CHED Memorandum Order No. 026-11 establishes the Policies, Standards, and Guidelines (PSG) for the Master of Science in Development Communication program in the Philippines. This program aims to equip students with advanced communication competencies necessary for professional practice and to respond effectively to the evolving media landscape and socio-political context. Higher Education Institutions (HEIs) must obtain approval from the Commission on Higher Education (CHED) to offer this program, which includes a structured curriculum comprising basic, required, elective courses, and a thesis or special project. Graduates are expected to pursue various careers in communication-related fields, demonstrating expertise in research, education, and development communication strategies. The memorandum emphasizes compliance with administrative, faculty, and library requirements to ensure quality education in this discipline.
September 5, 2011
CHED MEMORANDUM ORDER NO. 026-11
SUBJECT | : | Policies, Standards and Guidelines (PSG) for the Master of Science in Development Communication Program |
In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the "Higher Education Act of 1994," CHED Memorandum Order (CMO) No. 36, s. 1998 ("Policies and Standards on Graduate Education"), CMO No. 9, s. 2003 ("Addendum to CMO No. 36, s. 1998 Policies and Standards on Graduate Education"), and by virtue of CEB Resolution No. 208-2011, dated August 22, 2011 and for the purpose of rationalizing the graduate degree programs in Development Communication in all Higher Education Institutions (HEIs) in the country, this set of Policies, Standards and Guidelines (PSG) is hereby adopted and promulgated by this Commission.
ARTICLE I
Introduction
SECTION 1. Rationale and Background. — The Master of Science in Development Communication program provides students with higher order and advanced communication competencies needed in professional practice, teaching and communication studies. The curriculum is responsive to the demands of the changing communication media landscape and the broader socio-political and economic environment. It prepares students to take a more active, strategic and critical role in shaping the direction of Philippine communication media and in applying communication in development. Students are expected to exercise leadership in the communication profession; undertake research and evaluation in the discipline; and become effective instruments in articulating the needs and aspirations of the Filipino people.
The MS in Development Communication program is linked with related advanced communication programs in journalism and broadcasting and allied programs such as public relations and advertising. It is enriched by various disciplines from the social sciences, humanities and the arts.
ARTICLE II
Authority to Operate
SECTION 2. All Higher Education Institutions (HEIs), both private and public (State Universities and Colleges [SUCs] and Local Colleges and Universities [LCUs]), intending to offer graduate degree programs in development communication must secure proper authority from the Commission on Higher Education.
ARTICLE III
Program Specification
SECTION 3. Degree Name. — The degree name shall be Master of Science (MS) in Development Communication.
SECTION 4. Program Description/Objectives. — The MS in Development Communication program aims to develop advanced competencies in any or all of the following communication areas applied in development: theory-building, research, education and training, policy development, and program planning and management. ScaEIT
SECTION 5. Specific Professions/Careers/Occupations that Graduates of this Program May Go Into. — Individuals who earned a degree in MS Development Communication are expected to occupy middle to top management positions in communication-related occupations in any of the following settings: corporate communication, public information, public relations and advertising, mass media, communication education, and research and development. They are also expected to be equipped to pursue new and emerging career options as communication consultants, knowledge managers, multimedia content managers, or planners/designers of alternative learning systems.
SECTION 6. Allied Programs. — Allied programs refer to academic programs that provide similar or related competencies and skills to MS Development Communication graduates. These programs can also trace some of their disciplinal or theoretical roots to communication.
MS Development Communication allied programs are Communication, Journalism, Broadcasting, Multimedia (digital media) Arts/Studies, Public Relations and Advertising.
ARTICLE IV
Competency Standards
SECTION 7. Graduates of MS in Development Communication are expected to have acquired the following competencies:
• expertise in teaching;
• expertise in conducting research and evaluation;
• expertise in developing and managing systems, programs and projects in communication for development; and
• knowledge on development theories and paradigms, current and emerging development issues and the role of communication in the development context.
ARTICLE V
Curriculum
SECTION 8. Curriculum Description. — The MS in Development Communication curriculum is a holistic approach to the study of the strategic use of communication theories, paradigms, policies, strategies and tools in addressing diverse development issues and concerns affecting communities and societies in different socio-political and economic settings. The program seeks to offer a balanced curriculum in terms of theory, research and practice.
It has a total of thirty-six (36) units, of which six (6) units are Basic Courses, twelve (12) units are Required Courses, six (6) units are Electives and six (6) units are Thesis or Special Project. Seminar courses offer lectures and/or presentations from resource persons/experts who will tackle different relevant topics. Non-seminar courses, however, may also include lectures by resource persons/guest lecturers, and are basically conducted in the traditional manner, and may adopt other methodologies.
