December 2014 In the following report, Hanover Research analyzes student and labor market demand for communication degrees at the bachelor’s and master’s levels. This report draws on degree completion trends, labor market and employment projections, and information on communication specializations. Executive Summary and Key Findings ................................................................................ 4 KEY FINDINGS .......................................................................................................................... 4 Section I: Student Demand ................................................................................................ 6 TRENDS IN STUDENT DEMAND..................................................................................................... 6 COMMUNICATION DEGREE COMPLETIONS TRENDS........................................................................... 8 Methodology ................................................................................................................... 8 BACHELOR’S DEGREE COMPLETIONS ............................................................................................. 9 National Trends ............................................................................................................... 9 Regional Trends ............................................................................................................. 11 State Trends .................................................................................................................. 12 MASTER’S DEGREE COMPLETIONS .............................................................................................. 13 National Trends ............................................................................................................. 13 Regional Trends ............................................................................................................. 15 State Trends ................................................................................................................. 15 DEMAND BY STUDENT POPULATION............................................................................................ 16 Men ............................................................................................................................... 16 Veterans ........................................................................................................................ 17 Section II: Labor Market Demand ..................................................................................... 18 TRENDS IN LABOR MARKET DEMAND .......................................................................................... 18 EMPLOYMENT PROJECTIONS ..................................................................................................... 18 Methodology ................................................................................................................. 18 National Employment Projections ................................................................................. 20 Pennsylvania Employment Projections ......................................................................... 21 SALARY OUTLOOK................................................................................................................... 22 Section III: Competitor Profiles ........................................................................................ 24 BLOOMSBURG UNIVERSITY OF PENNSYLVANIA ............................................................................... 25 Curriculum..................................................................................................................... 25 Alumni and Employment ............................................................................................... 26 Differentiating Features ................................................................................................ 27 MUHLENBERG COLLEGE ........................................................................................................... 28 Curriculum..................................................................................................................... 28 Alumni and Employment ............................................................................................... 30 Differentiating Features ................................................................................................ 30 POINT PARK UNIVERSITY .......................................................................................................... 31 Curriculum..................................................................................................................... 33 Alumni and Employment ............................................................................................... 34 Differentiating Features ................................................................................................ 34 TEMPLE UNIVERSITY................................................................................................................ 35 Curriculum..................................................................................................................... 35 Appendix ......................................................................................................................... 37 In this report, Hanover Research assesses trends in student and labor market demand for bachelor’s and master’s degrees in communication. Section I includes an analysis of degree completions data at the national, regional, and state levels to assess student demand and emerging and popular communication specializations. Section II examines employment growth projections and salary outlooks for occupations associated with communication degrees. Section III presents profiles of three bachelor’s and one master’s degree program in communication in the state of Pennsylvania. KEY FINDINGS     There is considerable student demand for communication programs nationally and regionally. Communication is a high-volume field, averaging between 60,000 and 70,000 bachelor’s degree completions each year between 2009 and 2013. However, while communication completions grew overall between 2009 and 2013, growth in recent years has slowed. Demand for communication programs appears stronger at the undergraduate level than at the master’s level. The field has long had a reputation of catering primarily to undergraduates, and current enrollment trends—with undergraduates outnumbering graduate students nearly 10 to one—supports this conception. Furthermore, those entering communication-related occupations typically require only a bachelor’s degree for entry and can potentially earn above-average salaries for some related occupations. On the other hand, master’s degree completions grew more rapidly than bachelor’s nationally and in the Mideast region in the past five years, with particularly strong growth in Health Communication, Public Relations/Image Management, and Digital Communication and Media/Multimedia. The labor market for those with communication degrees is strong, with a high volume of job openings and employment projections above the national average for several related occupations. In particular, health communication occupations are expected to grow faster than any other communication-related profession. Other fields projected to experience high growth include those related to advertising and public relations, while more traditional communication occupations in journalism and broadcast media are likely to suffer declining job opportunities. Communication is largely a female-dominated field of education. Women constitute 60 to 70 percent of the population in most communication subfields. However, though men are generally a minority, certain subfields attract men at higher rates. For example, in 2013 approximately three-quarters of “Sports Communication” graduates were men. Similarly, high-volume subfields within communication that draw roughly even concentrations of men and women include “Radio and Television” and “Digital Communication and Multimedia.”  The higher education market for communication programs in Pennsylvania is competitive, which requires providers to develop ways of differentiating their offerings. Institutions may offer specializations within a Bachelor of Arts in Communication program, or they may integrate professional development opportunities into the curricula to maintain a strong focus on employment preparation. Some Pennsylvania institutions, such as Bloomsburg University or Muhlenberg College, compete with much larger universities by offering a broad set of electives through other departments or creating unique opportunities, such as an honors program or communication-specific study abroad offering. In this section, Hanover Research examines student demand for communication degrees at the bachelor’s and master’s levels. TRENDS IN STUDENT DEMAND Student demand for degree programs in communication has been fairly robust in recent years. At a time when the number of students majoring in many humanities fields has “slipped,” communication program enrollments have remained steady and have even increased.1 According to a recent survey of the humanities departments at four-year, U.S. higher education institutions conducted by the American Academy of Arts & Sciences, the number of juniors and seniors with a declared communication major is considerably higher than in other humanities disciplines.2 Figure 1.1, below, shows the estimated national enrollments of the five largest humanities fields at the time of the survey. Figure 1.1: Junior and Senior Humanities Students by Declared Major, Fall 2012 160,000 140,000 135,190 120,000 91,760 100,000 86,270 80,000 58,360 60,000 40,000 20,490 20,000 0 Communication English History Languages and Literatures other than English Philosophy Source: American Academy of Arts and Sciences3 1 Chu, R., S. White, and R. Czujko. “Overview of the Findings from the 2012-2013 Humanities Departmental Survey.” American Academy of Arts and Sciences, 2014. http://www.humanitiesindicators.org/content/indicatordoc.aspx?i=458 2 White, S., R. Chu, and R. Czujko. “The 2012-13 Survey of Humanities Departments at Four-Year Institutions: Full Technical Report.” American Academy of Arts and Sciences, 2014. pp. 16-17. http://www.humanitiesindicators.org/binaries/pdf/HDS2_final.pdf 3 Ibid. This growing popularity has been driven by multiple factors. Jason Schmitt, Director of Communication Studies at Green Mountain College, recently theorized in a Huffington Post article that the popularity of communication programs has grown