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.

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