mba in media management · general mba core competencies in economics, finance, marketing,...

2011

Metropolitan College of New York

School of Management, Business Programs

MBA in Media ManagementPurpose 1: Industry & Venture Assessment

CONTENTS Introduction to MBA in Media Management ................................................................................................................................................................ 3

Overview of Purpose 1: Industry and Venture Assessment ......................................................................................................................................... 4

The Purpose Dimension: Strategic Industry Analysis .................................................................................................................................................... 8

The Skills Dimension: Managerial Accounting ............................................................................................................................................................. 11

The Self and Others Dimension: New Media: Cyber, Social, Mobile and Beyond ....................................................................................................... 13

The Value and Ethics Dimension: Entertainment Law & Media Ethics ........................................................................................................................ 16

The Systems Dimension: The Business and Economics of the Film Industry ............................................................................................................. 199

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

Constructive Action Document Guideline ................................................................................................................................................................... 22

Rubric for Assessment and Grading Criteria for Purpose 1 CA: Strategic Industry Analysis ....................................................................................... 28

2

Introduction: The Media Management MBA Program

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

and entertainment industries capable of creating corporate cultures in which individual initiative, participation and autonomy will result in

augmented self‐esteem and job commitment, enhanced productivity, improved product quality and labor‐management relations, strengthened

global participation, and, ultimately, in increased profitability and responsible community awareness and civic participation. It does so by

integrating management theory, practice and performance, focusing on the imaginative and entrepreneurial thinking and problem solving skills

essential in today’s rapidly developing content driven and converging media environments.

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

general MBA core competencies in economics, finance, marketing, operations, management, and accounting with intensive exploration of media

specific fields essential for effective media management. The MCNY Media Management MBA program provides students with the tools

necessary to successfully navigate the unique nuanced business, operations and management characteristics of the media and entertainment

industries by providing students with a comprehensive analytical overview of the media industries including entertainment law, new media,

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

management, and media theory. Delivered by industry experts using MCNY’s Purpose Centered Education model, students combine this

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

hands on field experiential practica in media entrepreneurial and/or intrapreneurial Industry & Venture Assessment, Business Planning,

Development & Marketing, and Venture Implementation, Actualization & Evaluation.

Introduction: The Media Management MBA Program 3

In addition to the general goals of the MCNY MBA program, students in the Media Management program will gain knowledge to: Develop

models for successful exploitation and utilization of social and mobile media in the delivery of traditional entertainment industries; Manage and

develop new successful business models in changing music and publishing industries in light of digitization and convergence; and, Be at the

forefront of administration of successful business models for developing “new” media industries, entrepreneurial media ventures or improved

service methods within media businesses with skills acquired through the Dimension classes and the Constructive Action.

Overview of Purpose 1: Industry and Venture Assessment

OVERVIEW OF PURPOSE 1: INDUSTRY AND VENTURE ASSESSMENT In the Industry and Venture Assessment Purpose, students engage in industry specific strategic research activities and field assessments of their identified media business, product, and/or service improvement, in order to define the direction, scope, nature, method, etc., of their identified media entrepreneurial or intrapreneurial business venture, products, customers, market segments and geographical markets for use in subsequent Constructive Actions.

PURPOSE ACHIEVEMENT ABILITIES

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

PURPOSE DIMENSION ABILITIES STRATEGIC INDUSTRY ANALYSIS

1. Explore opportunities to improve the world.

Research social, political, economic and technological challenges and climate faced by media businesses, stakeholders and constituencies; Research and explore the successful business opportunities that are consistent with the venture you want to develop.

2. Choose the best goal.

Identify potential local, national and global stakeholders and constituencies for your media business venture; Define the business research hypothesis to pursue as well as business goals and objectives related to the business research.

3. Agree on a plan.

Agree on a research plan to conduct primary and secondary quantitative and qualitative research of your identified constituencies and stakeholders with defined metrics.

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

Conduct the research, develop research outcomes and performance measures, modify research conclusions as needed.

Overview of Purpose 1: Industry and Venture Assessment 4

5. Assess the results and plan the next steps.

Assess the research conclusions and layout future business planning activities.


SKILLS DIMENSION ABILITIES MANAGERIAL ACCOUNTING

6. Identify and use appropriate critical thinking skills.

Identify and use Managerial Accounting concepts in making and managing business decisions and performance.

7. Identify and use appropriate mathematical skills.

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

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

Understand, select, adapt and implement an accounting system that can support business development and growth as appropriate.

SELF AND OTHERS DIMENSION ABILITIES NEW MEDIA: CYBER, SOCIAL, MOBILE AND BEYOND

9. Describe self in relation to the Purpose.

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

10. Appreciate experience and views of others.

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

11. Build good relationships.

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

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

Design and develop the communications tools for your business stakeholders.


13. Promote growth in self and others.

Identify methods to exploit new media and technological advances in the converging and changing media industries to operate a successful business, make a positive impact on and empower local, national and global communities within which your venture operates.


VALUES AND ETHICS DIMENSION ABILITIES ENTERTAINMENT LAW & MEDIA ETHICS

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

Describe the legal framework(s) applicable to and suitable for use by the student's media venture and identify ethical challenges arising from various legal frameworks and common practices and values in the media industries.

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

Identify the benefits, disadvantages and challenges of each legal framework for stakeholders and constituencies of your media venture.