because: “In many ways Communication Studies is the right offering at the right time. The discipline is extremely well positioned as the digital economy, social networking and the move toward media creation rises to prominence. Concepts that may have been more abstract for students fifteen years ago such as relationship networks, group communication, and media theory are becoming vitally relevant knowledge that a wide ranging student body want to obtain. In addition, the broad nature and breadth of coursework in the discipline seems to be another attribute of academic attraction.”4 Others assert that the employability of communication graduates has increased student interest in the field. According to University of Montana Communication Studies professor Betsy Bach, “As students become a little more careerist they search for a degree that is flexible and adaptable and I think communication provides both of those.”5 University of Nebraska-Lincoln Communication Studies Chair Dawn Braithwaite agrees, asserting that communication graduates “come through the door differently” than students in traditional communication-related professional fields like journalism.6 To accommodate this growing need for specialization, some higher education institutions have begun to add diverse subfield specializations to their communication programs. This trend was documented recently by the American Journalism Review. As part of its examination of new courses offered by journalism and communication schools, the Review surveyed several departments of communication and journalism to understand how they have chosen to adjust their curricular offerings. They found that: “…popular areas of curriculum development right now include sports, computer coding, data-driven reporting, and digital audience analysis…. For quick change, it’s hard to beat adding a singular specialized course. It allows students to respond to growing demands for new skills, to particular technologies that emerge suddenly, and to new educational theories.”7 4 Schmitt, J. “Communication Studies Rise to Relevance.” Huffington Post, October 22, 2014. http://www.huffingtonpost.com/jason-schmitt/communication-studies-ris_b_6025038.html 5 Ibid. 6 Ibid. 7 Wordsman, E. “Journalism Schools Add Courses in Sports, Emerging Technology.” American Journalism Review, December 18, 2014. http://ajr.org/2014/12/18/journalism-schools-add-courses-sports-emerging-technology/ COMMUNICATION DEGREE COMPLETIONS TRENDS To better quantify potential student demand for new bachelor’s and master’s programming in communication, Hanover examines recent trends in degree completions among existing programs. If conferrals in the field have been increasing over time, it can be inferred that student demand for communication programs is on the rise. METHODOLOGY To assess completions trends in communication, Hanover analyzes the five most recent years of data available through the National Center for Education Statistics (NCES). The NCES uses a taxonomic system of numeric codes, known as the Classification of Instructional Programs (CIP), to classify higher education programs. All institutions of higher education that receive or apply for federal funding are required to submit conferral data, sorted by award level and CIP code, to the NCES’s Integrated Postsecondary Education Data System (IPEDS).8 For this report, Hanover considers programs from within the broad education field 09 “Communication, Journalism, and Related Programs.”9 To better target the analysis, overtly professional codes often situated in a school or department other than Communication— such as Journalism or Advertising—are not considered. The final list of CIP classifications shown below encompasses all subfields of communication reported to IPEDS. The appendix to this report includes descriptions of these CIP categories.               8 9 Communication, General (09.0100) Speech Communication and Rhetoric (09.0101) Mass Communication/Media Studies (09.0102) Communication and Media Studies, Other (09.0199) Radio and Television (09.0701) Digital Communication and Media/Multimedia (09.0702) Radio, Television, and Digital Communication, Other (09.0799) Public Relations, Advertising, and Applied Communication (09.0900) Organizational Communication, General (09.0901) Public Relations/Image Management (09.0902) Political Communication (09.0904) Health Communication (09.0905) Sports Communication (09.0906) International and Intercultural Communication (09.0907) “IPEDS Data Center.” National Center for Education Statistics. http://nces.ed.gov/ipeds/datacenter/login.aspx “Detail for CIP Code 09.” National Center for Education Statistics. http://nces.ed.gov/ipeds/cipcode/cipdetail.aspx?y=55&cipid=88043    Technical and Scientific Communication (09.0908) Public Relations, Advertising, and Applied Communication, Other (09.0999) Communication, Journalism, and Related Program, Other (09.9999) When analyzing program completions data obtained through IPEDS, a few limitations should be considered.   First, institutions classify their programs independently, meaning that two programs that are identical in all respects could hypothetically be classified under different CIP codes. For example, completions that would most accurately be reported under CIP code 09.0906 “Sports Communication” may be listed under the less specific 09.0100 “Communication, General.” Thus, for any given institution it cannot be assumed that IPEDS completions data for an individual CIP classification always correspond directly to a particular program. Second, in 2010 the NCES updated its classification of communication programs from the 2000 version of the CIP taxonomy. Most notably, the NCES introduced a number of more specific program classifications, including “Sports Communication” and “International and Intercultural Communication.” This development is of importance for this analysis because prior to 2010 institutions were not able to report completions separately for these programs at any level. Hanover relies on three statistical metrics for measuring year-to-year trends in completions data: Compound Annual Growth Rate (CAGR), Average Annual Change (AAC), and Standard Deviation of the AAC (STDEV). CAGR is a theoretical indicator that demonstrates the percentage growth in completions from year to year, assuming a steady rate of growth between the first and final years. AAC is determined by calculating the average numerical year-to-year change, which helps to account for the volume of completions. STDEV measures the variance in yearly changes. To avoid misrepresenting market trends, Hanover has only calculated these figures for datasets that include at least five years of information. BACHELOR’S DEGREE COMPLETIONS NATIONAL TRENDS Figure 1.2, on the following page, illustrates the number of communication bachelor’s degree completions between 2009 and 2013. The figure shows that completions in the field increased over this period. As suggested by the secondary literature discussed earlier in this section, the field is fairly high-volume, with more than 60,000 yearly completions. However, the figure also suggests that student demand growth has decelerated in recent years. Figure 1.2: U.S. Bachelor’s Degree Completions in Communication-Related CIP Codes, 2009-2013 70,000 65,000 66,697 67,573 2011 2012 68,951 64,607 60,000 60,991 55,000 50,000 2009 2010 2013 Source: IPEDS Overall, as shown in Figure 1.3 on the following page, there was a 3.1-percent compound annual growth rate for the period examined for all examined communication-related CIP codes. This rate is on par with the average compound annual growth rate for all bachelor’s degrees over this period, which was 3.6 percent. However, when disaggregated by CIP category, it is apparent that some communication disciplines have grown more strongly than others. Figure 1.3 also shows that five subfields experienced stronger-than-average growth between 2009 and 2013. Of these, “Digital Communication and Media/Multimedia” is particularly noteworthy due to its strong pattern of growth and its relatively large number of completions. “Public Relations, Advertising, and Applied Communication” also demonstrates a high level of growth and a considerable volume of completions. Figure 1.3: U.S. Communication Bachelor’s Degree Completions by Subfield, 2009-2013 CIP CATEGORY 2009 Health Communication 6 Radio, Television, and Digital 465 Communication, Other Digital Communication and 1,195 Media/Multimedia Communication and Media Studies, 1,652 Other Political Communication 61 Mass Communication/ Media Studies 8,605 Public Relations, Advertising, and 936 Applied Communication, Other Organizational Communication, 1,107 General Public Relations/Image Management 4,680 Speech Communication and Rhetoric 34,651 Radio and Television 5,693 Communication, Journalism, and 1,940 Related Programs, Other Communication, General Public Relations, Advertising, and Applied Communication Sports Communication International and Intercultural Communication Technical and Scientific Communication Total (All Subfields) 60,991 2010 9 2011 39 2012 65 2013 50 CAGR 69.9% AAC 11 STDEV 18 476 763 802 929 18.9% 116 108 1,475 1,497 1,687 2,051 14.5% 214 127 1,975 1,923 1,869 1,915 3.8% 66 154 83 8,610 71 8,988 80 9,306 70 9,517 3.5% 2.6% 2 228 14 142 885 1,137 996 1,035 2.5% 25 146 1,143 1,052 1,095 1,137 0.7% 8 57 4,524 33,445 5,684 4,344 33,380 5,214 4,428 32,063 5,129 4,508 32,559 5,101 -0.9% -1.5% -2.7% -43 -523 -148 125 766 188 1,724 1,709 1,736 1,345 -8.8% -149 167 3,839 5,545 7,108 7,392 - - - 667 937 1,106 1,212 - - - 13 42 39 81 - - - 24 36 35 34 - - - 31 20 29 15 - - - 64,607 66,697 67,573 68,951 3.1% 1,990 1,003 Source: IPEDS REGIONAL TRENDS Completion trends for the Mideast region – defined by NCES to include Pennsylvania, Delaware, Maryland, New Jersey, New York, and the District of Columbia – differ somewhat from national trends. The region’s relatively large volume of completions (nearly 18 percent of the nation’s total communication completions between 2009 and 2013) and slower-thanaverage rate of growth suggest a fairly mature higher education market. Moreover, the region’s largest subfields, including “Radio and Television,” “Speech Communication and Rhetoric,” and “Communication, Journalism, and Related Programs,” all had stagnant or declining completions numbers. The region’s most important optimistic communicationrelated subfields appear to be “Organizational Communication” and “Mass Communication/Media Studies.” This information is shown in Figure 1.4, on the following page. Figure 1.4: Mideast Communication Bachelor’s Degree Completions by Subfield, 2009-2013 