SECTION 9. Curriculum outline. —
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Equivalent |
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No. of | Units Per | Total | |||
Courses | Course | Units | |||
1. | Basic Courses |
2
|
|
6
|
|
Development Communication Research |
|
3
|
|
||
Statistical Applications in Communication |
|
3
|
|
||
2. | Required Courses |
4
|
|
12
|
|
Communication Theory |
|
3
|
|
||
Communication and Development |
|
3
|
|
||
ICT in Development |
|
3
|
|
||
Research method course: |
|
3
|
|
||
Quantitative Approaches to Communication Research or |
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|
|
||
Qualitative Approaches to Communication Research |
|
|
|
||
Graduate Seminar in Development Communication |
|
(1)
|
|
||
3. | Electives |
2
|
3
|
6
|
|
Development Communication Approaches |
|
|
|
||
Participatory Development Communication |
|
|
|
||
Development Broadcasting |
|
|
|
||
Communication and Culture |
|
|
|
||
Organizational Communication and Communication Networks |
|
|
|
||
Educational Communication |
|
|
|
||
Science Communication |
|
|
|
||
Development Journalism |
|
|
|
||
Knowledge Management |
|
|
|
||
4. | Cognates |
2
|
3
|
6
|
|
May all be taken in any other discipline offered in the |
|
|
|
||
university/school in the humanities, social sciences, |
|
|
|
||
natural sciences, or technical fields. |
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|
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5. | Comprehensive Examination |
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Required
|
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A student must pass the comprehensive examination |
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to be given upon completion of all academic units/ |
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|
|
||
requirements prior to thesis writing. |
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|
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6. | Summary of Units |
|
|
|
|
Basic Courses |
2
|
|
6
|
||
Required Courses |
4
|
|
12
|
||
Electives |
2
|
|
6
|
||
Cognates |
2
|
|
6
|
||
Thesis or Special Projects |
2
|
|
6
|
||
|
|
–––
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|||
Total No. of Units |
|
|
36
|
||
|
|
===
|
SECTION 10. Sample Program of Study. —
Year 1 | ||||
First Semester | Second Semester | |||
Course | Unit | Course | Unit | |
Communication Theory |
3
|
Development Communication Approaches |
3
|
|
Development Communication Research |
3
|
Communication and Development |
3
|
|
Statistical Applications in Communication |
3
|
ICT in Development |
3
|
|
Elective 1 |
3
|
Elective 2 |
3
|
|
–––
|
–––
|
|||
Total |
12
|
Total |
12
|
|
===
|
===
|
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Year 2 | ||||
First Semester | Second Semester | |||
Course | Unit | Course | Unit | |
Research Methods course |
3
|
Graduate Seminar in Development |
1
|
|
|
Communication |
|
||
Cognate 1 |
3
|
Thesis or Special Projects |
6
|
|
Cognate 2 |
3
|
|
||
Comprehensive Examination * |
|
|
||
–––
|
–––
|
|||
Total |
9
|
7
|
||
===
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===
|
* Comprehensive examination is taken after completion of all academic requirements
Note: The institution is free to enhance and to follow different patterns and modalities based on the needs of its clientele. HcDSaT
SECTION 11. Teaching-Learning Approaches. — The use of non-traditional teaching-learning approaches and tools to complement classroom lectures is encouraged. These approaches/tools include CD-ROMs, Internet (e-group, e-mail), chat groups, web applications (websites, blogs, webcast/podcast, message boards), and videoconferencing, among others.
SECTION 12. Thesis/Special Project Requirements. — Upon completion of all academic requirements and prior to doing the thesis or special project, the student must pass a comprehensive examination. A student who fails to pass the comprehensive examination a second time will no longer be allowed to pursue the program.
The thesis subject must have prior approval of the student's thesis adviser. The thesis will be defended before a panel consisting of at least three (3) faculty members of the College, including the adviser, reader and panel member(s).
ARTICLE VI
Description and Specification of Courses
SECTION 13. For description and specification of courses, please refer to Annex A.
