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1 MBA in Media Management Purpose 3 Handbook 2012-‐2013

2012-‐2013

Metropolitan College of New York

School of Management, Business Programs

2012-‐2013

Metropolitan College of New York

School for Business

MBA in Media Management Purpose 3 Handbook Purpose 3: Venture Implementation, Actualization and

Evaluation


TABLE OF CONTENTS Introduction: The Media Management MBA Program .......................................................................................... 3

Overview of Purpose 1: Venture Implementation, Actualization and Evaluation .................................................. 4

The Purpose Dimension: Strategic Management and Evaluation .......................................................................... 7

The Skills Dimension: Managerial Finance ......................................................................................................... 10

The Self and Others Dimension: Arts Administration and Cultural Heritage Management ................................ 11

The Value and Ethics Dimension: Media, Culture and Society ........................................................................... 15

The Systems Dimension: Managing Electronic Broadcast Industries .................................................................. 18

Purpose Performance Ability ............................................................................................................................... 19

MBA Foundation Courses ................................................................................................................................... 21


INTRODUCTION: THE MCNY MBA MEDIA MANAGEMENT PROGRAM The MCNY Media Management MBA program is specifically and uniquely designed to develop quality

management practitioners in the media and entertainment industries capable of creating corporate cultures

in which individual initiative, participation and autonomy will result in augmented self-esteem and job

commitment, enhanced productivity, improved product quality and labor-management relations,

strengthened global participation, and, ultimately, in increased profitability and responsible community

awareness and civic participation. It does so by integrating management theory, practice and performance,

focusing on the imaginative and entrepreneurial thinking and problem solving skills essential in today’s

rapidly developing content driven and converging media environments.

The first of its kind in the nation, it remains the only one year accelerated specialized MBA program in

Media Management, fusing the study of general MBA core competencies in economics, finance,

marketing, operations, management, and accounting with intensive exploration of media specific fields

essential for effective media management. The MCNY Media Management MBA program provides

students with the tools necessary to successfully navigate the unique nuanced business, operations and

management characteristics of the media and entertainment industries by providing students with a

comprehensive analytical overview of the media industries including entertainment law, new media,

broadcast, film, music and publishing industries, media marketing, advertising & public relations, arts

administration & cultural heritage management, and media theory. Delivered by industry experts using

MCNY’s Purpose Centered Education model, students combine this focused comprehensive analytical

study of media industry topics with applied knowledge and practical skills gained through three semesters

of hands on field experiential practicums in media entrepreneurial and/or intrapreneurial Industry &

Venture Assessment, Business Planning, Development & Marketing, and Venture Implementation,

Actualization & Evaluation.

In addition to the general goals of the MCNY MBA program, students in the Media Management program

will gain knowledge to: Develop models for successful exploitation and utilization of social and mobile

media in the delivery of traditional entertainment industries; Manage and develop new successful business

models in changing music and publishing industries in light of digitization and convergence; and, Be at

the forefront of administration of successful business models for developing “new” media industries,

entrepreneurial media ventures or improved service methods within media businesses with skills acquired

through the Dimension classes and the Constructive Action.


OVERVIEW OF PURPOSE 3: VENTURE IMPLEMENTATION, ACTUALIZATION AND EVALUATION In the Implementation, Actualization and Evaluation Purpose, students are asked to implement, manage and evaluate their planned business venture. This effort involves critical decision making, planning, and evaluation; processes that serve as essential learning tools for alert managers because they require managers to critically integrate theory and practice in an ongoing fashion, making adjustments where necessary, to achieve their goals.

PURPOSE ACHIEVEMENT ABILITIES The knowledge and skills acquired in engaging in this Constructive Action to achieve a worthwhile Purpose are embodied in 24 Abilities that are grouped by Dimension.

PURPOSE DIMENSION ABILITIES STRATEGIC MANAGEMENT AND EVALUATION

1. Explore opportunities to improve the world.

Articulate directions and key initiatives that support the strategic plan. Identify key company issues, trends, and product and service development and determine programs and projects that guide the pursuit of future opportunities.

2. Choose the best goal.

Determine how to implement initiatives for selected business model and how to identify attainable and measurable financial and strategic objectives.

3. Agree on a plan.

Formulate an appropriate strategy to react to trends and issues that have been or will be identified during the process of implementing your media venture. Agree on a means of implementing business model and marketing strategy with defined metrics.

4. Carry out the plan. Monitor progress and use of knowledge. Change plan as needed.

Carry out the business development, monitor progress and use of knowledge, modifying plans as needed.

5. Assess the results and plan the next steps.

Assess the business development results, reevaluate strategies, and lay out a revised course of action to pursue as necessary and appropriate.

SKILLS DIMENSION ABILITIES MANAGERIAL FINANCE

6. Identify and use appropriate critical thinking skills.

Identify and use managerial finance concepts in managing business decisions and performance..

7. Identify and use appropriate mathematical skills.

Identify and use appropriate managerial finance methods to support business models in the media industries and in media related entrepreneurial /intrapreneurial ventures.

8. Identify and use specialized skills required by the Purpose.


Set up the managerial finance tools that can support business development/startup, implementation and growth.

SELF AND OTHERS DIMENSION ABILITIES ART ADMINISTRATION AND CULTURAL HERITAGE MANAGEMENT

9. Describe self in relation to the Purpose.

Identify how art and cultural heritage organizations represent our cultural diversity as a society and identify how that impacts the creation and implementation of a media venture.

10. Appreciate experience and views of others.

Articulate and describe how culture and society are depicted in artistic media and how we relate to other cultures in a diverse global environment.

11. Build good relationships.

Describe culturally appropriate methods for managing customer and stakeholder relationships for your business.

12. Communicate through reading, writing, speaking, and other modes of expression.

Design and develop the communications tools for your business stakeholders.

13. Promote growth in self and others.

Identify methods to exploit artistic creations and cultural heritage products in the converging and changing media industries to operate a successful business, make a positive impact on and empower local, national and global communities within which your venture operates.