CIP CATEGORY 2009 Organizational Communication, 69 General Radio, Television, and Digital 110 Communication, Other Mass Communication/ Media Studies 1,283 Political Communication 33 Public Relations/Image Management 425 Communication and Media Studies, 574 Other Digital Communication and 267 Media/Multimedia Radio and Television 954 Speech Communication and Rhetoric 6,534 Public Relations, Advertising, and 211 Applied Communication, Other Communication, Journalism, and 597 Related Programs, Other Communication, General Health Communication International and Intercultural Communication Public Relations, Advertising, and Applied Communication Sports Communication Technical and Scientific Communication Total (All Subfields) 11,057 2010 2011 2012 2013 CAGR AAC STDEV 68 84 225 292 43.4% 56 55 128 154 186 188 14.3% 20 55 1,339 39 405 1,515 48 416 1,563 43 457 1,635 42 504 6.2% 6.2% 4.4% 88 2 20 52 6 27 543 682 625 680 4.3% 27 77 379 292 230 279 1.1% 3 81 1,133 6,256 1,165 5,874 1,004 6.017 994 6,096 1.0% -1.7% 10 -110 121 225 306 342 182 190 -2.6% -5 95 524 528 534 433 -7.7% -41 47 397 1 854 5 896 - 858 2 - - - - - - 0 - - - 25 41 122 131 - - - 11 20 13 18 - - - 2 2 4 0 - - - 11,556 12,022 12,101 12,342 2.8% 321 172 Source: IPEDS STATE TRENDS With approximately one-quarter of the Mideast region’s communication completions and a compound annual growth rate of 1.4 percent for all examined CIP categories, Pennsylvania appears to be a relatively saturated market for communication bachelor’s programs. However, as is shown in Figure 1.5 on the following page, the state has experienced growth in a number of emerging fields. As is the case in the Mideast region more generally, student demand for “Organizational Communication” programs grew rapidly in Pennsylvania between 2009 and 2013, expanding at a CAGR of nearly 100 percent. Much of this growth can be attributed to a large increase in completions reported by Bloomsburg University of Pennsylvania beginning in 2012, possibly as a result of reporting completions, such as those previously reported under CIP categories such as “Rhetoric and Composition,” into a different CIP code than before or growth in the program. There is also a relatively large volume and strong growth of “Mass Communication/Media Studies” completions. Figure 1.5: Pennsylvania Communication Bachelor’s Degree Completions by Subfield, 2009-2013 CIP CATEGORY Organizational Communication, General Mass Communication/Media Studies Public Relations, Advertising, and Applied Communication, Other Communication and Media Studies, Other Digital Communication and Media Multimedia Communication, Journalism, and Related Programs, Other Radio and Television Speech Communication and Rhetoric Public Relations/Image Management Communication, General Health Communication International and Intercultural Communication Public Relations, Advertising, and Applied Communication Radio, Television, and Digital Communication, Other Technical and Scientific Communication Political Communication Sports Communication Total (All Subfields) 2009 2010 2011 2012 2013 CAGR AAC STDEV 16 29 18 170 250 98.8% 59 63 258 285 286 339 412 12.4% 39 27 57 69 92 61 76 7.5% 5 21 152 126 240 255 191 5.9% 10 66 104 183 115 144 130 5.7% 7 54 197 268 242 209 240 5.1% 11 43 230 1,938 141 - 215 1,862 146 12 1 186 1,646 147 115 5 232 1,618 70 125 - 218 1,540 63 127 2 -1.3% -5.6% -18.2% - -3 -100 -20 - 29 70 33 - - - - - 0 - - - - - 2 11 18 - - - 2 1 - - - - - - - 2 2 4 0 - - - 3,095 3,199 3,096 3,238 3,267 1.4% 43 94 Source: IPEDS MASTER’S DEGREE COMPLETIONS NATIONAL TRENDS Figures 1.6 and 1.7 on the following page show trends for master’s degrees in communication at the national level. These data indicate that communication-related programs are currently more popular among undergraduates, although yearly completions have grown more rapidly at the master’s level between 2009 and 2013. “Digital Communication and Media/Multimedia” is one of few CIP categories that saw strong growth in yearly completions at both the undergraduate and graduate levels. It, along with “Health Communication” and “Public Relations/Image Management” appear to be the most rapidly growing communication fields at the master’s level. Figure 1.6: U.S. Master’s Degree Completions in Communication-Related CIP Codes, 2009-2013 7,000 6,546 6,500 6,000 5,500 6,375 6,175 5,639 5,093 5,000 4,500 2009 2010 2011 2012 2013 Source: IPEDS Figure 1.7: U.S. Communication Master’s Degree Completions by Subfield, 2009-2013 CIP CATEGORY Health Communication Public Relations/Image Management Digital Communication and Media/Multimedia Communication and Media Studies, Other Public Relations, Advertising, and Applied Communication, Other Mass Communication/ Media Studies Radio, Television, and Digital Communication, Other Speech Communication and Rhetoric Organizational Communication, General Communication, Journalism, and Related Programs, Other Radio and Television Communication, General International and Intercultural Communication Public Relations, Advertising, and Applied Communication Sports Communication Technical and Scientific Communication Political Communication All Subfields Source: IPEDS 2009 23 254 2010 61 402 2011 93 452 2012 132 508 2013 132 594 CAGR 54.8% 23.7% AAC 27 85 STDEV 16 39 142 194 227 296 305 21.1% 41 22 451 406 597 648 673 10.5% 56 86 142 149 218 194 188 7.3% 12 35 773 923 891 1,110 1,001 6.7% 57 133 10 2 9 16 12 4.7% 1 7 2,174 2,100 2,197 2,167 2,055 -1.4% -30 79 167 180 108 157 138 -4.7% -7 44 668 696 499 513 488 -7.5% -45 90 289 - 277 191 275 496 210 490 189 510 -10.1% - -25 - 24 - - 37 64 46 48 - - - - 5 19 14 13 - - - - - 1 20 14 - - - - 16 29 25 15 - - - 5,093 5,639 6,175 6,546 6,375 5.8% 321 292 REGIONAL TRENDS Figure 1.8 displays master’s level communication degree completions in the Mideast region between 2009 and 2013. Completions in this region grew slightly faster than in the nation as a whole, with a compound annual growth rate of 8 percent. Within the Mideast region, three subfields—Public Relations and Image Management, Mass Communication/Media Studies, and Communication and Media Studies—stand out as both relatively high-volume and rapidly growing. However, in contrast to robust performance at the bachelor’s level, master’s completions within the Organizational Communication subfield declined rapidly at a rate of 20.1 percent and showed only 20 completions in 2013, down from 49 in 2009. Figure 1.8: Mideast Communication Master’s Degree Completions by Subfield, 2009-2013 CIP CATEGORY Public Relations/Image Management Mass Communication/ Media Studies Communication and Media Studies, Other Communication, Journalism, and Related Programs, Other Digital Communication and Media/Multimedia Speech Communication and Rhetoric Radio and Television Organizational Communication, General Communication, General Health Communication International and Intercultural Communication Public Relations, Advertising, and Applied Communication, Other Radio, Television, and Digital Communication, Other Technical and Scientific Communication Political Communication Public Relations, Advertising, and Applied Communication Sports Communication All Subfields 2009 102 196 2010 233 249 2011 227 231 2012 290 394 2013 285 376 CAGR 29.3% 17.7% AAC 46 45 STDEV 57 74 78 56 101 99 139 15.5% 15 28 258 286 217 257 264 0.6% 2 42 11 6 7 3 11 0.0% 0 5 450 92 494 95 487 95 486 62 442 72 -0.4% -5.9% -2 -5 31 17 49 46 30 28 20 -20.1% -7 6 - 13 82 21 86 17 59 24 - - - - 6 15 15 26 - - - 32 31 35 - 6 - - - - - - 5 2 - - - - 1 2 3 1 - - - - - - - - - - - - - - - - - - - 1,268 1,516 1,550 1,745 1,727 8.0% 115 110 Source: IPEDS STATE TRENDS Completions trends suggest stagnant student demand for communication-related master’s programs in Pennsylvania between 2009 and 2013. The state, which accounted for approximately 14 percent of the region’s master’s completions in 2013, saw comparatively little year-to-year growth in the number of degrees being completed. Mirroring the broader Mideast region as a whole, “Mass Communication/Media Studies” appears to be an emerging field in Pennsylvania, with strong growth in recent years. This information is shown below in Figure 1.9. However, it should be noted that due to the very low volume of completions overall, minor fluctuations in the offerings of individual programs or institutions in any given year may continue to have a significant impact on completion trends in Pennsylvania. Figure 1.9: Pennsylvania Communication Master’s Degree Completions by Subfield, 2009-2013 CIP CATEGORY Mass Communication/ Media Studies Radio and Television Organizational Communication, General Digital Communication and Media/Multimedia Speech Communication and Rhetoric Communication, Journalism, and Related Programs, Other Communication, General Communication and Media Studies, Other International and Intercultural Communication Public Relations, Advertising, and Applied Communication, Other Public Relations/Image Management Health Communication Political Communication Public Relations, Advertising, and Applied Communication Radio, Television, and Digital Communication, Other Sports Communication Technical and Scientific Communication All Subfields 2009 4 13 2010 9 15 2011 6 12 2012 26 19 2013 36 18 CAGR 73.2% 8.5% AAC 8 1 STDEV 8 4 11 6 12 12 13 4.3% 1 4 11 6 7 3 11 0.0% 0 5 86 100 81 62 63 -7.5% -6 14 104 89 54 75 58 -13.6% -12 20 - - 56 53 26 - - - - - 8 23 15 - - - - - - - 1 - - - - - - - 6 - - - 1 - 1 - 1 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 230 226 237 273 247 1.8% 4 23 Source: IPEDS DEMAND BY STUDENT POPULATION MEN Communication degree programs are largely dominated by women. According to IPEDS data, men comprised about 36 percent of the nearly 329,000 bachelor’s degrees and 31 percent of the almost 30,000 master’s degrees awarded between 2009 and 2013. During the most recent year of data collection, 2012-2013, men made up 36 percent of the approximately 69,000 bachelor’s and 30 percent of the 6,375 master’s degrees awarded. However, though men are a minority across communication programs generally, certain subfields of communication attract men at higher rates. For example, in 2013 approximately three-quarters of “Sports Communication” graduates were men. Similarly, high-volume subfields within communication that draw roughly even concentrations of men and women include “Radio and Television” and “Digital Communication and Multimedia.” Figure 1.10, below, displays a breakdown of 2013 communication degree completions by gender. Figure 1.10: Concentration of Male Bachelor’s and Master’s Graduates in Communication by Subfield, 2013 DEGREE PROGRAM Sports Communication Radio and Television Digital Communication and Media/Multimedia Radio, Television, and Digital Communication, Other Political Communication International and Intercultural Communication Communication, Journalism, and Related Programs, Other Mass Communication/Media Studies Speech Communication and Rhetoric Communication and Media Studies, Other Technical and Scientific Communication Communication, General Organizational Communication, General Public Relations, Advertising, and Applied Communication, Other Health Communication Public Relations, Advertising, and Applied Communication Public Relations/Image Management MALE BACHELOR’S GRADUATES % NUMBER 74.0% 60 54.9% 2,753 MALE MASTER’S GRADUATES % NUMBER 78.6% 11 48.7% 92 53.5% 1,098 52.1% 305 51.9% 483 75.0% 9 41.4% 41.2% 29 14 -16.7% -8 40.6% 546 25.0% 122 36.7% 35.2% 33.6% 33.3% 32.9% 29.9% 3,491 11,463 643 5 2,434 341 33.5% 29.9% 28.4% 33.3% 30.2% 24.6% 335 616 191 5 154 34 28.8% 298 20.2% 38 28.0% 14 17.4% 23 24.9% 302 15.4% 2 20.2% 909 20.7% 123 Source: IPEDS VETERANS The Public Relations Society of America expresses a strong interest in the inclusion of more veterans in public relations and communication programs. As a means of support, the Society offers free membership to qualified veterans and provides an Accreditation in Public Relations + Military Communication (APR+M) certification to aid in veterans’ transition from or specialization in military public relations.10 However, there is little published data that indicates whether any particular fields within communication tend to draw veterans. 