ARTICLE VII
Other Requirements
SECTION 14. Program Administration. — The MS Development Communication program shall be administered by a full-time Dean and/or a Department Chair, Head, and/or Coordinator.
a. Qualifications. The Program Administrator of a college or school to which the graduate programs belong must have a Doctorate degree with at least three (3) years of teaching and administrative experience.
b. Functions/Responsibilities:
1. Provides over-all directions in the attainment of the objectives of the program.
2. Recommends the appointment of qualified faculty members.
3. Provides administrative support to the institution.
4. Sits in department meetings upon invitation.
5. Ensures that the syllabus of each course in the program is fully implemented within the term.
6. Reviews periodically the curriculum along with the department faculty.
7. Convenes regular and special faculty meetings.
8. Schedules classes and assigns faculty-teaching load.
9. Ensures that student grades are submitted on time by the faculty.
10. Supervises student evaluation of faculty.
11. Monitors progress of students.
12. Fulfills all other functions as may be explicitly required by the institution.
SECTION 15. Faculty. —
a. Qualifications. A graduate of a Masters degree in any communication program or related field from a recognized HEI, with at least three (3) years teaching experience.
b. Percentage of Full-time Faculty. There shall be at least five (5) full-time faculty members who are at least master's degree holders and should have additional professional experience and/or training in the specialization or major area being offered. At least one (1) of the full-time faculty members should have a doctorate degree.
c. Teaching Load. Full-time — Maximum load of 36 units, including teaching load in the undergraduate program in one (1) academic year. Part-time — Maximum of 9 units in one (1) semester.
SECTION 16. Library. — Every college/institution/department offering development communication program shall have an adequately equipped library that will provide all the basic textbooks, as well as reference materials for research and other scholarly purposes, as well as resources for current trends.
a. Librarians. The following are the minimum staff requirements:
1. A college/institution/department library should have a full-time librarian who is a holder of Master in Library and Information Science degree with a valid license.
2. There should be one (1) full-time librarian for the first 500 students enrolled, and for an enrollment of 1,000, two (2) full-time librarians shall be required.
3. Library assistant/s must be a holder/s of Bachelor of Library and Information Science degree.
b. Library Holdings. Library holdings should conform to existing requirements for libraries.
1. The library must provide five (5) book tides per course found in the curriculum. These titles must have been published within the last five (5) years. aHTcDA
2. The HEI is likewise required to subscribe to at least two peer reviewed or refereed journals and periodicals in communication and allied programs that are published locally and/or internationally. The subscriptions may be for hard or electronic copies of the journal.
3. The library should have at least 100 audio-visual materials in the forms of tapes, films, records, CDs and DVDs. Fifty percent of the collections should have been published/produced within the last ten (10) years.
4. The library must provide internet access to faculty members and students for research and other academic activities.
5. The library must provide access to electronic library materials such as CD-ROMS. These are considered as additional library holdings beyond the minimum requirements.
SECTION 17. Facilities and Equipment. —
a. Classroom Requirements. The class size in every course of a higher education institution shall be determined by the institution itself, taking into account the total capacity of its facilities, the level of instruction, the nature of the course, and such other factors that promote a conducive teaching-learning process.
b. Laboratory requirements. For courses that require the use of the computer, a 1:1 computer student ratio is required.
SECTION 18. Admission and Retention. —
a. Admission
1. The applicant must be a holder of a baccalaureate degree, preferably in communication, mass communication, or a related program (especially social sciences), from a recognized HEI.
2. The applicant must have at least two (2) years of work experience, preferably in communication, media or its allied fields, except in extremely meritorious cases when a shorter period of work experience is warranted.
3. The applicant must have obtained a general weighted average (GWA) of at least 2.25 or its equivalent in his/her undergraduate studies.
4. As part of the evaluation procedures of the applicants, an essay and/or interview will be conducted, primarily to determine the preparedness of the applicant for graduate studies, as well as his/her research and career plans.
b. Retention
1. The student must have a GWA of at least 2.0 by the end of each school year.
SECTION 19. Prerequisites. — Graduates with bachelor's degree in other discipline (non-communication) will be required to include 6-12 units of undergraduate courses, the number of units to be determined by the admission committee of the program depending on the previous communication training and background of the applicant.
ARTICLE VIII
Transitory Provisions
SECTION 20. All HEIs, including SUCs and LUCs, with existing authority for graduate communication programs are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO. ITAaHc
ARTICLE IX
Sanctions
SECTION 21. For violation of this Order, the Commission may impose such administrative sanction as it may deem appropriate pursuant to the pertinent provisions of Republic Act No. 7722 in relation to Section 69 of Batas Pambansa Blg. 232 otherwise known as the "Education Act of 1982, Section 63 of Article XII and Sections 142-143 of Article XXVI of the Manual of Regulations for Private Higher Education of 2008, and other related laws.