16. Identify value issues as they arise.

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

17. Use ethical reasoning.

Understand and identify the appropriate professional codes of behavior and philosophical principles guiding ethical decision making conducting business and in moral dilemmas arising in the media industries.

18. Act on ethical principles.

Identify and develop ethical principles, policies and procedures consistent with ethical and moral decision making in response to legal and ethical dilemmas and issues arising in the media industries and in your media venture.

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

Identify and adopt best practices by others businesses, stakeholders and constituencies in local, national and global communities in the media industries, forging positive partnership and business relationships as appropriate.

SYSTEMS DIMENSION ABILITIES THE BUSINESS AND ECONOMICS OF THE FILM INDUSTRY


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

Assess the various competitive forces in all aspects the film industry and the core competencies related to the local, national and global motion picture business.

21. Develop conceptual modes of systems.

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

22. Identify strengths of systems.

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

23. Identify weaknesses of systems.

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

24. Make systems better.

Identify existing and potential future opportunities and threats for successful business models and operation in the film industry.

PURPOSE PERFORMANCE ASSESSMENT

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

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

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

7

The Purpose Dimension: Strategic Industry Analysis

THE PURPOSE DIMENSION: STRATEGIC INDUSTRY ANALYSIS

PURPOSE SEMINAR/PRACTICUM OVERVIEW

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

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

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

• Internship Placement – Students may use an approved internship site to effectuate their project;

• Mentor Match – Students may be guided by an approved mentor in their specific area of inquiry to effectuate their project

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

CONSTRUCTIVE ACTION OVERVIEW

The Purpose Dimension: Strategic Industry Analysis 8

For the Constructive Action in Purpose 1, students learn research techniques and methodologies by which to explore and analyze business trends and needs; relate those needs to respective professional situations and then apply that knowledge to identify and decide upon a venture, which will satisfy an industry need, realize an opportunity, or solve an industry problem. It is expected that through this Constructive Action, as


the students learn advanced business research techniques and industry assessment methods, they will apply the resulting statistics to their respective ventures. Further, it is expected that students will compile their results in relation to their acquired knowledge with the materials learned in each of the other Dimension Classes in the Purpose, which will cover quantitative managerial accounting skills, technology, legal/industry specific regulations and ethics, as well as specialized industry specific fields. It is intended that while doing their Constructive Action, students will actively create a plan describing their product, service, situation, respective industry and operating environments as well as the market. This includes competition and consumers, along with a plan of action describing their research goals, objectives and strategies. At the end, students present their research findings, which in turn, will serve as the necessary background material upon which to build an entrepreneurial or intrapreneurial strategic business and marketing plan in the following semester.

COURSE DESCRIPTION

For their Purpose 1 Constructive Action document, students will master analytical, writing and communication skills by actively drafting and presenting their strategic research and assessment, describing their product, service or situation, respective industry and operating environments, the market, competition and consumers, along with a plan of action based on their findings, which details their intended goals, objectives and strategies. At the end of the Constructive Action, students will present their research findings, which will serve as the necessary background material upon which to develop a business and marketing plan for their venture in their Purpose 2 Constructive Action the following semester.

COURSE OBJECTIVES

Students are expected to: 1. Develop and conduct research to assess the media industry relative to the chosen media venture; 2. Identify and analyze various needed products or services in the media industries that can bring about positive change in society; 3. Develop and state a hypothesis for how their ventures will meet the needs of a specific industry, potential clients or consumers and other

key constituents; 4. Devise a report compiling the research data and conclusions for use with their venture to meet those needs; including objectives, realistic

strategies and a preliminary SWOT analysis of their media venture; 5. Maintain a record of all progress in the form of logs, detailed with an evaluation of each recorded event to facilitate revision of the research

report;


6. Explain how they are using knowledge and ideas gained through field experiences and Dimension classes to achieve the Purpose.


7. Analyze the soundness and viability of their research conclusions, drawing on feedback from mentors, supervisors, and other significant participants as well as from knowledge acquired from each Dimension class.

PREREQUISITE

Student must have taken undergraduate or MBA foundation courses in Managerial Statistics, Introductory Accounting, Economics and Finance, and Principles of Management and Marketing within the last 5 years with a grade of B‐ or better in each course. Students must also have access to a computer, the Internet, MCNY’s Moodle LMS, turnitin.com, and Microsoft Office Suite 2007 or later.

PURPOSE PERFORMANCE ABILITY

At the end of this course, the student should be able to demonstrate the ability to: 1. A) Research social, political, economic and technological challenges and climate faced by media businesses, stakeholders and constituencies;

B) Research and explore the successful business opportunities that are consistent with the venture you want to develop. 2. A) Identify potential local, national and global stakeholders and constituencies for your media business venture;

B) Define the business research hypothesis to pursue as well as business goals and objectives related to the business research. 3. Agree on a research plan to conduct primary and secondary quantitative and qualitative research of your identified constituencies and

stakeholders with defined metrics. 4. Conduct the research, develop research outcomes and performance measures, modify research conclusions as needed. 5. Assess the research conclusions and layout future business planning activities.