VALUES AND ETHICS DIMENSION ABILITIES MEDIA, CULTURE AND SOCIETY

14. Clarify own values in relation to the Purpose and in relation to your Industry Venture.

Describe your business activities, and; clarify its impacts and benefits on the environment, society and business stakeholders of the student's media venture and identify challenges arising from various social and cultural values, beliefs, theories and common practices in the media industries.

15. Describe individual and group values in past and present.

Identify the benefits, disadvantages and challenges of each social and cultural media theory for stakeholders and constituencies of your media venture.

16. Identify value issues as they arise.

Identify social and cultural issues in media creation that exist in the media industries and that have been faced by other business owners, stakeholders, and constituencies and inherent in the media industries.

17. Use ethical reasoning.

Understand and identify the appropriate media literacy theories guiding ethical decision making conducting business and in moral dilemmas arising in the media industries.

18. Act on ethical principles.

Identify and develop media literacy theories, philosophies and practices consistent with social and cultural values identifiable in mediated entertainment and media industries that may arise in your media venture.

19. Respect capacity of others to make the world better.


Identify and adopt best media literacy theories that are socially and culturally sensitive to other businesses, stakeholders and constituencies in local, national and global communities in the media industries, forging positive partnership and business relationships as appropriate.

SYSTEMS DIMENSION ABILITIES MANAGING ELECTRONIC BROADCAST INDUSTRIES

20. Describe natural, economic, social, and technological systems related to the Purpose.

Assess the various competitive forces in all aspects the electronic broadcast industries and the core competencies related to the local, national and global television, radio, cable and other electronic broadcast businesses.

21. Develop conceptual modes of systems.

Identify and understand the various conceptual business and economic models employed within all aspects of the electronic broadcast industries and the interdependence, synergy and financial relationships with other media industries.

22. Identify strengths of systems.

Identify strengths of the various business models within the broadcast television, radio, cable and other electronic broadcast industries on a local, national and global level as the media industries converge and adapt to advances in technology.

23. Identify weaknesses of systems.

Identify weaknesses of the various business models within the broadcast television, radio, cable and other electronic broadcast industries on a local, national and global level as the media industries converge and adapt to advances in technology.

24. Make systems better.

Identify existing and potential future opportunities and threats for successful business models and operation in the electronic broadcast industries.

PURPOSE PERFORMANCE ASSESSMENT The Performance Achievement Abilities constitute the standards for assessing student performance in their Constructive Action to each Purpose. Students are assessed on their development, integration and mastery of these 24 Abilities in carrying out their Constructive Action. The attached rubric serves as a guide to assess the completeness and success of the student’s Constructive Action as demonstrated in the creation of their Constructive Action Document based on a set of criteria and standards linked to the Purpose.

The specific Course Objectives (or Learning Outcomes) in each Dimension establish the standards for assessing student proficiency in the MBA Common Professional Components and industry specific knowledge and expertise. The Professional Competency Topics in each course provide the guidelines for accessing students’ theoretical understanding of their business specializations; such classroom assessments include assignments, essays, quizzes, exams, presentations, peer reviews, and class projects.

The ETS Major Field Tests are adopted as comprehensive MBA outcomes assessments to measure the proficiency of critical knowledge and understanding of core MBA and specific media industry competencies acquired by students in the Dimension classes.


THE PURPOSE DIMENSION: VENTURE IMPLEMENTATION, ACTUALIZATION AND EVALUATION

PURPOSE SEMINAR/PRACTICUM OVERVIEW The Purpose Dimension is where students actualize their Constructive Actions. The Purpose Dimension seminars are the critical forums where, via discussions, planning, research, and shared exploration of problems and solutions, student learning is assessed, clarified and put into contextual focus. In these seminars, each student contributes actively, bringing ideas, research findings, specific problems, and plans concerning his or her specific Constructive Action with a particular business venture in his/her particular industry, to share with other students of the seminar. Additionally, a goal of each seminar is to foster and apply skills critical to developing professional and mutually beneficial relationships among students. As mutual contributors, students will bring their insights from fieldwork, assigned readings, and lectures in the other Dimension classes into a focus that integrates theory with their individual Constructive Actions.

A critical part in the development of student’s Constructive Actions is the field placement. Students are required to apply what they have learned in the classroom with their experiences with real world products, companies and/or organizations. As such, students will need to identify an appropriate field placement to execute their Constructive Action. The field experience may vary from one Purpose to the next if necessary and can be achieve via any of the following:

• Current Employment work site – Student may use their existing employment to effectuate their project;

• Internship Placement – Students may use an approved internship site to effectuate their project; • Mentor Match – Students may be guided by an approved mentor in their specific area of inquiry to

effectuate their project

Each student’s Constructive Acton will be specific to his/her area of interest. For example, a student may opt to create a new business, new products and services to serve unmet industry needs, or to enhance performance with business growth potentials by utilizing the knowledge acquired. Their Dimension classes will allow them to analyze and apply the statistical data, as well as the industry and field research acquired through field assessments conducted during internships, job site assessments, industry field interviews, or mentor match arrangements with professionals in similar business ventures.

CONSTRUCTIVE ACTION OVERVIEW In Purpose 3, the Implementation, Actualization and Evaluation Purpose, for their Constructive Action, students will begin implementing their planned entrepreneurial and/or intrapreneurial venture, and strategically manage the actualization of their venture by setting into motion their respective business plans, identifying sources of financing and evaluating their successes and failures to apply lessons learned and adjust as needed. Theoretical materials and skills obtained through the Dimension classes in this Purpose, covering quantitative managerial finances skills, topical industry issues, anthropological and global perspectives and even more specialized industry fields can be synergized with the knowledge gained and tested in prior Purposes.