ARTICLE X
Separability and Repealing Clause
SECTION 22. Any provision of this Order, which may thereafter be held invalid, shall not affect the remaining provisions.
All CHED issuances or part thereof inconsistent with the provision in this CMO shall be deemed modified or repealed.
ARTICLE XI
Effectivity Clause
SECTION 23. This Order shall take effect fifteen (15) days after its publication in the Official Gazette or in a newspaper of general circulation.
Quezon City, Philippines September 5, 2011.
For the Commission:
(SGD.) PATRICIA B. LICUANAN, Ph.D.
Chairperson
ATTACHMENTS
Annex A
Description and Specification of Courses
MS DEV COMM
Basic Courses | ||||
Course Name | Development Communication Research | |||
Course Description | The research process in development communication; | |||
perspectives, approaches, and techniques in development | ||||
communication research. | ||||
Course Credits | 3 units | |||
Contact Hours/week | 3 hours | |||
Prerequisite | None | |||
Suggested Course | • | Overview of traditions of communication theory | ||
Content | • | Communication research traditions | ||
• | Survey of research designs and approaches in | |||
communication in the context of development | ||||
• | Evaluating development communication | |||
• | The communication research process in | |||
quantitative research | ||||
• | The communication research process in | |||
qualitative research | ||||
• | Review and critique of development | |||
communication studies | ||||
• | Designing a development communication | |||
research project | ||||
Course Name | Statistical Applications in Communication | |||
Course Description | Basic statistical principles useful in communication | |||
media organizations are presented. Topics include | ||||
statistical sampling, probability theory, statistical | ||||
estimation, hypothesis testing, regression, and | ||||
correlation analysis and chi-square application. It relates | ||||
statistics with communication theory and development | ||||
communication. The use of computer for statistical | ||||
analysis and computation (e.g., SPSS) is introduced. | ||||
Course Credits | 3 units | |||
Contact Hours/week | 3 hours | |||
Prerequisite | None | |||
Suggested Course | • | Review of Key Concepts in Data Processing | ||
Content | ||||
• | Basic Data Analysis and Presentation | |||
• | Measures of Central Tendency and Variability | |||
• | Measures of Association and Correlation | |||
• | Inferential Statistics | |||
o | Types of variables | |||
o | Types of samples | |||
o | Procedure for hypothesis-testing | |||
• | Nonparametric Tests | |||
• | Parametric Tests | |||
• | Selected Software Programs Used in Communication Research | |||
o | Powerpoint | |||
o | Excel | |||
o | Statistical Package for the Social Science | |||
(SPSS) | ||||
• | Integration: Statistics and the Research Design | |||
Required Courses | ||||
Course Name | Communication Theory | |||
Course Description | Theories and models of the communication discipline | |||
examined in terms of established genres and traditions; | ||||
comparison of the eastern and western theories; impact | ||||
of ICT, globalization and other megatrends on theory | ||||
building; basic concepts in theory construction and | ||||
model building; and intertwining of theory and research. | ||||
Course Credits | 3 units | |||
Contact Hours/week | 3 hours | |||
Prerequisite | None | |||
Suggested Course | • | Review of Communication as a Social Science | ||
Content | Discipline | |||
• | Overview of theory and models — definitions, uses | |||
and applications | ||||
• | Seven traditions in the field of communication | |||
theory | ||||
o | Socio-psychological | |||
o | Cybernetic | |||
o | Rhetorical | |||
o | Semiotic | |||
o | Socio-cultural | |||
o | Critical | |||
o | Phenomenological | |||
• | Five genres of communication theory | |||
o | Structural & functional | |||
o | Cognitive & behavioral | |||
o | Interactional & conventional | |||
o | Interpretative | |||
o | Critical | |||
• | Communication theories: Eastern perspective | |||
• | Model building and theory formation | |||
• | The relationship of theory and research | |||
• | Application of communication theories in communication | |||
campaigns, development communication programs, etc. | ||||
Course Name | Communication and Development | |||
Course Description | Theories, issues and perspectives in communication and | |||
development. | ||||
Course Credits | 3 units | |||
Contact Hours/week | 3 hours | |||
Prerequisite | None | |||
Suggested Course | • | The meaning of development | ||
Content | ||||
o | Theories, concepts, models and strategies of | |||
development | ||||
o | The nature and problems of | |||
underdevelopment | ||||