PROFESSIONAL COMPETENCY TOPICS

• Career and Goal Setting: Short and Long Term

• Understanding research philosophies, approaches and methods

• Formulating the research design, tools, hypotheses and metrics

• Negotiating access and research ethics

• Collecting, analyzing and applying primary and secondary quantitative and qualitative data to make professionally sound, viable and sustainable business decisions and projections

• Writing and presenting research project report


The Skills Dimension: Managerial Accounting

THE SKILLS DIMENSION: MANAGERIAL ACCOUNTING

OVERVIEW OF MANAGERIAL ACCOUNTING

Financial data is presented in a fairly standardized and objective manner rather than interpreted, especially for internal purposes. For the manager to use this data it must be analyzed against standards, alternative conditions and over time. Costs especially must be viewed outside of the format used for external reporting and tax considerations. This course is designed to give the student professional the tools and framework which will unlock the reality of efficiency, profitability and potential. It will take the student inside the numbers and outside them as well, presenting a picture of relative performance, alternative scenarios and informed choices. A key to success can be found in this ability to take accounting data and ask "what if?" questions about potential decision options. The result is possibility of reduced costs and greater profits, always a business imperative especially in today's super competitive global marketplace.

COURSE DESCRIPTION

Students create balance sheets and income statements; and use relevant cost data for managerial decision making. Topics include: accounting practices relating to asset valuation, profit determination, cost allocation and internal control procedures. Students learn to analyze cost data related to specific projects and to classify costs/expenditures as either product or period costs as well as techniques associated with cost/analysis reporting, decision making, planning and budgeting. Students also have the option of learning the use of accounting software and tools such as QuickBooks and PeachTree.

COURSE OBJECTIVES

1. To gain an understanding of the process of assigning values to tangible & intangible assets and use these to make valuation decisions on various classes of assets

2. To become skilled in the analysis of various classes of costs with regard to business volume and the determination of profit and loss associated with incremental changes in this volume

3. To understand the various methods of assigning costs and learn to make suitable allocation decisions by selecting and applying them 4. To become proficient in scrutinizing costs through variance analysis and identifying efficiencies and inefficiencies in relation to standards and

projections 5. Understand and be able to identify, collect, analyze, record and summarize business transactions pertaining to the exchange of properties or

services and their effects on a business.

The Skills Dimension: Managerial Accounting 11

6. Learn to analyze cost data related to specific projects and to classify costs/expenditures as either product costs or period costs.

The Skills Dimension: Managerial Accounting

PREREQUISITE

Student must have taken an undergraduate or MBA foundation course on Financial Accounting within the last 5 years with a grade of B‐ or better in each.

RELEVANCE TO CA

This course builds student’s skills and knowledge in managerial accounting. The students develop competency in financial analysis used in appropriate and relevant business models in the various media and entertainment industries. It thus prepares the students for making sound financial decisions in assessing and developing a media venture and within the operation and management of specific media industries.


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

1. Identify and use Managerial Accounting concepts in making and managing business decisions and performance 2. Identify and use appropriate accounting methods to develop and support business models in the media industries and in media related

entrepreneurial /intrapreneurial ventures. 3. Understand, select, adapt and implement an accounting system that can support business development and growth as appropriate.


• The Statement of Cash Flows

• Financial Statement Analysis

• Introduction to Management Accounting

• Job Order and Process Costing

• Activity‐Based Costing and Other Cost‐Management Tools

• Cost‐Volume‐Profit Analysis

• Short‐Term Business Decisions

• Capital Investment Decisions and the Time Value of Money

• The Master Budget and Responsibility Accounting

• Flexible Budgets and Standard Costs

The Skills Dimension: Managerial Accounting 12

• Performance Evaluation and the Balanced Scorecard

The Self and Others Dimension: New Media: Cyber, Social, Mobile and Beyond

THE SELF AND OTHERS DIMENSION: NEW MEDIA: CYBER, SOCIAL, MOBILE AND BEYOND

OVERVIEW

New media is as new as one’s consciousness of the medium in question is in terms of new technologies, media structure and content. Is the new media product or service completely new or is it a synthesized hybrid product, process or service which channels language and information in ways that alter how individuals and groups think, act and interact with one another. New media reject older concepts of "subjectivity" and "objectivity", allow consumers to be creators, influences and plays with relationships created and sustained by meaning, power, and social behavior within social orders and forces everyone to rethink what they know (or think they know) about freedom, liberation, self‐determination and human nature. According to Russell Neuman, "We are witnessing the evolution of a universal interconnected network of audio, video, and electronic text communications that will blur the distinction between interpersonal and mass communication and between public and private communication." Are we?

COURSE DESCRIPTION

Since the emergence of the Internet as an integral part of our lives, and with the growing trends toward convergence and social networks, companies have been experimenting with the most effective ways to use the Internet and mobile media formats to contribute to their individual and organizational effectiveness as well as to advertise and grow their business. In the media industries, this has resulted in revolutionary restructuring of business models and led to the development of new media and even “newer” new media industries. Key to succeeding in today’s “new” new media environment is an understanding that advances in technology has changed the nature of and consumer relationship with media. No longer simply receivers of media content, today’s newest media involves the audience as producers of content. As a result, many businesses have been invented to operate solely over the Internet or create product solely for use with mobile hardware and most companies now conduct some portion of their business transactions over the Internet. This course will focus on the business, role and impact of social networks, wikis, blog sites, and interactive audio and video sites, as well as information systems, system components and properties, and the types of information knowledge useful to end‐users in today’s changing media business models.

The Self and Others Dimension: New Media: Cyber, Social, Mobile and Beyond 13


COURSE OBJECTIVES

Students are expected to:

1. Understand the field of New Media and the varying products and services of New Media organizations by looking at their respective missions, legal, economic and organizational structures, policies, procedures, and constituencies served.

