Board of Trustees of The City University of New York

RESOLUTION TO

Approve an M.A. in News Innovation and Leadership at The Craig Newmark Graduate School of Journalism

January 13, 2020

WHEREAS, There has been expressed and growing demand from legacy media companies, as well as media startups, for innovative and forward-thinking leaders who rise to the unique challenges presented by the struggling media market; and WHEREAS, These leaders will enhance the quality of the industry as a whole by interconnecting editorial content, technology, and business practices; and WHEREAS, A recent survey of 100 media industry professionals conducted by the Newmark Graduate School of Journalism found that there is a demand for a credited program in the field of News Innovation and Leadership, and there is a willingness on the part of potential students to pay for such a program; and WHEREAS, The target audience for the program are news media leaders who currently work in the media industry and have expressed the need to become more effective in driving change and innovation in their organizations; and WHEREAS, The program will prepare graduates through courses focused on the most pressing skills related to the field, such as business strategy, diversity strategies, change management, product management and development, revenue strategies, audience development, and customer centricity; and WHEREAS, The Master’s program will be modeled upon Newmark’s 2019 non-credit program with similar content and classes which drew 30 applicants and accepted 16, all of whom are media leaders and come from renowned domestic and international media organizations, including The New York Times, Bloomberg Media, Univision, and The Financial Times of London; and WHEREAS, The tuition of $30,000 per participant will allow the program to be entirely financed by the Journalism School and will not require any additional funds; and

WHEREAS, The Newmark Graduate School of Journalism is uniquely situated to answer the demand for such a credit-bearing program as the school operates in the heart of media, business, and technology in New York City and can call upon executives as faculty. NOW, THEREFORE, BE IT RESOLVED, That the program in News Innovation and Leadership at the Craig Newmark Graduate School of Journalism leading to the Master of Arts be approved effective February 4, 2019 subject to financial ability. EXPLANATION: The proposed program will appeal to those industry leaders interested in developing their skills and practices to meet the demands and struggles of the current media landscape, while reinforcing Newmark’s commitment to professionalism, innovation, and ethics in the field of journalism.

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The Craig Newmark Graduate School of Journalism The City University of New York

Proposal:

Master of Arts

in News Innovation and Leadership

Approved by Dean Sarah Bartlett and members of the

Craig Newmark Graduate School of Journalism Governance Council

on Oct 7, 2019 Contact: Andrew Mendelson, Ph.D. Associate Dean and Professor Craig Newmark Graduate School of Journalism at CUNY Email: andrew.mendelson@journalism.cuny.edu Phone: (646)758-7838 Provost’s Signature:

_____________________________ Provost’s Name: ANDREW MENDELSON

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Table of Content Executive Summary ..................................................................................................................... 4Purpose and Goals ....................................................................................................................... 5Need and Justification .................................................................................................................. 7Target Audience ........................................................................................................................... 8Admission Requirements ........................................................................................................... 10Curriculum .................................................................................................................................. 10Outcomes ................................................................................................................................... 11Assignments, Structure and Grading ......................................................................................... 12

- Grading ........................................................................................................................... 12- Capstone Project ............................................................................................................ 13- Residency Weeks and the Learning Journey ................................................................. 13

Classes and Syllabi: ................................................................................................................... 14- Strategy and Execution (I & II) .................................................................................... 14- The Business of Journalism (I & II) ............................................................................. 15- Business Fundamentals ............................................................................................. 17- Product Management and Development .................................................................... 17- Revenue Models and Business Development (I & II) ................................................. 19- User-Centered Design ................................................................................................ 21- Audience, Data and Metrics ........................................................................................ 21- Managing Technology and Innovation ........................................................................ 23- Managing Culture and Change ................................................................................... 25- Teams, Structure, Diversity ........................................................................................ 27- Leadership Communications ...................................................................................... 29- Leadership Skills ......................................................................................................... 29- Negotiations and Stakeholder Management ............................................................... 29- Managerial Ethics ....................................................................................................... 29- Managing for Resilience ............................................................................................. 29

Faculty ........................................................................................................................................ 29Cost Assessment and Business Case ....................................................................................... 31Evaluation ................................................................................................................................... 32Appendices ................................................................................................................................. 34

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A: NYS Education Department Form ...................................................................................... 34B: Five Year Financial Projections for the Program ................................................................ 44C: External Evaluation and Conflict of Interest Statement ...................................................... 52D: Letters of Support ............................................................................................................... 60E: Supporting Documentation ................................................................................................. 65

- Admitted participants for the not-for-credit program 2020 .......................................... 66

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Executive Summary At the Craig Newmark Graduate School of Journalism at CUNY, our mission is to train and educate journalists at all stages in their career with rigorous academic degrees and professional education. To fulfill this mission, the school is proposing a new degree dedicated to develop journalism professionals currently working as managers and leaders in news media organizations. This proposal suggests a Master of Arts in News Innovation and Leadership focusing on media management, product- and business innovation. We believe this program will have an immediate impact on the struggling media industry, align well with our academic mission and high quality standard, and quickly become a financially stable pillar of the school. Without any further investments needed, the program will be profitable from year one on. The program will allow students to earn their degree with 33 credits over 3 academic terms (spring, summer and autumn). Modelled after other professional and executive degrees, the program would be delivered during intense, full time residency weeks accompanied by group work, coaching, self-paced learning and digital supplements. During these weeks, classes will run all day with added evening sessions. This will allow participants to keep their job and take time off for the residencies which will deliver the majority of the learning experience and combine intensive classwork, collaboration with classmates on projects, evening events and speakers that link participants to their cohort and the CUNY community. In the MA, participants will be awarded the MA in News Innovation and Leadership after successfully completing 15 classes and delivering a personal capstone project that tackles a strategic challenge in their media organization. The target audience for the program are news media leaders who currently work in the industry and feel the need to become more effective in driving change and innovation in their organizations. They are expected to bring a minimum of 7 years of work experience in news media and a minimum of 3 years in a management role. Classes taught by faculty and professional adjuncts will cover four main areas: Business strategy, change management and leadership; product management and product development; revenue strategies and business model development; audience development, customer centricity and data. The Newmark J-School did extensive market research before proposing this degree. A survey with about 100 industry professionals showed the high demand for a degree program like this. A not-for-credit program with similar content was developed to test demand and willingness to pay. The feedback to this offering was excellent: In 2020, 16 high-level media industry professionals will be part of a not-for-credit program at the school that generates a revenue of 357k for the school.

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Purpose and Goals When the Craig Newmark Graduate School of Journalism at CUNY began, more than a decade ago, we expected that innovation and leadership in the news media would come primarily from entrepreneurs, as legacy news media companies were still finding their way in this time of disruption. That is why we started the nation’s first MA and Advanced Certificate in Entrepreneurial Journalism. Now we are seeing that both legacy companies, as well as startups, are hungry for innovation and for the kind of leaders who will take them to the next level. We see new fields emerging as core value-creating units in media companies at the intersection of editorial, technology, and business, such as product, audience, data, and business development. And we see that the major challenge in the industry today is developing new, sustainable business models for news media and successful, user-centered products that reach existing and new audiences. To address the need for innovation and leadership in the news industry, the Craig Newmark Graduate School of Journalism at CUNY is developing a Master of Arts in News Innovation and Leadership to train the news media leaders of the future. With this new MA, we want to equip media managers and journalism leaders with a diverse range of competencies and skills they need to drive innovation and transformation in their organizations. In classes that would be delivered in several intense, week-long residencies over three academic terms (spring, summer and autumn) to avoid requiring permanent NY residency, the MA will cover the following main areas: ● Business strategy, change management and leadership — including the larger context of

the news industry; business and management skills; building diversity and open culture; change management and driving innovation; leading agile teams; strategy frameworks; and journalism essentials for non-journalists.

● Product management and product development — including human-centered design and innovation methods; design thinking; project and product management; managing technology and technologists; leading interdisciplinary teams; survey of media technologies and trends.

● Revenue strategies and business model development — across the wide range of revenue, including old and new strategies in advertising; consumer revenue from subscription, paywalls, membership, ancillary revenue streams including events and commerce; assessment of investment opportunities; business model innovation.

● Audience development, customer centricity and data — covering marketing and conversion funnels; social tools and user engagement; relationships with platforms; data gathering and analysis, including user profiling and personalization with privacy by design; KPI and metrics; using AI to grow and engage audiences.

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Participants will be awarded the MA in News Innovation and Leadership after successfully completing 15 classes (all together 27 credits) and delivering a personal capstone project that tackles a strategic challenge in their media organization (6 credits). Participants spend the year in an intense, fast-paced learning experience. The program will encompass 26 full 9-hour class days in residency at the Newmark J-School in NYC. During the in-person modules, classes will be accompanied by networking events, fireside chats and company visits to create an immersive, bonding experience for the cohort. During the full year, the in-class experience is supplemented with self-paced learning, individual coaching and digital interactions, webinars and group exercises throughout the course of the program. Through the specific design of the program, which has been modeled after other successful executive training programs in the market, we limit students’ time away from the office and make the courses accessible for leaders who can’t or don’t want to leave their jobs to take part in an academic program. The structure also recognizes the needs of executives outside of the NYC metro area who are interested in getting their degree at CUNY. Classes will be taught by faculty, as well as guest lecturers, who hold leadership roles in the media industry. Frequent visits to innovative media outlets in the NYC area as well as fireside chats and lunchtime conversations with exponents of the local innovation scene are an integral part of the program. The limited residency structure also allows us to attract high-profile guest lecturers and adjunct professors who can better align the condensed schedule with their busy professional agenda. Consistent with other graduate programs, participants are expected to invest about two hours of self-paced learning time for each hour spent in class, plus a similar amount of time researching and writing their capstone project. Additionally, participants will be expected to take part in the digital supplement offerings, the group exercises and the coaching sessions. With a price point of USD 30.000 per participant, we offer high quality executive education at the lower end of the tuition spectrum of comparable programs. Still, with the assumption of 18 to 20 participants a year, the new MA will become a stable and reliable source of income for the school, with profitability reached in year one. The program will not need any additional funds or investments and can be entirely financed by the Journalism School. We believe that the Newmark J-School is ideally situated to offer this new program. We work at the heart of media, business and technology in New York and can call upon executives as faculty. We have experience in starting similar new programs with our entrepreneurial and social journalism programs and the Newmark J+ professional development arm. The school’s Tow-

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Knight Center has been convening professional communities of practice — in product development, audience development, talent and inclusion, commerce, and data — which we believe will be valuable resources for these programs and will help in placing graduates in leadership roles in leading media companies.

