I ?
-
SiMON FRASER UNIVERSITY
!
3.g
2
--5g
MEMORANDUM
*TO .....
SENATE
FromATE COMMITTEE ON ACADEMIC PLANNING!
PftiA ?
''rThrE •b4irt1E........
Subjed
:P.....COMMIJN.1çATI0.
...
?
1982
Action taken by the Senate Graduate Studies Committee at
its meeting of January 25, 1982 and action taken by the Senate
Committee on Academic Planning at its meeting of April 7, 1982,
gave rise to the following motion:
MOTION:
"That Senate approve and recommend approval
•
?
to the Board of Governors, as set forth in
S.82-38, the proposed Ph.D. Program in
•
?
Communication."
S
Attention is drawn to the memorandum from the Senate Committee on
Academic Planning dated April 15, 1982.
40
SiMON FRASEIL UNIVERSITY
MEMORANDUM
.See D1strjbut0fl
?
From
.......... Br
.
an ....ejrn.
Dean of Graduate Studies
Subject
?
.Pi ,P.. ?.9z!q. ?
.
?
Dat.
..........
At a meeting on December 7, 1981,
approved unanimously the proposal for
as revised in relation to comments by
of the Committee, and recommended that
the Senate Graduate Studies Committee.
the Assessment Committee
a Ph.D. Program in Communications
the external referees and by members
it be forwarded for consideration b
/W/0
7,
cc: Dr. J. Munro, Vice-President, Ac idemic
Dr. J. Webster, Associate Vice-F resident, Academic
Dr. T. Calvert, Dean of InterdiE :iplinary Studies
Prof. William Leiss,
Coinmunicati
)flS Department
•
?
Dr. A. Doerr, Associate Dean of raduate Studies
Mr. H. Evans, The Registrar, Re Istrar's Office.
Members of Assessment Committee:
Dr. J. Tuinman, Education
Dr. P. Coleman, Education
Dr. Plischke, Physics
Dr. Sutton, Chemistry
Dr. Day, History
Dr. T. Poiker,
Interdiscipliflar:
Studies
Dr. Boland, Economics
-
?
- ..
c _ _ 4-s-.,-.
?
rtmpfl t
registrar's Note: Part I is the formal
oposal
pr
um
t
of Communication, as revised in relation to comments
by external referees and by members of the Assessment
Committee and by the Senate Graduate Studies Committee.
Part II contains the assessments of the three external
reviewers prior to the revisions.
DEC 10 1981,
SiMON FRASER UNIVERSITY
?
MEMORANDUM
•
To
?
?
From
?
P..
..'.'...
SECRETARY OF SENATE
Sub
jed
.. ..
D..COMMUNICATION
?
Date.4!. ....
982
Action taken by the Senate Committee on Academic Planning at its meeting on
April 7, 1982 gives rise to the following motion:
"That the proposal for a Ph.D. in Communication
be approved and forwarded to Senate for its
consideration."
Discussion of the proposal by SCAP focussed on the following issues:
- rationale for the program
- size of the program
- qualifications of faculty to be senior supervisors
Simon Fraser has the only departmentally based communications program in a
Canadian university; no other university outside of McGill offers a Ph.D. in
•
?
Communications; west of Ontario, no other university other than Simon Fraser
offers graduate degrees in communications (Note: graduate programs have been
proposed at UBC and Calgary but both will specialize in journalism or media
studies, not communication studies in the broad sense as established at SFU).
With its well developed comprehensiv&iprogram offerings at both the under-
graduate and masters level, Simon Fraser is currently in a leadership position
in the emerging discipline of communication studies. The proposal for a Ph.D.
program in Communication represents a logical extension of the department's
current programs and meets a clear and important need for advanced studies in
this emerging discipline.
The program will be limited to four new students intake per year, a total of
twelve students when the program reaches steady state in year three. To ensure
that the department's faculty resources are available in support of the Ph.D.
program, some curtailment of the masters and/or undergraduate program enrol-
ments may be required.
The Dean of Graduate Studies and the Chairman of the Department will have joint
responsibility for determining the eligibility of faculty to assume senior
supervisory responsibilities for students in the doctoral program; where
appropriate, qualified faculty from other university departments will be asked
to serve as either committee members or senior supervisors.
.
(The proposal was approved by the Senate Graduate Studies Committee on
January 25, 1982.)
Plann ing
Sub
Jed ?
.iD. •c9PQ
SiMON FRASER UNIVERSITY
MEMORANDUM
From
. A T Y-40.
X I -
AF-k
Mg I ?
.......
W
Senato Graduate Studies ççnmittee
The proposal for a Ph.D. program in Commimi.cWtioA
.
was approved
by the Senate Graduate
'
Studies Committee at its meeting of January 15,
subject to specified revisions which ha
y
e now been made. That Committee
recornended th th revised proposal. be
forwarded for consideration by.
the; Senate Committee q ?
dmic Planning.
A copy of the ryise4prpoSal, with relevant docrneta
t
i
pn
is
attached.
/
BPB:rj ?
.1
cc: ?
Dr. W. Leiss,
Chairman, ?
. .•
Communication De,p.t.
? .
S1MON FRA
SER
UNIVERSITY,'
?
MEMORANDUM
S
SCAP
To
.........embe
?
CA.
?
From.....
Dr.
john-S-..Chase 'Director
Qff ice.
of
na1yticai Studies
Subject.Ph.D. Proposa.... Studies.
?
Date.......'0 March ..982.
Attached is the subject proposal. Part I' i
.
tb_ formal proposal from
the Dpartmen.t of Communication Stud.iS,; Part II-.contains the assess-
ments of the three external reviewers...
JSC:ef
Atts.
•1
.
PART I
PROPOSAL FOR A PH.D. PROGRAM IN COMMUNICATION
AT SIMON FRASER UNIVERSITY
.
0
U
?
b
Proposal for a Ph.D. Program in Communictipn
at Simon Fraser University
CONTENTS
PAGE
I.
OVERVIEW -- UCBC Guidelines Statement
?
1
II. ?
DOCUMENTATION OF THE PROGRAM PROPOSAL
A.
The Field of Study
1,. ?
Program Objectives and Rationale
Appendix
1
6
2. ?
The Program
Appendix
2
14
3. ?
Calendar Statement
Appendix
3
18
B.
The Need for the Program
1. ?
Demand
and
Supply in the field of study
Appendix
4
35
?. ?
Other
programs
in Canada
Apndix
5
41
3.
?
SFU program enrollment history
Appendix
6
44
C.
The Resources
1. ?
External funding and student support
Appendix
7
49
2. ?
Space Requirements
Appndix
8
52
3. ?
Library Statement
Appendix 9
55
4.
?
Faculty Vitae and Relation to Program
Appendix
10
56
5. ?
Budget
Appendix 11
61
D.
Evaluation
I.
?
External
?
Referees
Appendix 12
63
E.
Complete C.V. for Faculty. Members
Appendix 13
64
0
I
im
.
?
OVERVIEW
PROPOSAL FOR A PH.D. PROGRAM IN COMMUNICATION
UCBC GUIDELINES STATEMENT
I. GENERAL INFORMATION
1.
TJ..tU o
?
--the
Pug/am:
Ph.D.
Communication.
2.
CkedntiaL to
be
Awa..'ufd to
G,ductte4: ?
Doctor of Philosophy.
3.
FacuLtg Ok Sc.hooe, Vepaittinefrvt oft
Unit
to Oe.x the
Pftog/wJn:
Faculty of Interdisciplinary Studies, Department of Communication.
4. Date.
oA
Senate
AppkovaL:
5.
Sc.hedu.e AoA Impentat_ion:
Contingent upon UCBC approval;
September 1984 -- implementation;
May 1987 -- graduation of first students.
II. PROGRAM DESCRIPTION AND RELATED MATTERS
1.
Objec_t_Lve4 o the P'topoeed PkoJLarn:
To produce specialists in the area of Communication (see
detailed objectives in Appendix I').
2.
RatLon4hJ.p
o4
the P/topo4ed Ve'tee to the
Rote
and
Mion
o
A
the Uvetstq:
The mission of a university is to provide advanced graduate
graduate and professional education, as well as to advance
knowledge through research in the forefront of specialized
fields. The proposed program has natural relationships with
existing programs in Communication and other departments in
the Arts and Sciences and Interdisciplinary Studies (see
additional rationale in Appendix I).
3.
Wt and &'ue4 Ve.c.uLpUon
oA Exi s
ting P'wq'uvno at the Othvt
S.C. Th7Ltatton4
ReLa2ed £n Con-tent and ScnU.Wt
&i
ObjQCU-VeA
to the
Pkopo4
ed
PitogJuim:
• Neither the Universit
y
of British Columbia nor the University
of Victoria offers undergraduate or graduate programs in this
area.
.
Page 2
4.
Indication o. how
.
the- Pn.opo4ed PnoyuzmwLU:
Ta!
e.the.JL compernen.t xng 4cmZ&v. p/tog'Lam6 w4...th.tn the
.Ln4ttwtA
on o,% at o.heit S C n4wtto
(b) oit be dLtôic.tfjn.orn o.theit p/wg/ui.mo
in the- ,
eLd at
.
the
o.tkeit S.C. ntr:
The program is a
.
logical extension to our present M.A. program.
No similar programs. exist in other departments at SF11, not at
the other two universities. However, the piogram wil-1 comple-
ment facilities in other departments and
.
at the other
universities through extending faculty and
.
research facilities
to those students frin other departments who wish to undertake
credit work in this specialized area. This precedent ha
already been established with graduate students from Education,
Psychology, and Business Administration at SFU, as well as
graduate students from Medicine, Education, and Nursing: from
UJ3C.
5.
CwtLcwCwn: Cowa6e6 V4Ct2y lentJd with the Pn.og/win:.
(a)
x.tti.ng
cowve,
(b)
new cowk4e4.:
(COWUe.
to be added):
(See also Appendix
21 .).
Ordinarily, as shown in the following..
diagram, the curriculum will require completion of a minimum
of
9
*
courses at the graduate level
.
, together with a qualifying
examination and a dissertation:
We have designated numbers of courses required, rather
than units of study, since courses in yariousdepartments
have varying units of credit assigned to them.
. .. ?
--
........r................