2. Be able to analyze and understand the major managerial problems, challenges and opportunities faced by New Media producers and distributors and apply appropriate cultural business strategies for purposes of growth and development.

3. Apply management theories to New Media management practice and understand New Media management in different local, national and cultural contexts.

4. Understand how New Media serves as a computer technology and as a distribution platform. 5. Be able to develop and evaluate a New Media business plan. 6. Understand social‐media and their 6 defining characteristics: Participation; Collectivity; Transparency; Independence; Persistence; and

Emergence. 7. Generate marketing objectives and strategies using New Media technology for one’s own intra and entrepreneurial needs.

PREREQUISITE

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

RELEVANCE TO CA

This course will cover social media, new media and marketing and how networking creates the conditions of possibility for new social formations, interactions, and communications. It will also include in its focus the Internet as an emerging advertising and commerce medium, which is used by 75% of the American population for e‐mail, networking, search, shopping, news and entertainment. In addition, focus is placed on studying new media and its influence on today’s cultural, social business and behavioral paradigms and as such is critical for comprehensive assessment of the media industries and the viability and sustainability of a student’s media venture.





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

2. Develop appropriate tools to communicate with constituencies and business stakeholders consistent with converging media industries. 3. Understand and describe methods of customer relationship management for your business while building sustainable viability and

growth. 4. Design and develop the communications tools for your business stakeholders. 5. Identify methods to exploit new media and technological advances in the converging and changing media industries to operate a

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


1. New Media and Cyber‐Culture 2. New Media as a Cultural Technology 3. New Media Design and Development 4. New Media as Digital Data Controlled by Software; 5. New Media as the mix between existing cultural conventions and the conventions of software 6. New Media’s Economic and Political Effects 7. New Media: Networked Society and Globalization 8. New Media as the Encoding of Modernist Avant‐Garde; New Media as Metamedia 9. New Media and Electronic Commerce‐Products and Services including:

New Web sites; Blogs; YouTube; Wikipedia; Podcasts; Twitter; MySpace, Second Life, streaming audio and video; chat rooms; online communities; Web advertising;; virtual reality environments; integration of digital data with the telephone, such as Internet telephony; digital cameras; mobile computing; CD and DVD media; Telephone and digital data integration; Online communities; Microdevices with embedded systems programming; Live Internet broadcasting; Person‐to‐person visual communications; etc.

10. Games: Technology, Industry and Culture


11. Theories and Practices of Interactivity and User Generated Content

The Value and Ethics Dimension: Entertainment Law & Media Ethics

THE VALUE AND ETHICS DIMENSION: ENTERTAINMENT LAW & MEDIA ETHICS

COURSE OVERVIEW

Entertainment Law and Media Ethics focuses on the interrelationship between the law, ethics and business of the entertainment industries with emphasis on the scope of rights that attach to an entertainment enterprise, and the variety of legal, ethical and developmental issues raised in various entertainment business contexts, including television, cable, motion pictures, literary and music publishing, and music recording.

COURSE DESCRIPTION

This course emphasizes an understanding the specifics of entertainment industry power structures; methods of compensation and credit allocation; creative control; methods by which rights in a creative product may be transferred; grant of rights and representations; and warranties and indemnities relating to risks particularly characteristic of the entertainment industries. In addition, students cover the topics of the limits of a free press and the balance between the right to publish and the right to privacy (First Amendment), the torts of defamation, emotional distress and invasion of privacy as well as digital rights management. During the course, particular attention will be focused on the ethical issues that arise in these legal relationships. Students will also be encouraged to think critically about the broader context and consequences of the decisions they will make as media managers. To this end, the course will develop the argument that ethical considerations are important in the decision‐making process and teach analytical and ethical decision making skills that enable the student to identify and weigh competing ethical concerns in the managerial decision‐making process in the media industries. And, lastly, through specific examples and case discussion, the student will be made aware of the importance of understanding the interdependence of markets, ethics, and law in the media industries.

COURSE OBJECTIVES

Students are expected to: 1. Understand the laws and regulations applicable in the media and entertainment industries, as well as common issues and areas of

controversy in entertainment industry transactions from a legal, ethical and business perspective; 2. Acquire sufficient general legal knowledge to recognize legal situations in order to avoid problems, handle problems and protect oneself and

one's media‐related entrepreneurial or intrapreneurial venture and organization; 3. Identify the types of legal and ethical dilemmas one may encounter as the student, in the course of planning and implementing his or her

own media venture, during interaction with various other media organizations, stakeholders and constituencies.

The Value and Ethics Dimension: Entertainment Law & Media Ethics 16

4. Know when consultation with a legal professional may be necessary.


PREREQUISITE

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

RELATIONSHIP TO CA

This course teaches students the laws and regulations applicable in the media and entertainment industries, with an emphasis on contracts and copyrights, as well as an understanding of the philosophical theories and professional codes of behavior employed in guiding ethical decision making in the media industries. Particular attention is paid to developing critical thinking skills that will further inculcate in students the set of business values and ethics that ensure the student’s success in managing legal issues in media business settings or within their own media ventures. The students will also be exposed to legal communications requirements that are mandatory for forming, operating and managing business entities and corporations.