Need and Justification The idea for this program, in part, stems from executives in news media companies who tell us they need more leadership talent and need to reskill existing leaders. They especially feel the need to train promising employees in a range of management skills — change management, business strategy, diversity and culture, revenue strategy — and to fill leadership jobs that are new to our industry, in areas such as product development, product management, business model innovation, and audience development. Similarly, we hear from young executives — who are being promoted quickly because of news companies’ hunger for their fresh perspectives — that they wish they could have more grounding in people management, strategy, business skills, leading diverse teams, and so on. Successful product and business innovation and organizational transformation do not just “happen.” To build a sustainable future for the news industry, we need to train our leaders to drive that change. To develop sustainable business models and successful products, news organizations need skilled and strong managers who understand editorial, technology, and business. Before we developed this curriculum and proposal, we did extensive market research to assess the need for such a program. In a survey of about 100 media leaders and innovators in the US and abroad in Q1 2019, we asked what skills and expertise executives wanted to see in mid-level management and their editorial leaders, what problems they would want to see solved with an executive program, and what content was missing in current offerings. Some common answers were:

- Executives see the need to build a more diverse talent pipeline for the next level of leadership roles.

- They need more people with product skills in leadership roles. - They expressed the wish for more people with business acumen in editorial leadership. - They want to promote leaders who have an overview of industry best practices in

product, innovation, audience, data, business models and revenue. With comprehensive academic training in the fundamentals of business and management, a broad spectrum of training in leadership related skills, and classes in news media related fields such as product, audience and revenue innovation, the program aims to fill a market gap between

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executive MBAs and short executive certificates in digital innovation. Of 100 media executives interviewed by the program director in 2019, about half of them said they might consider applying to the program or supporting a member of their leadership and management team in their application.1 While executive MBAs do not address the specifics of the news media industry and journalistic revenue models, existing short, for-credit certificates do not provide the holistic academic innovation and business training we believe are necessary to successfully drive transformation in the industry. We aim to be the first degree-granting academic program to address both needs.

Target Audience This new program will be open to participants from all aspects of the news business — editorial, product development, audience development, business, technology, and management and from all parts of the media industry, from legacy organizations as well as digital players. We will bring together participants from both the US and abroad. The diversity of participants’ experience will be a plus for the program, and we envision a strong component of learning from each other to be an essential part of the journey. This program is geared towards people who already have a leadership role in a news organization, or are in the process of stepping up into a larger leadership role. Participants should bring a minimum of 7 years of experience as a working journalist to the program, and a minimum of 3 years in a leadership role. As our research of other executive academic programs showed, the cohort experience is crucial for any kind of leadership program, and we aim to have a class will well versed, business savvy industry professionals who bring experience in managing newsrooms and news organizations. We do see a variety of potential participants for the course: ● Editorial leaders who have been in the industry for a while but want to learn how to drive

change in their organizations more effectively and better understand new areas like product or innovation management in order to have a stronger impact.

● Digital leaders who might have deep knowledge in a certain vertical of the innovation framework, for example audience management or product development, but lack the holistic understanding of leadership and experience in management.

● Up-and-coming leaders in the process of taking on extended leadership roles, who have the support of their employers to help them get up to “leadership speed” more quickly.

1 In Appendix D of this proposal, several of these senior journalism executives voice their endorsement of the program in letters of support.

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In 2019, we started a year-long not-for-credit program with similar content and classes as the proposed MA as a proof of concept to assess market needs and demand, test parts of the curriculum and gain valuable learnings. We also wanted to test which level of applicants we would be able to attract. In designing the program, our program director made use of her own past experience as a participant in executive education programs: The Knight Fellowship at Stanford University, a mid-career media innovation program; as well as the Executive MBA at INSEAD. The feedback to the new offering we created was excellent. From summer to autumn 2019, the school received around 30 applications from high profile media leaders for the not-for-credit program that will run from January 2020 to December 2021. The 16 admitted media leaders2 come from large and renowned media organizations in the US, such as the Wall Street Journal, The New York Times, Bloomberg Media, and Univision; and similarly esteemed organizations from other countries, such as Der Spiegel in Germany, the Financial Times in the United Kingdom and The Daily Maverick in South Africa. Over all, members of the cohort are looking to learn how to redefine innovation, develop new sources of revenue for newsrooms, transform legacy media outlets into digital first publications, rebuild trust in journalism, promote and sustain a more diverse newsroom to serve audiences and communities effectively, give space to voices that are silenced by traditional media, and much more. The participants speak many languages and represent 10 countries, including Chile, Egypt, Germany, Japan, Luxembourg, South Africa, Spain, the United Kingdom, the United States, and Venezuela. They hold titles such as Managing Editor, Head of Digital, Director New Audiences or Head of Video. Besides the interest from large media organizations, the program offering also led to applications from individuals who are in leadership roles at media startups, that feel the need to scale and professionalize their strategy. As expected, the successful applicants are holding a leadership or management role in a news organization and want to become more effective in driving change and innovation in their respective organization. Many participants are fully or partially sponsored by their media organization, several of them pay for the program themselves because they expect a positive impact on their career trajectory. The not-for-credit program run in 2020 will generate an additional annual revenue of USD 357k in tuition payments for the Journalism School, mostly offsetting the costs of the program director and the consultants teaching the program. Considering the smaller class size (16 people) and the

2 The press release about the first cohort of the leadership program can be accessed here: https://www.journalism.cuny.edu/2019/11/executive-program-selects-first-class-media-leaders/ A full list of participants can also be found in Appendix E of this document.

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lower price (USD 27k), this means that a for-credit program would generate immediate profits for the school. We could also verify that there is a market demand for a credit bearing offering which we suggest in this proposal: Two applicants admitted to the not-for-credit program chose to defer their admission to see if the school might offer a for-credit program in the years to come because they wanted to pursue an academic degree. Several candidates who approached the program director throughout the admissions period expressed interest in a degree program and urged the school to proceed in the registration process. Additionally, 138 people signed up for a mailing list the school specifically created to update interested candidates on future executive education offerings in the areas of media leadership and transformation management. To summarize, we went to extreme lengths to verify that there is demand for the MA we suggest, and all the evidence we gathered supports our assumptions.

Admission Requirements The Craig Newmark Graduate School of Journalism welcomes candidates from a diverse range of social, cultural, ethnic, and professional backgrounds. In this MA, we will insure to gather a cohort of experienced media executives who bring both the academic as well as professional prerequisites for the program. We expect applications to exceed the available spots in the program, so we plan to orchestrate a rigorous admissions process with a dedicated admissions committee consisting of faculty members and the program director. Applicants will have to provide:

- Proof of a bachelor’s degree from a regionally accredited institution comparable in standard and content to a bachelor’s degree from a CUNY college. International transcripts from any other country besides Canada must be evaluated by a NACES member organization.

- Proof of professional experience. Applicants will be expected to have at least 7 years of experience as working journalists, as well as a minimum of 3 years of managerial experience.

- A personal statement of purpose - Two letters of recommendation from supervisors, former supervisors or industry peers - A CV

Curriculum In line with our other programs offer at the Journalism School, and with our belief that journalism is an art, we plan to offer the degree as a Master of Arts. The curriculum consists of 15 classes. Participants will be awarded the MA in News Innovation and Leadership after

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completing 33 credits over 12 months. Classes follow the CUNY terms with the program running through spring, summer and autumn term. To graduate, students have to successfully complete classes (27 credits) and a personal capstone project that tackles a strategic challenge in their media organization (6 credits). Classes: Spring Semester: Strategy and Execution (I) (1 credit) The Business of Journalism (I) (1 Credits) Business Fundamentals (1 credit) Product Management and Development (3 credits) Revenue Models and Business Development (I) (2 credits) User Centered Design (1 credit) Audience, Data, and Metrics (3 credits) Summer Semester: Managing Culture and Change (3 credits) Leadership Communications (1 credit) Teams, Structures and Diversity (2 credits) Leadership Skills (1 credit) Managing Technology and Innovation (1 credit) Fall Semester: Strategy and Execution (II) (1 credit) The Business of Journalism (II) (1 credit) Revenue Models and Business Development (II) (2 credits) Managing for Resilience (1 credit) Managerial Ethics (1 credit) Negotiations and Stakeholder Management (1 credit) Capstone Project (6 credits)

Outcomes The graduates of our Executive Program in News Innovation and Leadership will

- Understand how to build and execute a product strategy and develop a product culture in their news organization.

- Understand the market forces that change the business model of journalism and develop ways to improve their revenue models and implement new growth strategies.

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- Learn how to drive audience-centric innovation with a data-driven mindset. - Understand industry best practices in organizational structure, revenue models, and

strategy. - Improve their leadership skills and learn how to attract and retain diverse talent, and lead

interdisciplinary teams. - Know how to build and foster a culture that values and promotes diversity. - Become more effective in driving change and managing transformation in their news

organization. - Establish lasting relationships with their cohort, in the Newmark J-School Community

and the NYC media innovation ecosystem .

Assignments, Structure and Grading

- Grading All classes, as well as the capstone project, are graded on a Pass/Fail basis. Again, this is modelled after successful executive academic programs. Pass/Fail grading is in general intended to encourage the cooperation and collaboration between students in cohorts with experienced industry professionals who can support each other’s learning experience. The grade of Pass usually encompasses the entire range of student performance in a class ranging from “satisfactory” to “excellent”. To receive a grade of Pass in a class , students will have to:

- Demonstrate proficiency in the subject matter of the class - Show timely and satisfactory completion of all written and other assignments

To receive a grade of Pass for their capstone project, students will have to: - Create a substantial body of content based on the class materials and program learnings - Incorporate original analysis and/or research in the capstone project

A grade of Fail is assigned based on evidence of written assignments, in-class and out-of-class project participation, and examinations that demonstrate insufficiency or deficiency in mastering the competencies and outcomes outlined in the course syllabus. For each class, expectations for success and assignments will be clearly delineated in advance. If a student’s performance in the course puts them at risk of receiving a failing grade, instructors are supposed to inform the student of the impending failure as early in the course as feasible. A student who fails a required course must repeat that course with a passing grade in order to graduate. Instructors might design special assignments for failed students, giving them an option in the following academic term to retake the class. A student who fails the same course a second time is automatically dismissed from the program.

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- Capstone Project Each participant works on a strategic capstone project related to their organization or a strategic project they are focusing on. Additional to the respective faculty member overseeing and grading the capstone project, an individually-assigned executive coach – an industry professional with extensive experience in media management and digital innovation – supports the participant throughout the program with guidance and feedback on the capstone. Capstone topics need to be grounded in the content of the program. Capstone projects should involve doing original research or solving a real-life problem by applying the knowledge and skills the student gained through the MA. During the course of the year, participants need to pick two courses that cover content they specifically want to focus their project on. Participants present and defend their findings at the end of the very last residency module in front of a panel of faculty and industry experts.

- Residency Weeks and the Learning Journey As mentioned, the program is structured in a way that allows busy professionals to balance their rigorous academic studies with other commitments. It is modelled after similar successful executive and accelerated programs in the Market - such as Executive MBAs or MAs and MSs. The 26 full residency days are intense with an average class load of 11 hours a day, and students will be immersed with their cohort, their faculty and their academic advisors as well as experienced guest lecturers: learning, discussing, and exploring the course content, face-to-face and side-by-side. The residencies will be accompanied by wide ranging online learning modules and activities in a distant learning fashion. This allows students to return to their homes and continue their education, identifying ways to apply what they learn in their own company settings. Students are expected to spend approximately 10 hours per week with preparatory readings, cases and homework throughout the year. The residency modules, including the homework connected immediately to them, account for 225 contact hours all together. Additionally, 150 contact hours will be dedicated to self-paced learning, student group work, personal coaching and digital supplement offerings during the course of the year. Depending on the course, this might involve discussion groups, guided conversations with faculty, presentations, wikis, video webinars and student group projects and meetups. The final part of the program, the strategic capstone project, accounts for 90 contact hours over the course of the year. This also includes monthly hour-long, individual coaching calls with an experienced industry professional who will be assigned to the participants as their executive coach. During the final residency days, participants will have to present and defend the results of

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their capstone project in front of an academic committee of J-School faculty and industry professionals.

