Stewart, Daniel K., 1925-
M.A. (Master of Arts)
Department of Journalism
Advertising--Study and teaching (Higher)--United States
It is the purpose of this thesis to analyze the state of advertising education programs at United States colleges and universities. More specifically, it assesses selected advertising curricula and the intellectual achievement of those who teach advertising exclusively. The methodology employed involves questionnaires sent to twenty universities with some of the largest undergraduate enrollments in advertising programs in departments/colleges/schools of advertising/journalism/communication and eleven colleges and universities that offer advertising programs under business disciplines. The data are used to compare the academic achievement of advertising educators and the course requirements for advertising majors in advertising, journalism, and marketing. Within journalistic disciplines, this study compares educators and curricula of the six autonomous departments of advertising with those of selected non-autonomous advertising sequences in departments/colleges/schools of journalism and/or communication. Comparisons made on the basis of the autonomy variable are restricted to the journalism schools, as no business schools were determined to have departments of advertising. Rather, all eleven offer advertising programs under their departments of marketing. Thus non-autonomous, or non-departmental, advertising programs in journalism are compared to their counterparts in marketing. The research shows that both advertising department faculty and marketing-advertising faculty generally hold higher academic degrees than journalism-advertising faculty. Departmental teachers and advertising faculty in marketing are of comparable academic quality. For the most part, departmental advertising programs require courses in all the functional areas of advertising. They average more advertising courses per program than either journalism- or business-based programs. Like the departmental programs, advertising programs in journalism tend to be consistent in their required advertising course content, although the journalism-based programs typically include more mandatory advertising electives. Among the three types of advertising programs, those in business require the most marketing courses as well as the fewest in both advertising and journalism. Besides these differences in curricular emphasis, marketing-advertising programs include highly varied arrangements of advertising courses, following no discernible pattern as displayed by the other two types of programs. These observations point to the conclusion that the academic division under which advertising is taught is significant in that it determines the character and content of the curriculum.
Rundo, Sharon M., "A comparative analysis of intellectual achievement of advertising educators and course requirements of selected advertising education programs in business and journalistic disciplines" (1988). Graduate Research Theses & Dissertations. 90.
vi, 85 pages
Northern Illinois University
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