Communication Core:
qI
To include Contemporary Approaches, Historical
Analysis and Research Methodology in
Communication.
?
.
?
3-4 courses
Interdisciplinary Core:
Appropriate courses, as approved by the Super-
visory Committee within and outside the
Department of Communication.
4-5 courses
Ph.D. Colloquium .
?
1 course
9 courses
QuaiLeying.camination ?
S
Dissertation .and Doctoral Seminars
• ?
Page 3
The curriculum will be adapted according to the nature of
program completed at the Master's level. All candidates
will be required to demonstrate suitable substantive
research capability before proceeding with the dissertation.
6.
Fo ,
t
P'coe.s4tonae
ijj'the
Pito
6 ezona i
Oi ?
Lz0i40fl4
OIL
LijenLng Agnc
WVch Ae.eJedt
Po.'uun6
OI
.the. Tore
PILoIoAod:
No professional organizations or licensing agencies accredit
programs of the type proposed.
1. FOIL
PILoçes,Lona2 VegItee4: IA the th'uven4sLty AL'teady
Oe,t6
a PILop,tam a-t anothe Zev in .the 4am FLeid EtiLcktc.e that
the.
ait
ExJAtZnQ
ZOJLon:
Poiuzn, is AceAedLte.d by tlie
?
44on.a
The University offers programs at the M.A. level in the
same field.
8. Ve.tajt o 'Con.iLtat(on uLth Won-Uviü,
a4
LZkeLt, 'Emr,o,jo:
encie.4 such
. ?
Letters have gone out to such agencies, employers, 'etc.
requesting their needs in this area and their reactions to
the proposal (see -Appendix 4).
111. NEED FOR PROGRAM
1.
Aektzth,
7ndi..tzat_on
vn
Mntnjd:
£4
Ve4t'
oj CuLtwtaL,
q
ned
to meet
SocietaJ
£n
Add
oi
ition
P&04
'- To
y
—
zionat
t
—
he ObjctLve2,
Need4 the
The program is designed to meet the increasing need for
professional expertise as shown in Appendix 4 and 5.
2.
Enjr.OUment:
(a) Ewde
p
ze
e
'64 Studeht Tvteite4st in the Piwgizam (wtji
enguLt4e4, etc, J:
While most enquiries have been informal or oral,
considerable interest is evidenced in the continuing
number of Canadian and foreign students applying for
such a program, some of whom are presently enrolled
(see Appendix Q.
0
Page 4
(b)
En.&oFl,nejvt Pd,to
p
iê.., 11!cUaá,t&j4 'the PMoittLon o
New and
'
T4n44 Sud.ht (P'üà
?
lmpac.t on the
TctcZ Utg EnnO&ment):
Addition of 12 FTE students in the Steady State-
(1986-87). See Appendix L
Cc.)
Evidence (o.the.'t. than [a]) to Supppt E'to!1ment Estimates:
Enrollment in the Master's Program has consistently met
Departmental expectations. The demand for admission to
the Doctoral Program promises to be the demand
at the Master's level.
(d) P'wp64 ed GtOt)th Limits and
Mithviwn Enn.oLbnn.t:
A maximum of 12 students has been set. Minimum enroll-
ment would be three.
-'
3. Typed
o6 Jobs
o't Which the G'aduo.te4 w.LU be SuLtable:
(a) University faculty.
(b) College faculty.
M
Provincial Ministry of Communication appointments.
Cd) Federal government appointments where
these bear upon the areas of expertise (e.g., Advisory
Boards, Department of Communications, Canadian Radio-
television and Telecommunications Commission).
(e)
Industry and commercial appointments where these bear
on the areas of expertise (e.g., Personnel, Adult
Education, etc.).
(f)
Voluntary organizations and health fields.
(g) Consulting.
4* Fo/tPh.V,'4 and P
?
e,4onaL Ve9eel
?
E-triv.te o (AnnuaL)
EpLoge't Vemand o.'i. Gn.ziduate
?
Ptovnc...aJ1g and
y
!
[
aUonaLeg
Estimated annual provincial demand -- 4
Estimated annual national demand 35
(See-Appendix.4, Doc. 1.11)
5. FOitPh,V.
1
.
6
and Pitoe4.Lonc2 Veq.'teeA; Eo-tLma-te o( Numbe,'L o
CLL/Lke.nZ Canuaa-te4 O)i. App)wp)u.Ate (AnnuaL) OpnA.ng.s Zhthi
Ernponen-t MoAket, Pkov.cncitUg and WatZuzJ1y
(a) from the institution itself: ?
2
(h)
from the other two B.C. universities: 0
(c) from Canadian universities:
?
3-4
.,
r
Page 5
046e)z4
('LaduaXe.
oIL
WtO44wnaL PIL0Iuvn6: JflcLLCcthofl
of
Student Pliicè,nen.t Pate.kns in theAe
PILo,tarA4s
ove't the Last
Th'tee Ytvts (TachLnc. TñdtA4btq, 1"Lol,iuLoiw!.
Gove4nmn,t.
Othe,'t):
All Master's level-graduates in the program have found
employment or are engaged in advanced degree programs
elsewhere (see Appendix ).
6.
0
Page 6
APPENDIX 1
1. PROGRAMME OBJECTIVES AND RATIONALE
A. INTRODUCTION
7 know
o6
no pCace. ikxe (tiunLnaL) undeAgLaduate and Mate p'wgmmeA
a/i.e a quaLLttLve match o'i. 9tho4e. same) p)Log/iairilneA at Lvl4tLtu-th)n4 which
cttso oe1t. a Ph.D.
. p'wgtnine in CothrnuvtLcätion. In ge.nexa2, any commitment
to a gn..aduwte. pii.ogli.a?nme. in .thee. days 4howCd invotve
.
a Ph.D. pkogiazmrne.
Without that, it is mbn..e. di66icutt to cWutat the best stA66, 4tiideivt6 and
jwdLng.
(Pii.oe,64O'i. A.G. Stn-Ltk, Con4aWtnt4 Re.po'i..t on .SFU ConmianLcatLon p.'i.og/Lamme,
Match
15, 1972).
The above excerpt reflects the opinion of most people we have
consulted in the field of communication studies. There are two major
reasons for' seeking to establish a
M.D.
programme. First, itis.a
natural and logical extension of healthy undergraduate and master's
prograrmies which aspire to academic excellence. With a Ph.D. programme
an institution can generate the concentration of research and scholarly
application among facUlty and students that is characteristic of the
leading departments in any discipline.
The second reason is a more pragmatic and specifically national
one. At this time, there is only one Ph.D. programme in cOmmunication
studies in Canada (at McGill University), despite rapidly expanding
enrollments in much of Canada at both the undergraduate and master's
levels. The McGill programme, moreover, is not based in a department
but relies on .
secondments of faculty from other departments. Also at
present there is only one other graduate programme offering an M.A. west
of Ontario, the new M.A. program at Calgary; again, this is not based in
a department with its own faculty appointments, and moreover has no
undergraduate aspect.
?
.
? •
.
?
Page 7:
While existing Canadian graduate programmes in communications in Ontario
and Quebec offer a more broadly based education than what Cal gary
proposesto do, the current and proposed Simon Fraser graduate programmes are
among the most developed and comprehensive in the field. Several existing
programmes (Windsor, for example) specialize in media studies or training.
Others supplement a journalism programme with some more broadly based
communications offerings.
The proposed Ph. D. programme meets a clear and important need for
advanced studies, offered by a department-based faculty, in the newly
emerging discipline of communication studies. It will be the only Ph.D.
programme west of Quebec and the second such programme in Canada. In a
rapidly growing field, Simon Fraser has an important contribution to make.
B. ?
OVERVIEW OF THE DEPARTMENT
The Department of Communication was established in 1973
?
at Simon
Fraser. Following is a passage from the original proposal for the
establishment of this Department:
"The nature of the discipline of communications cuts across
the arts, humanities, social sciences, and many other older
disciplines. Yet communication study is not merely a cross-
roads; it is also a field of common problems and an intellec-
tual domain with its own center of gravity. That center is
the study of the nature, production, use, and role of
messages (or statements, symbols, etc.) in life and society.
0.
We develop ways of thinking, knowing, and relating to each
other largely through the statements we share. Messages,
images, and complex symbol systems cultivate assumptions
about what is, what is important, and what is right. They
provide terms of affirmation and negation, identity and
alienation, collaboration and conflict.
?
-
Pa.ge .8
Creating, sharing, and using symbols and statements is the
'humanizing' proces of man. A change in that process
alters the nature of human affairs.
We are in the midst of such a transformation. It stems
from changes in the technological and social bases of
symbol production -- an industrial revolution in information
and popular culture. New media alter form, content, arid con-
text. New modes of conunicatiQ
,
n change ways of selecting,
composing, and sharing perspectives. New institutions of
communication create publics and cultivate common conscious-
ness across boundaries of time, space, status, and culture.
New patterns of information animate societies and machines,
and shape the terms of our engagement with each other and
the world. Man has changed the symbolic environment that
gives meaning and direction to his activity.. We have only
begun to inquire into these meanings, these directions, and
their alternatives.
Change and its conequences also expose perennial problems
to fresh
scrutiny.
How does a message, image, or story
evoke and elicit, uniteand divide, bind and release? How
is information processed, transmitted and integrated into
given frameworks of knowledge? How do societies and
technologies produce symbol systems, and assign value and
Weight to the issues and choices inherent in them? What
standards can guide and what measures can test communication
acts and policies in changing cultures?"
These general observations and, concerns were echoed in the AUCC report #5.,
May 1971, which went on to comment that:
"Communication is an. endemic Canadian problem (and.) not
surprisingly, coniiiun,ication,s studies are becoming, more
important in many Canadian universities."
However, as we observed at that time, "it is interesting;
to note that no university west of Sa . skatchewan has so
far made .. . . provision (for such courses)." Conse-
quently, we recommended that Simon Fraser University
develop a, program in, this area. that would "meet (both)
disciplinary considerations and demonstrable local,
regional. and national needs."
This, then, was the basis on which. Simon Fraser University approved the
establishment of an undergraduate and graduate (M.A.) programme in the
Department of Communication.
.
I ?