10 “Veterans’ Transferable Skills.” Public Relations Society of America. PRSA JobCenter, 2010. http://www.prsa.org/Jobcenter/military/military_employer_toolkit/Veterans_Transferable_Skills In the following section, Hanover Research considers the employment outlook for graduates of bachelor’s and master’s degree programs in communication. TRENDS IN LABOR MARKET DEMAND Qualitative information suggests that the job market for communication degree holders is strong, with a considerable variety of potential positions available to these graduates. Even during the recession, more than two-thirds of journalism and mass communication school graduates had at least one job offer upon graduation.11 Moreover, according to the Cox Center for International Mass Communication Training and Research’s 2013 survey of journalism and mass communication graduates, approximately 74 percent of bachelor’s graduates in 2013 received at least one job offer by the time they graduated.12 However, graduates’ options are largely dependent on their specialization and the fields in which they enter. For example, according to the Public Relations Society of America, the job market for public relations professionals was improving in 2012 in what recruiters described as a “gradual, positive trend.” While this source reports that widespread acknowledgment of the importance of public relations at the executive level is likely to lead to increased hiring throughout the public relations field, it also notes that health care public relations and social media specialties are likely to be increasingly critical to hiring in the long term.”13 EMPLOYMENT PROJECTIONS METHODOLOGY To provide a more concrete assessment of future demand for graduates of communication programs, Hanover analyzes employment projections at the national and state levels. This analysis relies on labor market projections at the occupational level from the U.S. Bureau of Labor Statistics (BLS). The BLS classifies occupations using its Standard Occupational Classification (SOC) system, a taxonomical structure used to “classify workers into occupational categories for the purpose of collecting, calculating, and disseminating data.”14 11 Becker, L., et al. “2012 Annual Survey of Journalism and Mass Communication Graduates.” James Cox Center for International Mass Communication Training and Research. August 9, 2013. p. 22. http://www.grady.uga.edu/annualsurveys/graduate_survey/graduate_2012/grdrpt2012mergedv2.pdf 12 Ibid., p. 2. http://www.grady.uga.edu/annualsurveys/Graduate_Survey/Graduate_2013/Grad_Report_2013_Combined.pdf 13 Auffermann, K. “In Recovery: Recruiters Say PR Job Market is Improving.” Public Relations Society of America, March 1, 2012. http://www.prsa.org/intelligence/tactics/articles/view/9639/1045/in_recovery_recruiters_say_pr_job_market_is _improv#.VJCD-SvF9qU 14 “Standard Occupational Classification.” U.S. Bureau of Labor Statistics. http://www.bls.gov/SOC/ In correlating occupations with particular degree programs, Hanover cross-references the applicable NCES CIP codes with the BLS’s SOC codes using a crosswalk provided by the National Crosswalk Service Center. This system identifies the types of employment most clearly aligned with specific degree programs. However, despite the usefulness of this approach, the methodology is limited by the fact that CIP-SOC matches do not necessarily describe all occupations that someone with a given degree could enter. Nonetheless, the analysis provides a useful gauge of long-term trends and highlights potential opportunities for new educational programs. Figure 2.1 defines the occupational codes associated with degrees in communication. Occupations under “Communication, General” are typically relevant to all communication subfields. Each subfield is also linked to more specialized occupations. Figure 2.1: SOC Codes and Occupational Descriptions Related to Communication CIP TITLE AND CODE Communication, General (09.0100) 25-1122 27-3011 27-3022 27-3031 27-3041 27-3043 ASSOCIATED SOC CODES Communications Teachers, Postsecondary Radio and Television Announcers Reporters and Correspondents Public Relations Specialists Editors Writers and Authors Speech Communication and Rhetoric (09.0101) 27-3012 Public Address System and Other Announcers Radio and Television (09.0701) 27-2012 27-3021 27-4032 Producers and Directors Broadcast News Analysts Film and Video Editors Digital Communication and Media/Multimedia (09.0702) 27-3099 Media and Communication Workers, All Other 11-2011 Advertising and Promotions Managers 11-2031 Public Relations and Fundraising Managers Health Communication (09.0905) 21-1091 21-1094 Health Educators Community Health Workers Sports Communication (09.0906) 13-1011 27-2099 Agents and Business Managers of Artists, Performers, and Athletes Entertainers and Performers, Sports and Related Workers, All Other Technical and Scientific Communication (09.0907) 27-3042 Technical Writers Public Relations, Advertising, and Applied Communication (09.0900) Public Relations/Image Management (09.0902) Source: Bureau of Labor Statistics 15 15 “Employment Projections.” Bureau of Labor Statistics, 2014. data.bls.gov/projections/occupationProj NATIONAL EMPLOYMENT PROJECTIONS Figure 2.2 shows the projected employment for communication-related occupations for 2012 to 2022. Although the overall labor market for communication graduates appears likely to grow more slowly than average between 2012 and 2022, this trend is largely attributable to the inclusion of declining journalism-related occupations. The data in Figure 2.2 indicate that communication-specific occupations are generally expected to grow more quickly than average. Furthermore, employment in core communication professions, such as “Public Relations Specialists” and “Public Relations and Fundraising Managers,” is projected to grow more quickly than average for all occupations through 2022. Figure 2.2: Projected National Change in Employment in Communication-Related Occupations, 2012-2022 OCCUPATION Total, All Occupations Community Health Workers Health Educators Technical Writers Public Relations and Fundraising Managers Communications Teachers, Postsecondary Public Relations Specialists Agents and Business Managers of Artists, Performers, and Athletes Public Address System and Other Announcers Entertainers and Performers, Sports and Related Workers, All Other Advertising and Promotions Managers Media and Communication Workers, All Other Writers and Authors Producers and Directors Film and Video Editors Radio and Television Announcers Broadcast News Analysts Editors Reporters and Correspondents Total, Relevant Occupations Source: Bureau of Labor Statistics EMPLOYMENT CHANGE, 2012-2022 2012 2022 NUMBER PERCENT 145,355,800 160,983,700 15,628,000 10.8% 40,500 50,700 10,200 25.1% 58,900 70,100 11,200 19.0% 49,500 56,900 7,400 14.8% EMPLOYMENT AVERAGE ANNUAL OPENINGS 5,055,730 2,080 2,660 2,260 62,100 70,100 8,000 12.9% 2,130 36,500 41,200 4,700 12.7% 1,010 229,100 256,500 27,400 12.0% 5,880 18,300 20,100 1,800 9.7% 580 10,700 11,500 800 7.6% 300 36,600 39,200 2,700 7.3% 720 35,500 38,000 2,400 6.9% 1,340 30,700 32,300 1,500 4.9% 570 129,100 103,500 28,100 41,300 5,900 115,300 51,700 1,083,300 132,900 106,400 28,300 41,200 5,800 112,500 44,600 1,158,300 3,800 2,900 200 0 -100 -2,800 -7,100 75,000 3.0% 2.8% 0.6% -0.1% -2.3% -2.4% -13.8% 6.9% 3,180 3,790 230 860 200 2,800 1,760 32,350 Also, hiring for communication graduates in the healthcare industry appears poised for rapid expansion, as employment for community health workers and health educators is forecasted to grow at rates of 25 and 19 percent, respectively, more than the double the 10.8 percent national average for all occupations. The market for health communication degrees in Pennsylvania does not show a particularly high volume of completions (Figure 2.3). This suggests that a health communication offering may present an opportunity for institutions in the state without necessarily requiring an investment in new degree offerings; additional courses, dual degrees, or cooperative efforts with healthcare organizations may offer students healthcare-focused experiences within a broader communication degree program. PENNSYLVANIA EMPLOYMENT PROJECTIONS As national employment data have the potential to mask trends at a more local level, Hanover also examines employment projections within the state of Pennsylvania. Pennsylvania occupational projections are published by the state’s Department of Labor and Industry. Employment prospects in the state of Pennsylvania broadly mirror those on the national level, with declining opportunities for “Radio and Television Announcers” and “Reporters and Correspondents” and growing opportunities in other communication fields. Also as at the national level, projected employment for communication graduates is strongest in healthcare and public relations occupations. These data are shown in Figure 2.3 on the following page. Figure 2.3: Projected Pennsylvania Change in Employment in Communication-Related Occupations, 2012-2022 OCCUPATION Total, All Occupations Health