Broadcast Newsroom Hiring and Career Preparation

Internships have become an integral part of many journalism and broadcasting curricula. More than 95 percent of journalism and broadcasting programs report that internships are a part of their curricula (Becker, 1990; Meeske, 1988b). The industry's mandate that even entry-level employees should have experience in the field (Basow & Byrne, 1993; Parcells, 1985) has led colleges and universities to help place students in internships. The programs offer students an opportunity to grow in the professional environment, while supplementing what has been learned in the classroom. While past studies have extensively examined how broadcasters and journalists view internships, and what those professionals think of the training entry-level employees receive while in school, little is known about how views of the internship experience relate to newsroom hiring practices and career preparation of students. College students may find it difficult to predict what journalists and broadcasters want in the hiring of newsroom employees. This problem also affects journalism and broadcasting faculty who teach and advise students. The present study focused on views of newsroom hiring variables and career preparation considerations. Students completing a required internship were surveyed, and those responses were compared to previous results from broadcast general managers and news directors. Broadcasting education There is a considerable body of literature, some of it conflicting, on journalism and broadcasting education. "Despite continuing suspicion about the value of higher education for employment in the broadcast industry, most employers feel a college degree is a minimum requirement" (Renz, 1988, p. 10). "Professional broadcasters surveyed by the Roper organization continued to be critical of university education programs that are perceived to have too little 'hands-on' training" (McCall, 1990, p. 91. "Two-thirds of the nation's news directors say broadcast journalism training at universities generally gives students a head start, with solid grounding in basics" (Stone, 1989, p, 58). Broadcasting education came under attack with the release of the Roper Study on Electronic Media Career Preparation in 1988; news directors believed most broadcast students lacked certain key skills such as how to write for radio and television, and how to operate broadcasting equipment. Executives claimed these skills should be taught in school, and not in their newsrooms. It appears that broadcast managers, as well as managers in all types of organizations, commonly believe college graduates do not meet the employers' expectations (Funkhouser & Savage, 1987). Skills vs. liberal arts While most undergraduates receive a liberal arts education, many journalism and broadcasting programs also teach students how to function in a newsroom. However, in a study of professional education by Stark, Lowther and Hagerty (1986), some educators claimed journalism skills are best acquired through on-the-job training after a liberal education. Dugas (1984) suggested that, from a liberal arts perspective, employers should give preference to those students who are articulate: The better we communicate, the better they will communicate with others. Then I would look for people who are knowledgeable. The less I have to teach them, the sooner they become productive staff members. Finally, I would want students who have experience either from a part-time job or an internship. In the fiercely competitive broadcasting marketplace, students need both a comprehensive liberal arts education and thorough technical training to succeed (p. 23). It is common in the research literature to separate professional skills (Hochheimer, 1991; Fisher, 1978), previous broadcast experience, and what is generally considered to be a liberal arts college education (Becker, Kosicki, Engleman, & Viswanath, 1991). An analysis by Hochheimer (1991) outlined four broad criticisms: too little emphasis on writing; too much emphasis on machinery; lack of liberal arts substance; and favoring the needs of industry over the needs of students. …