I
Page 9
The new Department fitted easily within the framework of the Faculty
of Interdisciplinary Studies. Offering the opportunities to combine policy
analysis and academic research on one hand, and the disciplinary traditions
of political science, anthropology, economics, sociology, law, and
psychology on the other, it represented a significant contribution to the
Faculty. The Department grew rapidly in its first few years, adding two
faculty a year for the years 1976 to 1979 and demonstrating a strong
capacity to attract research grants and students. (See Appendices 6 and 7.)
C. GENERAL ORIENTATION:
Although the Department places major emphasis on theoretical and
analytical work, much of the research
'
undertaken by faculty has direct
application to social and government policy. Such an orientation makes
Simon Fraser's programme unique in Canada. While other departments
emphasize literary, cultural, or film studies, faculty conducting research
at Simon Fraser stress the social and institutional context within which
films, media, or culture are shaped and distributed. While many
departments are either oriented to the humanities or to the techniques
of communication, Simon Fraser's programme is oriented to the social
sciences and brings together anthropologists, sociologists, economists,
psychologists, and social theorists. The nature of the Simon Fraser
programme encourages the study of the social and human implications of
•
?
new communications processes and technologies, an approach which is
welcomed by policy makers in governmental agencies and departments such
as health and human resources.
Page 10
Fi'na'lly, the Simon Fraser programe is strongly interdisciplinary, per-
mi'ttiAg maximum interface With other fields. Many faculty in communication
studies have worked on social or policy studies that
successfully
bridged
the boundaries between disciplines within the Faculty of Interdisciplinary
Studies, aiid between thisand other faculties.
D. FIELDS OF SPECIALIZATION:
At the centre of the study of 'communication is the anäeiysis of messages
and message systems, as they are structured by 'the social context, institu-
tions, Or the practices of specific groups or society in general. This
constitutes the underlying unity of the Department's course offerings and
research, and is the focus of the 'three types of core courses d-iscussed under
The Program
'
(Appendix 2).
In the context of these 'core courses the Department will offer 'Ph.D.
students the opportunity to 'choo'se 'among three fields of specialization:
1. CiAU&tF Ana.ty&L 'o,
"Me.ct&:
The nature, role,
i ni
p
ort
.
, and function of the mass medi'aconstitute the
essential concerns Of 'the critical analysis area of commun.ica:tion studies.
FrOm a social
:scientific
perspective:, critical analysis r
seeks 'to explicate the
relationships that obtain btween the 'massmedia and :the larger sociocultural
beha'vioural,politicál,ándeconomic systems of society. Atthe same time it
focusses on
themanner
i'n'whichmedta material.s and processes impinge upon the
livesdfindividuals'eve'ry,
day, and in a'reciprocal sense,.how human inter-
actions and Jfterp
,
rotclfi
f
on. i
in relationtothe media •infuse;mediawith.meaning
and influence. From a technical perspective, the media areanalyzed;in terms of*
I ?
I
Page 11
actual practice; that is, how technology operates and is utilized to
particular ends. Both areas provide a comprehensive and detailed
description of the processes, and a conceptual framework for the under-
standing of the theory and praxis of contemporarymass.rnedia.
This dual approach will equip the student with a vocabulary, theory,
and method for research into the significance and technologies of mass
media. Further basic skills in the operation and uses of various
communication media are to be taught with the objective of providing the
student with the requisite knowledge for understanding the actual
functioning of the professional media.
• ?
2.
Cornmw'Lc4tLon &havLoW.:
The emergence of Communication Behaviour as a distinctive field of
study has taken place only within the past two or three decades. The
focus of study in this area is the-understanding of the process of human
interaction in its own right. Ranging from the study of 'interpersonal
conniunication in forming and maintaining the individual, through the
study of the structure, functions and roles of people working in groups,
to the study of larger organizational systems, emphasis is given to the
effects of particular concepts and levels of communication occurring
within and between these several systems.
Opportunities for specialized emphasis in this area are considerable:
The analysis of individual communication behaviour: its genesis,
conditions, and pathologies as related to social context;
Page 12
The study of the structure and functions of interpersonal and small group
systems: verbal and non-verbal behavior, roles, value structures, and deter-
mining factors of organizational and social.contexts;
The analysis of communication networks in human and organizational frame-
works: factors involved in effective and ineffective social and policy programs;
Investigation of the
role of
communication behaviour in various kinds of
social, political, and economic developments both nationally and internationally:
organizational and inter-group communication; social and cultural factors in
planning, conducting, and evaluating programs of development; the human factors
and ethics involved in
.
the
intervention process.
3.
SocLaL Tmpcttn4. o ?
Comniuyc..tj.on.,.s:
The
major areas
oftqdy
encompassed in this field include communications
policy,.regulatory
issues, and
the social consequences of infpr!nation
technologies ("the
information society").
The study of communication policy encompasses broadcasting, film, and
telecommunication. The emphasis is on the, institutional,., social, economic,
and political factors that shape, the s
,
pecific policies applied in each area.
Regulation of media, and the application of new technologies to cultural
development, or for service to rural or remote areas, is a focus. of concern.
Communication policy is rapidly changing in response to new technologies
and to pressures from an increasingly enlightened public. The traditional
divisions between telecommuncations, broadcasting., and cultural industries
such as film o
.
r publis .
hing are disintegrating under the pressure.of new
technological b
,
reakthroughs connected with electronic transmission of data by
computer and satellite.
0
Page 13
Information technology includes a number of tools that are used in
the collection, manipulation, processing, storage, and movement of
information, and that are combined with one another and used in such a
way as to constitute a new medium of communication, one that is as
different from the existing media as television was different from the
newspapers. The study of information technology from a social scientific
perspective is concerned with: the social context in which communication
and information technology are being developed; what the technology is,
what it does, what resources it requires, how it meshes and conflicts
•
?
with existing social structures, and how it changes and is changed by
those same structures. The relation between a society, the social
goals of its members, and its media of communication is the primary
theoretical focus of this area.
0
Page 14
APPENDIX 2
The Program
The Ph.D programme
.
:
is viewed, as an apprenticeship for a small number of
persons who are committed
.
* to: the challenges of scholarship in an emerging
field with direct' application. beyond the, university.
At the corer of the. p.rogramme will-' be three types of offerings, centred
on the intel1ectuaJ, orientation of :
the new discipline of communication
studies::
(a)'
a.history.of
philosophies', theories., and conceptual
frameworks: for the study of communication and human
social iZa.tion;.
(b) .
a study of the processes and. techniques of: inquiry. and
analysis of the, role:. and
l
. functions of communication;,
(c) an. assessment of communicational constraints upon' the,
evolution
of:
social. systems and of:
politiCa.l,
social,.
cultural., and economic constraints upon 'the-evolution:
of communication
, systems..
Further courses within the Department's areas of special iz.a•tion'wiil enable
students to complete.: theore.tical and analytical work int
?
field of
communication. Since
.
academi.c. concerns will take-, students- across.
, the
boundaries of several related disciplines (such-as anthropology:, sociology,
economics, and political science.), we-will draw.upont'heinté1lectual
resources in those disciplines atS.F.U. to complement our ownofférings.
Courses Directly. Ident'ifie,d.,with the Program:
S
1. New Courses:
CMNS. 805-5 -
CMNS 880-5 -
CMNS 881-3 -
CMNS 885-2 -
CMNS 899 ?
-
Research Methods
Directed Readings and Research
Research Internship
Ph..D. Colloquium
Ph.D. Thesis
.
Page 15
2.
Existing Courses:
CMNS
800-5
- ?
Contemporary Approaches in Communication Studies
CMNS 801-5
- ?
Design and Methodology in Communication Research
CMNS
802-5
- ?
History of Communication Theory
CMNS
820-5 ?
- Interpersonal and Group Processes
CMNS
822-5 - ?
Human Factors in Communication
CMNS
825-5
- ?
The Social Matrix of Communication
CMNS
830-5
- ?
Communication Media:
?
Research and Development
CMNS
834-5
- ?
Political Economy of Communications
CMNS
839-5
- ?
Acoustic Dimensions of Communications
CMNS 840-5
- ?
Advanced Communication Theory
CMNS
850-5
Directed Readings and Research
CMNS
851-5
- ?
Directed Study
CMNS 855-5
-
?
Selected Topics
CMNS 856-5
-
?
Graduate Seminar
CMNS
860-2
-
?
M.A. ?
Colloquium
3.
Interdisciplinary Courses:
The following list is intended to be illustrative rather than
exhaustive. Student choice will be governed by area of specializa-
tion, as well as availability of courses actually offered. In
addition to the following SFU courses, students
:
will be encouraged to
make use of UBC resources -- both faculty and course work -- as
several of
our graduate students have done.
LING
806-5
- ?
Sociolinguistics
PHIL
850-5
-. Graduate Seminar in Philosophy of Language
POL. 851-5
-
?
Public Policy in Canada
POL.
801-5
-
?
The Scope and Methods of Political
?
Science
(limited overview of normative methodology)
POL.
839-5
- ?
Government and Politics of Developing Countries
PSYC 803-5
-
?
Seminar in Intervention
S.A. 815-5
-
?
Sociology of Knowledge
S.A. 858-5
- ?
Philosophy of the Social Sciences
M.B.A. 681-5
- ?
Social Group Behavior
ECON 807-4
- ?
Methodology in Economic Theory
ECON
857-4
- ?
Studies in Economic Development
EDUC
813-5
-
?
Organizational Theory and Analysis in Education
CMPT 820-3
- ?
Heuristic Programming
S
0
Page. 16
Qualification for Admission:
?
.
The requirements for admission to the program include an academic
standing from a recognized university., acceptable to. the Faculty of
Graduate Studies and the Department, satisfactory statement of intent
and letters of reference, and the availability within, the Department
of supervision and of adequate space and facilities.
Research::
The culminating major task for the doctoral candidate will be to
produce a dissertation which demonstrates the candidate's ability to
undertake independent research and which adds significantly to the
body of knowiedg,e in Communication. The work will he' supervised by
a committee of no fewer than
,
three faculty members, at least one of
whom will be from outside the Department.
Residency:
The residency requirements of the program will normally be
satisfied by five (5) semesters spent in full-time study on the
dissertation beyond the Master's degree. It is expected that some
students may complete portions of their course work before initiating
their residency.
