Feedback November 2002 (Vol 43 No 4)

Table 7Program’s Annual Budget (Based on School Enrollment)School Enrollment RangeAnnual 30,000 All SchoolsBudget N=54 N=22 N=14 N=6 N=96(Freq./%) (Freq./%) (Freq./%) (Freq./%) (Freq./%)< $5,000 16/(29.6%) 2/(9.1%) 2/(14.3%) 0/(0.0%) 20/(20.8%)$5,000-$10,000 11/(20.4%) 2/(9.1%) 0/(0.0%) 2/(33.3%) 15/(15.6%)$10,001-$15,000 6/(11.1%) 2/(9.1%) 0/(0.0%) 0/(0.0%) 8/(8.3%)$15,001-$20,000 5/(9.3%) 2/(9.1%) 2/(14.3%) 0/(0.0%) 9/(9.4%)$20,001-$25,000 6/(11.1%) 6/(27.3%) 2/(14.3%) 0/(0.0%) 4/(14.6%)$25,001-$30,000 2/(3.7%) 2/(9.1%) 2/(14.3%) 2/(33.3%) 8/(8.3%)> $30,000 8/(14.8%) 6/(27.3%) 6/(42.9%) 2/(33.3%) 22/(22.9%)Mean* $13,000 $18,500 $23,500 $28,000 $17,500* Because exact dollar figures were not provided, the means are based on the mean value of the budget ranges.Discussion & ConclusionIt’s likely that broadcast production students who graduated four years ago would noteven recognize their alma mater’s program and/or facilities today. The digital equipmentnecessary to provide students a fighting chance in a highly competitive field hasaltered the education landscape significantly and rapidly.The results of this study indicate that institutions are doing what they can toprovide students with the digital tools they need. Still, though, both students andfaculty agree that their programs need more. In addition, most faculty members needmore time and training to become more proficient in using these new technologies. Asone survey respondent writes, “It’s not easy teaching this stuff when you have an analogbackground. I simply don’t have enough time to master these tools. I know enough toteach them the basics and that’s about it. The rest is up to them.” This study also findsa potential gap between the digital haves and have nots. While some schools are able tooffer students multiple non-linear editors, digital camcorders, and a host of plug-in andgraphics packages, others are working on a shoe-string budget that makes it close toimpossible to participate in the digital age. Hopefully, the trend toward improvedquality at lower prices in digital production gear will resolve this problem.One limitation to this study is that the survey did not ask participants how manystudents were enrolled in their program. As a result, it is difficult to determine howdigitally “rich” or “poor” a program is. For example, one with ten majors should be ableto get by comfortably with one non-linear editor and one digital camcorder. A programwith triple those enrollment numbers would not. Conversely, just because a programhas an above the mean amount of digital gear does not guarantee its students receiveenough hands-on equipment time—-not if they’re having to share it with 100 or 200other students!BEA—Educating tomorrow’s electronic media professionals 13