristol: intellect. Pp.89 -109
Setijadi, Charlotte (2005) ‘Questioning Proximity: East Asian TV Dramas in Indonesia’, Media Asia, Vol 32 N0 4
Week 4 Television News
Beyond direct experience, television news plays an important role in shaping the viewers’ knowledge about places, people and events around the world. However, the view of the world through television news is distorted and disorientating. This can cause dire political, cultural and social misunderstanding.
Tutorial activity: Define and discuss two of the following - News Agenda, agenda setting, gate keeping and news values. What are some key professional practices and cultural factors that influence news production? Watch television news segments and identify some of these.
Watson, J. (1998) Media Communication: An introduction to theory and Process, London: Macmillan Press, pp. 105-129.
Hatchen, W. & Scotton, J. (2007). The World News Prism: Global Information in a Satellite Age, Malden: Blackwell Publishing pp. 35-63
Noblet, K (2001) Producing and marketing news for the International Audience, in Silva T. (Ed.) Global News, Perspectives on the Information Age, Ames, Iowa: Iowa State University Press, pp.53-63
Extra Reading
Aguiar, L (2009) Framing a Global Crises: An Analaysis of the coverage of the latest Israeli-Palestinian Conflict by Al Jazeera and CNN
Week 5 Reporting Conflict – The Power of Pictures
Television has been the battleground for fighting ideological wars.
Tutorial activity: Watch coverage of a conflict by CNN and Al Jazeera and discuss how their reporting may differ. Do they reflect any of the ten proposals for war coverage discussed by Galtung?
Iskandar, Adel and Mohammed el-Nawawy (2004) ‘ Al-Jazeera and War Coverage in Iraq’ in Allan, Stuart and Zelizer, Barbie (Eds.) Reporting war: journalism in wartime. London: Routledge pp. 315-332
Galtung, J and Vincent R. (1992) Global Glasnost, New Jersey: Hampton Press. Pp. 193-234.
Week 6 Development Television
Television has played an important role in the developing world in educating and informing the population as well as in the project of nation building.
Tutorial Discussion: Using the case study of Doordarshan discuss the development mandate of television broadcasting in India. How can television contribute to bringing a diversity of views in plural societies such as nations in Africa?
Fursich, Elfride and Shrikhande, Seema (2007) ‘Development Broadcasting in India and Beyond: Redefining an Old Mandate in an Age of Media Globalization’ Journal of broadcasting & Electronic Media, 51(1), pp.110-128
Amienyi, Osabuohien, P. (2004) Broadcasting and National Development in Africa, in Okigbo, Charles, C. and Eribo, Festus (Eds)., Development and Communication in Africa , Lanham: Rowman & Littlefield Publishers, Inc. pp.105-114
Week 7 State-Funded TV Services
Public service broadcasting has traditionally aimed at social agendas associated with concepts like nation-building, education and information dissemination. In recent years these concepts have been challenged by conservative political agendas that emphasise a reduced role for government in public services.
Tutorial activity: Discuss the principles of Public Service broadcasting and how it contributes towards a democratic society? How is Chinese State television different to western public service broadcasting?
Petley, Julian, (2006) Public Service Broadcasting in the UK in Gomery, D. and Hockley, L. (eds) Television Industries, London: BFI. Pp.42-44
Aufderdeide, Patricia (2006) Television, Public Service Broadcasting, Public Interest Mandates – US, in Gomery, D. and Hockley, L. (eds) Television Industries, London: BFI. Pp. 45-48.
Hu Zhengrong and Hong Li (2008) ‘China’s television in Transition’ in Ward, D. (ed.) Television and public policy: change and continuity in an era of global liberalization. New York: Lawrence Erlbaum Associates.
Semester Break
Week 8 Hybridity, Identity and TV Consumption
Many people worry about the amount of foreign TV programs that appear on their screens. This relates to the concern that exposure to foreign values, behaviours and practices will ruin local cultures and traditions.This debate remains one of the strongest themes in the study of international flows of programming.
Tutorial Discussion: How does audience identity play out in TV consumption?
Straubhaar, J. (2007) World Television: From Global to Local, Thousand Oaks: Sage, pp. 221-256
Coutas, Penelope (2006) ‘Fame, Fortune, Fantasi:Indonesian Idol and the new Celebrity’ Asian Journal of Communication Vol. 16, No. 4 December pp. 371- 392
Week 9 TV Audience Research
Television can be found almost everywhere: from the lounge room to the airport lounge people can be found glued to it – or are they? Audience research illustrates the social, cultural, political and economic dimensions of television and just what it means to the viewer.
Tutorial Discussion: What are the differences between effects study and reception study in television research.
Seiter, Ellen (2002 reprint). Television and New Media Audiences, Oxford: Clarendon Press, pp.9-33
Gauntlett, David and Hill, Annette (1999). TV Living, London and New York: Routledge, pp.21-51
Gillespie, Marie (2000). Transnational Communications and Diaspora Communities, in Cottle, Simon Ethnic minorities and the media, Open University Press: Buckingham, pp.164-178
Extra reading
Lindhof, Thomas R. and Taylor, Bryan C. (2002) Qualitative Communication Research Methods 2nd Edition, pp.158-169
Wilson, T. (2004). The Playful Audience: From Talk Show Viewers to Internet Users. New Jersey: Hampton Press Inc. pp. 51-74.
