The Need for Quantitative Research in Master's Degree Programs

Abstract

A few decades ago, journalists researched by interviewing people and checking clippings in the morgue. Today, journalists also use computer databases, quantitative methods and scientific studies. Not only have some journalists learned to crunch numbers, but managers at news organizations base decisions about content on such methods.(1)The need for using quantitative research comes from the complexity of the world's socioeconomic and political systems. The increasing need for sophisticated information is not new; it has simply grown in degree. Quantitative research is useful for dealing with the complexities.In such a complex world, problems are so elaborate and multifaceted that common sense will not always help journalists understand the information they encounter. Journalists need to understand the processes of knowledge creation as well as the process of communication. Understanding the research process will allow journalists to independently appraise information's quality. Journalists who cannot appraise information are manipulated more easily by sources.With an increasing need for journalists to understand quantitative research, journalism educators need to offer programs that can meet the needs. This article presents a proposal that would improve the ability of a master's degree program to educate students in quantitative research.BACKGROUNDThe need to understand quantitative research does not mean journalists recognize that need. Although little current research is available, Weaver and Wilhoit did not find quantitative research listed among the types of training journalists wanted in 1981-82.(2) This result was consistent with the findings at Temple University in 1980. Only three of 90 reporters listed research methods or statistics as an area of interest for advanced study.(3)However, journalists' lack of interest is not the same as not needing to know research methods. It is not too difficult to discover examples of reporters misrepresenting research.(4) The need for learning quantitative research has led to texts to fulfill the need.(5)If one accepts the need for additional training in quantitative research, the logical question is where the training can and should be made available. The likelihood of many undergraduate programs requiring quantitative research is not great. Such a possibility is limited by the squeeze of accreditation credit limits, resistant students, and lack of qualified faculty to teach the course.A journalist could learn about research now by enrolling in a doctoral program at a research institution. However, journalists are unlikely to devote four or five years to a program that would increase salary slightly, if at all. By a process of elimination, master's programs seem the best opportunity for teaching journalists and journalism students about quantitative research. Currently, many master's programs fail to require much less emphasize quantitative research. For example, a recent convenience sample of 20 master's programs from 20 states revealed nearly half that did not require a quantitative research course. A third of the programs required one course that mixed quantitative and qualitative methods. Only three programs required a separate quantitative research course of all students.Current course requirements reflect the need of most graduate programs to serve three different types of students. The first is the mass communication professional who wants to teach and will either teach with just a master's degree or will eventually enter a doctoral program. The second type is the student who earned a bachelor's degree in some other field and wants to become a journalist. This student needs the skills taught at the undergraduate level but does not want to get a second bachelor's degree. The third student is the mass communication professional who wants to upgrade his or her knowledge in order to conduct industry research or pursue media management. …