o | Goals, indices, levels, aspects and | |||
perspectives of development | ||||
o | The Philippine experience in development | |||
• | Communication and development: historical | |||
perspective | ||||
o | The changing views of the roles of | |||
communication in development | ||||
o | What communication can do and what it can | |||
only help to do in development | ||||
• | Development communication in a developed | |||
society | ||||
• | Communication and development: case studies | |||
• | Communication and development: the Philippine | |||
and Asian experience | ||||
• | Communication and development: an update | |||
Course Name | ICT in Development | |||
Course Description | Systems in information and communication technology | |||
(ICT) and their applications in development. | ||||
Course Credits | 3 units | |||
Contact Hours/week | 3 hours | |||
Prerequisite | None | |||
Suggested Course | • | Overview of ICTs | ||
Content | ||||
• | Theoretical Frameworks on ICTs | |||
• | Issues on ICTs | |||
• | The Knowledge Society | |||
• | Issues in ICT and their impact on individual and | |||
society | ||||
• | Applications of ICT in Development | |||
o | Education, e.g., e-learning, online learning | |||
o | Health, e.g., e-health | |||
o | Governance, e-governance | |||
o | Agriculture | |||
o | Trade and industry, e.g., e-commerce | |||
o | Disaster management | |||
o | Others | |||
• | Technology transfer and change management | |||
o | Change management concepts | |||
• | Change communication strategies and tools | |||
Choice of One Research Methods Course: | ||||
Course Name | Quantitative Approaches to Development | |||
Communication Research | ||||
Course Description | Designing and implementing quantitative | |||
communication research methods such as surveys, | ||||
experiments, content analyses, readability tests, among | ||||
others; techniques in data entry, analysis and | ||||
interpretation and the use of software tools. | ||||
Course Credits | 3 units | |||
Contact Hours/week | 3 hours | |||
Prerequisite | None | |||
Suggested Course | • | Communication theories and their applications to | ||
Contents | research | |||
• | Research designs (descriptive, evaluative, | |||
exploratory, explanatory) | ||||
• | Research approaches/traditions (quantitative and | |||
qualitative) | ||||
• | Research paradigms (positivist, interpretive, and | |||
critical) | ||||
• | Research process | |||
• | Quantitative research methods | |||
o | Surveys | |||
o | Experiments | |||
o | Content analysis | |||
o | Readability study | |||
• | Data organization, analysis and interpretation | |||
(including use of appropriate software) | ||||
• | Research dissemination and utilization | |||
• | Research ethics | |||
Course Name | Qualitative Approaches to Development Communication | |||
Research | ||||
Course Description | Perspectives (paradigms), concepts and approaches in | |||
the analysis of qualitative data in the study of | ||||
communication processes; designing and implementing | ||||
qualitative communication research; techniques in data | ||||
entry, analysis and interpretation and the use of software | ||||
tools. | ||||
Course Credits | 3 units | |||
Contact Hours/week | 3 hours | |||
Prerequisite | None | |||
Suggested Course | • | Communication theories and their applications to | ||
Contents | research | |||
• | Research orientations (qualitative vs. quantitative; | |||
micro vs. macro, theoretical vs. atheoretical) | ||||
• | Research paradigms (positivist, interpretative, | |||
critical, constructivist, deconstructivist, etc.) | ||||
• | Qualitative research methods & interaction | |||
o | Biography | |||
o | Ethnography | |||
o | Phenomenology | |||
o | Grounded theory | |||
o | Case study | |||
o | Historical studies | |||
o | Textual analysis | |||
o | Reception analysis | |||
o | Indigenous techniques (e.g., Sikolohiyang | |||
Pilipino) | ||||
o | Others | |||
• | Data organization, analysis and interpretation | |||
• | Methodological and conceptual issues | |||
• | Research dissemination and utilization | |||
• | Research ethics | |||
Course Name | Graduate Seminar in Development Communication | |||
Course Description | An in-depth discussion of current and emerging | |||
communication issues affecting the practice and | ||||
teaching of development communication. The issues | ||||
may be global, national, and local. The course may also | ||||
examine the socio-cultural, economic and political | ||||
contexts of communication as they affect the discipline. | ||||
For example, prevailing political philosophy defines | ||||
transparency and access to information while economic | ||||
considerations may widen or narrow the digital divide. | ||||