Educators Community Health Workers Technical Writers Public Relations and Fundraising Managers Communications Teachers, Postsecondary Public Relations Specialists Broadcast News Analysts Producers and Directors Media and Communication Workers, All Other Public Address System and Other Announcers Advertising and Promotions Managers Film and Video Editors Editors Writers and Authors Radio and Television Announcers Reporters and Correspondents Total, Relevant Occupations EMPLOYMENT EMPLOYMENT CHANGE, 2012-2022 NUMBER PERCENT 467,940 7.7% 490 16.8% 180 13.4% 210 11.7% AVERAGE ANNUAL OPENINGS 193,368 126 52 76 2012 6,046,560 2,910 1,340 1,790 2022 6,514,500 3,400 1,520 2,000 2,120 2,320 200 9.4% 66 1,410 1,540 130 9.2% 34 11,350 150 2,940 12,230 160 3,120 880 10 180 7.8% 6.7% 6.1% 244 6 117 520 550 30 5.8% 10 230 240 10 4.3% 6 960 990 30 3.1% 33 510 4,010 4,320 1,850 1,920 38,330 520 4,030 4,310 1,840 1,690 40,460 10 20 -10 -10 -230 2,130 2.0% 0.5% -0.2% -0.5% -12.0% 5.6% 5 100 94 38 65 1,072 Source: Pennsylvania Department of Labor and Industry16 Note: Labor projections for “Agents and Business Managers of Artists, Performers, and Athletes” and “Entertainers and Performers, Sports and Related Workers, All Other” are not available in Pennsylvania. SALARY OUTLOOK Professional salaries for communication graduates can vary considerably depending on the specific industry and occupation in which an individual is employed. For example, in 2014, the National Association of Colleges and Employers named the communication category as the set of college majors with the highest overall increase in starting salary over wages in 2013, with salaries increasing 10.8 percent from the previous year.17 However, graduates in some disciplines under this categorization, such as advertising and journalism, saw their 16 “Long-Term Occupational Employment Projections.” Pennsylvania Department of Labor and Industry, 2014. http://www.portal.state.pa.us/portal/server.pt?open=514&objID=814813&mode=2 17 Koc, E., A. Koncz, K. Tsang, and A. Longenberger. “NACE Salary Survey: September 2014 Executive Summary.” National Association of Colleges and Employers, 2014. http://www.naceweb.org/uploadedFiles/Content/staticassets/downloads/executive-summary/2014-september-salary-survey-executive-summary.pdf salaries decline, while those who majored in the general communication discipline reported an average salary increase of 17.5% from the previous year.18 Similar trends are apparent in data from the Department of Labor’s O*Net Online. These data, shown in Figure 2.4, indicate that yearly salaries in occupations related to degrees in communication range from as much as $119,000 to as little as $25,000. For the most part, however, salaries for the majority of communication-related occupations range from about $35,000 to $70,000. Moreover, employees in communication-related occupations in Pennsylvania can typically expect to earn a salary that is in line with the national average. As most communication-related occupations do not require education beyond a bachelor’s degree, salary trends also reflect the entry-level wages of a professional population made up in large part of entering bachelor’s graduates. Figure 2.4: Median Annual Wages for Communication-Related Occupations SOC TITLE U.S. MEDIAN SALARY Public Relations and Fundraising Managers Advertising and Promotions Managers Producers and Directors Technical Writers Agents and Business Managers of Artists, Performers, and Athletes Communications Teachers, Postsecondary Broadcast News Analysts Writers and Authors Public Relations Specialists Film and Video Editors Editors Media and Communication Workers, All Other Reporters and Correspondents Health Educators Community Health Workers Radio and Television Announcers Public Address System and Other Announcers $98,700 $93,900 $69,500 $67,900 PENNSYLVANIA MEDIAN SALARY $104,500 $119,300 $59,300 $68,600 $64,500 $62,400 $63,600 $60,500 $57,800 $54,900 $54,500 $54,200 $45,200 $35,600 $34,600 $34,600 $29,000 $25,000 $68,300 -$54,800 $54,300 $48,600 $50,900 $52,300 $33,700 $35,700 $35,700 $27,800 -- Source: O*Net Online19 18 Adams, S. “The College Majors Whose Starting Salaries Have Increased the Most.” Forbes, September 9, 2014. http://www.forbes.com/sites/susanadams/2014/09/04/the-college-majors-whose-starting-salaries-haveincreased-the-most/ 19 “Occupational Outlook Handbook.” U.S. Bureau of Labor Statistics. O*Net Online, 2014. http://www.onetonline.org/crosswalk/OOH/ In this section, Hanover Research profiles communication offerings at four institutions. These colleges and universities were selected for their similarity to Clarion University (Clarion) in terms of enrollment, proximity to Clarion, positive communication degree enrollment trends, and noteworthy practices in program design, offerings, or features. These institutions include:     Bloomsburg University of Pennsylvania (Bloomsburg, PA) — A mid-size, rural university, Bloomsburg is responsible for a large proportion of student degree completions in communication, particularly for its size, in Pennsylvania. This profile focuses on the bachelor’s program in Communication Studies and its three specializations in Organizational Communication, Interpersonal Communication, and Leadership and Public Advocacy. Muhlenberg College (Allentown, PA) — A liberal arts college similar in size to Clarion, Muhlenberg College offers a general Media and Communication program with strong enrollment. The profile focuses on Muhlenberg’s bachelor’s program. Point Park University (Pittsburgh, PA) — A university similar in size to Clarion and located in downtown Pittsburgh, Point Park offers one of the broadest ranges of communication specializations of any communication program in Pennsylvania (based on completions reported into IPEDS communication subfields). The profile focuses on Point Park’s bachelor’s program, which offers five relevant subfield specializations including Broadcast Production and Media Management, Broadcast Reporting, Mass Communication, Multimedia, and Public Relations and Advertising. Point Park’s communication department also partners with other schools or departments to offer programs in Integrated Marketing Communication and Secondary Education Mass Communication. Temple University (Philadelphia, PA) — This large, nationally-ranked university located in Philadelphia attracts strong numbers of master’s students interested in communication. Profiled here is its most popular master’s program by number of completions, the Master of Science in Communication Management. BLOOMSBURG UNIVERSITY OF PENNSYLVANIA Located in rural Bloomsburg, Pennsylvania, Bloomsburg University enrolls 9,416 students and is ranked 98th on U.S. News & World Report’s list of the best regional universities in the North.20 In 2014, its tuition for in-state undergraduate students, who made up 88 percent of its population, was $8,914 per semester, and its acceptance rate was 88.6 percent.21 As reported to U.S. News, the University names communication studies as one of its most popular undergraduate majors.22 The 434 communication bachelor’s degrees the institution awarded between 2009 and 2013 is one of the largest numbers for such degrees in Pennsylvania, exceeded only by very large universities more than double Bloomsburg’s size, such as Temple University and Pennsylvania State University. CURRICULUM Bloomsburg’s Department of Communication Studies offers a Bachelor of Arts in Communication Studies with three specialization tracks, which it describes as follows:23    20 Students studying Organizational Communication focus on the importance of communication in business and professional settings. Students develop competencies that allow them to understand communication in professional organizations, develop professional communication skills, and to train others to communicate effectively in professional settings. Study in this area prepares students for careers in personnel recruitment and management, sales, corporate communication, development, fundraising, and employee orientation and training. Students studying Interpersonal Communication focus on communication in human relations. Students develop competencies that allow them to explore human interactions, assess barriers to communication in relationships, and acquire communication skills necessary for successful personal and professional development. Study in this area prepares students for careers in social and human services such as counseling, public administration, health service management, and the ministry. Students studying Leadership and Public Advocacy focus on the importance of communication in a democratic society. Students develop competencies that allow them to understand the public deliberative process, to assess and create messages, and to enhance their leadership skills. Study in this area prepares students for careers in law, government, media, international relations, speech writing, lobbying, campaign direction, public information, or elected office. “Bloomsburg University of Pennsylvania.” U.S. News & World Report, 2014. http://colleges.usnews.rankingsandreviews.com/best-colleges/bloomsburg-university-3315 21 Ibid. 22 Ibid. 23 Bulleted points taken verbatim from: “Majoring in Communication Studies.” Bloomsburg University of Pennsylvania, 2014. http://departments.bloomu.edu/commstud/Major.html Students in the Communication Studies bachelor’s program take a foundational core of five classes, after which they may select from a variety of required courses pertaining to their chosen specialization. The program also offers additional electives within the program for students who finish the required track quickly or choose to minor without a specialization. Figure 3.1 summarizes the curriculum for Bloomberg’s bachelor’s program, including the course progression for individual specializations. Figure 3.1: Curriculum for Bloomsburg Bachelor in Communication Studies, With Specializations REQUIRED COURSE CORE    Public Speaking Interpersonal Communication Intercultural Communication ORGANIZATIONAL COMMUNICATION Communication Theory Organizational Communication Theory Computer Applications for Professional Communicators Interviewing Communication Training in Organizations Corporate Communication           Communication Research Methods Examining Communication SPECIALIZATION COURSE CORE INTERPERSONAL COMMUNICATION       Communication Theory Gender Issues in Communication Conflict Management and Resolution Family Communication Relational Communication Leadership and Team Building Communication for Business Professionals Health Communication LEADERSHIP AND PUBLIC ADVOCACY       Understanding Social Influence Persuasion Argument and Analysis Community Leadership Media and Visual Culture Strategic Communication ELECTIVES  Issue and Image Campaigns  Nonverbal Communication Source: Bloomsburg University of Pennsylvania24 ALUMNI AND EMPLOYMENT As is true of most communication programs, Bloomsburg’s graduates find employment in a variety of different positions and industries. Figure 3.2 on the following page displays a cross-section of the occupations reported by Bloomsburg graduates. These alumni data demonstrate that many students enter managerial positions within a variety of sectors, including university and nonprofit management, sales, and others. Some work as consultants or recruiters within arms of other types of organizations, and many enter public relations. Most of these alumni appear to remain in Pennsylvania after completing their degrees. 