As part of their Purpose 3 Constructive Action documents, students will maintain a record of progress in the form of logs of business metrics and process recordings along with detailed evaluations of business and project performance to facilitate the application of knowledge. The inclusion of critical logs will assist students in evaluating their progress in revising or creating new strategies when necessary. Integral to the document will be an analysis of the effectiveness of their plans, which draws on feedback from mentors, supervisors or other significant field participants and business stakeholders, as well as from the knowledge acquired in the Dimension classes. This will allow students to practice their applied knowledge through the formulation, implementation and evaluation of the cross functional decisions that enable a business to achieve its objectives.

COURSE DESCRIPTION

For this Constructive Action, students specifically will identify sources of financing and actualize business objectives by developing policies and allocating resources to implement their plans. They then will design key project metrics and indicators, monitor and evaluate the outcomes of implementation, further applying knowledge gained through practice by revising, adding, deleting or adjusting strategies as needed. By the end of the semester students will also assess the extent to which they were successful with their respective venture goals, and draft recommendations for further action.

COURSE OBJECTIVES Students are expected to: 1. Develop business model(s) that support new products or services that can bring about positive change. 2. State the goals for how their ventures will meet the needs of a specific industry, potential clients or

consumers and other key constituents. 3. Devise a plan for their venture to meet those needs; including objectives and realistic strategies. 4. Maintain a record of all progress in the form of logs, detailed with an evaluation of each recorded

event to facilitate revision of the plan. 5. Document how they are using knowledge and ideas to achieve the Purpose. 6. Assess the effectiveness of their plans, drawing on feedback from mentors, supervisors, and other

significant participants as well as from knowledge acquired from each Dimension class. 7. Manage organizational resources and issues in strategic programs and implementations. s.

PREREQUISITE Student must have taken Constructive Action courses in Purpose 1 and 2 in the Media MBA Program. Students must also have access to a computer, the Internet, MCNY’s Moodle LMS, turnitin.com, and Microsoft Office Suite 2007 or later.

PURPOSE PERFORMANCE ABILITY At the end of this course, the student should be able to demonstrate the ability to:

1. Articulate directions and key initiatives that support the strategic plan. Identify key company issues, trends, and product and service development and determine programs and projects that guide the pursuit of future opportunities.

2. Determine how to implement initiatives for selected business model and how to identify attainable and measurable financial and strategic objectives.

3. Formulate an appropriate strategy to react to trends and issues that have been or will be identified


during the process of implementing your media venture. Agree on a means of implementing business model and marketing strategy with defined metrics.

4. Carry out the business development, monitor progress and use of knowledge, modifying plans as needed.

5. Assess the business development results, reevaluate strategies, and lay out a revised course of action to pursue as necessary and appropriate.

PROFESSIONAL COMPETENCY TOPICS • Career and Goal Setting: Short and Long Term Planning • Understanding management and operational philosophies, approaches and methods • Formulating the strategic management and evaluation design, tools, theories and metrics • Negotiating social responsibility and ethical business practices • Collecting, analyzing data to conduct situational, setting and needs analysis and develop sound plans

to implement business and marketing plans to ensure professionally sound, viable and sustainable business decisions and projections

• Identifying and securing financing for start up businesses in the media industries

REQUIRED TEXTS Hacker, Diana, the Writer's Reference, 5th Edition, Bedford Books, 2002 [ISBN: 9780312397678]


THE SKILLS DIMENSION: MANAGERIAL FINANCE

OVERVIEW OF MANAGERIAL FINANCE Managers at for-profits make two types of financial decisions: 1) decisions about what to produce and how (investment decisions); and 2) decisions about how to finance the assets needed for production (financing decisions). Managers take a long-run perspective in making some financial decisions (capital budgeting and capital structure) and take a short-run perspective in making others (working capital management). The course focuses on decision making at businesses organized as corporations with publicly traded stock, and how to apply the methods to other types of businesses, including start-ups and private corporations.

COURSE DESCRIPTION

Students learn to define, comprehend, and apply a market-driven theory for ethically based, strategic financial decisions. Important issues include the return and risk of the activity in which to invest, the size of the investment, and the sources for financing the investment. Each decision is part of the overall financial strategy that adds value to the shareholder. Topics include: financial markets, financial reporting, the cost of capital, portfolio analysis, capital structure, dividend policy, options, cash management, and international monetary issues.

COURSE OBJECTIVES

As a result of the activities and study in this course, the student should be able to do the following:

1. Understand the goals and functions of the financial manager. 2. Understand the time value of money and the implications thereof to risk, rates of return, and value. 3. Analyze and control cash flow. 4. Utilize the basic tools of finance (e.g. horizontal analysis, vertical analysis, ratio analysis, and sources and uses of funds analysis) in analyzing a company to provide solutions for identified problems. 5. Implement capital budgeting techniques in making capital expenditure decisions. 6. Utilize the concept of cost of capital in making investment decisions. 7. Analyze sources available for personal and business organization financing.

PREREQUISITE Student must have successfully taken Managerial Accounting as well as a foundation course in Financial Accounting within the last 5 years with a grade of B- or better in each.

RELEVANCE TO CA This course builds student’s skills and knowledge in managerial finance. The students develop competency in Investment and financing decisions by businesses with emphasis on technology-driven organizations in rapidly changing environments. Students learn to understand the managerial implications and apply the concepts of cash as the basis of asset valuation, time value of money, capital budgeting decisions under certainty and uncertainty, capital market theory, cost of capital, capital structure theory and dividend policy, cash management, derivatives and risk management.

PURPOSE PERFORMANCE ABILITY


At the end of this course, the student should be able to demonstrate the ability to:

1. Articulate and utilize the functional areas of managerial finance while integrating the global and multicultural perspective.

2. Develop a conceptual framework upon which to base financial management decisions. 3. Demonstrate a working knowledge of techniques for analyzing financial data, for purposes of

managerial decision-making. 4. Identify and use Managerial Finance concepts in making and managing business decisions and

performance to develop and support business models in the media industries and in media related entrepreneurial /intrapreneurial ventures.