4
Page 17
The Basic Program:
Ordinarily, as shown in the following diagram, the curriculum will
require completion of a minimum of 9 courses* at the graduate level,
adapted to the nature of the program completed at the Master's level,
together with a qualifying examination and a dissertation. All candidates
will be required to demonstrate substantive research capability before
proceeding with the dissertation.
(* Note: We have designated the number of courses required, rather than
course units, since courses in various departments have varying
units of credit assigned to them.)
.
SCommunication
?
Core
Interdisciplinary
Core
40
To include Contemporary Approaches,
Historical Analysis and Research
Methodology in Communication.
Appropriate courses as approved by the
Supervisory Committee within and out-
side the Department of Communication.
Ph.D. Colloquium
[Qualifying Examination
[ertation and Doctoral
i
3-4 courses
4-5 courses
1 course
,. courses
Page 18
APPENDIX 3
CALENDAR STATEMENT
ChrnMm:
William
Lcias
B.A.
(Fairteigh Dickinson). M.A. (Brandeis).
P
h .D.
(Calif., San Diego),
Professor
(Theory; Social Policy)
Robert S.
Anderson
B.A. (Br.
col.), M.A..
Ph.D. (Chic.),
Associate Professor
(international DUvclopmcnt.
Communication and Culture)
Paul Hcyer
B.A.
(Sir 0. Wins.),
M.A. (New School for Social Rcscarch),
M.Phil.. Ph.D. (Rutgers).
Assistant Professor
(Social sctet%cC
theory
and
history:
The evolution o communication;
•
?
Technology and society)
M. Patricia
Hindky
B.A. (Leeds),
M.S. (New Mexico Highlands),
Associate Professor
(international rural development;
Policy; Animal Communication)
Martin 1.aba
B.A. (York), M.A.. Ph.D. (Nild.),
Instructor
(lnlcrpCrsoflal Communication:
Critical Theory of Media)
Rowland M.
Lorimer B.A.,
M.A. (Manit.), Ph.D. (Tor.),
Associate Professor
(individual Behavior: Print and Publishing:
Education)
Thomas). Mallincotj
B.A. (Br. Col.), M.A. (Cot.), Ph.D. (Tor,)
Protcssor
(Interpersonal and Group Processes;
Oganizations)
(.ail M. Martin
B.A. (New Rochelle), M.S. (New Mexico),
Associate Professor
(Media and cultutc;
International rural development, theory)
WillthmH. Mekdy B.S.. M.A.,
PhD. (Nebraska),
Professor
(MMs
Communication;
•
Political Econothy; Policy)
William b. Richards
Jr.
B.A. (Mich. St.), M.A.,
Ph.D. (Stan.),
Asästnt Professor
(Systems; Research Methods;
Communication in Organizations)
R. Liora Salter
BA (Tor.), M.A.
(S.
Fiaser),
Assôci ate Professor
(Community Access; Political Communication;
Policy Processes)
Dallas W. Smyth A.B.,
Ph.D. (Calif., Berkeley),
Professor
EthEntus
(Political Economy; International Ideolo
Harly
D. Truax
B.Sc. (Qu.), M.Mus. (Br. Col.),
Assistant PrOfessor
(Acoustic
communication; Sonic Environment;
Computer music; Tape studio)
Anthon y
WildCñ
Ph.D. (Johns Hckics),
Pofessor
(MActo Systems and Theory;
History and Philosophy)
0
c.
.
Page 19
The study of communication has recently emerged as an iden.Ued
academic discipline. At the same time, a number of the traditional
disciplines in the social sciences, the humanities, arid the natural
sciences have begun to employ communicational approaches in various areas.
Communicational perspectives are also becoming increasingly prominent in
the professions, notably in law, in corcnuruity medicine, counselling, and
mental health, as well as in business administration and labour education.
As ;i social science, Communication is distinctively trans-disciplinary.
The Department has drawn on a number of perspectives, but is
readily distinguished by the fact that it treats communication as a humanistic
social science, and is concerned with the contexts within which information --
in all its diverse forms -- is created, coded, communicated, and controlled.
This approach is designed to provide students with wide opportwii.t.i.es
to
explore both communication. theory and communication practice, als well as
the relationship between the two. It encourage; the. concrete application
of theory and research to modern society -- in its historical origins, its
dominant values, its institutions and policies, its present structure, its
current problems and its potential for change.
The Department of Communication offers graduate work leading to the
M.A. and Ph.D. degrees. Students applying for the graduate proqram should
contact the Graduate Secretary in the Department for current application
requirements.
0
Page 20
A.
AREAS OF STUDY AND RESEARCH
Present faculty resources provide for graduate students in thefull-owing
general areas
of
interest. Students may wish to specialize in one or mor
of these general areas, or to select related aspects from two or more.
1.
Theoretical and Methodological Foundations in CotruTtunication:
Introduction to the more prominent "schools o
.
f thought" in
Communication. Examination of the philosophical and ideological
premises implicit
,
and explicit in a cpmmunicati.onal approach.
Comparison with other approaches in the social and natural sciences.
Developrnt of the theoretical, concepts, Lhe methodological tools, and
the contextual, awareness basic to the social, and economic relation-
ships
within and between human systems and their environments. The
semantics, the syntactics, and the pragmatics of himari communication.
Introduction to information science, hierarchy theory, cybernetics,
structuralism, semiotics, the evolution of behaviour, and the continued
development of systems theory. Quail t:ative and quantitative approaches
to research methodology and field-research design.
2.
Interpersonal and Organizational Copmunication:
Study and applications of interpersonal communication and group
dynamics in formal and informal settings.
R
elationships between
Self,
Roles, Organizations, and Society. Examination of pathological
communication at various levels
of
human and social syserns. Verbal
and non-verbal aspects of human communication and socialization.
Influence of structure on interpersonal and organizational communication.
0
.
0
Page 21
Applications of systems theory to the study of communication networks
in social and organizational settings. The dynamics of communication
behaviour in organizations and the interdependence of communication
and organization. Levels of human and social systems.
3.
Policy Studies in Media and Telecommunications:
Analysis of past and present regulatory policies, their relation-
ship to developments within communication industries and to the
content
of programming and their impact on the social and economic conditions
in communities and regions. The role of the public in the developmenL
of policy and regulation is explored as is the impact of new conununica-
tjon technologies on indigenous cultures. The emphasis is on the
political economy of media and telecommunications, with an examination
of the social, political and economic complexities associated with
the development and application of technological systems of cc)mmlrIi.-
cation. The history of communication and of communication tec1uto.1oqie:
is also examined.
4.
Critical Analysis of the Media:
Analysis of the history, properties, and effects of the mass
media, with particular attention to the relationship between the overt
and covert values they transmit.
5.
Sound and Video:
Research into specific aspects
of
the sound erivironn,nt, its
evolution, and its structure, with particular emphasis on contemporary
problems in acoustic ecology and communication. The use of portable
Page 22
audio and videotaping facilities in social documentation and education. is
Studio production of educational and public service programs.
6.
Communication, Development and Culture:
Critical analysis of the role of communication in theories and
programs of domestic and international development. Interests, policies,
and practices of Canadian institutions (e.g., CIDA, IDRC) and inter-
national institutions (e.g., UNESCO, World Bank) engaged in development
assistance. Development and underdevelopment as relations between
people and regions within Canada, and analysis of communication
processes embedded in these relations. Social consequences of the
transfer of communication technology particularly in Asia and the
Pacific;7.
Communication,
?
History, Social Change and Cornmurtity:
•
The historical impact of transformations in communication. The
role of social conunication, technolog
y
and media in social and
economic change. Communication and organization in non-industrial
societies. Levels of analysis include the individual, the group, the
community, and society. Theory and practice of alternative communities.
B.
?
RESEARCH FACILITIES
Research training and experience are considered
vital to
the success
of the student's program of studies. When appropriate, students will be
given opportunities to work in field settings related to particular niseirch
objectives or may arrange to combine their work
in communication with
studies
elsewhere in this or other universities.
?
0
4
?
a
Page 23
The following facilities for research and documentation form an
integral part of the Department:
1.
The Telecommunications Research Group:
The TRG focusses on policy formulation and communication systems
development abroad and at the regional, provincial, and federal levels
in Canada.
2.
The Sonic Research Studio:
The Studio is a two and four-channel professional tape sLudio
used for the recording, analysis, manipulation, and mixing of field-
recorded, studio-recorded, off-air, and electronically synthesized
sound.
The studio continues the research on characteristics of the
sound environment begun by the World Soundscape Project.
3.
The CommunicationLaboratory:
The Laboratory specializes in research into group dynamics
utilizing both sound and video recording.
4.
Video, Audio and other Facilities:
The Department's Lab Area has:
(a) A video production studio equipped with half-inch reel-to-
reel and rJ-matic cassette recorders also useable for inter-
personal observation and an associated editing area.
(b)
A photographic darkroom and print fiii.i:hi.ny area.
0
Page 24
(c) A resource area containing 'p6rtable iideo, audio, and
photographic equipment for student use, including audio and
video archives.
5, ?
Documentation Centre:
The Department has established a centre in which current documents
related to on-going research interests of members of the Department are
kept in an indexed system that allows all members of the Department to
have easy access to this material. Included are many documents that are
not available anywhere else on campus. The centre also has a microfiche
reader and an index of the holdings of the main library dn-campus.
C. ADMISSION OF GRADUATE STUDENTS
Besides application from students in co uiàtion, the Department
also encourages applications from students with expertise in the humanities,
in the social or biological sciences, and in in
t
erdisciplinary studies.
However, qualified students will only be accepted into the Departmental
degree programs if the Departmental Graduate Studies Ciñiitte'e finds that
a suitable thesis supervisor is available.
All students should familiarize themselves with the general university
regulations
.
concerning the M.A. and Ph.D. degrees, as well as with Depart-
mental regulations, notably those dealing with advising and supevision.
Deadlines, Students will normally be expected to enter the program in
the Fall Semester. Under normal circumstances, the deadline for applications
for the Fall Semester is February 15. The committee will announce its
decisions to applicants in the first week of April. Under special circuin-
.
4 'S
?
a
.
Page 25
stances, applications will be considered for the Spring Semester, in which
case the deadline is September
15.