1. Describe the legal framework(s) applicable to and suitable for use by the student's media venture and identify ethical challenges arising from various legal frameworks and common practices and values in the media industries;

2. Identify the benefits, disadvantages and challenges of each legal framework for stakeholders and constituencies of your media venture. 3. Identify legal and ethical issues that exist in the media industries and that have been faced by other business owners, stakeholders, and

constituencies and inherent in the media industries. 4. Understand and identify the appropriate professional codes of behavior and philosophical principles guiding ethical decision making

conducting business and in moral dilemmas arising in the media industries. 5. Identify and develop ethical principles, policies and procedures consistent with ethical and moral decision making in response to legal

and ethical dilemmas and issues arising in the media industries and in your media venture. 6. Identify and adopt best practices by others businesses, stakeholders and constituencies in local, national and global communities in the

media industries, forging positive partnership and business relationships as appropriate.




• The Court System

• Precedent and Stare Decisis

• Classic Ethical Philosophical Theory

• Ethical Decision Making

• Media Ethical Codes

• The Constitution and First Amendment: Defamation, Hate Speech, Obscenity, Rights to Privacy and Publicity

• Contracts, Breaches and Damages

• Talent Acquisition and Credit

• Intellectual Property and Copyrights

• Cyberlaw and New Technologies

• Laws and Regulations applicable to Film, Television, Publishing, Broadcasting, Music and Advertising

• Choice and Formation of Business Entities

• Managing, Regulating and Reporting Requirements for Business Organizations


• Media Industries and Copyrights in the Global Legal Environment

The Systems Dimension: The Business and Economics of the Film Industry

THE SYSTEMS DIMENSION: THE BUSINESS AND ECONOMICS OF THE FILM INDUSTRY

COURSE DESCRIPTION

This course will serve as an overview of the economic and business structure of the motion picture art and entertainment industry from development to distribution, exhibition and after‐marketing, including the methods of operation of the film industry and financing. Included in the discussion will be an emphasis on the influence of social, technological, political and economic factors on changing artistic, financial, distribution and exhibition and aftermarket practices, both nationally and internationally.

COURSE OBJECTIVES

Students are expected to:

1. Understand the business economic, and finance concepts, principles and practices of the film industry and management. 2. Understand legal, financial and business challenges arising from technological advances and changes in market constructs for the film

industry. 3. Understand the changing nature of film industry technology, production, distribution and promotion and concomitant career structures

and opportunities. 4. Identify new technologies and their impact on the motion picture industry, its institutions and practices, audiences, consumers and

communities. 5. Understand the economic structure and corporate behavior of motion picture companies.

PREREQUISITE

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

RELEVANCE TO CA

The Systems Dimension: The Business and Economics of the Film Industry 19

This course will serve as an overview of the economic and business structure of the motion picture art and entertainment industry phenomenon stressing business models, methods of operation and the influence of social, technological, political and economic factors on changing artistic,

Purpose Performance Ability

financial, distribution and exhibition practices, both nationally and internationally. The creative, organizational and commercial hallmarks of American film production, distribution and exhibition ‐‐ studio, independent, alternative and avant‐garde will be studied in depth.

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

1. Assess the various competitive forces in all aspects the film industry and the core competencies related to the local, national and global motion picture business.

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

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

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

5. Identify existing and potential future opportunities and threats for successful business models and operation in the film industry.


• Film Industry Structure and Business Models

• Hollywood Majors & Minors and the Independents

• Film Financing, Marketing and Exhibition

• Film Production and Distribution in the Age of Digitization and Convergence: Preproduction, Production & Postproduction

• Relationship of Film to Cable, TVF and New Technologies

• World Film Industry

• Film Audiences

Purpose Performance Ability 20

• Films & Product Merchandising

MBA Foundation Courses

MBA FOUNDATION COURSES

MANAGERIAL STATISTICS

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

PRINCIPLES OF MANAGEMENT & MARKETING

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

PRINCIPLES OF FINANCIAL ACCOUNTING

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

PRINCIPLES OF ECONOMICS & FINANCE

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

MBA Foundation Courses 21

Constructive Action Document Guideline

CONSTRUCTIVE ACTION DOCUMENT GUIDELINE

Constructive Action Document Guideline 22

Purpose 1: Industry and Venture Assessment

1. ABSTRACT

An abstract is a short (100‐150 words) summary of the key points of the research. Most readers scan the abstract to decide whether they want to read the rest of the article

2. INTRODUCTION

A. Introduction to your research Brief explanation of your research hypothesis (the business idea) you are pursuing in your CA class in this MBA program.

‐ Needs Analysis: Explain why the topic was important; that is, what unmet media need, service or improvement to a current media product or media service will your business address. This requires you providing some discussion of the state of your segment of the media industry.

‐ Statement of the problem. The first job of the report writer is to provide some information about the background and the

nature of the problem under investigation. If the research topic has a long history, then a short summary is in order. This section should also discuss any relevant theoretical background that pertains to the research topic.

‐ Justification. This section should address why it is important for us to spend time and energy researching this particular

problem. Research can be important because it deals with a crucial theoretical issue, because it has practical value, or because it has methodological value.

B. Description of your specific research goals and objectives Explanation of the specific issue you were researching in this report

Break down your specific Research Goals by Short and Long Term C. Aims of the current study. Most introductory sections conclude with an unequivocal statement of the hypothesis or the research

questions to be answered by the study



3. LITERATURE REVIEW

The second major section is the review of the literature. As the name suggests, this section briefly recapitulates the work done in the field and provides Background Research for your segment of the media industry. The review need not be exhaustive; the writer should summarize only those studies most relevant to the current project. The researcher should strive for accuracy and relevance.