Classes and Syllabi:

- Strategy and Execution (I & II) To be successful as a media organization in a time of disruption, developing the right strategy and making the right business decisions is crucial. In this class, participants will learn to use the most important strategy frameworks in business education, such as Porter’s Five Forces, value stick analysis and Value Discipline. We will analyze the most common strategy mistakes and work with cases and guest speakers to discuss real-life implications of strategy development. Learning Objectives and Outcomes: After successfully completing this course, participants will have learned to: · Develop a new strategy or refine an existing strategy that addresses disruption and the challenges of transformation. · Apply different strategic frameworks and concepts to assess threats, opportunities, strengths and weaknesses. · Formulate a convincing strategic narrative for their media organization or product line · Align strategy, organizational structure and incentive systems to bridge the strategy-execution gap Readings: 1. Readings from “Good Strategy, bad Strategy” by Richard Rumelt 2. Readings from “Strategic Management in the Media” by Lucy Kueng 3. Case Studies and Readings from Harvard Business School, Columbia Journalism School, Columbia Business School, and other Contemporary Case Study Sources 4. Various periodicals and blog readings will be assigned throughout the course for contemporary readings Syllabus: This class will be taught over the course of five half-day modules during the spring semester (Strategy and Execution I) and fall semester (Strategy and Execution II) of the program. Readings and cases as well as assignments will be distributed several weeks before the class and have to be prepared by the participants in advance.

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Class Module 1 & 2: Strategy Analysis In this class, participants are asked to analyze their organization’s strategy following a structured framework provided to them by the faculty. They will assess strengths, weaknesses, opportunities and threats; their position in the market; audience and product portfolios and their mission, vision and strategy as a whole. In an immersive class, they will present findings and discuss the opportunities and challenges in peer groups within the cohort. Class Module 3: Strategy Development in Media Participants will learn what makes a good new strategy, and how to refine an existing one in times of disruption. They will be provided with some of the most important strategy frameworks and analyze media organizations (including their own) with them. They will understand that organizational culture has tremendous implications for the success or failure of a strategy, and they will learn how to address culture in the strategic process. Class Module 4: Aligning Strategy and Organizational Structure During this module, participants will work to align the structure, workflows and culture of an organization with a strategy, mission and vision. They will also work on developing a strategic narrative that is convincing to employees, stakeholders and customers, and analyze and discuss the narratives of existing media organizations. Class Module 5: Bridging the Strategy-Execution-Gap Every leader knows the importance of the first hundred days or the first year in office–and the importance of how to integrate learnings from an executive program into the real life on the job. While this is clear in theory, we tend to underestimate obstacles that come our way and might end up with a strategy that is good in theory, but is lacking in execution. This class will focus on bridging the strategy-execution-gap and will work with participants to develop their personal 100-day-plan.

- The Business of Journalism (I & II) Summary: In this class, participants will gain a thorough understanding of the business dynamics of the news industry and the disruption that creates opportunities for change. They will learn about transformation in the business model of news, fundamental changes in the value chain of the news industry and the impact of the rise of platforms. The course will introduce the concept of value creation and the fundamentals of managerial techniques to assess the viability of a venture, as well as give an overview of larger revenue and cost trends in different parts of the industry. Learning Objectives and Outcomes: After successfully completing this course, participants will have learned to:

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- Analyze the disruptive changes to the journalism ecosystem brought about by new technologies, new market efficiencies, altered economic relationships, and the emergence of new platforms and networks.

- Assess and explain the business challenges faced by legacy media outlets in all areas of the industry; and identify the strengths of new emerging enterprises and disruptive business models.

- Comprehend global changes and international differences in the media industry in terms of consumption patterns, products and services, distribution and revenue streams.

- Discuss the importance of an independent, free press for society and the ethical and practical considerations around philanthropic funding and legislation.

Example Readings:

1. Reuters Institute Digital News Report http://www.digitalnewsreport.org/ 2. Pew Research Center State of The News Media https://www.pewresearch.org/topics/state-

of-the-news-media/ 3. The Gutenberg Revolution by John Man 4. Readings from What Would Google Do? by Jeff Jarvis 5. Readings from Business Model Generation by Alex Osterwalder 6. Case Studies and Readings from Harvard Business School, Columbia Journalism

School,Columbia Business School, and other Contemporary Case Study Sources 7. Various periodicals and blog readings will be assigned throughout the course for

contemporary readings Syllabus: This introductory class will be taught over the course of five half-day modules during the spring semester (The Business of Journalism I) and the fall semester (The Business of Journalism II) of the program. Readings and cases as well as assignments will be distributed several weeks before the class and have to be prepared by the participants in advance. Class module 1: Status of the News Industry This module will discuss and analyze statistics and research on the status of the news industry in the United States and abroad. Participants will explore the current dynamics of the news industry and discuss the transformation of the business model in newspapers and broadcast, revenue distribution and value chain in media organizations. They will learn how diverse regions of the world are affected differently by disruptive forces, how consumption patterns change at a varying speed and how legislation and business models are evolving around the world. Class Module 2 - Setting the Stage for Disruption

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Participants will examine the disruptive power of new technologies on various industries - from Gutenberg’s influence on the economy and society in the 15th century, to the influence of the internet today. They will analyze the changes to the journalism ecosystem brought about by new technologies, new market efficiencies, altered economic relationships, and the emergence of new platforms and networks. Finally, participants will discuss new opportunities through disruption. Class Module 3 - Between Mainstream and Startup The class will analyze media organizations at different maturity stages through case studies and conversations with guest speakers and identify similarities and differences in culture and business models. This will include legacy publishing organizations such as the New York Times or the Wall Street Journal, digital platforms that are competing with media companies in the content and advertising business such as Google and Facebook, and digital news media startups like Hearken or Buzzfeed. Participants will understand the importance of entrepreneurial thinking in the industry. Class Module 4 - Identifying Business Models Participants will learn about the different business models that exist in various industries and in the media, and dissect their strengths and weaknesses. Special emphasis will be put on the question of how to innovate a business model; how to discover new market segments and monetize untapped audience opportunities. Participants will familiarize themselves with the Business Model Canvas and Blue Ocean theory to understand how new business models can be deliberately created. Class Module 5 - Media Independence and Governments In this part of the class, participants will learn about the vital importance of journalism in society, and will discuss why financial stability is key to independence. They will weigh in on the debate whether philanthropy should become a dominant pillar in the journalistic business model and discuss the effects of government funding and subsidies for news organizations on journalism and society. They will learn about the raise of regulations touching upon media and social platforms and discuss the pros and cons.

- Business Fundamentals Summary: In this class, participants will understand the fundamentals of finance, accounting and budget management - concepts such as EBITDA, EBIT, Net Present Value or revenue projections - in an intense, fast paced learning experience.

- Product Management and Development Summary: In this course, participants will learn the importance of a product organization and product strategy for the success of a media organization. They will get a comprehensive

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overview of best practices of how to structure, staff and lead product teams, design “bridge roles”, and develop and execute a product strategy for a media organization. They will learn about product management methodologies used in the tech world, such as Kanban, Agile or Scrum in diverse teams and multi-stakeholder environments. They will focus on identifying market needs and building a user-centered product culture. Learning Objectives and Outcomes: After successfully completing this course, participants will have learned to:

- Understand the growing importance of product thinking in the news media, as well as the potential of value creation through product teams.

- Develop a new or refine an existing product strategy for a specific audience. - Identify and explain the different roles, skill sets, approaches and workflows used in

product teams in media and technology companies. - Navigate the process of product marketing and branding to drive growth, conversion and

retention.

Readings: 1. Readings from “Say It and Live It: The 50 Corporate Mission Statements that Hit the Mark” by Patricia Jones and Larry Kahaner 2. Readings from “The Product Book: How to Become a Great Product Manager” by González de Villaumbrosia, Carlos 3. “The Startup Owners Manual” by Steve Blank 4. Case Studies and Readings from Harvard Business School, Columbia Journalism School, Columbia Business School, and other Contemporary Case Study Sources 5. Various periodicals and blog readings will be assigned throughout the course for contemporary readings Syllabus: This class will be taught over the course of four half-day modules during the spring semester of the program. Readings and cases as well as assignments will be distributed several weeks before the class and have to be prepared by the participants in advance. Class Module 1: Product Thinking in Media In this module, participants will learn about the importance of product thinking in media. They will analyze different aspects of organizational culture that are connected to product, and discuss their influence on business results, transformation processes and innovation projects.

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In different examples, they will learn about the different stages media organizations are at when it comes to product thinking und user centered design. Class Module 2: Developing and Executing a Product Strategy Participants will learn to work with a product portfolio, balance investments in new and existing products and understand strategy crossroads that might come up in innovation processes. They will discuss how to identify new, promising products and when to say ‘no’ to a suggested feature or opportunity. Class Module 3: Product Management: Structures, Teams, Processes During this module, participants dissect the product structures of a variety of media organizations - from legacy to startup, from digital to print, from newspaper to broadcast. How are product teams organized? Who owns budget and power around product innovation? Which workflows and tools are state of the art in modern product teams? Class Module 4: Product Marketing & Branding In the Product Marketing & Branding class, participants discuss how to raise awareness around a product, create a storyline for it and distribute it on various channels. They will understand how to decide the product's positioning and messaging, launch the product, and ensure that both internal sales and customers understand it. In addition, they will be familiar with the concepts of conversion, growth and retention.

- Revenue Models and Business Development (I & II) In this class, participants will get an in-depth look into established and emerging revenue models for news media and practical insight into industry best practices in the US and abroad. A focus area of the course will be consumer revenue, ranging from subscriptions to membership and diving deep into the various paywall models that are emerging. We will learn to understand the process of conversion and payment and the importance of pricing. Regarding advertising, this will include deep dives into native advertising, content marketing, targeting and programmatic. We will also cover e-commerce, events, and merchandise as business models. Learning Objectives and Outcomes: After successfully completing this course, participants will have learned to:

· Understand the different business models that exist in various industries, and analyze their advantages and disadvantages. · Identify new business opportunities in underserved markets or emerging fields, as well as in specific communities, younger or international audiences.