In addition to the particular requirements for admission to the M.A.
or Ph.D. Program, a personal interview may also be required.
1.
?
Special Circumstances:
Students may be admitted as
"Qualifying Students" where it is considered that they meet the general
criteria for admission but require additional work in specific areas.
The Graduate Studies Committee will specify what qualifying work is to
be undertaken, and will review the student's status after the work is
completed.
Students who do not meet the general criteria for admission may
be allowed to take graduate and/or undergraduate courses in the Depart-
ment as "Special Students". Permission of the instructor is also required.
Special Students wishing to enter the Graduate Program must make
a new or renewed application for admission at the appropriate time.
II. M.A. PROGRAM
A.
?
ADMISSION
Admission requirements for the M.A. Program will ordinarily include
holding a Bachelor's degree in Communication (with at least a good second-
class standing); or an equivalent degree in a relevant area of study.
All applications should be directed to the Graduate Studies Committee
and, in addition to general university requirements, should include:
S
Page 26
1. A succinct statement
of
interests and goals, together with an
?
S
account of relevant academic and personal background.
2.
Two
samples of scholarly and/or other written work relevant to the
applicant's objectives, and in addition, any tapes, films, etc.
the applicant considers relevant.
3.
The names of three persons qualified to asses the student's
potential; at least two should be from academic sources.
.4. ?
Transcripts of previous work.
B. DEGREE REQUIREMENTS
Candidates for the Master's degree nornially satisfy the following
requirements:
1. ?
Course work consisting of at least six courses at the graduate
level (normally completed before beginning a thesis, a project
or extended essays) which must include the following:
(a)
One of CrS 800-5, 801-5 or 802-5;
(b)
CMNS 860-2, M.A. Colloquium;
(c)
Four additional courses, at least two of which are to be
selected from within the Department and may include courses
designated
in (a)
above. A maximum of two courses may he
Directed Studies. No
more
than one course of Directed Studies
or Special Topics may
be completed with the same instructor
except by permission of the
Chairperson
of the Department.
2. ?
(a)
An original thesis; or
(b) An original project, which because of cont
en t
or
method, does
not conform to the usual definition of a thesis; or
.
?
Page 27
(c) Extended essays: at least two extended essays in the form
of research papers to be submitted and defended orally.
These papers will be bound and deposited in the University
Library.
C. ADVISING AND SUPERVISION
Students are advised to read Section 1.6 of the University General
Regulations and the Departmental Terms of Reference for Supervisory
Committees.
1.
A Supervisory Committee should normally he approved by the
Graduate Studies Committee before the end of the third
S
semester.
2.
Formal Review:
After course work is completed, and
norm
ally-no-later than the 6th semester,
candidates for the Master's degree will have their tliesis/
project/essay proposals formally reviewed, and the Departmental
Graduate Studies Committee
will be
advised of the outcome of
the review.
S
Pe
28
3.
?
Students have the right to discuss their programs and their status
with the Dcpartental Graduate Studies Committee at any stage.
They also have the right to ask for a review of any recommendation
or grade,
and the right to appeal any decision of any committee,
supervisor, or
faculty member.
III. PH.D. PROGRAM
A.
?
ADMISSION
Admission requirements for the Ph.D. Program will normally include a
Master's degree or an exceptional record of undergraduate and/or graduate
work in a relevant area of study. Enrollment in the Ph.D. Program is
strictly limited by the Department.
For general university admission requirements, refer to the General
Regulations section of the Calendar. In addition to satisfying general
reqtiirements applicants are, asked to provide:.
1.
A succinct account of their past academic expei;ience, scholarly
work, and research accomplished or in progress.;
2.
An account of the applicant's relevant previous experience
incltding teaching and degree of responsibility for course content;
3.
Samples of scholarly writing, research reports, or other material;
4.
The names of three persons qualified to assess the student's
potential.(at least two should be from academic sources);
5.
A brief outline of the applicant's research objectives, with
representative bibliographical references and other source
material., where applicable.
0
Page 29
is
?
B. DEGREE REQUIREMENTS
All candidates for the Doctoral degree are required to complete course work,
take a Comprehensive Examination, and submit a dissertation which demonstrates
the student's ability to make an original contribution to the field of Communi-
cation. Candidates must normally satisfy the following requirements:
1. Course work consisting of nine courses (not including CMNS 860-2) at
the graduate level for those students entering with a Bachelor's degree,
or six graduate courses for students who have completed a Master's
degree. A student's Supervisory Committee may require additional
courses relevant to the dissertation. These courses are normally
completed before taking the Comprehensive Examination, or beginning a
dissertation, and will include the following:
S
?
(a) Two of Group I courses;
(b)
Research Methods (805-5);
(c)
Ph.D. Colloquium (CMNS 885-2);
(d)
For those entering with a Bachelor's degree, five additional
courses. At least three of these courses must be taken from
courses offered by the Department. A maximum of two courses
may be Group
V
courses; and no more than one course of Directed
Studies or Selected Topics may be taken with the same instructor
except by permission of the Chairperson of the Department.
(e)
Students will be required by the departmental Graduate Studies
Committee to demonstrate adequate command of any language
essential to the completion of their dissertation..
0
Page 30
GRADUATE COURSES
Group I Courses
CMNS
800-5, 801-5, 802-5
Group II Course
CMNS
805-5, Research Methods
Group III Courses.
CMNS
820-5, 822-5, 825-5, 830
7 5, 834-5, 839-5, 840-5, , 856-5
Group IV Courses
CMNS
860-2, 885-2
Group
V
Courses
CMNS
850-5, 851-5, 855-5, 880-5, 881-3.
Group
VT
Courses
CMNS
898, 899,
S
Seminar Courses (Groups I, III)
Research Methods (Group II)
Non-Seminar Courses:
Colloquium (Group IV)
Res. Internship
(Group V)
Directed Studies,
Selected Topics (Group V)
L]
Page 31
PH.D. PROGRAM PROPOSAL
NOTE ON
?
COURSE REQUIREMENTS
If a student elects to take the maximum permitted number of non-seminar
courses, as well as the Research Internship, requirements will be as
follows:
OPTION
1
*
OPTION 2
Ph.D.
Ph.D.
Ph.D.
M.A. ?
Continuation
Total Only
3 ?
2
5
5
- ?
1
1
1
1 ?
1'
2
- ?
1
1
2
-p--
-
TOTAL ?
6 ?
6
?
12
?
9
* taking first an M.A. in this Department, followed by Ph.D.
0
I
?
I
Page 32
2.
The Comprehensive Examination:
With the consent of their. Supervisory Committee, students may apply to
take the Comprehensive Examination following completion of required course
work. Upon passing, the student will be admitted to full degree candidacy.
The examination may be re-taken once.
In preparation for the Comprehensive Examination, the student shall select
at least three fields of interest related to the discipline of Communication.
At least one field shall focus on either the theory, methodology, or history
of Communication.
The student shall submit a short definition paper, including bibliography,
on each of the fields selected in preparation for both a written and oral
examination. Specific guidelines for these examinations are available from
the departmental graduate secretary.
3. An Original Dissertation.
C. ADVISING AND SUPERVISION
Students are advised to read Section 6 of the university General
Regulations and the Departmental Terms of Reference for Supervisory Committees.
At the time of admission, in consultation with the graduate student, the
Graduate Program Committee will appoint a Senior Supervisor. Upon his/her
recommendation, a Supervisory Committee will be formed and approved no later
than the end of the second semester in residence. This Committee will normally
consist of at least three faculty members, two of whom must be from the
Department, and one from another area or department related to the student's
.
. ?
Page 33
field of specialization (e.g., Sociology, Psychology, Linguistics). The
responsibilities of this Committee are detailed in Section 6.4 of the General
Regulations.
Students have the right to discuss their programs and their status with
the Departmental Graduate Studies Committee at any stage. They also have
the right to ask for a review of any recommendation or grade, and the right
to appeal any decision of any committee, supervisor or faculty member.
Group I Courses
CMNS 800-5 Contemporary Approathes Is
COiul.-,d1uS S*VOeS
This course is designed to acquaint students
with
current perspectives in communication
studies. Topics will include recent advances in communication theory and methodology
(information theory. macro- and micro-communication systems) and major approaches in
the study of communication behavior (intrapersonal and interpersonal).
CMNS
801-5 Design and
Methodology
In
Cnmemi*udo. Research
Problems and methods of communication re!e'Irch. Theoretical assumptions of communi-
S ?
cation methodology. Examination of research studies and field studies as case study exam-
ples. Students will design a research project inn selected area.
CMNS 802-5 History of
Ca
._Lr ( L
.
Theory
An historical analysis of classic works in communication theory.
Groun II Course
CMNS 805-5 Research Methods
Survey of research methods and techniques used in empirical communication studies.
Includes research design, measurement, sampling, data analysis, and the use of
the computer in research.
Group III Courses
CMNS $2$
.
5 Ipeno..j and Grow
A review of major theories in interpersonal communication includin$ a laboratory in group
process research techniques. Analysis of verbal and
non-verbal dimensions.
Application of
group dynamics to human interaction in various
setiinp.
CMNS 822-5 Huassa Factors In
C,-...1ra1Lo.
A review of selected factors governing the human intake of information including verbal
and non-verbal behavior and socio-cultural forces. Attention will be given to applications
of these factors in education and other methods of facilitating change in human behavior.
Students with credit for CMNS 810-5 may not sake this coure for further credit
CMNS 825
.
5 The Social MatrIx of C.—.—.fr-'on
A study of factors governing the flow of information in society, including social values,
communication media, institutional and organizational settinge, roles, power, status.
CM1'IS 830-5 Co emimtkiss Med
ia
Rtb and
An
snalyns
of specific problems centered on the sociological and politico-econemic corn-
pkaitiesassociated with the rapid expansion of communications
technologies and system
Particur attentaost will be paid to the rdsndn of comrnuthcaticsa policy to sodul and
economic dcs'dopnsent
in Canada and in Third World countries-
S ?
____
The se will concenuale on the
po
?
.cconutaioiocial pence.
which
Q4UeN11010
.
lures and poles of mass media and telecommunication agenda in their historical setting
at local. national and ideological bloc levels.
?
-
?
:
.
Page 34
Group III Courses (cont'd.)