‐ Accuracy. A concise and accurate distillation of each study is a prerequisite for any literature review. The main points of each study‐hypotheses that were tested, sample, method, findings, and implications‐should be briefly summarized. The review should be selective but thorough.

‐ Relevance. A literature review should be more than a rote recitation of research studies; it must also contain analysis and

synthesis. The writer is obligated to discuss the relevance of the past work to the current study. What theoretic development can be seen in past work? What major conclusions have recurred? What were some common problems? How do the answers to these questions relate to the current study? The ultimate aim of the review is to show how your study evolved out of past efforts and how the prior research provides a justification for your study

4. METHODS

The methods section describes the approach used to confront the research problem. It includes a Setting and Situational Analysis. I. SETTING ANALYSIS –Describe Research Methodology

The following topics are usually addressed in this section:

‐ Variables used in the analysis. This includes a description of both independent and dependent variables, explaining how the variables were selected for the study, what marker variables (see Chapter 3), if any, were included, and how extraneous variables were controlled. Each variable also requires some justification for its use; variables cannot be added without reason. The mean and the standard deviation for each variable should be reported when necessary.

‐ Sample size. The researchers should state the number of subjects or units of study and also explain how these entities were

selected. Additionally, any departure from normal randomization must be described in detail.

‐ Sample characteristics. The sample should be described in terms of its demographic, lifestyle, or other characteristics. When human subjects are used, at least their age and gender should be indicated.



A. Identification of choice of Research Design to answer the key research questions/problems

Describe the type of research you are doing and why for each objective you are researching. (You should do both Primary and Secondary Research.)

1. Primary Research

Explain in detail how you conducted the primary “market research” (or “field research”) used in this research report to meet your key research goals/objectives o Surveys & Interviews o Focus Groups o Case Studies

2. Secondary Research

Explain in detail how you conducted the secondary research used in this research report to meet your key research goals/objectives o Publications o Magazine articles o Internet sources used

II. SITUATIONAL ANALYSIS –Research Design

The following topics are usually addressed in this section:

‐ Methodology. Every research report requires a description of the methods used to collect and analyze data. The amount of methodological description to be included depends on the audience; articles written for journals, for instance, must contain more detailed information than reports prepared in private sector research.

‐ Data manipulation. Often the collected data are not normally distributed, and researchers must use data transformation to

achieve an approximation of normality. If such a procedure is used, a full explanation should be given. A. Identification of your Research Tools utilized to conduct your research

Specifically discuss and explain how and why you composed your Research Tool in the manner you chose, i.e., survey questions or focus group questions, for each objective. Do not merely list your 7‐10 research questions. Discuss the key areas of research you felt were most critical to your business and why.



B. An explanation of the secondary research questions or problems that logically developed from your key research

questions; Provide one‐three secondary research questions (for each question.)

5. RESULTS The results section presents the findings of your key research questions, and should include your critical logs. It must contain the following subsections:

I. Description of the analysis. The statistical techniques used to analyze the data should be mentioned. If the analysis used common or easily recognized statistics, a one‐sentence description might be all that is needed, such as “Chi‐square analyses were performed on the data” or “Analysis of variance was performed. . . .” If appropriate, the particular statistical program used by the researcher should be identified. Finally, this part should include an overview of what is to follow: “This section is divided into two parts. We will first report the results of the analysis of variance and then the results of the regression analysis.”

II. Description of findings. The findings should be tied to the statement of the hypotheses or research questions mentioned in the

introduction. The author should clearly state whether the results supported the hypothesis or whether the research questions were answered. Next, any peripheral findings can be reported. Many researchers and journal editors suggest that interpretation and discussion of findings be omitted from this section and that the writer stick solely to the bare facts. Others believe that this section should contain more than numbers and suggest the implications of the findings as well. In fact, for some short research articles, this section is sometimes called “Findings and Discussion.” The choice of which model to follow depends upon the purpose of the report and the avenue of publication.

III. Tables. Tables, charts, graphs, and other data displays should be presented concisely and, if the article is being submitted to a

journal, in the proper format. Remember that many readers turn first to the tables and may not read the accompanying text; consequently, tables should be explicit and easily understood by themselves. Visual materials for any research report can be produced easily with a variety of commercially available software packages. In combination with a color printer or plotter, the visual materials can be the predominant part of a research report, especially in reports for the private sector.

IV. Critical Logs. In recording critical incidents, you are asked to describe specific occurrences or interactions based on the

implementation of strategies which pertain to your Constructive Action. This written "log" or summary tells: what happened, how you dealt with it, and how you felt and reacted. You can analyze the challenges you encountered, and whether or not you have succeeded. A critical log report briefly details the following information:



When you describe what happened, be sure to give specific behaviors. Include non‐verbal action(s) as well as quotations from you and any other person(s) involved. Provide sufficient information so that another reader has a clear picture of the situation or so that the situation can be role‐played. You must give careful thought to what information is relevant. Select and focus on what is significant. Each specific situation is different, so no absolute rules can be given. When you reflect on your personal analysis of the incident, give your inferences, interpretations, feelings, and assumptions about the interaction. Show the relationship between what happened in the situation and understandings you have gained in your studies. (You must have at least 5 Critical Logs for your Constructive Action.) Each Critical Log must incorporate Analysis by Dimension. This cannot be rushed in the last 2‐3 weeks of class; it must be developed over the course of the semester. The material in the recordings, when appropriately detailed, becomes a major part of your analysis. It demonstrates how well you planned and implemented your Constructive Action, and how well you were are able to integrate academic learning into "live" situations.