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· Dissect the state of different – emerging and long standing - business models for news media and develop a revenue plan for their organization. · Understand the current state of the advertising industry in news media · Learn the rules and psychology of the subscription business, as well as the fundamentals of user contributions and donations · Analyze emerging revenue streams relevant for media organizations, such as e-commerce, events, merchandising, syndication and corporate publishing

Readings: 1. Readings from “Reinvent Your Business Model” by Marc Johnson 2. Readings from The Journal of Advertising Research 3. Case Studies and Readings from Harvard Business School, Columbia Journalism School, Columbia Business School, and other Contemporary Case Study Sources 4. Various periodicals and blog readings will be assigned throughout the course for contemporary readings Syllabus: This class will be taught over the course of six half-day modules during the spring (Revenue Models and Business Development I) and the fall semester (Revenue Models and Business Development II). Readings and cases as well as assignments will be distributed several weeks before the class and have to be prepared by the participants in advance. Class Module 1: Market trends in media business models This course will analyze international market trends in media business models. It will discuss the rise of engagement and membership models and the shift to subscriptions, as well as weigh in on the changing importance of advertising in the media industry. It will incorporate best practice examples from international media companies and highlight differences and similarities in their approaches. Class Module 2: Emerging revenue models in news media Often overlooked, formerly irrelevant revenue streams have become the lifelines of many media organizations in transition: Events, E-Commerce, Licensing, Corporate Publishing and Merchandising are becoming essential for a balanced revenue portfolio. All of these depend on a strong brand and a trusted relationship with the client base, so the course will analyze best practices in the market in these regards. Class Module 3: The shift to subscriptions

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In this class, participants will analyze the various ways in which subscription systems can work for news media. Discussing international industry examples for different paywall models, the class will get a state of the art overview of industry best practices. In addition, the will understand the importance of portfolio development and pricing strategy in a subscription business. Class Module 4: The conversion funnel This course will focus on the science of gaining subscribers. Participants will examine the importance of the user funnel or sales funnel and understand the concept of engagement and conversion in a subscription business. They will hear from industry experts how to develop and execute a successful digital media subscription business, and be tasked with analyzing or adapting their own organizations approach. Class Module 5 & 6: Advertising in Media With changing consumption behaviors - more people consuming news on digital and especially mobile channels, and less consumption of classic TV and newspapers - the advertising markets are shifting as well. This course will provide an overview and explanation of the current status of media advertising and give participants the opportunity to assess the importance of advertising as a business pillar for their own organization. A veritable revolution has taken hold of advertising markets when it comes to the technology involved. Ad tech allows a news organization to precisely target advertising to specific audiences, and provides competitive advantages to big tech players like Google and Facebook. The course will examine which media organizations in print, digital and broadcast can react to this trend and explore best practices in the field. Participants will also discuss the rise of branded content and native advertising and its ethical implications.

- User-Centered Design Summary: This class will introduce participants to the concepts of User-Centered Design through an immersive, fast paced, full day exercise of need finding, empathy, design, prototyping, and user testing.

- Audience, Data and Metrics During this class, participants will learn about the concept of audience and community-driven journalism, and the importance of identifying audience needs and using empathy and listening techniques to address them. They will learn about best practices in audience development, ethnography and need finding. We will hear from industry practitioners about their organizational setup, their growth metrics, their audience analytics approach and their main key

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performance indicators (KPIs) and metrics when it comes to developing the data oriented newsroom. The class will also cover the difficult relationship with social media platforms and discuss ways to find a viable business model for news organizations dealing with them. Learning Objectives and Outcomes: After successfully completing this course, participants will have learned to:

· Utilize various social media platforms on a strategic level · Understand their audience’s needs and address them in products and services · Analyze news media best practices in audience engagement and engaged journalism and understand how to include communities in the journalism conversation · Recognize the importance of data analysis and learn how to become a data savvy organization · Identify the right set of metrics and KPIs to measure impact and lead a transformation process in their organization

Readings: 1. Reuters Institute Digital News Report http://www.digitalnewsreport.org/ 2. Readings from “The Filter Bubble” by Eli Pariser 3. Readings from “Data Science From Scratch” by Juel Grus 4. Case Studies and Readings from Harvard Business School, Columbia Journalism School,Columbia Business School, and other Contemporary Case Study Sources 5. Various periodicals and blog readings will be assigned throughout the course for contemporary readings Syllabus: This class will be taught over the course of four half-day modules during the spring semester of the program. Readings and cases as well as assignments will be distributed several weeks before the class and have to be prepared by the participants in advance. Class Module 1: Dealing with platforms In this course, participants will analyze the influence of big social media and content platforms on the news media industry. They will discuss strategic approaches to the threat of content unbundling and the challenge of keeping a brand relevant in an age of distributed content. The class will also explore the opportunity to reach new and younger audiences through social media channels. Participants will analyze the phenomenon of ‘fake news’ and the misuse of social media platforms for disinformation.

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Class Module 2: Engaging your audience Audience engagement strategies for media organizations are at the core of this course. Participants will explore best practices of organizations, large and small, that created a trusted relationship with their audience through a variety of processes, such as online debates, live events, ethnography, field work or listening tours. The will understand the importance of treating the audience as a member of their journalistic venture, rather than just a listener or reader. Class Module 3: Data in media During this module, participants will learn about the importance of a data strategy for a modern media organization - and showcase best practices of newsrooms that balance a data driven mindset with strong journalistic values. They will discuss the importance of safely handling and processing user data, as well as the ethical questions that arise when it comes to using this data. The course will also cover data regulation questions around privacy laws and GDPR. Class Module 4: KPI and metrics With newsrooms becoming more and more data savvy, the question of what to measure and how to define success has become a core topic for all news media organizations. This class will showcase some of the current best practices in audience metrics and KPIs used by newsrooms, and it will distinguish between different approaches of measurement. Participants will also discuss the importance of more intangible, but equally important metrics for journalism, such as a rise in overall trust, civic engagement or societal change.

- Managing Technology and Innovation In this course, participants will be exposed to the opportunities brought to media organizations by a wide range of emerging technologies, including VR, AR, Internet of Things, Blockchain, new social platforms, new storytelling tools and many more. A special focus will be on the impact of Artificial Intelligence on the media value chain through content creation, content distribution, and content frameworks. This is not a “skills training” course. Rather, it aims to give participating leaders the knowledge and expertise they need for managerial decisions regarding emerging technologies, as well as understanding what it means to lead teams in that space. A significant part of the course will be by showcasing best practices in technology and innovation management from national and international media organizations. Learning Objectives and Outcomes: After successfully completing this course, participants will have learned to:

- Understand emerging technology trends that influence distribution, consumption, creation and monetization in the news media industry.

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- Utilize techniques and methods for evaluating new technologies for use in news environments

- Recognize the technological base of digital publishing, to be able to to have informed conversations about technology with the IT side of their organization.

- Make strategic technology decisions in their leadership roles, even if they come from a non-tech background.

Readings: 1. Pew Research Center State of The News Media https://www.pewresearch.org/topics/state- of-the-news-media/ 2. Readings from “The Big Nine” by Amy Webb 3. Case Studies and Readings from Harvard Business School, Columbia Journalism School, Columbia Business School, and other Contemporary Case Study Sources 4. Various periodicals and blog readings will be assigned throughout the course for contemporary readings Syllabus: This class will be taught over the course of two half-day modules during the fall semester of the program. Readings and cases as well as assignments will be distributed several weeks before the class and have to be prepared by the participants in advance. Class Module 1: Technology trends that influence media With innovation proceeding at an accelerated pace, new technology applications appear on a nearly daily basis. For news media leaders, assessing which ones to invest in and which ones to ignore is tough. This module will aim to analyze the current status quo of relevant and impactful technologies in the media industry, with a specific focus on the ones creating business value. This will include but is not limited to: Artificial Intelligence, Machine Learning, Natural Language Processing, Blockchain, Virtual Reality, Augmented Reality, and the Internet of Things. As it is the nature of these topics, disruptive technologies and new tools and services will appear continuously and will be integrated every year. Class Module 2: Making tech decisions as a non-tech manager More and more journalists in management roles have to make decisions related to technology on a daily basis, such as the acquisition of content management systems, app development, or the introduction of technological tools in the newsroom. To make these decisions, it is necessary to understand basic structures and processes on the IT side of the company; and to understand the technological base of media organizations in general. This course will give an overview over of tech concepts every journalism leader needs to understand.

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- Managing Culture and Change Managing a media organization is an exercise in people leadership and organizational behavior. During this course, students will address what it means to drive change in a legacy news organization, or, respectively, what organizational traits media might borrow from startups and the technology industry. Through company visits and guest speakers, we will learn from successful media organizations about their organizational transformation, and we will hear examples of failed culture changes. Learning Objectives and Outcomes: After successfully completing this course, participants will have learned to:

● Drive transformation and facilitate culture change in their respective media organizations.

● Understand and implement different leadership styles for different organizations and projects.

● Create a culture that fosters innovation and inclusion, and communicate the strategic importance of these priorities.

● Manage for performance, and apply management metrics to track the transformation of their business.

● Gather and support the drivers of change in their organization, and create momentum to make the change process sustainable.

Readings: 1. Readings from “Leading Change” by John P. Kotter 2. Readings from “Managing Change when Change is hard” by Chip Heath 3. Case Studies and Readings from Harvard Business School, Columbia Journalism School, Columbia Business School, and other Contemporary Case Study Sources 4. Various periodicals and blog readings will be assigned throughout the course for contemporary readings Syllabus: This class will be taught over the course of five half-day modules during the summer semester of the program. Readings and cases as well as assignments will be distributed several weeks before the class and have to be prepared by the participants in advance. Class Module 1: Why culture is so hard to change

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Culture change is arguably one of the biggest factors of news media transformation - without fostering a culture of innovation, collaboration, entrepreneurship, inclusion and experimentation, change processes and strategy refinements often fail. How are other industries tackling these issues, and what are the successful best practices in media that we can learn from? This class will introduce participants to different concepts and solutions in organizational behavior. Class Module 2: Management and Leadership in Times of Transformation During this course, participants will learn to understand the influence leadership has on the transformation process and hear from experts in the field on how they address leadership challenges. They will analyze different leadership styles and explore their effectiveness in times of disruption. Participants will also discuss the difference between leadership and management and the opportunity of lateral leadership and peer influencing. Class Module 3: Creating a culture of innovation and inclusion With digital transformation changing the value chain and the business model of media organizations, speed and agility in adapting to new circumstances is essential for all news organizations. This course will explore how to create and foster a culture of innovation in an organization or team; and participants will learn an array of tools and mechanisms that can be used to create an environment that works well for experimentation. They will also discuss ways to make innovation processes inclusive rather than top-down and hear about industry best practices in grassroots intrapreneurial effort. Class Module 4: Managing for Performance Participants of this course will understand how to track and steer an innovation process or change process, and will learn about the importance of clearly defined and articulated management metrics. They will analyze how the success of a change process can be put into numbers, and how to convey these numbers in a meaningful way to employees, boards, shareholders and customers. Additionally, participants will learn to find the right balance between micromanagement and laissez faire-management to engage and empower employees in a change process. Class Module 5: Case Study Cultural Transformation In a model scenario with a real life case from a media organization, participants will apply their learnings to a complicated and multilayered cultural change challenge. They will be asked to analyze the culture of the organization in question and identify traps and dangers, as well as opportunities for sustainable culture change to develop a successful transformation strategy. In a final analysis, the CEO of the organization will be available for a fireside chat with the cohort and explain how the challenges were actually tackled and how leadership addressed culture change.