CMNS $
.
S Acnetk D4
.
L.ud
of
CU'
SpuciM topics in sound and communication studies with emphasis on specific problems in
psychoacouaucs. theories of sound copsAtaoa and informncn pro''
.
g ao"4ape
studies, acoustic design. community notaimveys, media analysis sad related tecMolo.
Studigate, will pin experience in J.aipung
sad
conducting relank prrscte
in
one of these
areas.
Prerequisite: CANS
3390,
.qesvaimiL
MNS $0.3 .&êtaneed Ca
?
..15
Stminar on cnntrmr'or.
(
y thccrnel
oc ?
wlicatiis and review o(apphcationi
CMNS 856-5 Graduate Seminar
Advanced work in an area of specialization. Review
and evaluation of research in progress.
Group IV Courses
CMNS 860-2
N.A.
Colloquium
Critical discussion of selected problems in communication.
Must be completed once before graduation; S/U standing only.
CMNS 885-2 Ph.D. Colloquium
Critical Discussion of Selected Problems in Communication.
Group
V Courses
Ni
?
ted Reaffisigs said Research
Pursuance of particular areas of interest related to a student's proçam.
CMNS 131 .
3 DIrected Stady
Pursuance of interest in specific areas, including kid studies related to the student', pro.
pant. May include work and study in supervised professional ierunp.
CMNS MS Sud Topics
Concentrated studies in areas of specialization.
MNS 880-5 Directed Readings and Research
CMNS 881-3 Research Internship
Group VI Courses
CMNS 898
?
M.A. Thesis
CMNS 899
?
Ph.D. Thesis
.
0
a ?
I
S113N }RA R
?
lVSi'rY
New Graduate Course Pronosal Fo
CALENDAR _INFORMATION:
SDepartment:
?
Communication
?
Course Number: 805-5
Title: Communication Research Methods and Techniques
Description:_•______
Survey of research methodology and techniques used in empirical communication studies.
Includes research design, measurement, and the use of the computer in evaluation.
Credit !fr;urs: ?
5
?
Vector:
?
_O2
?
Prerequisite(s) if anv:
_
ENROLLMENT AND SCHEDULING:
Estimated Enrollment: ?
When will the course first he offered:
} .
jw often will the course be offered:
,JUST IFi CATION
:
To give graduate students the background they need to prepare and conduct research
This
?
not
know what is possible and how
to
proceed. Specialized training in
. ?
obte ined th ongcoursos
iTk
th
Departments of Mathematics and/or Computing Science.
:souxcS:
Which Faculty member will normally teach the course:_
What are the budgetnry implications of mounting the course:
Are there sufficient Library resources (a
p ond details):
Appended: a) Outline of the Course
b)
An indication of the com
p etence of the Faculty member to give the course.
c)
Library resources
Approved: Departmental Graduate Studies Committee:
Faculty Graduate Studies Committee:
?
____
Faculty:_______
Senate Graduate Studies Committee:
?
Date:
Senate: ______ ?
Date:
I ?
I.
New Graduate Course Pronosal_Form
CALENDAR
INFORMATION:
Communication
Department: _____
Title:
Description:
880-5
Course Number:
Directed Readings and Research
supervised enquiry in concentrated areas of specialization
Credit Hours:
?
5
?
Vector;
?
none
----"
Prerejuts Ito(s)
if any:
ENROLLMENT AND SCHEDULING:
Estimated Enrollment:
?
12 ?
When will the course first be offered:
?
Fall 1982
How often will the course be ofrered: every semester
.10 ST I F ICAl I ON
It complements at Ph.D. level the course CMNS 850-5 now presently in
the Calendar -- essential for Ph.D. programme.
k
..
RESOURCES:
Which Faculty member will normally teach the course: all qualified faculty
What are the budgetary implications of mounting the course:
?
none
Are there sufficient Library resources (atnend details):
Appended: a) Outline of the Course
b)
An indication of the com
p
etence of the Faculty m:nber to give the course.
c)
Library resources
Approved: Departmental Graduate Studies Committee:
?
Date:
Faculty Graduate Studies Committee:
?
_____ ?
Date:
Faculty:
?
Date:
Senate Graduate Studies Cormnittee:
Senate:
?
-
? Date:
Si!JN zAr:R
UNlVF.S1rY
New Graduate Course_Pronosal Fore
CALENDAR INFORMATION:
Communication ?
881-5
W
Department: ?
_•_j_
Course
Number: ?
-
Title: ?
Research Internship
Description:
?
work and study in an approved professional setting.
Credit Hours:
?
3S/U ?
_ector:_
,
?
Prerequisite(s) if any: None
ENROLLMENT AND SCHEDULING:
Estimated Enrollment: ?
12 ?
When will the course
first
he offered:
?
Fall 1982
Pow often will the courc be offered:
?
every semester
JUSTIFICATTON:
Doctoral dissertaions often require prolonged research in settings
to which the only access is through internship: this course would
allow supervisors to monitor progress in such settings.
-
RESOURCES:
Which Faculty member will normally teach the course: student's Ph.D. supervisor or committee
What are the budgetary Implications of mounting the course:
Are there sufficient Library resources (annend detAI113):
?
Not applicable?
Appended: a) Outline of the Course
b) An indication of the com p
etence of the Faculty member to give the course.
c)
Library resources
Approved: Departmental Graduate Studies Conmil ttee:
?
Date:
Faculty Graduate Studies Committee:
?
Date:
Faculty:_______________
?
Date:
Senate Graduate Studies Committee: ?
Date:
Senate:
?
_____ ?
Date:
New Graduate Course Pronosal_Form
CALENDAR
INFOP..MATION:
Department:
?
Communication
?
Course Number: 882-5
?
r
Title: ?
Research Field Work
Description: ?
external research beyond regular contact with the university.
(redjt
Hours:
?
Vector: ?
-
?
rreretjisite(s) If an
y
: None
- -----
,.------.---.---.----------.---. ------- ------ - .---- --- -------------
ENROLLMENT ANI)SCHEDULING:
Estimated Enroilnient: ?
12 ?
When will the cour;e first be offered:
?
Fall 1982
Liw often will the course be
offered:
?
every Semester.
JUSTIFICATION:
Prolonged field work is often required before work on the dissertation
begins. This course ensures regular consultation between candidate and
supervisor during that period.
RESOURCtS:
Which Faculty member will normally teach the course: student's Ph.D. supervisor or
committee member.
?
-.
What are the budgetary Implications of mounting the course:
?
None
Are there sufficient Library resources (annend details):
Appended: a) Outline of the Course
b)
An indication of the com
p
etence of the Faculty member to give the course.
c)
Library resources
Approved: Departmental Graduate Studies Coim1ttee:
Faculty Graduate Studies Committee:
Faculty:________
?
_Date:
Senate Graduate Studies Committee:
?
Date: ?
Senate:
a
?
STN FRArR LIVES1TY
New Graduate Course Prorosal Form
CALENDAR
. ?
Department:
Communication
??
Course Number:
885-2
Title: ?
Ph.D. Colloquium ?
-
Descr1ption:_ C
ritical Discussion
L
Selected _Problems in Communication.
Creditflours: ?
2
?
s/U ?
Vector:
?
Prerequisite(s) if any: None
ENROLLMENT AND SCHEDULING:
Estimated Enrollment: ?
12
?
When will the course first be offered: Fall, 1982
How often will the course be offered:
?
every semester
JUSTIFICATION:
It provides formal opportunity for candidates to present and
discuss
assessments of work in progress. -
RESOURCES:
Which Faculty member will normally teach the course: Supervisor,
or
Committee Members
What are the budgetary implications of mounting the course:
Are there sufficient Library resources (a
pp
end details):_____
Appended: a) Outline of the Course
b)
An indication of the competence of the Faculty member to give the course.
c)
Library resources
Approved: Departmental Graduate Studies Committee:
?
Faculty Graduate Studies Committee:
?
-
Faculty:
Senate Graduate Studies Committee:
Senate:
?
Date:
New raduate Course I-'ronosaj_'or
CALENDAR INFORMATION:
Department:
?
CoflhlflUflicatlOfl ?
-
Course Number:_899
Title:
?
Ph.D. Thesis
Description:
?
work toward defence of the dissertajon.
Credit flours:
?
- ?
_Vector: ?
prereqgjte(g) if anv:ColnpletiOn
of comprehensive
examinations.
ENROT,flIENT AND SCHEDULING:
Est.nrttd Enrol lme nt:
?
12 ?
Then will the course first he offered:
?
Fall 1982
!ow often will the course be offered:
?
every semester.
Jt7SrtricjN
----------...
RESOURCES:
sh1ch
Faculty member will normally tench the course:
?
Supervisor of Ph.D. candidate.
What are the budgetary implications of mounting the course:
Are there sufficient Library resources (anncnd details) :
Appended: a) Outline of the Course
b) An Indication of the com
p
etence of the Fnculty member to give the course.
C)
Library resources
Approved: Departmental Graduate Studies Committee:
?
Date:
Faculty Graduate Studies Comnittee:
?
Date:
Faculty:
Senate Graduate Studies Committee:
?
Date:
Senate:
?
Date:
S ?
S
Page 35
S
APPENDIX 4
DEMAND AND SUPPLY IN THE FIELD OF STUDY
Document I
A. INTRODUCTION
In preparation for this section we undertook the following steps.
1.
Mail survey (sent June, 1981) of selected Canadian university depart-
ments, government agencies, and communication industries.
2.
Follow-up telephone survey (due to mail strike) of samples of the
above contacts.
3.
Survey of position advertised in the CAUT Bulletin and the Globe and
Mail.
4.
Survey of origin of doctoral degrees of faculty members in Canadian
departments of communication.
0
?
B. RESULTS
Following is a summary of the most important points in the replies
to this mail and telephone survey: --
a)
Of 17 universities and colleges replying, most spoke of the rapidly
expanding field of Communication, and the need for advanced programs in this
area, (e.g. see attached letter from University of Calgary, and Doculflefltrl)..
b)
of 25 government agencies and communication industries contacted,
12 spoke of the need for such a program, particularly in the areas of policy/
regulation and organization (e.g. see attached letters from Premier
Communications, Saskatchewan Telecommunications).
c)
Several representatives from government agencies and industry
informed us that they had not been aware of our program and that this
. ?