PROFESSIONAL COMPETENCY TOPICS • The Scope of Corporate Finance • Financial Statement and Cash Flow Analysis • Present Value • Bond and Stock Valuation • Risk and Return • Capital Budgeting Process and Techniques • Cash Flow and Capital Budgeting • Market Efficiency and Modern Financial Management • Long-Term Financing • Strategic and Operational Financial Planning


THE SELF AND OTHERS DIMENSION: ARTS ADMINISTRATION AND CULTURAL HERITAGE MANAGEMENT

OVERVIEW

The business of an arts-related organization is governed by aesthetic as well as commercial concerns. The management of artistic innovation, production, dissemination, consumption and preservation thus requires both commercial and aesthetic sensitivity, insight and leadership.

COURSE DESCRIPTION This course explores the arts as a growth industry and traces the development of its institutions and their management. It examines the way arts organizations function – profit versus nonprofit organizations, arts administration principles and practices, arts leadership, organizational structures, marketing and fundraising. Special emphasis is given to the art-business relationship; national and international art market trends; the management of cultural heritage organizations; the management of one’s career as an artist; philanthropy; volunteerism; government involvement and the arts; and current developments affecting the arts and issues of arts administration. The research and practice component of the course is intended to provide students with the opportunity to connect theory with practice. This course will prepare students for leadership roles in professional positions as managers, policy makers, arts activists, advocates and analysts in international, national and regional and municipal public and private arts and cultural heritage organizations.

COURSE OBJECTIVES Students are expected to:

1. Identify and describe the field of arts administration and the varying types of arts organizations by looking at their respective missions, legal, economic and organizational structures, policies, procedures, and constituencies served.

2. Analyze and discuss the major managerial problems, challenges and opportunities faced by profit and not-for-profit arts organizations today and apply appropriate cultural business strategies for purposes of growth and development.

3. Apply Management Theory to arts management practice and understand arts management in different national and cultural contexts,

4. Identify and explain the inter-linkages among cultural policy, organizational mission, and artistic vision in a broadly defined cultural sector

5. Evaluate an arts business plan, an arts marketing plan and fundraising strategies. 6. Identify and describe management strategies and practices that reflect cultural diversity in arts

activities and organizations. 7. Explain the planning, management and staging of arts events and festivals.

PREREQUISITE Students must have access to a computer, the Internet, Web 2.0 technologies, MCNY’s Moodle LMS, turnitin.com, and at least Microsoft Office 2007 or later version, including Microsoft Word, Microsoft Excel, Microsoft PowerPoint and one of the online Media Players.


RELEVANCE TO CA

This course, which is part of the Venture Management Actualization and Evaluation Purpose, provides students with an understanding of the arts and visual culture from an aesthetic, technological, economic and socio-cultural point of view and demonstrates how art reflects our culture and our society. It assists students to consider the diversity of artistic expression and cultures in implementing and evaluating their own media ventures. A direct relationship with the CA will be the development of various funding and advocacy papers that students can adapt to their own ventures.


1. Research and understand the changing socio-political, economic, and financial needs, challenges and goals of stakeholders and constituencies in the application and use of technologies in local, national and global businesses, markets and communities as appropriate.

2. Develop appropriate tools to communicate with constituencies and business stakeholders consistent with converging media industries.

3. Understand and describe methods of customer relationship management for your business while building sustainable viability and growth.

4. Design and develop the communications tools for your business stakeholders. 5. Identify methods to exploit artistic and cultural heritage media in the converging and changing media

industries to operate a successful business, make a positive impact on and empower local, national and global communities within which your venture operates.

PROFESSIONAL COMPETENCY TOPICS • The Evolution of Arts Organizations and Arts Management • The World of Profit and Non-Profit Ventures and Organizations • Art and Commerce • National and International Art Market Trends • Tradition versus the Avant-garde • Modernism vs Postmodernism • Arts Appraisal • Museum Management • Cultural Heritage Organizations • Multidisciplinary Organizations • Presenting Organizations • Art Gallery Management • Art and the Community • Public Art: Urban Development: Cultural Policy, Urban Affairs • Art and Government • Arts Financing: Grants and Foundations; Philanthropy; Government Support • Arts and Advocacy • Volunteerism • Arts Retail

REQUIRED TEXTS Management & the Arts 3e by W. Byrnes. NY Focal Press 2003


Art Dealer’s Field Guide by Ron Davis. FLA: Capital Letters Publishing, 2005.

A History of Installation Art and the Development of New Art Forms by Faye Ran, Peter Lang Publishers, 2009.


THE VALUE AND ETHICS DIMENSION: MEDIA CULTURE & SOCIETY

COURSE OVERVIEW

In Media, Culture, and Society, students investigate the ‘how’ in media: How does one individually and collectively digest media? How do media shape our visual and cognitive understanding of the world? How do media function in theory and practice? How do these relationships shape our individual and collective consciousness? What are the implications in local and contemporary society? This course will be a survey of the mass media landscape—its production, shifts, and consumption, both in the United States and the global communities. Students will first become familiar with the historical development of global media, thereby understanding the significance of the media that is available to them for the media venture. Society is understood and developed to a great degree by its media and culture industries; its communication industries provide the images, symbols and vocabulary by which people interpret and respond to their social environments. Moreover, the world has been and continues to be transformed by innovations in and interconnections with communication technologies and these advances have altered spatial and temporal constructs and have changed visibility making it global in scope. The spiraling result of these innovations has altered concepts of tradition, learning, economics, popular culture, power and government, as well as individuality, relationships, belonging and identity. The study of societal uses and consequences of mass media therefore, must go hand in hand with the study of communication industries involved in the production and dissemination of information.