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- Teams, Structure, Diversity Leading in times of change means leading in a new way: With diversity and new talent in mind and with an emphasis on interdisciplinary, diverse teams. Participants will learn the scientific background of diversity management, and will understand why diverse teams perform better and are more effective in driving change and innovation. The emphasis of the course will be on how to drive change and make news organizations more diverse: What are ways to attract and retain diverse talent? And what are success stories from news organizations that transformed their processes and team structures to prioritize diversity? In this class, participants will also get insights into how organizations can be structured in new ways and how stakeholders can collaborate in matrix organizations. Participants will also learn about talent development, diversity management and how to align employees to organizational goals.. Learning Objectives and Outcomes: After successfully completing this course, participants will have learned to:

· Understand the importance of a diverse community and workplace · Be aware of and fight their own implicit biases, and help their teams to gain this awareness as well · Lead diverse and interdisciplinary teams at the intersection of editorial, tech, product and business · Hire, retain and grow diverse talent and align the organization around this priority · Understand and learn from best practices in the market when it comes to team building, organizational structure, diversity and inclusion

Readings: 1. Readings from “The Transformation of Journalism” by Leif Kramp 2. Readings from “Within the Veil: Black Journalists, White Media”by Pamela Newkirk 3. ASNE Newsroom Diversity Survey 4. Case Studies and Readings from Harvard Business School, Columbia Journalism School, Columbia Business School, and other Contemporary Case Study Sources 5. Various periodicals and blog readings will be assigned throughout the course for contemporary readings

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Syllabus: This class will be taught over the course of five half-day modules during the summer semester of the program. Readings and cases as well as assignments will be distributed several weeks before the class and have to be prepared by the participants in advance. Class Module 1: Leading Diverse and Interdisciplinary Teams The modern news organization does not operate in traditional organizational silos, but rather works in interdisciplinary, diverse teams. Participants will explore how to make this transition to a collaborative and inclusive organization, and will discuss what that means for leadership and management. Class Module 2: Hiring, Growing and Retaining Diverse Talent Newsroom leadership is still predominantly white and male, and rarely is the diversity of the audience represented in the structure of traditional newsrooms. The question of how to hire, grow and retain diverse talent is of utmost importance to every media organization, and this course will showcase best practices of organizations that made this a priority. Participants will analyze obstacles and opportunities when it comes to fostering diversity and inclusion in teams and leadership, and will learn tools and strategic approaches to tackle these obstacles. Class Module 3: Modern Organizational Charts and Work Environments With media companies increasingly becoming technology players, they need to understand how workflows, decision processes and project management works in the technology sphere. In this class, participants will learn about major tech protocols such as scrum, canban and agile development. They will hear from industry best practices on how to structure and nourish self-empowered and high functioning teams and explore options for creating modern organizational structures that allow newsrooms to become faster and more adaptive to external changes. Class Module 4 & 5: Case Study Teams and Structures In a model scenario with a real life case from a media organization, participants will apply their learnings to the challenge of how to build and structure a new media organization. They will be asked to develop a coherent strategy for a modern, inclusive, diverse and innovative media organization and react to disruptions and obstacles posed to them in the case. They will come up with a strategic narrative for the organization, and design a value proposition and organization chart, together with HR processes. In a final analysis, the CEO of the organization will be available for a fireside chat with the cohort and explain how the challenges were actually tackled.

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- Leadership Communications As a leader, our verbal and non-verbal communications impact our success and the wellbeing of our teams. In this highly practical workshop, participants will learn through exercises about their personal leadership communication style and their impact on culture; and discuss ways to become a more effective communicator.

- Leadership Skills Participants will learn to understand their own leadership style through guided questionnaires and experiments, and analyze its implications on their teams and peers. They will work in small teams to identify strengths and weaknesses and chart an action plan to tackle them.

- Negotiations and Stakeholder Management In this class, participants will use negotiation techniques in roleplay scenarios. They will learn about a strategic approach to stakeholder management, and how to identify and build on win-win-situations with your superiors, peers and employees.

- Managerial Ethics This class will have participants exchange observations and explore approaches regarding ethics in managerial decision making, as well as discuss the ethical implications of innovation and technology decisions.

- Managing for Resilience In this class, participants will learn methods to deal with stress and uncertainty. They will discuss how to address burnout and psychological issues with their teams and prevent them, wherever possible.

Faculty Several faculty members of the school will teach in the executive degree: Jeff Jarvis, the Leonard Tow Professor of Journalism Innovation, will teach the Business of Journalism and the Managerial Ethics class; Jeremy Caplan, Director of Teaching, Learning and Assessment, will teach the Design Thinking class and the Revenue Models and Business Development class; Carrie Brown, Director of the Social Journalism MA, will teach the Audience, Data and Metrics

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class; Anita Zielina, Director of Leadership and Innovation, will teach in the Strategy and Execution, the Product Management and Development and in the Managing Culture and Change class. Additionally, professional adjuncts - media executives with graduate level teaching experience - will co-teach classes in the degree. As modelled after other professional and executive degree programs, this MA will bring value by adding the experience of professionals who come to the School directly from the world of business to apply their real-life experiences to their teaching, creating the right environment for students’ professional and personal growth. Several of these professionals will have a Ph.D and most have a Masters degree; and all of them bring extensive experience in the field of media management and journalism. This is in line with NY state regulations for professionals and graduate programs that state that all faculty members who teach within a curriculum leading to a graduate degree shall possess earned doctorates or other terminal degrees in the field in which they are teaching or shall have demonstrated, in other widely recognized ways, their special competence in the field in which they direct graduate students. All adjuncts will be receive extensive training and support regarding their teaching skills and responsibilities prior to and during their appointment from the Associate Dean of the school, Andrew Mendelson, as well as the Director of Teaching, Learning and Assessment, Jeremy Caplan. The program director, Anita Zielina, will already be overseeing the not-for-credit program of the program in 2020. The school already secured the following adjuncts for the not-for-credit program 2020. Several of these guest lecturers have expressed interest to become adjuncts if the program is accredited:

- Elizabeth Hansen, academic lead for the business models for news program at the Shorenstein Center on Media, Politics, and Public Policy at the Kennedy School at Harvard University for the Strategy and Execution class.

- Stacy-Marie Ishmael, Senior Editor at Apple, for the Product Management and Development class.

- Hong Qu, Program Director Technology at the Kennedy School at Harvard University for the Managing Technology and Innovation class.

- Greg Piechota, Senior Visiting Research Fellow at the Reuters Institute for the Study of Journalism at Oxford University, for the Revenue Models and Business Development class.

- Alexandra Borchardt, Adjunct Professor at the Department of Strategy and Organization at TU Munich, for the Managing Culture and Change class.

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- Anita Li, Director of Communities The Discourse, for the Audience, Data and Metrics class.

- Darline Jean, Chief Digital Officer Essence, for the Revenue Models and Business Development Class.

- Kevin Delaney, Editor-in-Chief of Quartz, for the Teams, Structures, Diversity Class. - Kori Hale, CEO of CultureBanx, will Business Fundamentals Bootcamp. - Zuzanna Ziomecka, Editor-in-Chief of News Mavens, for the Managing For Resilience

Workshop

The budget also anticipates assigning extra non-teaching duties and coaching hours to several of the professional adjuncts teaching in this degree, as well as other experienced industry professionals, to provide support with the strategic capstone projects the participants deliver. The program will recruit specialists in other areas, including practitioners in Leadership Training and Leadership Communications. Note also that given the rapidly changing nature of this field, we know we will need to regularly recruit instructors and mentors with new Skills. Recognizing its status as a professional school, the Craig Newmark Graduate School of Journalism has a specific negotiated pay scale for adjuncts3. This allows the school to pay higher rates to attract experienced professionals to teach classes. For example, the proposed CUNY-PSC contract would allow the school to pay adjunct associate professors up to $227.13 per contact hour, rather than $111.61 for CUNY undergraduate institutions. To ensure quality and consistency of the teaching, the program’s advisory board will also provide the director and faculty with a source of expertise as well as introductions. The program will recruit advisory board members from related industry as well as related academic fields — such as social anthropology, data science, and computer science — including faculty from other CUNY schools.

Cost Assessment and Business Case The Newmark J-School will use existing funding, including from the Craig Newmark endowment, to get the program up and running and deliver it. As mentioned above, we thoroughly investigated the needs as well as the willingness to pay of potential participants and supporting employers. In the not for credit trial run in 2020, we could convince about half of the interested media organizations to support their participants in the program by providing full or partial tuition reimbursement. In many cases, participants were willing to invest savings themselves, because they anticipate career advantages from the Executive MA. 3 https://www.psc-cuny.org/proposed-salary-schedules-adjuncts-cuny-graduate-school-journalism-and-executive-programs-zicklin

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Tuition revenue will make the program profitable from year one onwards. Over the next years, we expect the program to become a stable and growing source of income for the school and CUNY. This is in line with trends our industry peers - other universities and journalism schools - have been observing for the last decade: Executive education and professional degrees are growth market in the higher education sector, and allow schools to stay financially healthy. Even though the program will be profitable in itself, the school might raise additional funds or use existing endowments to offer dedicated scholarships to support some aspects of the program so it can meet its mission of recruiting a student body defined by its diversity of race, gender, background and experience. We will especially want to support participants from smaller or less affluent communities or media organizations, as well as emerging leaders, with full or partial scholarships. The necessary expenses associated with this new degree include the salaries of a program director and an admissions associate, and compensation for faculty adjuncts and additional human resources for coaching hours. Existing faculty teaching in the program will be reassigned from other programs, such as the Entrepreneurial program that is currently on hiatus. The budget will include funds for ongoing marketing and events to contribute to the field, exhibit leadership, and draw attention to the program. It will also include the cost of some equipment and travel, and costs for participant- and alumni gatherings. For additional scholarships, we anticipate to raise about $100,000 a year from private sources. We do not consider this a daunting figure – indeed, it is how we supported our MA in Entrepreneurial Journalism. In the last eight years, the Journalism School has raised $60 million from a variety of foundations and individual donors, and has a current endowment of $31 million. We have been in extensive conversation with the Knight Foundation, senior executives at Google, Facebook, LinkedIn, Flipboard, Medium and others, and anticipate receiving some support from the technology industry in Silicon Valley. Given our fundraising track record, we are highly confident that we will be able to provide additional scholarships for this program.

Evaluation The director of the program, the director of Tow-Knight, the Dean of the journalism school, and The Director of Education will design and implement a process of continuous program evaluation. The journalism school has a number of evaluation tools and procedures in place: faculty observations; student surveys; monitoring of student progress, graduation rates, and post-graduation employment rates; and surveys of graduates. As with our journalism and entrepreneurial journalism programs, the school has a well-

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established history of constant evaluation and readjustment of curriculum. In this program, there is no doubt that we will learn, change, and improve what we teach and how we teach it. We will use the learnings from the trial program in 2020 to finetune the coursework, readings and structure of the classes - and we will use survey tools to ask participants about their feedback before, after and in the middle of the program. The program director will stay in close communication with faculty and students regarding the quality of adjuncts and mentors’ work, stepping in when needed to provide guidance. The director will also convene regular meetings of faculty to share best practices and lessons. The director should lean heavily on the board of advisers to evaluate and adjust what is being taught against what is needed in the employment marketplace. The director as well as faculty and participants will also be expected — as part of their work — to regularly publish and interact online, thus attracting the evaluation and guidance of the public to our work. Once launched, the school will seek comments about the program from two qualified external evaluators from other universities as well as additional evaluators from the field.