Course Credits | 3 units | |||
Contact Hours/week | 3 hours | |||
Prerequisite | None | |||
Suggested Course | The topics included in the seminar course will depend on | |||
Contents | prevailing and/or emerging communication issues that | |||
need immediate awareness, understanding and action by | ||||
development communication scholars and practitioners. | ||||
Elective Courses | ||||
Course Name | Participatory Development Communication | |||
Course Description | Philosophy, traditions, processes, and techniques in | |||
qualitative research in development communication | ||||
Course Credits | 3 units | |||
Contact Hours/week | 3 hours | |||
Prerequisite | None | |||
Suggested Course | • | Assumptions and perspective of participatory | ||
Content | development communication (PDC)/Paulo Freire's | |||
works | ||||
• | Models of PDC and communication for social | |||
change | ||||
• | PDC Methodology and allied participatory | |||
approaches | ||||
• | Case studies and practicum | |||
Course Name | Development Broadcasting | |||
Course Description | Philosophy, theory, issues, and systems in development | |||
broadcasting. | ||||
Course Credits | 3 units | |||
Contact Hours/week | 3 hours | |||
Prerequisite | None | |||
Suggested Course | • | Role of broadcasting in development | ||
Content | ||||
o | Aspects of development where broadcasting | |||
can make contributions — political, | ||||
economic, rural/agricultural, cultural, | ||||
religious, educational, etc. | ||||
o | Definitions/concepts | |||
- | Formal, non-formal and informal | |||
education | ||||
- | Educational technology | |||
- | Educational broadcasting | |||
- | Concept of educational/community/development | |||
broadcasting | ||||
• | Application of broadcasting to education and | |||
development | ||||
o | Education and development | |||
o | Problems of education in developing | |||
countries | ||||
o | New challenges to the educational system | |||
o | Planning for education in developing | |||
countries | ||||
• | Strategic roles of educational broadcasting | |||
o | Formal education | |||
- | Enrichment | |||
- | Direct instruction | |||
- | Extending the school | |||
- | Distance learning | |||
o | Non-formal education | |||
- | Open broadcasting | |||
- | Radio forum | |||
- | Radio schools | |||
- | Radio animation | |||
o | Distance education | |||
- | Concept | |||
- | Features | |||
- | Issues | |||
- | Methods | |||
• | Experiences in Educational Broadcasting | |||
o | Educational broadcasting in the Philippines | |||
o | Educational broadcasting in other countries | |||
o | Analysis of selected case studies | |||
• | Issues in Educational Broadcasting | |||
o | Socio-political context | |||
o | Project management | |||
o | Nature of the educational establishment | |||
o | Curricular approaches | |||
o | Production techniques | |||
o | Evaluation schemes | |||
• | The Future of Educational Broadcasting | |||
o | The impact of new technology on educational | |||
broadcasting | ||||
- | Cable and satellite | |||
- | Interactive radio/video | |||
- | Computer technology | |||
o | Educational broadcasting: problems and | |||
prospects | ||||
• | Revitalizing educational broadcasting | |||
Course Name | Development Communication and Culture | |||
Course Description | Cultural dimensions of communication in development. | |||
Course Credits | 3 units | |||
Contact Hours/week | 3 hours | |||
Prerequisite | None | |||
Suggested Course | • | Introduction | ||
Content | ||||
o | Relevant theories/models of communication | |||
o | Communication and culture in human | |||
evolution | ||||
o | Interrelationship of communication and | |||
culture | ||||
o | Componential analysis | |||
• | Approaches to the study of communication and | |||
culture | ||||
o | Methodological | |||
- | Anthropological | |||
- | Socio-psychological | |||
- | Sociological | |||
- | Mathematical | |||
- | Transformational | |||
o | Substantive | |||
- | Multidisciplinary | |||
- | Interdisciplinary | |||
- | Transdisciplinary | |||
• | Cultural determinants of communication | |||
o | Values | |||
o | Social Structures | |||
o | World View | |||
o | Ideology | |||
o | Four theories of the press | |||
• | Communication determinants of culture | |||
o | Cross-cultural communication | |||
o | Intercultural communication | |||
o | Media imperialism | |||
• | Culture as communication | |||
o | Symbols | |||
o | Language | |||
o | Proxemics | |||
o | Kinesics | |||
o | Myths | |||
• | Communication as culture | |||
o | Folk media | |||
o | Literature | |||
o | Cinema | |||
o | Music | |||
• | The cultural dimension in development | |||
o | No life without roots | |||
• | Culture and social cybernetics | |||