24 Ibid. Figure 3.2: Sampling of Bloomsburg Alumni Careers in Communication POSITION Development Office TESOL Teacher Consultant Recruiter Instructional Designer Intensive Case Manager Donor Services Manager Training Manager Coordinator of Events and Volunteers Assistant Professor of Communication University Relations Strategist ORGANIZATION Intercollegiate Athletics, Penn State University Berlitz International Medela, Inc. Aerotek Professional Services Institute for Interactive Technologies, Bloomsburg University Central Susquehanna Opportunities, Inc. Abramson Center for Jewish Life Hershey Park, PA Williamsport YMCA Penn State University QVC Talent Acquisition Source: Bloomsburg University of Pennsylvania25 DIFFERENTIATING FEATURES Bachelor of Arts in Communication Studies students complete at least one internship at the end of their course of study as a capstone experience project. Interns receive an on-site supervisor from their organizations, as well as a faculty supervisor from the department.26 Bloomsburg’s Department of Communication Studies also offers students the opportunity to participate in student associations related to communication, including a campus chapter of the National Communication Association Student Chapter (NCASC). At Bloomsburg, the club hosts monthly meetings and discussions with professionals covering such careerpreparation topics as interviewing, internships, resume-writing, career development, and graduate school.27 The University also offers a chapter of Lambda Pi Eta, a national honor society for communication studies students. 25 “Alumni of Communication Studies.” Bloomsburg University, 2014. http://departments.bloomu.edu/commstud/Alumni.html 26 “Majoring in Communication Studies,” Op. cit. 27 “National Communication Association Student Club.” Bloomsburg University, 2014. http://departments.bloomu.edu/commstud/NCASC.html MUHLENBERG COLLEGE Located in suburban Allentown, Pennsylvania, Muhlenberg is a small, liberal arts college that enrolls 2,448 students. It is ranked 64th on U.S. News & World Report’s list of best national liberal arts colleges.28 In 2014, it charged an annual tuition of $44,145 per year and had an acceptance rate of 46.2 percent.29 CURRICULUM Muhlenberg’s program is built around a set of values and goals from which its core learning outcomes are derived. These goals include:30       Students become ethical and responsible cultural producers; Students think systematically about media and communication; Students know the legal, historical, sociological, political, and economic foundations of media institutions; Students understand the centrality of media for citizenship and social justice in a democratic society; Students acquire literacy in visual and emergent media forms; and Students understand the complex interplay between mass media and society. To this end, Muhlenberg’s Media and Communication Department structures its bachelor’s degree offering as a single, cohesive program without any specializations. Instead, all students in the program are subject to the same course sequence and distribution requirements. This curriculum is designed to include three types of courses, which must be taken in a particular sequence. These types of courses include:31    28 Discovery courses, or introductory courses that emphasize the breadth of the field of media and communication. They provide an overview of different subspecializations within the field. Structure courses, which use media and communication theories and methodologies to provide in-depth exploration of significant media and communication institutions, traditions, or cultural forms. Practice courses, which provide students with opportunities to become producers, not merely consumers, of print, video, and audio information. Each course gives students in-depth opportunities to put theory into practice in research, writing, or electronic production. “Muhlenberg College.” U.S. News & World Report, 2014. http://colleges.usnews.rankingsandreviews.com/bestcolleges/muhlenberg-college-3304 29 Ibid. 30 Bullet list taken verbatim from: “Media and Communication at Muhlenberg College: Program Goals.” Muhlenberg College, 2014. http://www.muhlenberg.edu/main/academics/mediacom/about/mission.html 31 “Requirements and Courses.” Muhlenberg College, 2014. http://www.muhlenberg.edu/main/academics/mediacom/courses/ However, within this fairly rigid structure, Muhlenberg students are able to enroll in a wide variety of communication courses. The potential course sequence is shown in Figure 3.3. Students can also diversify their experiences through their selections of internships and other academic initiatives. Figure 3.3: Muhlenberg Bachelor in Communication Studies Curriculum, with Specializations COURSE PREREQUISITES (ALL REQUIRED)   Media and Society  Media Theory and Methods Documentary Research DISTRIBUTION COURSE AREAS (SIX REQUIRED, WITH AT LEAST ONE IN EACH AREA) DISCOVERY STRUCTURE PRACTICE Communication in the Global  Media: Legal & Constitutional  Communication & Public Community Issues Relations New Information  Media & Social Movements  Writing for the Media Technologies  Media Industries  Health Communication Media & War  Audience Analysis  Environmental Communication Free Culture  Propaganda & Promotional  Organizational Communication Journalistic Traditions Cultures  Video Production Introduction to Film Analysis  Documentary Film & Social  Radio Production Justice Twentieth Century Media:  Hypermedia Film, Radio, and Television  Exploratory Cinema  Studio Workshop in Television Fundamentals of Visual  Popular Culture & and Film Communication Communication  Youth Media  Race & Representation  Documentary Field Work  Gender, Communication & Culture  Sport, Culture & media  Film Theory & Criticism  Children & Communication CULMINATING UNDERGRADUATE EXPERIENCE REQUIREMENT (ONE REQUIRED) Advanced Video Production  Communication Internship Digital Media Design Lab  Communication Practicum           Source: Muhlenberg College32 32 Ibid. ALUMNI AND EMPLOYMENT Muhlenberg’s Media and Communication Department has an alumni network specifically for graduates of the department. According to its description, students and faculty within the network are involved in planning activities such as:33            Job boards for students and alumni Internship and short-term shadowing opportunities Career coaching Workplace tours Alumni panels Workshops and class visits Career of the month alumni profiles, Alumni week Networking through social media Alumni directories by interest Regional get-togethers According to the network, alumni currently hold careers in a variety of organizations including E! Network television, Def Jam Recording, MTV, PBS, NBC, and others.34 At the department’s most recent Alumni Week event, alumni from these and other organizations returned to visit classes, lead workshops, speak on panels, offer career coaching and guidance, and promote internship opportunities in their organizations.35 DIFFERENTIATING FEATURES One of Muhlenberg’s Media and Communication Department’s primary features is its media production facilities and technology, which it markets extensively to prospective students. These resources include a multimedia studio, private computer lab with multimedia editing software, two post-production labs, and two sound recording booths. Students are also able to make use of the department’s in-house production equipment, including professional digital video cameras, digital audio recorders, directional and omnidirectional microphones, lighting kits and tripod systems, and other production accessories.36 In addition to these resources, the department also offers a two-semester honors program for exceptional communication students. The program accepts students with a grade point 33 “Welcome to the Alumni Network.” Muhlenberg College, 2014. http://www.muhlenberg.edu/main/academics/mediacom/community/alumni/ 34 Ibid. 35 Ibid. 36 “Equipment and Facilities.” Muhlenberg College, 2014. http://www.muhlenberg.edu/main/academics/mediacom/equipment/ average of 3.7 within the major and 3.6 overall who complete an application in their junior year of study. Honors students are able to enroll in special seminars, conduct independent research, gain teaching and mentorship experience, and receive guidance on submitting research to conferences and award competitions.37 Further unique aspects of Muhlenberg’s program include:    Dublin City University (DCU) Study Abroad Program — This one-semester program is open to all students but is designed specifically for those in the Media and Communication Department. Students take a four-course program at DCU comprised of a required course, an internship, and two electives. Students receive administrative and academic support from both DCU and Muhlenberg faculty members and program contacts.38 Social Research Social Justice Conference — Begun by students in the Media and Communication Department, the conference is open to other undergraduates in the Lehigh Valley and was formed “to discuss issues of social justice in a democratic society.”39 Digital Cultures Tutorial Series — Faculty member within the department lead sessions within the series, and the department states that these workshops provide “practical training in a variety of media tools, concepts, and practices.”40 POINT PARK UNIVERSITY Point Park University is a small, urban university located in Pittsburgh, Pennsylvania. It enrolls 3,226 students and is ranked 122nd on U.S. News & World Report’s list of best regional universities in the North.41 In 2014, its tuition was $27,190 per year, and its acceptance rate was 73.9 percent.42 Point Park’s former Department of Journalism and Mass Communication began offering the region’s first journalism and mass