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Appendices

A: NYS Education Department Form General Information

Institution (Legal Name) Institution Code

Craig Newmark Graduate School of Journalism 5620

Proposed Program Title Degree Award News Innovation and Leadership

MA

Address of Any Campus Where the Proposed Program Will Be Offered (main and/or branch campuses)

Full-time or Part-time 4

219 West 40th Street, NY 10018

FT

All Program Format(s) (standard, distance education5, evening, weekend and/or other) HEGIS Code

Standard

0602

Joint Registration IHE (if applicable) Total Number of Credits

33

Lead Contact [First Name, Last Name, Title] Telephone Number

Andrew Mendelson, Associate Dean and Professor (646) 758-7838

Email Address

Andrew.mendelson@journalism.cuny.edu

4 Please refer to §52.2(c) and §145-2.1 of the Regulations of the Commissioner for definitions and information concerning full and part time study. Note: Only programs registered as full time are eligible for TAP. Programs are subject to audit by the NYS Office of the State Comptroller and the Higher Education Services Corporation (HESC) for financial aid compliance purposes. 5 If a major portion of the program (50% or more) can be completed through study delivered by distance education then the program must be registered in the distance education format. Hybrid or blended courses do not count toward the 50%.

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Attestation and Assurances

On behalf of the institution, I hereby attest to the following:

That all educational activities offered as part of this proposed curriculum are aligned with the institutions’ goals and objectives and meet all statutory and regulatory requirements, including but not limited to Parts 50, 52, 53 and 54 of the Rules of the Board of Regents and the following specific requirements:

That credit for study in the proposed program will be granted consistent with the requirements in §50.1(o).

That, consistent with §52.1(b)(3), a reviewing system has been devised to estimate the success of students and faculty in achieving the goals and objectives of the program, including the use of data to inform program improvements.6

That, consistent with §52.2(a), the institution possesses the financial resources necessary to accomplish its mission and the purposes of each registered program, provides classrooms and other necessary facilities and equipment as described in §52.2(a)(2) and (3), sufficient for the programs dependent on their use, and provides libraries and library resources and maintains collections sufficient to support the institution and each registered curriculum as provided in §52.2(a)(4), including for the program proposed in this application.

That, consistent with 52.2(b), the information provided in this application demonstrates that the institution is in compliance with the requirements of §52.2(b), relating to faculty.

That all curriculum and courses are offered and all credits are awarded, consistent with the requirements of §52.2(c).

That admissions decisions are made consistent with the requirements of §52.2(d)(1) and (2) of the Regulations of the Commissioner of Education.

That, consistent with §52.2(e) of the Regulations of the Commissioner of Education: overall educational policy and its implementation are the responsibility of the institution’s faculty and academic officers, that the institution establishes, publishes and enforces explicit policies as required by §52.2(e)(3), that academic policies applicable to each course as required by §52.2(e)(4), including learning objectives and methods of assessing student achievement, are made explicit by the instructor at the beginning of each term; that the institution provides academic advice to students as required by §52.2(e)(5), that the institution maintains and provides student records as required by §52.2(e)(6).

That, consistent with §52.2(f)(2) of the Regulations of the Commissioner of Education, the institution provides adequate academic support services and that all educational activities offered

6 The Department reserves the right to request this data at any time and to use such data as part of its evaluation of future program registration applications submitted by the institution.

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as part of a registered curriculum meet the requirements established by state, the Rules of the Board of Regents and Part 52 of the Commissioner’s regulations.

CHIEFADMINISTRATIVEorACADEMICOFFICER/PROVOST

Date12/2/19

Typeorprintthenameandtitleofsignatory

ANDREWMENDELSON

PhoneNumber(646)758-7838

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Program Purpose, Objectives and Targets

Program Purpose

Department Expectation: Clearly define a program purpose that is aligned to the degree award and program title.

To address the need for innovation and leadership in the news media industry, the Craig Newmark Graduate School of Journalism is proposing a Master of Arts in News Innovation and Leadership. Students will learn about media innovation strategy, business development, leadership, change management, product management and product development, revenue strategies, audience development and all aspects of the business of journalism.

Program Objectives

Department Expectation: Articulate between 1 and 3 program-level (curriculum-level) objectives that are clearly defined and directly aligned with the program purpose and proposed degree award.

1. Participants of the MA will have learned to drive transformation and innovation in the news media industry and their organizations.

2. Participants will have an in-depth understanding of media business models, digital strategies and organizational best practices in the news media industry

3. Participants will, through their capstone project, have developed a strategic plan that can be immediately applied to their organization.

Program Targets - Department Expectation: Establish realistic enrollment, retention, graduation, and job placement targets for this program that are connected to the reviewing system by which the success of students and faculty in achieving such goals and objectives of the program are determined

Enrollment Projections The Department assumes that Year 5 enrollment projections will be full-capacity relative to existing and new resources planned.

Year 1 Year 2 Year 3 Year 4 Year 5

18 20 20 20 20

Annual Retention Rate Target (%) Target graduation rate (%) Target Job Placement Rate (%)

90 90 100

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Curriculum and Course Information

New Course Titles Indicate that course syllabi are attached or, provide course descriptions and objectives (if course syllabi are not available)

The Business of Journalism

In this class, students will gain a thorough understanding of the business dynamics and disruptive technologies impacting the new media industry

Strategy and Execution

Participants will learn to apply business strategy frameworks to create or refine an organizations strategy

Teams, Structures, Diversity

Participants will learn about the scientific research on diversity management and diverse teams and will implement these learnings towards their organizations

Product Management and Development

In this class, students will learn how to structure, run and scale a product management and development team in a media organization

Revenue Models and Business Development

Students will explore emerging and traditional business models in media, ranging from advertising to subscriptions, events and philanthropy.

Audience, Data and Metrics

In this class, participants will learn about the concept of audience- and community-driven journalism and explore best practices in media organizations

Managing Culture and Change

During this class, students will learn methods to impact organizational behavior to change legacy media organizations and grow media startups

Managing Technology and Innovation

In this class, participants will be exposed to technologies influencing the media business, ranging from new social media platforms to Blockchain technologies and Virtual Reality

Leadership Skills Participants will learn to understand their own leadership style and explore research on how their management influences teams and organizations

Managerial Ethics Students will gain a deep understanding of the ethical implications of managerial decisions and technology in media

Leadership Communications

In this class, participants will learn about successful managerial communications strategies and explore ways to become a more effective communicator

Negotiations and Stakeholder Management

Students will learn how to understand and handle power structures in organizations, and to manage balancing a variety of stakeholder interests

Managing for Resilience

Participants will explore methods to build resilient teams and deals with burnout and stress in their organization

Business Fundamentals

This class will give participants an in depth understanding of the business fundamentals in accounting and finance needed to become an effective media manager

User Centered Design In this class, students will be exposed to the fundamentals of “Design Thinking” and iterative user testing

39

Table B: Graduate Program Schedule

§ Indicate academic calendar type: Semester Quarter Trimester Other (describe): § Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2) § Use the table to show how a typical student may progress through the program; copy/expand the table as needed.

Term: Spring 1 Term:

Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s)

Strategy and Execution (I) 1 x

The Business of Journalism (I) 1 x

Business Fundamentals 1 x

Product Management and Development 3 x

Revenue Models and Business

Development (I)

2 x

User Centered Design 1 x

Audience, Data and Metrics 3 x

Term credit total: 12 Term credit total:

Term: Summer 1 Term:

Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s)

Managing Culture and Change 3 x

Leadership Communications 1 x

Teams, Structures, Diversity 2 x

Leadership Skills 1 x

Managing Technology and Innovation 1 x

Term credit total: 8 Term credit total:

Term: Autumn 1 Term:

Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s)

Strategy and Execution (II) 1 x Strategy and Execution (I)

The Business of Journalism (II) 1 x

The Business of Journalism

(I)

Managing for Resilience 1 x

Managerial Ethics 1 x

Negotiations and Stakeholder

Management 1 x

Revenue Models and Business

Development (II) 2 x

Revenue Models and

Business Development (I)

Capstone Project 6 x

Term credit total: 13 Term credit total:

Program Totals: Credits: 33 Identify any comprehensive, culminating element(s) (e.g., thesis or examination), including course number if

applicable:

New = indicate if new course Prerequisite(s) = list prerequisite(s) for the noted course

40

Faculty Information

Existing Core Faculty

Department Expectations: Identify the specific faculty members that will be responsible for setting the curricular objectives, teaching program courses, advising students, and determining the means by which program and course objectives are measured. Identify the program director. Core faculty members must meet minimum academic qualifications as identified in Part 52.2(b) of regulation, and be of sufficient depth and breadth to provide leadership, direction, and discharge other responsibilities critical to the start-up of the program. Note: Faculty curricula vitae or resumes should not be attached to this application and should only be provided if specifically requested by the Department. Faculty Member Name,

Title, and Rank

Courses to be

taught

Full-time or Part-

time; if Full-time

identify % of time to

the program

Highest Earned

Degree, Discipline,

IHE

Additional qualifications which

demonstrate professional competence

relative to the specific program.

Jeff Jarvis, Leonard Tow

Professor of Journalism

Innovation

Business of

Journalism;

Revenue Models

and Business

Development

FT, 20% BSJ from

Northwestern

University, Medill

School of

Journalism

Jeff Jarvis is a national leader in the

development of online news, blogging,

the investigation of new business

models for news, and the teaching of

entrepreneurial journalism. He writes an

influential media blog,

Buzzmachine.com. He has years of

experience consulting national and

international media companies. He is

the author of “Geeks Bearing Gifts:

Imagining New Futures for News”

(CUNY Journalism Press, 2014); “Public

Parts: How Sharing in the Digital Age

Improves the Way We Work and Live”

(Simon & Schuster, 2011); “What Would

Google Do?” (HarperCollins 2009), and

the Kindle Single “Gutenberg the Geek.”