COURSE DESCRIPTION

This course is designed to provide an historical, empirical and critical analysis of the role of media in the social production of meaning and the expansion of human knowledge and includes investigations of changes and trends in mass communications, providing general accounts of the role of media in society, accounts of the formative influences that shape the media, the way media affects social behavior and belief systems, and how the ideology of a group is produced and reproduced in its cultural practices. It will also include an examination of current modes of discourse that bear on media industries such as phenomenology, hermeneutics, semiotics, as well as structuralist, postmodern, Marxist and Feminist approaches to media research and analysis. Students explore issues of media literacy and socialization, the rise of mass mediated culture, recent changes in media industries and the relationship of media organizations and markets to structures of power and influence in society.

COURSE OBJECTIVES 1. Understand, develop and explain media literacy, i.e. the ability to access, analyze, evaluate and produce communication in a variety of forms.

2. Identify and describe media trends and their implications for media managers, information producers and society.

3. Identify and describe current modes of philosophical discourse that reflect and articulate media industries positions and practices.

4. Develop and explain a multidisciplinary understanding of the evolution and effects of mass-mediated culture.

5. Identify and explain the significant transitions of mass communication history.

PREREQUISITE


Student must have access to a computer, the Internet, MCNY’s Moodle LMS, turnitin.com, Microsoft Office 2007 or later version, including Microsoft PowerPoint, Microsoft Excel and Microsoft Word.

RELATIONSHIP TO CA

Through the analysis by the dimension portion of the CA, students will research and evaluate the most effective means of media to service their product or service. Recognizing underlying concepts relating media and society will enable the students to market and distribute their ventures using the appropriate tools and channels to serve its needs. Understanding how we experience media as individuals and groups will challenge the students to step into various modes of perception, both as the distributor and the consumer.


1. Describe your business activities, and; clarify its impacts and benefits on the environment, society and business stakeholders of the student's media venture and identify challenges arising from various social and cultural values, beliefs, theories and common practices in the media industries.

2. Identify the benefits, disadvantages and challenges of each social and cultural media theory for stakeholders and constituencies of your media venture.

3. Identify social and cultural issues in media creation that exist in the media industries and that have been faced by other business owners, stakeholders, and constituencies and inherent in the media industries.

4. Understand and identify the appropriate media literacy theories guiding ethical decision making conducting business and in moral dilemmas arising in the media industries.

5. Identify and develop media literacy theories, philosophies and practices consistent with social and cultural values identifiable in mediated entertainment and media industries that may arise in your media venture.

6. Identify and adopt best media literacy theories that are socially and culturally sensitive to other businesses, stakeholders and constituencies in local, national and global communities in the media industries, forging positive partnership and business relationships as appropriate.

PROFESSIONAL COMPETENCY TOPICS • Theories of popular culture and its relationship to capitalism, the class structure, and individual

identity • Modernism and Periodization • Mass culture and popular culture: Intellectual movements and cultural studies, Massification or

Americanization? • Marxism and Cultural hegemony, the Frankfurt School, Aura and Revolution, Culture, ideology and

class conflict • Globalization and Disorganized capitalism, Technology, economy and social class, New social

movements and the decline of the nation-state • Chaos, conflict and fragmentation: The problem of cultural imperialism (US hegemony), Motivations

behind anti-globalization movements • Structuralism and semiotics, Feminism and popular culture: Sex, gender, identity • Post-structuralists: Foucault and the concept of knowledge/power • Postmodernism: Style, the post-industrial economy, Critique of the Enlightenment, and Politics

without foundations • Youth culture: Resistance or narcissism? Questions of value and policy.


• Television and digital media: TV as text and the notion of the active audience, Cyberspace turns into a Cyberutopia, The digital divide

REQUIRED TEXTS Chris Barker, Cultural Studies: Theory and Practice, 3rd ed., Sage Publications, Inc., 2008 [ISBN No. 978-1412924160}

Simon During, The Cultural Studies Reader, 3rd ed., Routledge., 2007 [ISBN No. 978-0415374132]


THE SYSTEMS DIMENSION: MANAGING ELECTRONIC BROADCAST INDUSTRIES

COURSE OVERVIEW

Electronic media is pervasive and affects nearly every aspect of modern society. The world has been and continues to be transformed by innovations in and interconnections with communication technologies and these advances have altered spatial and temporal constructs and have changed visibility making it global in scope. Rapidly developing technologies have led to a convergence of once separate industries, resulting in an equally dynamic business and regulatory environment. Issues such as intellectual property protection and piracy have been thrust into the foreground, as content emerges as the driving force behind the industry and content owners look to be increasingly agnostic about distribution. As such, no longer can we be content to study electronic media by concentrating on radio and TV stations or even cable and satellites. The age of telecommunications encompasses a multitude of new media and demands the integration of these media in both theory and practice.

COURSE DESCRIPTION

This course incorporates a total approach to the study of electronic media examining everything from the history of the telegraph/telephone to the development of radio, TV, cable, satellite, to the emerging telecommunication and consumer technologies such as cellular radio, digital audio and video, personal computers and data transmission. Students will also learn how programming is researched, developed and assessed for an on-air broadcast, cable, syndication, pay-per-view, network, public television, home video, foreign markets and direct broadcasting satellite.

COURSE OBJECTIVES Students are expected to:

1. Identify and explain the varied businesses, services, products, and distribution and models that constitute contemporary electronic media.

2. Explain and describe the financing, programming and regulatory issues involved in the cable, satellite, and other forms contemporary electronic media distribution.

3. Explain the economic structure and corporate behavior of electronic media companies that participate at all levels in the value-added process.

4. Describe and explain the business administration and operational components of managing electronic media distribution enterprises, particularly in the light of the rapidly evolving political, economic, technological and social environment in which they exist.

5. Understand legal, financial and business challenges arising from technological advances and changes in market constructs for the electronic broadcast industry.

6. Identify new technologies and their impact on the electronic broadcast industry, its institutions and practices, audiences, consumers and communities.

PREREQUISITE Student must have access to a computer, the Internet, MCNY’s Moodle LMS, turnitin.com, Microsoft Office 2007 or later version, including Microsoft PowerPoint, Microsoft Excel and Microsoft Word.