S
Page 36
?
.
knowledge would have an impact on their future planning and required qualifi-
cations in the area.
d) As Table 1 indicates, approximately two thirds of faculty teaching
in the eight communication programs surveyed have taken their graduate degrees
outside of Canada.
Table 1
Place of Origin of Graduate Degrees of
Members of Faculty teaching in Communication Programs
in Twelve Canadian Universities
Origin of Degree
Ph.D. Degree
M.A. Degree
Total
Canadian
17
33
50
Non-Canadian
37
40
77
TOTAL
54
73
127
% Canadian
31.5%
45.2%
39.4%
e) Finally, several persons from both university and non-university
contacts expressed interest in completing a future Ph.D. degree in
Communication at SFU if and when it is offered.
.
0
r]
PREMIER COMMUNICATIONS IIMITIO
200-1090 West Georgia Street, Vancouver, B.C. V6E 3Z7
'. (604)682-8411 Telex 04-507857
July 3, 1981
Thomas J. Mallinson
Professor and Program Co-ordinator
Simon Fraser University
Burnaby, B.C.
V5A 1S6
Dear Professor Mallinson:
Thank you for your letter of June 10th regarding
the proposed Department of Communications Ph.D Program.
The Cable Television Industry continues to expand
at a fairly rapid rate and currently plans for the intro-
duction of a variety of additional services, both programming
and non-programming, to residence and business subscribers
are on the drawingboards of most aggressive cable companies.
S
New technology, developed primarily in the U.S.
during the past decade, has opened up exciting new poss-
ibilities for software development in the 80's. It goes
without saying that regulation, marketing and the development
of software sources in Canada (almost in that order) will
occupy most of the time of cable people if we are to realize
the full potential of existing technology and keep up with
technological changes in the 80's that are now well advanced.
It would be my suggestion that to be of maximum
benefit to industry, graduates with qualifications you
describe, should have a good practical background and perhaps
regular periods of service with industry throughout their
academic careers, would assist in this regard.-
In response to your specific questions, the follow-
ing is submitted:
1.
Would our Company draw upon the expertise of Ph.D.
Graduates - Yes, although we would likely contract with
outside consultants for assistance with specific projects.
2.
What areas of specialization are in most demand - probably
Items 3 and 5 in your letter as well as marketing.
S ?
3. How many communication related employment vacancies have
we had in the past few years - about 8 to 10, although
not necessarily at the Ph. D. qualificatiqn level.
4
•'41,
-2-
?
S
Thomas J. Mallinson
4. What qualifications are considered essential and would
Ph.D. Graduates be useful - to date our manpower re-
quirements have been reasonably well satisfied from
existing sources. We would probably continue to look
to outside consultants for assistance with projects
requiring Ph.D. level activities, although the poss-
ibility of taking a candidate on staff over the next
few years, should not be discounted.
I hope this information will prove to be helpful. We
in Premier Communications are a part of the much larger Rogers
Cablesystems group, and the need in the total organization for
senior level candidates would likely be such as to warrant
serious consideration of Ph.D. candidates. It is reasonably
safe to state that a significant degree of deregulation of the
industry, as has been experienced in the tJ.S.,.would undoubt-
edly provide many more career opportunities for senior level
personnel. Regulation then, has been and will continue to be,
a most important area of interest to us in the cable industry.
Yours very truly
F.C. Garrett
Vice President, Staff Services
and Secretary
FCG/lms
^^A
e
Saskatchewan Telecommunications ?
Telephone
Personnel Department
(306) 347-3737
2350 Albeit Street
?
TWX 610-721-1.203
Regina, Saskatchewan S4P 2Y4
June 17, 1981
Thomas J. Mallinson
Professor and Program Coordinator
Simon Fraser University
Burnaby, B.C.
V5A 1S6
Dear Professor Mallinson:
Further to your request of June 10, 1981, please be advised
that over the past few years we have hired forty employees with communi-
cationsskills as a requirement. I have attached a brief summary,
(where possible), of the positions and qualifications required.
We may be interested in Ph. D's in advanced studies in some
of the areas associated with our Planning and Development office, but
presently we do not have any employees in this area with that type of
training.
Should you require any additional information, please do not
hesitate to contact us.
Yours truly,
-- - ?
- -
Rae Hebert
Manager - Personnel Services
( Employment
Services)
TransCam(-la TeIor)hone System ?
/ LU
.
THE
UNIVERSITY
U
OF CALGARY
J
niv&,Ity Drive N.V,, CIg,ry, Alberta,
?
12N I N4
•
Facülty
.
of SOCIAL SCIENCES
Department of PSYCHOLOGY
Telephone (403) 284-5562
19 June 1981
Dr. Thomas Mallinson
Department of Communication
Simon Fraser University
Burnaby, B.C. V5A 1S6
Dear Dr. Mallinson:
Re: Letter (10 June) seeking information for formulating Ph.D. program in
communications
The demand for graduate programs in communications is considerable; and as
a result, the University of Calga,'y has just received provincial approval and
funding for an interdisciplin'ary master's pógram , Communication Studies (you
may have seen our ad for a director). In my, own experience with U'nderrduates,' I
run across perhaps a dozen a year who are interested in some aspect(s) Of communi-
cation-studies (usually research) at the post-graduate level. Each year, I usually
take on 1 or 2 graduate students in my departmen'.t (Psychology) fOr training in
some area of research associated With television; their "official` degree, however,
is in developmental psychology.
In terms of employment prospects at the master's lee-1, the demand for
research-oriented students (at least, in Alberta') exceeds the supl'y; therefore,
each of my students has been well-placed, e.g., ACCESS,. educational settings. At
the B.A. level, I have known. several students recently who were psychology majors
with interests in communications, (often with humanities and English literature
minors) who landed excellent jobs: in P.R. positions and organizational/interpersonal
communications positions - although. we do not have a B.A.-level
,
communications
program per Se.
Areas of specialization which I see as particularly "hot" rtght now, and
will continue to be so in the near future, will be the new téchhlOies of
communication used in business and remOte areas. I
.
probably see fi'e job positions
advertized each week, e.g., for "communications officers," for "coramuni'ca'tions
analysts."
In our own experience (namely, advertizing. for a director of our new
graduate program), we have had no difficulty in' securing applications from
qualified Canadians from all level's of industry (broa&ast/pririt me
'
di'a) and
academia (assistant to full professors. There's
:
a lot of' talent but theye!
I cannot provide a program caiehdar yet, since this is' in the "works,"
and will not be finalized until' early next year.
Good luck With your proposal
Si ncer
Gregory, T. Pouts
Professor -
?
0
Page 37
APPENDIX 4
Document II
Comments from Faculty Members in Related
?
Fields at Other Canadian Universities
Note: Due to the postal strike during Summer, 1981, a telephone survey was
done during August, 1981. The following persons were contacted:
1. Professor Jay Weston, Department of Journalism, Carleton University.
2. Professor Walter Romanow, University of Windsor.
3.
Professor Claude-Yves Charron, Universit de Quebec a Montreal.
4. Professor James Taylor, Universit6 de Montreal.
A. 1.
argued strongly that there is a great need for another Ph.D. program
• ?
in Communication at a Canadian university; that all serious communi-
cations scholars in Canada, he believes, would agree that such a need
exists; that such a program would be important in both an academic
context and a social one, reflecting the significance of communications
issues in Canadian social and cultural policy.
(Weston)
A. 2.
there is no question about the need for another Ph.D. program. Most
Canadian students who wish to pursue doctoral studies in communication
must now go abroad (to U.S. and Britain). However, this avenue is
closing, due to prohibitive costs for tuition and living expenses.
There is a serious constriction of opportunities for Canadians seeking
Ph.D. degrees now developing.
(Romanow)
A. 3.
a Ph.D. program with areas of specialization in policy and organi-
zational communications would supplement the McGill program nicely.
(Charron)
Page 38
A.
4. U of M is abtively seeking an arrangement for a Ph.D. program, since
their surveys indicàe a great need to pfóduce quálifiéd Canadians in
this field.
(Tàylór)
B.
1. his department has had a number
of
new positions in the past few years,
for which there are always many more applicants from the U.S. than from
Canada; there is älwáys a shortage of qualified Canadian applicants.
(Weston)
B. 2.
his department is ãbdut to hire two persons with Ph.D. degrees from
U.S. universities; no qualified applicants with Canadian degrees were
available.
(Romahow)
B. 3.
in faculty hiring (twb last year) there is a great difficulty In
finding qialif led Cáhadian applicants.
(Taylor)
40
Page 39
• APPENDIX 4
Document III
Survey of Advertised Employment Opportunities
I. "Report on Careers," Globe and Mail, March-August 1981 (6 months).
POSITIONS ADVERTISED:
1.
?
2.
?
3.
Critical Analysis
?
Communication
?
Social Implications
of Media
?
Behaviour
?
of Communications ?
Total
12 ?
18 ?
35 ?
65
Mea. 1: C'LtLcaL
A
na2y.6Ls o6 Media
• ?
Criteria: Research, writing, and public relations positions in media firms;
some account executive positions in advertising; some video production
positions; research and background positions in journalism.
Note: Due to the diffuse nature of the field, we have applied a
"deflator"
and have reduced the number of positions by a factor of 3,
•
counting 12 out of the full number of 35 in our total.
M.ea 2: Communication Be.havLowt
Criteria: Research, training, and supervision in: personnel work; training
programs
in health, services (excluding clinical treatment); counselling in
primary and secondary education; voluntary and community organizations.
Domestic agencies for overseas locations and international agencies.
Mea
^A:
Soc.-a2 lmpLct4on4 o6 Commun..La-tLon4; PoUç.y
Criteria: Policy ana1yst' in telecommunications, broadcasting; research
officer; inquiries boards; researcher with community groups in broad-
casting; provincial and federal agencies; departments and regulatory
boards. Total: 21.
A'te.a 38:
Sociat Im2icatLon4 oA Commanic.at.on4:
lvLO/LrtULt.Ofl
Techno
t
b
ay
S ?
Criteria: Primarily private industry and government agency positions
requiring an advanced level of understanding of computer systems plus
a variety of other skills. Examples: application packages for Telidon
(Microtel); innovative software packages; rural communication systems
Page, 40
Appendix 4
?