Jeremy Caplan,

Professor and Director of

Product

Management and

FT, 20% MS in Journalism

from Columbia

Jeremy Caplan is an experienced

journalist and journalism educator and

41

Existing Core Faculty

Department Expectations: Identify the specific faculty members that will be responsible for setting the curricular objectives, teaching program courses, advising students, and determining the means by which program and course objectives are measured. Identify the program director. Core faculty members must meet minimum academic qualifications as identified in Part 52.2(b) of regulation, and be of sufficient depth and breadth to provide leadership, direction, and discharge other responsibilities critical to the start-up of the program. Note: Faculty curricula vitae or resumes should not be attached to this application and should only be provided if specifically requested by the Department. Teaching, Learning and

Assessment

Development; User

Centered Design

University. MBA at

Columbia Business

School. Princeton

University Woodrow

Wilson School of

Public and

International Affairs.

the longtime director of the school’s

entrepreneurial journalism program. He

has written for Time Magazine and

several other renowned publications on

business, technology and cultural

trends. He’s covered tech companies

including Google, Yahoo, AOL and

Apple. Caplan was a Wiegers Fellow at

Columbia Business School, where he

completed his MBA, and a Knight-

Bagehot Fellow at the Columbia

Journalism School, where he earned an

M.S. in Journalism. He also served as a

Ford Fellow in Entrepreneurial

Journalism at the Poynter Institute.

Carrie Brown, Ph.D.,

Director of the Social

Journalism MA

Audience, Data and

Metrics

FT, 10% BA in Journalism

and biological

aspects of

conservation

University of

Wisconsin-Madison.

MA in

communication form

the Annenberg

School at the

University of

Pennsylvania. Ph.D.

Former associate professor of

journalism at the University of Memphis.

Earned recognition in 2014 as the

national Educator of the Year from the

Association for Education in Journalism

and Mass Communication’s Newspaper

and Online Division. Part of a select

group of thought leaders on American

Press Institute’s Research Advisory

Board, whose members meet and

collaborate with top leading news

42

Existing Core Faculty

Department Expectations: Identify the specific faculty members that will be responsible for setting the curricular objectives, teaching program courses, advising students, and determining the means by which program and course objectives are measured. Identify the program director. Core faculty members must meet minimum academic qualifications as identified in Part 52.2(b) of regulation, and be of sufficient depth and breadth to provide leadership, direction, and discharge other responsibilities critical to the start-up of the program. Note: Faculty curricula vitae or resumes should not be attached to this application and should only be provided if specifically requested by the Department.

from the University

of Missouri.

organizations to shape practical

research agendas.

Top Paper Award at the ISOJ

conference in Austin, Texas 2013.

Anita Zielina, Director of

News Innovation and

Leadership

Program Director;

Managing Culture

and Change;

Leadership

Communications:

Leadership Skills

FT, 50% MA in Law from

University of Vienna,

Austria. Knight

Journalism

Fellowship at

Stanford University.

Visiting Scholar at

Oxford University,

United Kingdom.

Executive Master of

Business

Administration

(GEMBA) at

INSEAD, France.

Anita Zielina is an experienced digital

media executive with a focus on digital

transformation, change processes and

innovation management. Her last role

was as Chief Product Officer and

member of the management board at

Neue Zuercher Zeitung Media Group in

Zurich, Switzerland, where she was

responsible for all digital products.

Before that, she held leadership roles as

digital editor and deputy Editor-in-Chief

at STERN, the German weekly news

magazine published by Gruner+Jahr in

Hamburg, Germany, and worked as a

reporter and editor at the newspaper

DER STANDARD and its digital platform

derStandard.at in Vienna, Austria.

43

Faculty to be Hired

Department Expectations: Identify the specific job title, courses to be taught, and qualifications for each position and the specific timeline by which the faculty member(s) will be hired. The job descriptions and minimum qualifications of faculty to be hired meet the meet minimum academic qualifications as identified in Part 52.2(b) of Commissioner’s regulation. The date provided by which faculty to be hired will be in place must be clear and directly connected to when they are needed to discharge their responsibilities during program implementation. The Department reserves the right to request more information concerning recruitment and hiring of faculty if it is needed to make a determination concerning compliance with program registration standards. Position Title, and Rank Highest Earned Degree,

Discipline, and additional

qualifications

Courses to be taught Date by which they will

begin job duties

Adjunct Professor MA or Ph.D or MBA;

professional experience

in the field of media and

journalism

Strategy and Execution; Managing Culture and

Change

Beginning of Spring

Semester 2021

Adjunct Professor MA or Ph.D or MBA;

professional experience

in the field of media and

journalism

Teams, Structures, Diversity Beginning of Spring

Semester 2021

Adjunct Professor MA or Ph.D or MBA;

professional experience

in the field of media and

journalism

Product Management and Development; Managing

Technology and Innovation

Beginning of Spring

Semester 2021

44

B: Five Year Financial Projections for the Program

Table 5: New Resources

Expenditures Year 1 Year 2 Year 3 Year 4 Year 5

Academic Year2 Academic Year† Academic Year† Academic Year† Academic Year† Full Time Faculty $ - $ - $ - $ - $ -

Part Time Faculty $ 59,664.00 $ 64,636.00

$ 64,636.00

$ 68,365.00

$ 68,365.00

Full Time Staff $ - $ - $ - $ - $ -

Part Time Staff $ 82,038.00 $ 82,038.00 $

82,038.00 $ 82,038.00

$ 82,038.00

Library (Includes Staffing) $ - $ - $ - $ - $ - Equipment $ - $ - $ - $ - $ - Laboratories $ - $ - $ - $ - $ -

Supplies & Expenses $ 68,000.00 $ 58,500.00 $

58,500.00 $ 58,800.00

$ 58,800.00

(Other than Personal Services)

Capital Expenditures $ - $ - $ - $ - $ - Other $ - $ - $ - $ - $ -

Total all $ 209,702.00 $ 205,174.00 $

205,174.00 $ 209,203.00

$ 209,203.00

[1] Specify the inflation rate used for projections. Faculty will be reassigned from current programs, such as the

[2] Specify the academic year. EntrepreneurialMA. [3] Include fringe benefits. Supplies & Expenses includes the additional Executive Coaches. [4] New resources means resources engendered specifically by the proposed program. The new resources from the previous year should be carried over to the

following year, new resources with adjustments for inflation, if a continuing cost.

[5] Specify what is included in "other" category, (e.g.,student financial

aid).

45

DIRECT OPERATING EXPENSES Year 1 Year 2 Year 3 Year 4 Year 5

Include additional expenses incurred by other programs when

satisfying needs of new program. Faculty need should be

commensurate with "net section needs" based on enrollment (see

"Enroll & Seat Need Projections" tab)

Current Full Time Faculty Overload (include

Summer)

New Full Time Faculty Base Salary (list separetely)

New Full Time Faculty Overload (include Summer) New Faculty Re-assigned Time (list seperately) Full Time Employee Fringe Benefits (41.6%) 0 0 0 0 0

Total (Links to Full-Time Faculty on Program Exp Worksheet) $ -

$ -

$ -

$ -

$ -

Part Time Faculty Actual Salaries 48000 52000 52000 55000 55000

Part Time Faculty Actual Fringe Benefits (24.3%) 11664 12636 12636 13365 13365

Total (Links to Part-Time Faculty Program Exp Worksheet) $ 59,664.00

$ 64,636.00

$ 64,636.00

$ 68,365.00

$ 68,365.00

Full Time Staff Base Salary (list separetely)

Full Time Staff Fringe Benefits (41.6%) 0 0 0 0 0

Total (Links to Full-Time Staff on Program Exp Worksheet) $ -

$ -

$ -

$ -

$ -

Year 1 Year 2 Year 3 Year 4 Year 5 PART-TIME STAFF (do not include library staff in this section) Part Time Staff Base Salary (list separately) 60000 60000 60000 60000 60000

Faculty Replacement Costs (replacement of full-time faculty

- e.g. on release time - with part-time faculty)

Graduate Assistants 6000 6000 6000 6000 6000

Student Hourly

Part Time Employee Fringe Benefits (24.3%) 16038 16038 16038 16038 16038

46

Total (Links to Part-Time Staff on Program Exp Worksheet) $ 82,038

$ 82,038

$ 82,038

$ 82,038

$ 82,038

LIBRARY Library Resources Library Staff Full Time (List Separately) Full Time Staff Fringe Benefits (41.6%) 0 0 0 0 0 Library Staff Part Time (List Separately) Part Time Employee Fringe Benefits (24.3%) 0 0 0 0 0

TOTAL (Links to Library on Program Exp Worksheet) $ -

$ -

$ -

$ -

$ -

EQUIPMENT Computer Hardware

Office Furniture

Other (Specify)

Total (Links to Equipment on Program Exp Worksheet) $ -

$ -

$ -

$ -

$ -

LABORATORIES Laboratory Equipment Other (list separately)

TOTAL (Links to Laboratories on Program Exp Worksheet) $ -

$ -

$ -

$ -

$ -

Year 1 Year 2 Year 3 Year 4 Year 5 SUPPLIES AND EXPENSES (OTPS)

Consultants and Honoraria 30000 30000 30000 30000 30000

Office Supplies 1800 1000 1000 1000 1000

Instructional Supplies 5000 6000 6000 6000 6000

Faculty Development

Travel and Conferences 10000 10000 10000 10000 10000

47

Membership Fees

Advertising and Promotion 20000 10000 10000 10000 10000

Accreditation

Computer Software 1200 1500 1500 1800 1800

Computer License Fees

Computer Repair and Maintenance

Equipment Repair and Maintenance

New Total Supplies and OTPS Expenses (Links to Supplies on Program Exp Worksheet)

$ 68,000.00

$ 58,500.00

$ 58,500.00

$ 58,800.00

$ 58,800.00

CAPITAL EXPENDITURES

Facility Renovations

Classroom Equipment

Other (list separately)

TOTAL (Links to Capital Expenditures on Program Exp Worksheet)

$ -

$ -

$ -

$ -

$ -

Other (list separately)

TOTAL (Links to Other on Program Exp Worksheet) $ -

$ -

$ -

$ -

$ -

Info: Salary Increase of 5% in Y5 projected for FT staff and faculty

48

The Five-Year Revenue Projections for Program

SENIOR COLLEGE (GRADUATE) WORKSHEET

Year 1 = Jan to Dec 2021

EXISTING FULL-TIME STUDENTS Year One Year Two Year Three Year Four Year Five Tuition & Fees:

# of EXISTING FULL-TIME, In-State Students (linked from "Enroll &

Seat Need Projections") 0 0 0 0 0

Tuition Income (calculates 2% increase per year after Fall 2015) $0 $0 $0 $0 $0

Total Tuition $0 $0 $0 $0 $0

Student Fees (enter ANNUAL program fees other than standard CUNY fees)

Total Fees 0 0 0 0 0

Total In-State Tuition & Fees $0 $0 $0 $0 $0

Tuition & Fees:

# of EXISTING FULL-TIME, Out-of-State Students (linked from "Enroll

& Seat Need Projections") 0 0 0 0 0

Annual Avg # of Credits per FT student (24-30)

Tuition Income (Specify Rate per credit. Calculates 2% annual increase after

Fall 2015) $0 $0 $0 $0 $0

Total Tuition $0 $0 $0 $0 $0

Student Fees (enter ANNUAL program fees other than standard CUNY fees)

Total Fees 0 0 0 0 0

Total Out-of-State Tuition & Fees $0 $0 $0 $0 $0

TOTAL EXISTING FULL-TIME TUITION REVENUE $0 $0 $0 $0 $0

EXISTING PART-TIME STUDENTS Year One Year Two Year Three Year Four Year Five Tuition & Fees:

# of EXISTING PART-TIME, In-State Students (linked from "Enroll &

Seat Need Projections") 0 0 0 0 0

49

Total Enrolled Credits (Enter Avg # credits per student per year-Fall+

Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15)

Tuition Income (Specify Rate per credit. Calculates 2% increase per year after

Fall 2015) $0 $0 $0 $0 $0

Total Tuition $0 $0 $0 $0 $0

Student Fees (enter ANNUAL program fees other than standard CUNY fees)

Total Fees 0 0 0 0 0

Total In-State Tuition & Fees $0 $0 $0 $0 $0

Tuition & Fees:

# of EXISTING PART-TIME Out of State Students (linked from

"Enrollment and Seat Need Projections") 0 0 0 0 0

Total Enrolled Credits (Enter Avg # credits per student per year-Fall+

Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15)

Tuition Income (Specify Rate per credit. Calculates 2% increase per year after

Fall 2015) $0 $0 $0 $0 $0

Total Tuition $0 $0 $0 $0 $0

Student Fees (enter ANNUAL program fees other than standard CUNY fees)

Total Fees 0 0 0 0 0

Total Out-of-State Tuition & Fees $0 $0 $0 $0 $0

TOTAL EXISTING PART TIME REVENUE $0 $0 $0 $0 $0

TOTAL EXISTING REVENUE (LINKS TO REVENUE SPREADSHEET ROW 5) $0 $0 $0 $0 $0 NEW FULL-TIME STUDENTS Year One Year Two Year Three Year Four Year Five Tuition & Fees:

# of NEW FULL-TIME, In-State Students (linked from "Enroll & Seat

Need Projections") 8 10 10 10 10

Tuition Income (Calculates 2% increase per year after Fall 2015) $30,000 $30,000 $30,000 $30,000 $30,600

50

Total Tuition $240,000 $300,000 $300,000 $300,000 $306,000

Student Fees (enter ANNUAL program fees other than standard CUNY fees)

Total Fees 0 0 0 0 0

Total In-State Tuition & Fees $240,000 $300,000 $300,000 $300,000 $306,000

Tuition & Fees:

# of NEW FULL-TIME, Out-of -State Students (linked from "Enroll &

Seat Need Projections") 10 10 10 10 10

Annual Avg # of Credits per FT student (24-30) 33 33 33 33 33

Tuition Income (Specify Rate per credit. Calculates 2% increase per year after

Fall 2015) $910 $910 $928 $947 $966

Total Tuition $300,300 $300,300 $306,306 $312,432 $318,681

Student Fees (enter ANNUAL program fees other than standard CUNY fees)

Total Fees 0 0 0 0 0

Total Out-of-State Tuition & Fees $300,300 $300,300 $306,306 $312,432 $318,681

TOTAL NEW FULL-TIME TUITION REVENUE $540,300 $600,300 $606,306 $612,432 $624,681

NEW PART-TIME STUDENTS Year One Year Two Year Three Year Four Year Five Tuition & Fees:

# of NEW PART-TIME, In-State Students (linked from "Enroll & Seat

Need Projections") 0 0 0 0 0

Total Enrolled Credits (Enter Avg # credits per student per year-Fall+

Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15)

Tuition Income (Specify Rate per credit. Calculates 2% increase per year after

Fall 2015) $0 $0 $0 $0 $0

Total Tuition $0 $0 $0 $0 $0

Student Fees (enter ANNUAL program fees other than standard CUNY fees)

Total Fees 0 0 0 0 0

51

Total In-State Tuition & Fees $0 $0 $0 $0 $0

Tuition & Fees:

# of NEW PART-TIME, Out-of-State Students 0 0 0 0 0

Total Enrolled Credits (Enter Avg # credits per student per year-Fall+

Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15)

Tuition Income (Specify Rate per credit) calculates 2% increase

per year $0 $0 $0 $0 $0

Total Tuition $0 $0 $0 $0 $0

Student Fees (enter ANNUAL program fees other than standard CUNY fees)

Total Fees 0 0 0 0 0

Total Out-of-State Tuition & Fees $0 $0 $0 $0 $0

TOTAL NEW PART-TIME REVENUE $0 $0 $0 $0 $0

TOTAL NEW REVENUE (LINKS TO REVENUE SPREADSHEET ROW 7) $540,300 $600,300 $606,306 $612,432 $624,681

OTHER REVENUE Year One Year Two Year Three Year Four Year Five

Other Revenue From Existing Sources (specify and explain)-LINKS TO

REVENUE SPREADSHEET ROW 13)

Other Revenue New (specify and explain) (LINKS TO REVENUE

SPREADSHEET ROW 15)

52

C: External Evaluation

Evaluation and Conflict of Interest Statement

53

54

55

56

57

58

CV External Reviewer Rosental Alves Rosental Alves began his academic career in the United States in March 1996, after 27 years as a professional journalist, including seven years as a journalism professor in Brazil. He moved to Austin from Rio de Janeiro, where he was the managing editor and member of the board of directors of Jornal do Brasil, one of the most important Brazilian newspapers. Alves worked for that paper for 23 years. He was chosen in 1995 from approximately 200 candidates to be the first holder of the Knight Chair in International Journalism, created by a $1.5 million endowment from the James L. and John S. Knight Foundation. In 2002, Alves received a $2 million grant from the Knight Foundation to create the Knight Center for Journalism in the Americas, a four-year project to work in training programs with journalists from Latin America and the Caribbean. The Knight Center is based at the School of Journalism in Austin, but reaches thousands of journalists throughout the hemisphere. For more than a decade, Alves was a foreign correspondent based in Spain, Argentina, Mexico and the United States, working for Jornal do Brasil. In 1991, he created the first online, real-time finance news service, the first of its kind in Brazil. And in 1994, Alves managed the launching of Jornal do Brasil's online edition, making it the first Brazilian newspaper available on the Internet. At the University of Texas at Austin, Alves has three basic areas for teaching and research: international reporting (emphasizing the work of foreign correspondents), journalism in Latin America (especially the struggle for a free press in the hemisphere), and Internet journalism (the creation of a new genre of journalism for the digital medium). He created the first class on online journalism at UT in the 1997-98 academic year. Alves has been a frequent speaker in conferences and has conducted numerous workshops in several countries to train journalists and journalism professors on the use of the new medium. Alves is a member of boards or advisory councils of several international organizations, such as International Consortium of Investigative Journalists, International News Safety Institute, United Nations University’s Media Peace and Security Institute, Latin American Center for Journalism, Foundation New Iberian American Journalism, and the Maria Moors Cabot Awards at Columbia University. A working journalist since he was 16, Alves received a B.A. in journalism from the Rio de Janeiro Federal University. He was the first Brazilian awarded a Nieman Fellowship to spend an academic year (1987-88) at Harvard University. He taught journalism at Fluminense Federal University and at Gama Filho University, in Rio de Janeiro, beginning as a lecturer when he was 21.

External Review Selection Justification The Craig Newmark Graduate School of Journalism at CUNY decided on Rosental Alves as the external reviewer because of his academic leadership in the field of journalism education. Under his management and academic guidance, the Knight Center for Journalism in the Americas and his department at the Journalism School at the University of Texas has developed into one of the leading academic programs for media innovation and journalism. Based on different academic rankings, the journalism program at the University of Texas at Austin ranks in the Top 20 journalism schools in the United States and has also been ranked as the best journalism school in Texas. Under his leadership, the university has approached new and innovative teaching methods, such as MOOCs (massive open online courses) in data journalism, storytelling and product management in media that attract thousands of students every semester.

59

With these initiatives, Alves has proven to be one of the most forward thinking and thorough educators in academia in the field of journalism.

Reaction to External Review In his external evaluation, Rosental Alves made a point of addressing a potential weakness in the schools proposed new degree. In his opinion. With the Craig Newmark Journalism school being part of the less affluent public university system, the school will have to compete with private journalism schools that might be able to invest more money in similar programs. He also mentioned that this will mean that to fulfill the schools mission of allowing students from less privileged backgrounds to attend the program, the school will have to provide scholarships. The program director and the governing body of the school are aware of these challenges and have addressed them proactively in the aforementioned program proposal. As stated in the “Cost Assessment and Business Case” section of this proposal, tuition revenue will make the program profitable from year one onwards, and our research shows high market demand and willingness to pay. Over the next years, we expect the program to become a stable and growing source of income for the school and CUNY. This is in line with trends our industry peers, other universities and journalism schools, have been observing for the last decade: Executive education and professional degrees are a growth market in the higher education sector, and allow schools to stay financially healthy because they are highly profitable. That being said, we will also proactively raise and make available additional scholarship funds to guarantee that less affluent, high potential students can partake in the program. We anticipate to raise about $100,000 a year from various private sources and foundations. Over the last eight years, the school has raised $60 million from a variety of foundations and individual donors, and has a current endowment of $31 million.

60

D: Letters of Support

61

62

63

64

Sept. 28, 2019

To Whom It May Concern,

My name is Aron Pilhofer. I am the James B. Steele Chair in Journalism Innovation at Temple University. In addition to teaching, my work is focused on new business models, digital transformation and innovation in news.

This letter is to support the proposed Executive Master in News Innovation and Leadership  at the Craig Newmark Graduate School of Journalism at CUNY.

The core of this new executive degree - understanding the business side of the news media industry; driving and managing transformation; developing and adjusting digital strategies and developing and growing digital products with an audience-centric mindset - are all areas I extensively worked in during my career. Before joining Temple University, I was the executive editor, digital, and interim chief digital officer at the Guardian in London/United Kingdom. There, I led the Guardian's product and technology teams. Before coming to the Guardian, I  was associate managing editor for digital strategy and editor of interactive news at The New York Times. I co-founded two news-related startups: DocumentCloud.org and Hacks & Hackers.

The curriculum described in the proposal includes the very skills that I think are essential to lead today's news media organizations. Participants will be uniquely prepared to navigate the rapidly shifting landscape of media business models and work on providing a sustainable future for the new industry.

65

66

E: Supporting Documentation

- Admitted participants for the not-for-credit program 2020

Name Job Country

Ethar EL-KATATNEY Editor Young Audiences Wall Street Journal US

Alexander DROESSLER Head of Product Lokalportal Germany

Almudena TORAL Head of Digital Video Univision US

Lauren BERRY Managing Editor AI and News Automation Bloomberg US

Anita ARRIAGADA Head of Chicas Poderosas Chile Chile

Abbie SCOTT Deputy Managing Editor Digital FT UK

Susanne AMANN Managing Editor Online Spiegel Germany

Mary WILLSON Product, Process and Training Manager 6AM City US

Kim BUI Director Audience Innovation Arizona Republic US

Daisuke FURUTA Editor in Chief Buzzfeed Japan Japan

Styliamos CHARALAMBOUS CEO Daily Maverick South Africa

Maryelina PRIMERA Senior Editor LATAM Univision Venezuela/US

Graham RINGO-WATSON Managing Editor Rivard Report US

Jonah COMSTOCK Managing Editor MobiHealthNews US

Thierry BACKES Lead Transformation Management SZ Germany

Rosy KATANACH VP Product, Publishing New York Times US