6. DISCUSSION The last section of a research report is the discussion. This section requires a thorough analysis of whether or not your research hypothesis was proven or not proven and how your research proved, or didn’t prove, your original hypothesis. The contents of this section generally include the following elements:

I. Summary. A synopsis of the main findings of the study often leads off this section.

II. Implications/Discussion/Interpretations. This is the part of the report that discusses the meaning of the findings. If the findings

are in line with current theory and research, the writer should include a statement of how they correspond with what was done in the past. If the findings contradict or do not support current theory, some explanation for the current pattern of results should be provided.

III. Limitations. The conclusions of the study should be tempered by a report of some of its constraints. Perhaps the sample was limited, the response rate was low, or the experimental manipulation was not as clean as it could have been. In any case, the researcher should list some of the potential weaknesses of the research.

IV. Suggestions for future research. In addition to answering questions, most research projects uncover new questions to be

investigated. The suggestions for research should be relevant and practical. You should highlight what additional questions your research lead you to ask that needs to be resolved next term and recommended research that should done to answer these additional questions.


7. CONSTRUCTIVE ACTION SELF ASSESSMENT AND ANALYSIS BY DIMENSION

The final phase of the Constructive Action process provides the last major section of the written report. That is, you have researched and planned your goals and objectives, your strategies and evaluation criteria (all in relation to your needs and your current position on the job) and you have spent several weeks acting on your plans (i.e., implementing them).

In the final weeks of the Semester, then, you reflect and assess what has happened, what worked and what didn't work and why, what you learned from your class readings and actions, and their applicability to the Constructive Action; in short assess your achievement of the identified Purpose Performance Abilities . Your self‐assessment of your Constructive Action should include the following questions:

A. Assessment of Goals 1. Did you achieve your short‐term goal? 2. Was your goal realistic? Explain. 3. Did you reach your objectives? How do you know? 4. Which objectives were redefined, if any? Explain why?

B. Assessment of Strategies 1. Which strategies worked? Why? Cite references to specific materials to support your discussion. 2. Which strategies did not work? If any, why not? Cite references to specific materials to support your discussion. 3. Would you use these strategies again in similar situations?

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

what ways were they not helpful?

8. APPENDICES AND REFERENCES

List all of the authors, article titles, sources, and publication dates of the research mentioned in your research report in a reference section. You should also attach copies of your research tools and your statistical analysis of your raw data as appendices.


Rubric for Assessment and Grading Criteria for Purpose 1 CA: Strategic Industry Analysis

RUBRIC FOR ASSESSMENT AND GRADING CRITERIA FOR PURPOSE 1 CA: STRATEGIC INDUSTRY ANALYSIS

Rubric for Assessment and Grading Criteria for Purpose 1 CA: Strategic Industry Analysis 28

OUTCOME DESCRIPTION EXCEEDS EXPECTED GOALS

MAXIMUM OF 10 MEETS EXPECTED GOALS

MAXIMUM OF 9 NEEDS IMPROVEMENT MAXIMUM OF 8

MEETS MINIMUM

REQUIREMENT MAXIMUM OF 7

DOES NOT MEET THE MINIMUM REQUIREMENT

MAXIMUM OF 6.5

ANALYSIS

To what extent the student provides analytical details of the CA project?

Detailed analyses provided in every category.

Less detailed analyses provided in every category.

Moderate analyses provided in every category.

Minimally acceptable analyses provided in every category.

Insufficient analysis provided throughout; student barely engaged in the purpose

COMPLETEN

ESS To what degree does the completed CA

document contain all the required chapters? (Note: The required sections should be clearly outlined in the Purpose 1 handbook and in the CA Instructors’ syllabus.)

Contains all required sections, thorough and comprehensive. Contains 5 critical logs.

Contains all required sections, but some less detailed. Contains 4 critical logs.

Contains all sections but some are brief and vague. Contains 3 critical logs.

Some Key sections missing and others are brief. Contains 2 critical logs.

Most sections missing and those present are too brief

PURP

OSE‐CEN

TERE

D EDUCA

TION

INTEGRA

TION

To what degree has the student considered integration of Self & Others dimension into the Constructive Action process?

Strong integration of Self & Others dimension into the CA.

Very good integration of Self & Others dimension into the CA.

Moderate integration of Self & Others dimension into the CA.

Minimal integration of Self & Others dimension into the CA.

No integration of Self & Others dimension into the CA.

To what degree has the student considered the integration of the Values & Ethics dimension into the Constructive Action process?

Strong integration of Values & Ethics dimension into the CA.

Very good integration of Values & Ethics dimension into the CA

Moderate integration of Values & Ethics dimension into the CA

Minimal integration of Values & Ethics dimension into the CA

No integration of Values & Ethics dimension into the CA

To what degree has the student considered the integration of the Skills dimension into the Constructive Action process?

Strong integration of Skills dimension into the CA.

Very good integration of Skills dimension into the CA.

Moderate integration of Skills dimension into the CA.

Minimal integration of Skills dimension into the CA.

No integration of Skills dimension into the CA.

To what degree has the student considered integration of the Systems dimension into the Constructive Action process?

Strong integration of the Systems dimension into the CA.