Week 10 Indigenous Television
Indigenous and community groups want access to television production for cultural maintenance and social action. Aboriginal people in Australia and Canada are leading the world in the production of proactive messages for their people to counter mainstream programming.
Tutorial Discussion: Why is it important for indigenous and marginalised groups to have access to the means of television production?
Ginsburg, Faye (2003). Embedded Aesthetics: Creating a Discursive Space for Indigenous Media in Parks, Lisa and Kumar Shanti (Eds.) Planet TV: a global television reader. New York ; London : New York University Press.
Medrado, Andrea (2005) ‘Community Television: A Case Study from Favela da Rocinha, Brazil.’ Conference Paper, International Communication Association; 2005 Annual Meeting, New York, NY, 25p
Week 11 Commercial Imperatives - Entertainment TV
Television has become a promotional space that is aimed at matching audiences with advertisers. The pressures of commercialisation have reconfigured all aspects of television to generate profits and encourage the consumption of products and services.
Tutorial Discussion: How have commercial imperatives changed the business of television?
Thussu, Daya Kishan (2007) News as entertainment: the rise of global infotainment. London: SAGE pp.15-42
Iwabuchi, Koichi (2004) ‘Japan in the global television format business’ in Moran, A. and Keane, M. (Eds.) Television across Asia, London: RoutledgeCurzon
La Pastina, A. C. (2001). Product placement in Brazillian Prime Time Television: the case of the reception of a Telenovela, Journal of Broadcasting and Electronic media, 45(4) pp.541-557
Week 12 New Media and Beyond
New media technologies like the Internet and mobile communications have completely reconfigured the entertainment and information business. Television audiences are disappearing and moving onto interactive and on-demand services while digital TV remains an unrealised revolution.
Tutorial discussion: Discuss your own consumption habits of television and Internet.
Heads, Wayne (2006) Digitalisation: Transforming Traditional Broadcasting. Media Asia Vol. 33 No. 3 & 4 pp. 175 – 179
Molyneaux, H. et. al. (2008) ‘New Visual Media and Gender: A Content, Visual, and Audience Analysis of YouTube Vlogs.’ Conference Paper, International Communication Association; 2008 Annual Meeting, 12p
Week 13 Review
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Late Submissions, Penalties and Extensions
Extensions will only be considered by the tutor if they are requested BEFORE the due date and are accompanied by evidence of either illness or misadventure/misfortune. Otherwise late assignments will be penalised by 5% per day (including weekends).
Work committments are not an acceptable reason for late submission. It is your responsibility to factor in workloads and manage your time accordingly.
We do understand, however, that your university time may be disrupted or destabilised for various serious reasons. If you find yourself overwhelmed and are struggling to meet an essay deadline or attend class please consult with your tutor or the course convenor as soon as possible. You may be referred to appropriate student support services and it may be possible to negotiate a mutually agreeable arrangement.
Disruption of Study
Please see http://www.mq.edu.au/policy/docs/disruption_studies/policy.html#policy
Applications must include valid supporting documentation.
University Policy on Grading
The grade a student receives will signify their overall performance in meeting the learning outcomes of a unit of study.
Grades will not be awarded by reference to the achievement of other students nor allocated to fit a predetermined distribution.
In determining a grade, due weight will be given to the learning outcomes and level of a unit (ie 100, 200, 300, 800 etc).
Graded units will use the following grades and be aligned/mapped to the listed numerical range:
HD High Distinction 85-100
D Distinction 75-84
Cr Credit 65-74
P Pass 50-64
F Fail 0-49
High Distinction Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.
Distinction Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.
Credit Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.
Pass Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes.
Fail Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.
Satisfactory Used for units where grading is on a pass or fail basis only. The learning attainment is considered satisfactory in relation to the specified outcomes.
S Satisfactory No range
F Fail No range
Academic Honesty
Academic honesty is an integral part of the core values and principles contained in the Macquarie University Ethics Statement. Its fundamental principle is that all staff and students act with integrity in the creation, development, application and use of ideas and information. This means that:
- all academic work claimed as original is the work of the author making the claim
- all academic collaborations are acknowledged
- academic work is not falsified in any way
- when the ideas of others are used, these ideas are acknowledged appropriately.
See Academic Honesty Policy: https://mq.edu.au/policy/docs/academic_honesty/policy.html
Additional information
MMCCS Session Re-mark Application http://www.mq.edu.au/pubstatic/public/download/?id=167914
Information is correct at the time of publication
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Graduate Capabilities
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcome
- Demonstrate understanding of key theories and concepts in the study of international television.
Assessment tasks
- Summary Paper
- TV Game Show
- Content Analysis
- Audience ethnography
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcome
- Critically analyse and interpret research data using appropriate framework.
Assessment tasks
- Content Analysis
- Audience ethnography
Problem Solving and Research Capability
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Learning outcome
- Acquire research skills by employing quantitative and qualitative media research methods.
Assessment tasks
- Content Analysis
- Audience ethnography
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcome
- Present written arguments in a coherent form and demonstrate skills in oral presentation.
Assessment tasks
- Summary Paper
- TV Game Show
- Content Analysis
- Audience ethnography