Course Name | Organizational Communication and Communication | |||
Network | ||||
Course Description | Theories, principles, and concepts in organizational | |||
communication and communication networking. | ||||
Course Credits | 3 units | |||
Contact Hours/week | 3 hours | |||
Prerequisite | None | |||
Suggested Course | I. | Introduction: The Course Perspective | ||
Content | ||||
A. | Systems Thinking | |||
B. | Alternative Communication Perspectives | |||
C. | General Propositions in Communication: A | |||
Survey | ||||
D. | Research Approaches on Organization | |||
Communication | ||||
II. | Overview of the Study of Organization | |||
A. | Paradigms of Studying Organization | |||
B. | Organization as a Social System | |||
C. | Assumptions in Organization Behavior | |||
D. | Types of Organization | |||
III. | Communication within Organization | |||
A. | Functions of Communication within an | |||
Organization | ||||
B. | Organizational Structure and Communication | |||
flow and Processes | ||||
C. | Communication Problems and Dysfunction | |||
D. | Criteria of Effective Communication within | |||
Organization | ||||
E. | Managing Communication System: Choice of | |||
Form and Channel | ||||
F. | Interpersonal Communication | |||
G. | Conflict and Conflict Resolution | |||
H. | Communication in Bureaucratic | |||
Organizations | ||||
I. | Communication Network and Flow | |||
J. | Communication Roles within an Organization | |||
K. | Information Overload and How to Overcome | |||
it | ||||
L. | Non-verbal Communication | |||
M. | Role of Communication in Project | |||
management | ||||
IV. | Inter-Organizational Coordination and | |||
Communication | ||||
A. | Concept of Coordination | |||
B. | Determinants of Inter-Organizational | |||
Coordination | ||||
C. | Role of Communication in Coordination | |||
V. | Communication Strategies of Organizational | |||
Change | ||||
A. | Organizational Innovation Defined | |||
B. | Diffusion of Innovation within an | |||
Organization | ||||
C. | The Role of Change Agent in Organizational | |||
Change | ||||
VI. | Effective Human Relations: Theories and Practices | |||
VII. Effective Public Relations: Theories and Practices | ||||
Course Name | Educational Communication | |||
Course Description | Philosophy, theory, issues, and systems in educational | |||
communication and technology in development. | ||||
Course Credits | 3 units | |||
Contact Hours/week | 3 hours | |||
Prerequisite | None | |||
Suggested Course | I. | Review of basic concepts | ||
Content | ||||
A. | Educational communication | |||
B. | General system theory | |||
C. | Media organization as system | |||
II. | Designing an educational communication system | |||
A. | Formulating the rationale: vision and mission | |||
B. | Developing system objectives | |||
C. | Identifying audiences/users: stakeholder | |||
analysis | ||||
D. | Conceptualizing the organization structure: | |||
system design | ||||
E. | Determining resources: human and non- | |||
human resources | ||||
F. | Planning for institutionalization: | |||
implementing procedures | ||||
G. | Evaluating effectiveness and efficiency: | |||
system evaluation | ||||
III. | Management needs of educational communication | |||
system | ||||
A. | Definition of and approaches to management | |||
B. | Functions of management | |||
C. | Tools of management: management by | |||
objectives (MBO); PERT-CPM; strategic | ||||
planning; zero-base budgeting | ||||
D. | Leadership and administrative skills | |||
E. | Communication and motivation: team | |||
building | ||||
F. | Evaluation and monitoring: project | |||
evaluation, problematique analysis, | ||||
performance appraisal | ||||
Course Name | Science Communication | |||
Course Description | Philosophy, theory, issues, and systems in science | |||
communication in development. | ||||
Course Credits | 3 units | |||
Contact Hours/week | 3 hours | |||
Prerequisite | None | |||
Suggested Course | I. | The New Communication Environment | ||
Content | ||||
A. | The Communication Revolution | |||
1. | Microprocessors/computers | |||
2. | Informatics | |||
B. | The Information Explosion | |||
1. | Information Science | |||
2. | Information Specialists | |||
3. | Scientific Communicators | |||
4. | Information Managers | |||
II. | The Construction of Scientific Knowledge and | |||
Information | ||||
A. | The Generation of Scientific Knowledge and | |||
Information | ||||
B. | The Organization of Scientific Knowledge | |||
C. | Scientific and Technical Literature Searching | |||
1. | Manual and mechanical methods of | |||
information storage and retrieval | ||||
III. | Computer-Based Information Storage and | |||
Retrieval | ||||
A. | The Creation and Management of Databases: | |||