Very good integration of the Systems dimension into the CA.

Moderate integration of the Systems dimension into the CA.

Minimal integration of the Systems dimension into the CA.

No integration of the Systems dimension into the CA.



STRA

TEGIC

INDUSTRY

ANALYSIS

To what degree does the CA document constitute an introspective and comprehensive industry analysis on the part of the student regarding his/her specific career goals and general value system?

Thoughtful and honest industry analysis. Concretely and enthusiastically addresses CA project.

A thoughtful industry analysis. All sections present, but less detailed.

Satisfactory attempt at industry analysis and some sections are brief.

Vague and brief industry analysis.

Minimal evidence of industry analysis; some sections are missing and others too brief.

COMMUNICATION

To what degree is the CA document written in clear, coherent English, free of spelling and grammatical errors?

Excellent, effective, clear and error‐free writing throughout.

Good command of written English but some grammatical and spelling mistakes still apparent.

Satisfactory command of written English with several grammatical and spelling mistakes.

Minimal command of written English with numerous grammatical and spelling mistakes.

CA Document is almost unintelligible and has glaring grammatical and spelling mistakes

CRITICAL

THINKING

To what degree does the student exhibit Critical Thinking skills (the ability to identify a problem, to devise alternative solutions to the problem, to enact a reasonable logical plan of action, and to monitor/critically evaluate the success or failure of the proposed plan)?

Problem clearly defined. Plan of action enthusiastically enacted and documented.

Problem relatively well defined with sound plan of action

Moderately defined Problem with satisfactory plan of action

Vaguely defined problem with unclear plan of action

No real problem defined and no clear plan of action

LOGIC /

REASO

NING

To what extent the student provides logical interpretation of results and draws valid conclusions supported by evidence

Logical interpretation of results and valid conclusions fully supported by evidence

Logical interpretation of results adequately supported by evidence

logical interpretation of results; results partially supported by evidence

Unclear interpretation, of results; with minimal evidence

Illogical or no interpretation of results

RESEARC

H

To what degree does the student exhibit research skills commensurate with the college level? This includes following basic competencies: 1. To successfully obtain information

from a number of different types of sources;

2. To distinguish relevant from irrelevant information;

3. To distinguish between credible vs. questionable sources;

4. To organize information into a comprehensive and coherent presentation, including the ability to summarize and critically evaluate source material;

Six or more sources consulted, critically evaluated with correct citations.

Five sources consulted but less detailed critical evaluation, correct citation provided.

Four sources consulted, with less detailed critical evaluation, correct citations.

Three sources consulted and minimally evaluated with some incorrect citations.

Two or fewer sources consulted, with vague evaluation and incorrect (or no) citations throughout.



5. To exhibit proper citation methodology wherever appropriate.

COMPR

EHEN

SIVEN

ESS

To what degree is the student’s work thorough, detailed and comprehensive?

All sections completed and presented in detail. Student has clearly demonstrated what was learned in the CA.

All sections completed but with less details. Student has mostly documented what was learned in the CA

All sections completed but with moderate details. Student has modestly documented what was learned in the CA.

Some incomplete sections with minimum details and documentation about what was learned in the CA

Most sections incomplete with hardly any details and documentation of what was learned in the CA

INDUSTRY

EX

POSU

RE Degree to which student has identified a

clear career path within the business context and has explored the requirements for success in this career path.

Path clearly defined. Plan thoroughly researched and enacted.

Path less clearly defined. Plan well reached and mostly enacted

Path moderately defined. Plan moderately researched and enacted.

Path minimally defined; plan minimally researched and enacted

Undefined Path Plan not logically researched and enacted

Total Score for CA Average of the above ten categories

Numeric Grade Letter Grade



EVALUATION STANDARDS (Please refer to the standards below to assess and assign rating)

GRADE/RATING STANDARDS

A 90‐100

CA document constitutes a thoughtful, introspective, and honest self‐assessment of self and career goals. Student has identified interest in a clear,” actionable” career path, has enacted a specific plan of action to start movement along this path, and has shown the ability to document this process clearly and comprehensively. Paper has an adequate number of Critical Logs (e.g., 5). Student has exhibited excellent research skills and has consulted (and shown evidence of having digested and learned something from) at least 7 credible information sources. Student has thoughtfully considered the relation of the specific dimension courses to key aspects of the Constructive Action. The student has written a document in clear and coherent English, free of spelling and grammatical errors. The student has effectively communicated what he/she learned through this process.

B 80‐89

CA document is complete and contains all required sections but in less detail. Fewer than optimal critical logs (less than 4) are presented. Ditto for number of sources for background research. Writing is less clear, with some spelling and grammatical errors.

C 70‐79

CA document has obvious writing deficiencies. The document is less comprehensive and less detailed with fewer Critical Logs (e.g., less than 3). Ditto for Background Research sources consulted. The student consulted some less reputable source (e.g., questionable websites, etc). The student has discussed the Dimension classes in relation to the CA, but in a perfunctory manner.

D 65‐69

The CA document shows minimal effort, being brief and vague; exhibits clear writing and/or organizational problems. It lacks some basic sections. Though the student has tried to present adequate citation in Background Research section, technical errors are apparent.

F Below 60

CA document does not reflect an entire semester’s work. Key elements of the document are either completely absent or minimally presented. Paper contains plagiarized material in the Background Research section, with little or no citation. Student did not engage in the purpose.

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