RELEVANCE TO CA This course builds on the Constructive Action (CA), Purpose 3 on Strategic Management of a Media Venture where students focus their efforts on implementing and evaluating their comprehensive business and/or marketing plans for their media related venture designed to satisfy a media industry need, realize a media industry opportunity or solve a media industry related problem. Through this class, as part of the Systems Dimension, it is intended that students will gain an understanding and ability to analyze the systemic nature of industry structures, markets and operations within the context of historical, political, economic, and social forces that have and continue to affect industry evolution, decision making, production, operation and dissemination, specifically in the broadcast, cable and related telecommunications industries. A direct link to the CA and this course will be the final paper, where students will research a broadcast/telecommunications topic as assigned.


1. Assess the various competitive forces in all aspects the electronic broadcast industries and the core competencies related to the local, national and global broadcast media business.

2. Identify and understand the various conceptual business and economic models employed within all aspects of the electronic broadcast industries and its interdependence, synergy and financial relationships among and with other media industries.

3. Identify strengths of the various business models within the electronic broadcast industries on a local, national and global level as the media industries converge and adapt to advances in technology.

4. Identify weaknesses of the various business models within the electronic broadcast industries on a local, national and global level as the media industries converge and adapt to advances in technology.

5. Identify existing and potential future opportunities and threats for successful business models and operation in the electronic broadcast industries.

6. Identify and explain ethical and legal issues and theories for resolution of those ethical and legal issues that arise in the management and operations of electronic broadcast industries.

PROFESSIONAL COMPETENCY TOPICS • Electronic Broadcast Industry Structures and Business Models, Including a comparison of commercial

versus non commercial operations • The long term impact and relevance of the historical development and technological advancement on

Broadcast Industries • Financing, Marketing and Exhibition of content in electronic broadcast industries • Content Production and Distribution in the Age of Digitization and Convergence: Preproduction,

Production & Postproduction in the Electronic Broadcast Industries • The Synergistic Relationship among Cable, TV, Radio and New Technologies • Media Effects and Legal and Ethical Concerns in Broadcasting • Audience Measurement, Ratings and Pricing

REQUIRED TEXTS McGregor, Driscoll, and McDowell, Head’s Broadcasting in America, A Survey of Electronic Media, 10th Edition, Allyn & Bacon for Pearson Education, Boston MA 2010. [ISBN No. 978-0-205-60813-3]


Albarran, Alan B., Management of Electronic and Digital Media, 5th Edition, Wadsworth/Cengage Learning, Boston, MA 2013. [ISBN No. 13 9781111344375]


MBA FOUNDATION COURSES

MANAGERIAL STATISTICS MBA 501 FDN (1.5 Credits) This foundation course introduces students to statistics useful for their MBA studies and for solving managerial problems. Students will learn a variety of techniques and tools to solicit, evaluate and communicate information for problem solving purposes. The course teaches the concepts and applications of business statistics, as well as providing the students the opportunity to observe and actually carry out computer-generated solutions using SPSS and Microsoft Excel.

PRINCIPLES OF MANAGEMENT & MARKETING MBA 502 FDN (1.5 Credits) This foundation course teaches management principles to tomorrow’s business leaders by weaving three threads: strategy, entrepreneurship and active leadership. Students will also be exposed to key concepts of marketing in today's business environment such as service, sustainability, ethics and social responsibility, global coverage, and metrics.

PRINCIPLES OF FINANCIAL ACCOUNTING MBA 503 FDN (1.5 Credits) This foundation course teaches fundamental accounting procedures and the uses of accounting information. Topics include: recording transactions; controlling, costing and analyzing inventories; reporting and controlling liquid assets; measuring and reporting long-operating assets; current and contingent liabilities; the time value of money; analyzing and reporting owners' equity; balance sheets and statements of cash flow; and managing and accounting for corporate income tax.

PRINCIPLES OF ECONOMICS & FINANCE MBA 504 FDN (1.5 Credits) This foundation course helps students to understand the practicality and relevance of economics and finance with a variety of illustrations and insights. Economics topics include: classical vs. modern economic thought; supply and demand; elasticity; competition and Monopoly; inflation and unemployment. Finance topics include: the Federal Reserve System; FOMC and the money market; interest rates; financial Structure; investment decisions.

REQUIRED TEXTS Foundation courses use Flat World Knowledge Open Source Texts

MCNY MBA Media Management Working Outline for Purpose 3 Strategic Management and Evaluation Constructive Action Documentation

OVERVIEW OF CONSTRUCTIVE ACTION DOCUMENT Producing a written documentation of your Constructive Action is a separate endeavor from carrying out the Constructive Action itself. The process of Constructive Action is described in the earlier sections: "Constructive Action: An Overview" and "Purpose." This section provides you with specific guidelines for the documentation of your efforts. This documentation covers: 1. Constructive Action Abstract 2. Introduction 3. Planning Phase 5. Exploratory Phase 6. Literature Review 7. Implementation Phase 8. Final Assessment Phase 9. Formatting Your Constructive Action Document

1. PRESENTATION OF THE ABSTRACT

Although this section appears first; it is completed at the END of your Constructive Action. It includes a brief overview of the Purpose, your own objectives and why chosen, and what you learned and accomplished.

The Final Abstract (1 page, typed, single-spaced) is composed of three parts:

* Part I— Purpose: What is the Constructive Action and how does it relate to the Purpose of this Semester?

Background: What was the need for the Constructive Action?

Part II—

Objectives and Methodology:

What was the goal? What were the objectives? What were the methods and strategies employed?

Part III—

Conclusions:

Assessment of the outcomes. What will be the follow-up?

* Begin with a topic statement: A one paragraph summary of the who, what, when, where, why of the Constructive Action. This statement will eventually become the first paragraph of your abstract. Formulate or state your short-term goal.

