Perceptions of broadcast and film media practitioners in UK higher education

John Mateer

doi:10.18546/fej.02.1.02

Abstract

With a growing emphasis on employability and commercial relevance, universities are increasingly involving practitioners in delivery to add perceived value and credibility to their film and television courses. Likewise, film education researchers, including Bergala (2016), see significant value in practitioner involvement in teaching. Yet, from both the academic and industry sides, this integration has been questioned and challenged, resulting in a long-standing discussion of the 'theory/practice divide'. Through analysis of two formal surveys conducted in 2012 and 2014, involving 131 respondents from 64 UK higher education institutions, this paper reports on the perceptions of broadcast television and film practitioners working in academia. It also briefly considers whether the issues raised have changed since the surveys were completed. Responses suggest that an appreciable number of respondents encountered a mixed or negative reaction from new academic colleagues immediately upon joining their institution, and that this has had a potentially lasting negative impact on their productivity. The data indicate that many media practitioners working in higher education do not feel that they are seen as equal to non-practitioner colleagues, although they do still feel part of the academy as a whole. Respondent institutions were broken down by type, and there is statistically significant evidence of perceptions of systematic disadvantaging of media practitioners across all types of UK academic institutions, although Arts-focused universities were seen most favourably. This suggests that, despite the UK government's increased emphasis on teaching and employability, and new commercially focused research funding initiatives, higher education institutions need to do more to redress the perception of a theory/practice divide.

Highlights

The importance of the involvement of practitioners in media education has been touted since the emergence of formalized cinema, with Lev Kuleshov being but one of a number of early proponents of the integration of theory and practice in the early 1920s (Petric, 1974)
The majority of the 131 respondents (89 per cent) had worked in the film and television industry for more than ten years, with only 5 per cent having five or fewer years of experience; 92 per cent stated that they had worked in broadcast television and 50 per cent in feature film; 40 per cent overall reported working in both disciplines
In terms of time spent working in higher education (HE), 43 per cent had worked in academia for more than ten years, 34 per cent between five and ten years, and the remaining 23 per cent for less than five years

Summary

Introduction

The importance of the involvement of practitioners in media education has been touted since the emergence of formalized cinema, with Lev Kuleshov being but one of a number of early proponents of the integration of theory and practice in the early 1920s (Petric, 1974). In 2001, as a film and television industry veteran of more than 15 years at the time, I decided to accept an academic position to assist in the development of a new undergraduate programme that involved production This proved to be successful to the point that I was asked to be a founding member of a new media-focused department three years later. On the face of it, my participation in both endeavours would suggest that I was accepted as an equal member of the academy despite previously having an industry-only background Both my initial appointment and subsequent involvement in the development of a department were met with scepticism (and even contempt) by some academic colleagues. Continuing to work as a media professional can count for little.’

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