communication graduate program in 1981. The department was reorganized to become the School of Communication in 2009.43 The school has experienced enrollment growth of 146 percent over the past decade, with 433 undergraduate and 94 graduate students enrolled in the fall of 2013.44 Much of this enrollment growth was likely driven by the School of Communication’s programmatic 37 “Honors Program.” Muhlenberg College, 2014. http://www.muhlenberg.edu/main/academics/mediacom/programs/honors/ 38 “Dublin City University Study Abroad.” Muhlenberg College, 2014. http://www.muhlenberg.edu/main/academics/mediacom/dublin.html 39 “Social Research, Social Justice.” Muhlenberg College, 2014. http://www.muhlenberg.edu/main/academics/mediacom/SRSJ/ 40 “Resources.” Muhlenberg College, 2014. http://www.muhlenberg.edu/main/academics/mediacom/resources.html 41 “Point Park University.” U.S. News & World Report, 2014. http://colleges.usnews.rankingsandreviews.com/bestcolleges/point-park-university-3357 42 Ibid. 43 “School of Communication Fact Sheet.” Point Park University, 2013. http://www.pointpark.edu/About/Facts/SchoolofCommunicationFactSheet 44 Ibid. diversity. The department offers a wide array of specializations. Undergraduates in the program can major in:           Broadcast Production and Programming (Bachelor of Arts) Broadcasting Reporting (Bachelor of Arts) Journalism (Bachelor of Arts) Mass Communication (Bachelor of Arts) Multimedia (Bachelor of Arts) Photography (Bachelor of Fine Arts) Photojournalism (Bachelor of Arts) Public Relations and Advertising (Bachelor of Arts) Integrated Marketing Communication (Bachelor of Science) Secondary Education – Mass Communication (Bachelor of Arts) Each of the five majors is associated with a set of desired student proficiencies, which overlap to a limited degree. Of these 10 undergraduate offerings, eight are traditional bachelor’s degree programs. However, two are non-traditional degree offerings:   45 The Integrated Marketing Communication program combines courses from the School of Communication (advertising, web publishing, media planning and buying, public relations writing, desktop publishing, social media, and personal branding) with courses from the School of Business (marketing research, marketing management, and related electives). Designed for students who have already completed some credits toward a bachelor’s or associate’s degree, the two-year program meets on Saturdays and involves completion of communications work for local organizations.45 The Secondary Education – Mass Communication program grants students a certification in secondary education through Point Park’s Department of Education and the School of Communication. At the School of Communication, students take most of the requirements before taking courses within the Department of Education. A capstone project requirement gives students teaching experience that goes toward earning a teaching certification.46 “Integrated Marketing Communications Major.” Point Park University, 2013. http://www.pointpark.edu/Academics/Schools/SchoolofCommunication/Programs/IntegratedMarketingCommun ications 46 “Secondary Education – Mass Communication Major.” Point Park University, 2013. http://www.pointpark.edu/Academics/Schools/SchoolofCommunication/Programs/MassCommunication/Second aryEducationMassCommunication CURRICULUM Most bachelor’s degree programs at Point Park are structured around School of Communication core requirements, major requirements, and major electives. Some potential electives and major requirements overlap between degree programs, but most vary across a wide range of undergraduate and graduate-level communication classes at the School. Figure 3.4 details the primary requirements of Point Park’s five communicationfocused regular degree programs. Figure 3.4: Curriculum for Point Park Bachelor’s Degree Programs in Communication Studies SCHOOL OF COMMUNICATION CORE (REQUIREMENTS VARY BY MAJOR)  Visual Communication Design  Survey of Mass Communication  Journalistic Writing & Editing  Media Ethics & Responsibilities MAJOR REQUIREMENTS BROADCAST BROADCAST MASS PUBLIC RELATIONS & PRODUCTION & MEDIA MULTIMEDIA REPORTING COMMUNICATION ADVERTISING MANAGEMENT  Broadcast Writing  Broadcast  Broadcast  Video Field  Intro to & Editing Writing & Writing & Production & Advertising and Editing Editing Editing PR  Introduction to Broadcasting  Introduction to  Intro to  Writing for  IMC Research Broadcasting Broadcasting Multimedia & for AD/PR  Video Field Web Production &  Video Field  Intro to  PR Writing Editing Production & Advertising &  Introduction to  Career Prep Editing PR Multimedia  Multi-Camera  Ad Copy/Layout Video Prod. &  Career Prep  Reporting  Web Publishing  Social Media Directing I  Broadcast news  Mass Media  Practicum  Radio Production Writing History  Desktop/Electro  IMC Planning nic Publishing  Comm. Law and  Career Preparation  Practicum  Career Prep Seminar  Comm. Law and  On-Camera  Practicum Regulation Regulation  Practicum Performance  Media Ethics  IMC Capstone  Multimedia &  Radio Station  Broadcast Capstone Practices Announcing Responsibilitie s  Intro to Digital  Broadcast  Communicatio Photography Programming & n Law &  Comm. Law & Formatting Regulation Regulation  TV Programming &  Editing and Sales Producing the News  Broadcast Copywriting  Comm. Law & Regulation  Electronic Media Management Source: Point Park University47 47 “Undergraduate Programs.” Point Park University, 2013. http://www.pointpark.edu/Academics/Schools/SchoolofCommunication/Programs ALUMNI AND EMPLOYMENT Point Park University’s School of Communication takes advantage of the surrounding Pittsburgh area to offer its students a wide variety of local internship and collaboration opportunities. The University notes that students in the Public Relations & Advertising major, in particular, have interned at the American Red Cross, Euro RSCG Worldwide, Highmark, MARC USA, Mullen, Smith Brothers, and the THIS IS RED Agency. Graduates have gone on to careers at Brunner, Crossmedia, Ketchum, Make-a-Wish, Misco UK, UPMC, and Yellow Submarine Marketing Communications.48 Figure 3.5, below, provides an sample of employers and internship sites the School of Communication highlights. Figure 3.5: Sampling of Point Park Alumni Careers in Communication ALUMNI POSITIONS AND ORGANIZATIONS American Red Cross Associated Press Brunner Clear Channel Communications Eat ‘N Park Fox 53 WPGH Heinz U.S.A. KDKA Radio and TV Ketchum KQV News Radio MARC USA Mullen Advertising Pittsburgh Business Times Pittsburgh Magazine Root Sports Smith Brothers Agency Trib Total Medi UPMC News Bureau Source: Point Park University49 DIFFERENTIATING FEATURES Communication students at Point Park have access to a wide array of relevant facilities. Some of these resources include a convergence and producer’s newsroom, multiple multimedia labs, photography labs and dark rooms, radio station facilities, and a TV studio and newsroom.50 Many of the websites for each major also invite students to participate in one of Point Park’s seven student-run TV, radio, and news services as a complement to their degree program. Point Park also has its own chapters of the National Broadcasting Society and other professional organizations.51 48 “School of Communication Fact Sheet,” Op. cit. Ibid. 50 Ibid. 51 “Broadcast Major.” Point Park University, 2013. http://www.pointpark.edu/Academics/Schools/SchoolofCommunication/Programs/OnCameraPerformance 49 TEMPLE UNIVERSITY Located in Philadelphia, Pennsylvania, Temple University enrolls 28,068 undergraduates and approximately 9,200 graduate students. 52 The University’s School of Media and Communication currently offers five graduate programs that collectively enroll approximately 200 students.53 The largest of these programs, the Master of Science in Communication Management, is profiled below. Graduate tuition for the School of Media and Communication is $865 per credit hour for in-state students and $1,163 per credit hour for out-of-state students.54 CURRICULUM The School of Media and Communication at Temple describes the M.S. in Communication Management as follows: The Master of Science (M.S.) in Communication Management is a professionallyoriented degree offering students advanced skills to apply strategic communication as part of the leadership team. The program focuses on strategic and management aspects of communication that include: articulating a mission, making ethical decisions on behalf of organizations, formulating message strategies, understanding research into public opinion, and designing information campaigns to achieve an organization’s goals. The M.S. in Communication Management is for those who want to develop their expertise in strategic public relations, organizational communication, and government and political communication. It serves those in both profit and not-forprofit sectors, as well as in local, national and global contexts.55 Students are not required to have professional experience in a communication field prior to matriculation, but the University emphasizes the professional orientation of this degree, stating that it is “designed to enhance students’ understanding of specialized industries where they work.”56 The 36-credit program contains three required elements, detailed on the following page in Figure 3.6. 