2. INTRODUCTION

Begin the Introduction to your Constructive Action with a topic statement: It should introduce the media venture you plan on starting and unmet or other need for your venture or improved service. You should also reiterate the hypothesis researched and briefly present the results/findings from Purpose 1 where you explain how you believe the media venture or other intrapreneurial service that you are proposing to begin

or develop will serve or solve the unmet need or improve the delivery of a service that is unproductive or ineffective.

3. PLANNING PHASE

The Planning Phase is comprised of a discussion of the Short and Long Term Goals of your Constructive Action this Purpose and the Plan of Action to achieve those goals. A discussion of your plan to assess the success of your Constructive Action during the Purpose completes it.

A. Statement of Short and Long Term Goals

Goals : Generally, your goals should be appropriate to the Purpose performance area; this Purpose involves research and analysis of the health/state of your industry and the viability of your media venture. The Short Term Goal: what you hope to have achieved by the end of the Semester. The Long Term Goal: the goal to follow from your short-term goal. Set a realistic time frame as part of your long-term goal statement.

Objectives : In this section, you write the specific, short-term objectives that you hope to accomplish to achieve your goals during this Purpose. These objectives should be as specific as possible in terms of obviously measurable changes.

The objectives should be related to: the Purpose to be achieved; the analysis of the needs and setting in which you currently work; and, the support of your long-term development. It may be helpful to write objectives for each dimension, depending on your goals.

Strategies/Methodologies : These are the actions you will take to reach your objectives for the Purpose:

1. List each method or action you will take. There should be at least one strategy/method for each objective. These actions should be as concrete and practical as possible. You may also suggest alternative strategies or multiple strategies for any one objective.

2. Analyze resources and constraints relevant to the accomplishment of each strategy. Decide whether you want to include organizational or external resources. Do you want to include your self-assessment of skills and abilities? Areas for development? Other?

3. After you are at your midpoint assessment phase, ask yourself if you want to change any strategies and implement new one.

B. Plan of Action

The Plan of Action consists of a four-section chart that is laid out as follows:

1) The goal(s) of the Constructive Action (short-term—by the end of this term; long-term—the next goal to follow from the short-term goal);

2) Proposed objectives (expected results, both task and learning);

3) Strategies/Methodologies (how to get there);

4) Evaluation/Assessment criteria (how will you know you got there). A

blank chart is included at the end of this outline.

C . Evaluation Plan

Describe the criteria or benchmarks to be used to monitor progress toward achieving goals and objectives during the Semester; that is, how exactly you will know a) whether or not your strategies have succeeded and b) that these strategies will help you meet your objectives. Also describe the methods to be used for determining whether these criteria have been met.

There should be at least one measure for each objective and each strategy. Measures should be both quantitative and qualitative. Evaluation criteria are part of the plan of action and are set out before you begin to implement your plan. They may be altered if the reality of a critical incident so demands. Assessment of learning (Part III) is done after implementation. 4. EXPLORATORY PHASE

The background for much of this part comes from:

— your own experience and knowledge; — material covered in Dimension seminars; — job-related sources; — readings and discussions in Purpose class.

After you have written your topic statement, proceed to your Work Setting , Situation and Needs Analyses.

A. Analysis of Work Setting

An analysis of the work setting takes these factors into account:

1) design of the work area;

2) how design influences (promotes or impedes) communications, work flow, and morale;

3) how design reflects job status, job function, and department/company policy or philosophy.

B. Analysis of the Situation or Problem Description

An analysis of the situation takes these factors into account:

Part I: 1) a description of the industry in which your company operates;

2)

an overview of your company, its products, services, structure, philosophy, and goals;

Part II: 3) a description of your department/function;

4) your formal job description and role in the department.

5) An extensive description of the problem or circumstances; use examples and

illustrations which have motivated this undertaking.

The basic questions to be answered by A and B, then, are:

— What is the environment in which you work? What is its physical setting? What are its professional and psychological conditions?

— How does your environment and/or your position in it support or limit your Purpose or

opportunity to act and to develop professionally?

— What values are communicated through non-verbal channels (e.g. use of space, size and placement of objects, desks, etc. Your analysis of the setting and situation in which you currently find yourself provides your starting point. There should be a "match" between what you want to work on and the nature of your work, your department, people on the job, etc.

Setting and situation provide the relevant ground-rules and opportunities for your plan, and the factors that may constrain your actions (i.e. limiting factors or variables).

C. Need or Opportunity: Solution Statement Analysis

This section contains the rationale and analysis of a solution to be undertaken as related to the Purpose to be achieved.

This need also should apply to your own professional development. Resolving the need should benefit yourself and significant others and contribute to productivity on the job.

The Need, Opportunity or Situation Analysis should include (but need not be limited to):

1. a description of the solution you will be undertaking;

2. a rationale for why this solution at this time.

3. a description of your own strengths and skills, that is, what are the personal resources

you already bring to the situation;

6. LITERATURE REVIEW

Prepare a summary on the theoretical or conceptual sources and data underlying your Constructive Action. In this section you cite the research material and data from which you have drawn for theoretical sources and corroborative references. In applying primary source content to the Constructive Action process, you will have to sift and filter facts, data, theories, and hypotheses. Decide which sources, illustrations or pieces of evidence are useful towards the conceptualization, implementation and assessment of your specific Constructive Action.

7. IMPLEMENTATION PHASE

In this section of the document you will record the actual step-by-step implementing of your analysis for your Constructive Action and present the findings, results and conclusions deriving from your research about the viability and feasibility of your media venture in its planned industry.

A. Presentation of Financial Statements and Projections Provide spreadsheet for the various revised financial projections you can make based on your research and to support your implementation efforts for your media venture. Be sure to include clear footnotes to explain assumptions and projections including projected budgeting for start up costs and cost/benefit analysis.