Case Studies | ||||
B. | How Computerized Retrieval Works | |||
C. | Presentation of Search Results | |||
IV. | Various Scientific Information Services | |||
A. | Integrated R & D Information System | |||
B. | Scientific Institute Management | |||
C. | Abstracts | |||
D. | Selective Dissemination of Scientific | |||
Information | ||||
V. | Scientific and Technical Information: The Primary | |||
Journal | ||||
A. | Characteristics of Scientific Literature | |||
B. | The Nature of the Journal Article | |||
C. | Editing the Scientific Journal | |||
VI. | Scientific and Technical Information: Technical | |||
Reports | ||||
A. | The Nature of the Technical Information | |||
B. | Editing the Technical Report | |||
VII. | Scientific and Technical Information: Fact Sheets | |||
and Newsletter | ||||
A. | The Nature of Fact Sheets | |||
B. | Editing Fact Sheets and Newsletter | |||
C. | The AGDEX extension filing system | |||
VIII. | New Developments in Science Communication | |||
A. | Electronic Editing | |||
B. | Alternatives to Scientific Journals | |||
IX. | Co-publication | |||
Course Name | Development Journalism | |||
Course Description | Philosophy, theory, issues, and systems in development | |||
journalism | ||||
Course Credits | 3 units | |||
Contact Hours/week | 3 hours | |||
Prerequisite | None | |||
Suggested Course | I. | Overview of Journalism in the Philippines | ||
Content | ||||
A. | Brief history of Philippine journalism | |||
1. | Journalism during the Spanish, | |||
American and Japanese periods | ||||
2. | Post-war journalism | |||
3. | Emergence of the concept "development | |||
journalism" | ||||
B. | Conventional/traditional and development | |||
journalism in perspective | ||||
C. | Contemporary Philippine journalism: A | |||
critical analysis | ||||
1. | New journalism | |||
2. | Yellow journalism | |||
3. | Precision journalism | |||
4. | Advocacy journalism | |||
5. | Investigative journalism | |||
6. | Science journalism | |||
7. | Envelopmental journalism | |||
II. | News and Feature Stories | |||
A. | Definition of news and feature story | |||
B. | News values/elements | |||
C. | Differences between news and feature stories | |||
D. | Types of news (according to time and | |||
treatment) | ||||
III. | Press Freedom and responsibility | |||
A. | Constitutional basis of press freedom | |||
B. | Limitations/restraints on press freedom | |||
C. | Libel | |||
D. | Ethics in the practice of the profession | |||
IV. | Gathering data for news and feature writing | |||
A. | Sources of news and information | |||
1. | Conventional sources | |||
2. | Interactive computer systems (e.g., | |||
internet, fax, database) HcDATC | ||||
B. | Terms and concepts in journalism practice | |||
1. | Newsroom terms | |||
2. | Field concepts | |||
C. | Interviewing techniques | |||
D. | Organizing the news story | |||
1. | The inverted pyramid | |||
2. | Shifts from the inverted pyramid | |||
3. | Writing the lead | |||
4. | The body of the news story | |||
V. | Writing news and feature stories | |||
A. | Principles of dear and effective writing | |||
B. | Readability | |||
VI. | Processing the story | |||
A. | Copy preparation | |||
B. | Copy editing | |||
C. | Mechanics of style | |||
D. | Proofreading | |||
E. | Headline writing | |||
F. | Layouting | |||
VII. | Hardware journalism | |||
A. | The printing process | |||
B. | New technology | |||
1. | Computer software | |||
VIII. | Desktop publishing | |||
Course Name | Knowledge Management | |||
Course Description | A course on the systematic and organized use of | |||
knowledge within an organization to transform its | ||||
ability to generate, source, and use knowledge to | ||||
improve organizational performance. The course focuses | ||||
on the knowledge management principles and processes; | ||||
applications and utilization. | ||||
Course Credits | 3 units | |||
Contact Hours/week | 3 hours | |||
Prerequisite | None | |||
Suggested Course | • | Overview of Knowledge Management (KM) | ||
Content | ||||
• | KM, Intellectual Capital and Related Concepts | |||
• | Rationale and Objectives of KM | |||
• | Principles of KM | |||
• | The Knowledge and KM Process | |||
• | Approaches to Developing a KM Strategy | |||
• | Knowledge Audit Framework, Methodology and | |||
Tools | ||||
• | Case studies of KM in different organizational | |||
settings | ||||
Course Name | Thesis/Special Project | |||
Course Description | Graduate research or action project that contributes to | |||
knowledge or professional practice or policy in | ||||
communication. | ||||
Course Credits | 3 units | |||
Contact Hours/week | 3 hours | |||
Prerequisite | None | |||
Suggested Course | • | As relevant to the research topic | ||
Content |