52 “Temple University.” National Center for Education Statistics. http://nces.ed.gov/collegenavigator/?q=temple+university&s=all&id=216339 53 “Graduate Programs.” Temple University. http://smc.temple.edu/graduate/graduate-programs 54 “Temple University 2014-15 Tuition Rate Schedule by School/College.” Temple University, 2014. http://bursar.temple.edu/sites/bursar.temple.edu/files/documents/Tuition_Rates.pdf 55 “M.S. in Communication Management.” Temple University, 2014. http://smc.temple.edu/strc/graduate-program/ 56 “M.S. in Communication Management Program Overview.” Temple University, 2014. http://smc.temple.edu/strc/graduate-program/ms-in-communication-management-program-overview/ Figure 3.6: Curriculum for Temple Master’s in Organizational Communication CORE COURSES (REQUIRED) Communication Management Research  Organizational Communication Methods  Social Responsibility in Corporations and Not Legal Issues in Communication Management for-Profit Organizations ELECTIVES Students can choose from a set of electives within School of Media and Communication, School of Business and Management, Department of Public Health, School of Tourism and Hospitality Management, and College of Liberal Arts CAPSTONE THESIS OR PROJECT (REQUIRED) 50-page, faculty- or employer-supervised independent project  Source: Temple University57 Students in the program may choose between offerings at various schools, and the types of electives appear to vary from year to year. Some electives in past years have included:58         57 58 Crisis Communication and Issue Management Financial Communication Government Relations and Lobbying International Communication Management Reaching Diverse Audiences Speechwriting Reputation-Image-Identity Grant and Proposal Writing Ibid. “Department of Strategic Communication.” Temple University, 2014. http://smc.temple.edu/strc/graduateprogram/degree-requirements/ Figure A.1: Description of Relevant CIP Codes CIP CODE Communication, General (09.0100) Speech Communication and Rhetoric (09.0101) Mass Communication/Media Studies (09.0102) Communication and Media Studies, Other (09.0199) Radio and Television (09.0701) Digital Communication and Media/Multimedia (09.0702) DESCRIPTION A program that focuses on the comprehensive study of communication, and that spans the study of mass communication/media studies, old and new media technologies, social and political applications, and speech communication and rhetoric. Includes instruction in interpersonal, group, organizational, and intercultural communication; theories of communication; critical thinking, argumentation, and persuasion; written communication; printed, electronic, and digital media; rhetorical tradition and criticism; media, society, and culture; consequences and effects of mass media; media social science and criticism; and quantitative and qualitative methods of inquiry. A program that focuses on the scientific, humanistic, and critical study of human communication in a variety of formats, media, and contexts. Includes instruction in the theory and practice of interpersonal, group, organizational, professional, and intercultural communication; speaking and listening; verbal and nonverbal interaction; rhetorical theory and criticism; performance studies; argumentation and persuasion; technologically mediated communication; popular culture; and various contextual applications. A program that focuses on the analysis and criticism of media institutions and media texts, how people experience and understand media content, and the roles of media in producing and transforming culture. Includes instruction in communications regulation, law, and policy; media history; media aesthetics, interpretation, and criticism; the social and cultural effects of mass media; cultural studies; the economics of media industries; visual and media literacy; and the psychology and behavioral aspects of media messages, interpretation, and utilization. Any instructional program in communication and media studies not listed above. A program that focuses on the theories, methods, and techniques used to plan, produce, and distribute audio and video programs and messages, and that prepares individuals to function as staff, producers, directors, and managers of radio and television shows and media organizations. Includes instruction in media aesthetics; planning, scheduling, and production; writing and editing; performing and directing; personnel and facilities management; marketing and distribution; media regulations, law, and policy; and principles of broadcast technology. A program that focuses on the development, use, critical evaluation, and regulation of new electronic communication technologies using computer applications; and that prepares individuals to function as developers and managers of digital communications media. Includes instruction in computer and telecommunications technologies and processes; design and development of digital communications; marketing and distribution; digital communications regulation, law, and policy; the study of human interaction with, and use of, digital media; and emerging trends and issues. Radio, Television, and Digital Communication, Other (09.0799) Public Relations, Advertising, and Applied Communication (09.0900) Organizational Communication, General (09.0901) Public Relations/Image Management (09.0902) Political Communication (09.0904) Health Communication (09.0905) Sports Communication (09.0906 Any instructional program in radio, television, and digital communications not listed above. A general program that focuses on organizational communication, public relations, and advertising; and that prepares individuals to function in a wide range of public and private sector positions requiring the skills of persuasive communication. Includes instruction in communications, public relations, and advertising theory; principles and techniques of persuasion; message/image design; marketing strategy; professional writing; public speaking and multimedia presentation skills; digital communications; and applied research. A program that focuses on general communication processes and dynamics within organizations. Includes instruction in the development and maintenance of interpersonal group relations within organizations; decision-making and conflict management; the use of symbols to create and maintain organizational images, missions, and values; power and politics within organizations; human interaction with computer technology; and how communications socializes and supports employees and team members. A program that focuses on the theories and methods for managing the media image of a business, organization, or individual and the communication process with stakeholders, constituencies, audiences, and the general public; and that prepares individuals to function as public relations assistants, technicians, and managers. Includes instruction in public relations theory; related principles of advertising, marketing, and journalism; message/image design; image management; special event management; media relations; community relations; public affairs; and internal communications. A program that focuses on human and media communication in the political process and that prepares individuals to function as members of political and public affairs organizations, political campaign staffs, and related government and media entities. Includes instruction in media effects, political speaking and debating, political advertising and marketing, image management, political journalism, opinion polling, and aspects of print and broadcast media related to the production and distribution of media messages in political settings. A program that focuses on how people, individually and collectively, understand and accommodate to health and illness and the role of communication and media in shaping professional health care messages and public acceptance of these messages. Includes instruction in the development and use of healthrelated and care-related messages and media; the goals and strategies of health care promotion; relationships, roles, situations, and social structures in the context of health maintenance and promotion; and applications to disease prevention, health advocacy, and communications concerning treatments. A program that focuses on the methods and techniques for communicating about sports in a variety of formats, media, and contexts; and that prepares individuals to be sports reporters and writers, photojournalists, radio and television announcers, producers and directors, recreational sports promoters, and public relations specialists. Includes instruction in sports writing, photography, broadcast journalism, sports production, game rules, media and public relations, and sports promotion. International and Intercultural Communication (09.0907) Technical and Scientific Communication (09.0908) Public Relations, Advertising, and Applied Communication, Other (09.0999) Communication, Journalism, and Related Program, Other (09.9999) A program that focuses on the specialized knowledge and skills needed for effective communication in the international community and among people of different cultures; and that prepares individuals to function at the national and international levels as journalists, public relations specialists, travel industry representatives, intercultural trainers, and/or foreign service officers. Includes instruction in journalism, communications, intercultural and international relations, marketing and public relations, and global communications policy. A program that focuses on the communication of technical and scientific knowledge to a variety of audiences through print, video, and digital media; and that prepares individuals to function as technical writers and editors, documentation developers, web designers, and usability specialists. Includes instruction in scientific and technical writing and editing, graphic and information design, web design, audience analysis, document usability and field testing, publications management, and applications to specific technical fields. Any instructional program in organizational communication, public relations, and advertising not listed above. Any instructional program in communication, journalism, and related fields not listed above. Source: NCES59 59 Table contents taken verbatim from: “Detail for CIP Code 09,” Op. cit. Hanover Research is committed to providing a work product that meets or exceeds partner expectations. In keeping with that goal, we would like to hear your opinions regarding our reports. Feedback is critically important and serves as the strongest mechanism by which we tailor our research to your organization. When you have had a chance to evaluate this report, please take a moment to fill out the following questionnaire. http://www.hanoverresearch.com/evaluation/index.php The publisher and authors have used their best efforts in preparing this brief. The publisher and authors make no representations or warranties with respect to the accuracy or completeness of the contents of this brief and specifically disclaim any implied warranties of fitness for a particular purpose. There are no warranties which extend beyond the descriptions contained in this paragraph. No warranty may be created or extended by representatives of Hanover Research or its marketing materials. The accuracy and completeness of the information provided herein and the opinions stated herein are not guaranteed or warranted to produce any particular results, and the advice and strategies contained herein may not be suitable for every partner. Neither the publisher nor the authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Moreover, Hanover Research is not engaged in rendering legal, accounting, or other professional services. Partners requiring such services are advised to consult an appropriate professional. 4401 Wilson Boulevard, Suite 400 Arlington, VA 22203 P 202.559.0500 F 866.808.6585 www.hanoverresearch.com