B. Recording Critical Incidents

In recording critical incidents, you are asked to describe specific occurrences or interactions based on the implementation of strategies/methodologies that you utilized to carry out your Constructive Action. This written "log" or summary tells what happened, how you dealt with it, what knowledge gained you’re your Dimension classes that you brought to bear on what was happening and how you felt and reacted. You can analyze the challenges you encountered, and whether or not you have succeeded. You must provide a minimum of 5 critical logs . A critical incident report briefly details the following information:

a. When and where did it happen? b. What happened? (What did you see, hear, say or do? This should not be a transcript of a conversation, but rather a critical analysis of what you did.) c. Who else was involved? How did they affect the way the situation went or how you responded? d. What knowledge from Dimension classes did you apply or became more clear because of the incident? How did you incorporate that knowledge into the situation you were dealing with? (Show the relationship between what happened in the situation and understandings you have gained in your studies.) e. What, if anything, did you learn about your venture? About yourself? f. How did it turn out? Why?

You must give careful thought to what information is relevant. Select and focus on what is significant. Each specific situation is different, so no absolute rules can be given. For your Constructive Action, monitor those incidents that involve the issues and/or relationships that are the focus of the Constructive Action. In addition, each incident should illustrate either progress or lack of progress toward the goal(s) you are working to achieve.

Logging or written monitoring is the process by which you record the development of your Constructive Action. It cannot be rushed in the last few weeks; it must be developed over the course of the semester. The material in the recordings, when appropriately detailed, becomes a major part of your analysis. It demonstrates how well you planned and implemented your Constructive Action, and how well you were are able to integrate academic learning into "live" situations.

A chart for recording critical incidents is included at the end of this section.

8. FINAL ASSESSMENT PHASE

The final phase of the Constructive Action process provides the last major section of the written report. That is, you have researched and planned your goals and objectives, your strategies and evaluation

criteria (all in relation to your needs and your current position on the job) and you have spent several weeks acting on your plans (i.e., implementing them). In the final weeks of the Semester, then, you reflect and assess what has happened, what worked and what didn't work and why, what you learned from your class readings and actions, and their applicability to the Constructive Action.

A. Assessment of Implementation of Business and Market Plan

Explain whether you were successful in implementing your business and market plan and if the plan allowed for the operation of a viable, financially feasible, achievable direction to develop, grow and market your business. Be sure to present evidence to support your conclusions about the viability and feasibility.

B. Assessment of Constructive Action Goals

1. Did you achieve your short-term research and analysis goals? 2. Were your goals realistic? Explain. 3. Did you reach your research and analysis objectives? How do you know? 4. Which objectives were redefined, if any? Explain why.

C. Assessment of Methodologies/Strategies

1. Which methods/strategies worked to achieve your research and analysis objectives? Why? Cite references to specific materials to support your discussion. 2. Which methods/strategies did not work, if any? Why not? Cite references to specific materials to support your discussion. 3. Would you use these methodologies/strategies again in similar situations?

D. Assessment of Overall Learning

1. Explain what you learned from this experience. What do you know that you did not know before? 2. In what ways did the Dimension classes and their accompanying readings help you with you to achieve your goals? In what ways were they not helpful?

E. Conclusion

Write a statement of your plans for further action.

37

Metropolitan College of New York MBA in Media Management Purpose III Handbook

9. Formatting Your Constructive Action Document

General Format and Organization of the Constructive Action Document

All pages are to be typed, double-spaced (Abstract, Plan of Action and Critical Logs are single spaced.) Margins: 1 - 1 1/2 inches all around Times New Roman 12 point Parts of the Document:

Title Page

Table of Contents

Abstract

Executive Summary

Introduction

Planning Phase

1) Short and Long Term Goals Statement 2) Plan of Action Charts 3) Evaluation Plan

Exploratory Phase

1) Setting Analysis/Situational Analysis 2) Need/Opportunity/Solution Analysis

Literature Review

Implementation Phase 1) Financial Records 2) Critical Logs

Final Assessment Phase

1) Assessment of Implementation of Business and Market Plan 2) Assessment of Constructive Action Goals 3) Assessment of Methodologies/Strategies 4) Assessment of Overall Learning 5) Conclusion and Next Steps

Appendices and Other Supporting Documentation I. References: Provide a list of the academic and professional sources that you cite in your paper. II. Bibliography: Provide a list of all of the academic and professional sources you consulted in connection

with carrying out your CA. III. Business and Marketing Plan: Attach a copy of your formal Business and Marketing Plan. IV. Miscellaneous: These may include memos, letters, and/or reports relevant to the Constructive Action, as well as feedback from faculty, supervisor, peers, other company constituents, and personal assessment.

Plan of Action

Name: Purpose: Date Prepared: Date revised:

Short-term Constructive Action Goals

Objectives

Strategies

Evaluation Plan

- appropriate to Purpose of the semester; - represents a logical step toward long- range goal; - Are challenging but doable.

- are observable; - are realistic within given time frame; - Are challenging

- define resources to be used, how and by whom; - describe how constraints will be handled; - Are appropriate to Needs Analysis, long- and short- range goals

- identifies evaluation of each strategy - identifies method; - Is appropriate to Needs Analysis, long and short- range goals.

Constructive Action: Record of Critical Incident

Date: Time:

Place: Persons Involved:

Strategy Implemented:

Content - Text

Interpretation and Learning—subtext

On this side, summarize specific words, actions (verbal and non-verbal), and/or occurrences between participants.

On this side, record your thoughts, feelings inferences, strategies, assumptions, etc.

.

Critical Incident Log Page 2 Assessment/Summary of New Understanding

What do you know now that you would not have known if this incident had not taken place?

Indicate if you thought the situation went well or badly. Did it help you reach your goal or objective? Why or why not? (It went well because.../It would of gone better if...)

Next Steps

I will

Others (co-workers, supervisor, et al) will

Analysis by Dimension®

In what ways were the Dimensions involved/exhibited in this incident? What specific theories, readings, or activities from the seminars help you to understand what happened? Note citations.

Purpose

Values

Self & Others

Systems

Skills

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