Document III
(Alberta, Manitoba);. education appiication (Control. Data, }OW);
special interactive services for cable distribution
Notes Due to the diffuse nature of the field, we have applied a
"deflator" and have reduced the number of positions by a factor of
5,- counting 14, out of the full number Of 72
.
in our total. Total 3A
plus 3Bi 35.,
II.
University Facu]ty Positions
Sourde i
CAUt Bulletin, February, 1980-May. 1981 (15 months).
February 1980i Communication '. Concordia
Communication -- University of Ottawa
June, 1980: ?
dptmiunicatioii Studies - Windsor
February, 1981: Cotfrtunication -r Concordia (2 positions).
May, 1981:
Communication -Concordia
Coiunication ?
Windsor (2 positions).
TOTAL: 8
III.
Reconciliation of Demand and Supply Estiiñat.es
A. Adjusted Demand Figure
1.
Professional '(other than university): 13.0
2.
University and 'College: ?
.6*
TOTAL: 13.6
*
Globe and Mail survey, adjusted for full year.
C'AUT : Bul .
letin survey, adjusted for one year.
B. We are assuming that in only 25% of all positions will the
holding of a Ph D degree b6
.
a significant advantage to the
applicant in the competition for a position On this
conservative assumption, the final demand adjustment is
136.x ¼ = 34 (rounded to 35)'.
is
0
I ?
I
S
Page 41
APPENDIX 5
Comparison with Related Programs at Other
Canadian Universities
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.
Page .43
1.
McGill University is at present the only Canadian university (French or
English instruction) offering a Ph.D. degree in Communication. This is,
however, a graduate program, not a department, and for faculty depends
on secondments from departments.
2.
There are active discussions among departments of communication at the
Université de Montral, Concordia, and Universit de Qubec a Montreal
(UQAM) (all in Montreal) about establishing a Ph.D. program involving
at least two of these universities.
3.
The Master's program at Concordia has just been authorized (for September
'82); the master's program at UQAM began in September 1980.
4.
In Western Canada, a new Master's program -- the Graduate Programme in
Communication Studies -- has just been established at the University of
Calgary. A letter from Dean J.B. Hyne in May 1981 indicates that the
program proposal, prepared in 1977, will need "extensive revamping"
once a Director has been appointed. Note that this is a program, not a
department.
5.
In British Columbia, the proposed Master's program in Journalism at UBC,
approved in 1981 by the University, has not yet received UCBC approval.
.
0
I ?
p
Page 4'4
APPENDIX 6
ENROLLMNT -- HISTORY AND PROJECtIONS
A. Introduction'
The numerous applicatiOns we have received from students across Canada
who
are seeking ädvahcéd §tUy in
:
communication (and the disappointed
letters from studeits
who
hávé had to leave Canada for such
study)
justifies
our belief that mrhCdiaté action should be taken on a
PhD.
programme in
Communication at Simon Frae Uhiversity.
The follOwir tab1e bear' wtnëss to the present need for such a pro-,
gram. IiSt of all, it
?
instrudive to note that; while
t
he: number of
alT graduate' students
in
the United States grew' three-fold' ft61fti
1960
to:
I975, the' nOmber' of grà&ite stddenls ir Coñ1municatO,i greW more than ten-
fold ?
the
same'
peri
:
Od (see Täblé
I). ?
.
TABLE I
*
Enrollment for a
Rester
's dhd
l
Do'c
:
tö ;
r' Degree' (USA'.)
1960-1975
Year
All ?
Subjects
Communication
1
,
960
314,000
868
1965
55,00O3
1,'I90
010
8-16-14 0
'
00
2 593
1972
858,000
6,153
1974'
96500O
8,108
1975
1,05000
9,315
*
From Di
'est
of Edc.ational. Statistics,' 1980
4p.
9 , National C6ntO
,
for Educational
Statistic ?
U.S. Governriient.
**
The ratiO Of doctoral' ca"hdida'tes is appioxi
mateb' 1:15. Stud'erts of Journi ism,
Advertis1Pg., Media, accoutit fOr appoximaté1'y'
1
.
13
of th'i
?
total (see p. 121, 1. cit. )
Page 45
I
B. Communication Undergraduate Enrollments-at S.F.U.:
Our undergraduate majors have
more than doubled since 1975 to over
200; and undergraduate
enrollment
has increased
to the
point where all
lower level courses
have
been oversubscribed.
(See Table 2.)
TABLE 2
Communication
Undergraduate-Enrollments (1973:981j
Year
Semester
Enrol.
Hons.
Majors.
Minors
1973
Courses Not
Offered
Fall
321
1974
Spring
507
3
71
1
Summer
200
35
•
Fall
509
3
103
-
1975
Spring
545
1
129
-
Summer
197
-.
70
-
Fall
574
2
122
-
1976
Spring
635
3
142
94
1
15
Summer
258
3
5
134
2
Fall
512
1977
Spring
418
2
110
14
10
Summer
139
4
2
74
123
17
Fall
446
1978
Spring
492
2
135
14
1
Summer
174
1
2
59
120
19
Fall
537
1979
Spring
608
4
143
14
3
Summer
152
1
76
12
Fall
666
1
151
1980
Spring
753
2
165
13
10
Summer
187
1
101
22
Fall
867
1
185
1981
SprAg
887
2
211
23
Summer
228
1
115
10
Fall
954
2
246
16
1982
Spring
814
2
255
22
I ?
p
Page 46
S
C. Communication Graduate •Enrolments at:S.F,.U:
It was in response to these developing trends that Simon Fraser University
initiated ,a graduate program in Coniiiunicatibn in 1973. This program envisaged
an initial intake of 30 students, gradually rising to a ceiling of approximately
50 students in,iany one year. As Table .3 shows, this position Was held to,
despite the increasing number of applications. (We are currently accepting only
about one student for every four completed applications.) While this means
that the calibre of our students has gone up, it also means that many students
have had to go elseWhere; particularly to the United Stats, for graduate
study in this area.
Table .3
?
.
Communication Graduate Student Enrollments (1973-1981):
Year
Master's
*
Ph. D.
1973
30
--
1974
36
2
1975
35
2
1976
38
4
977 .44 ?
.
3
1978
52
2
1979
49
2
19Q
55
4
1981
[ ?
53 6
*
Ph.D.-students enrolled under
"Special Arrangements."
D. Employment History of Graduates:
A survey of recent graduates from the program at Simon Fraser indicates
that most have found employment related to
their
studies.
I
Page 47
.
?
Table 4
History of Communication Graduate Students at S.F.U. 1973-1981
M. A.
Graduatesl
?
I
Ph. D.
Graduates ?
Total
Teaching/Research Appointments
(Universities and Colleges)
12.:
2 ?
14
Provincial/Federal Government
Agencies
11
- ?
11
Voluntary Organizations!
Community Services
4 - ?
4
Advanced Graduate Studies
7
- ?
7
TOTAL ?
36
As Table 4 indicates, however, many have gone on to further graduate
.
?
studies, but the lack of opportunities in Canada has often led them into
other related fields.
D. ?
PrOjected Ph.D. Enrolments:
The Graduate Advisor reports that the Department has received between
15-20 enquiries (written and telephoned) per year during the past three years.
On the basis of these experiences, and the evidence of need from the
field, we are projecting the following admissions to our Ph.D. Program:
S
First Year
Second Year
Third & Higher
TOTAL ENROLLMENT
Table 5
ears
1984-86 ?
198.6-871 198-88
?
1988-89
4 ?
4 ?
4 ?
4
- ?
4 ?
4
?
4
-
?
- ?
4 ?
4
4 ?
8 ?
12 ?
12
Total steady state enrollment is 12 FTE.
Page 48
Two Ph.D. Graduands:
Ms. Beverlee A. Cox, 1976. Thesis Title: Communication Systems in Psycho-
therapy: An Empirical investigation into the Treatment Ideologies of
Patients and Therapists. Presently Employed A: Dean of Nursing, University
of Western Ontario.
Mr.
Manjunath Pendakur, 1979. Thesis Title: Canadian Feature Film Industry:
Monopoly and Competition. Presently Employed As: Assistant Professor,
Department of Radio, Television and Film, Northwestern University, Evanston,
Illinois.
CURRENT PH.D. CANDIDATES:
Ms. Patricia Howard: Thesis Topic: The Role of Coiwnunicatibn Processes and
Institutions in. China's "Four Modernizations" Campaign.
Mr. Sut Jhally: Thesis Topic:
?
Sports Advertising on Television.
Ms. Robin Mansell: Thesis Topic: Communication and Development: Analysis of
the role of communication in development processes, institutional relationships
and political, econommic, and social factors that affect policy planning and
implementation.
Ms. Jocelyne Picot: Thesis Topic: Telehealth Systems in Canada, past and
present.
Mr. Christopher Plant: Thesis Topic: Biosocial Perspectives on Communication
and Community.
Mr. Shafiqur Rahman: Thesis Topic: Communication in Development Institutions
in Bangladesh.
Page •49
?
Sept 2/81
SAppendix 7
EXTERNAL FUNDING AND STUDENT SUPPORT
A. ?
External Funding:
Over the past 7 years, this Department has attracted well over half a
million dollars of research funds to help support our programs. The
majority of funding comes from federal agencies involved in Communication
matters.
Table 1 gives a resume of external funding channelled through Simon
Fraser University for the 1976-1981 period.
Table 1
•
?
?
Communication Department
?
*
Grants and Contracts Awarded through SFU (1976-1981)
Fiscal
Number of
Year
Grants
Total Amount
1976-1977
13
99,600
1977-1978
10
71,093
1978-1979
14
98,850
•
?
1979-1980
8
165,784
• 1980-1981
6
28,764
TOTAL
464,091
*Figures supplied by SFU Faculty of
.
. Graduate Studies (Attached)
Inaddition to these funds, individual faculty members have obtained
grants *hich are channelled through other departments, universities or
agencies (e.g. shared grants) and which are partially used to support
graduate students in this department.
Major sources such as Canada Council and other foundations are now
being explored. The potential for increased levels of research funding in
Communication is very high once the Department establishes itself as a centre
(
?
p
Page 50
for high quality resarch' and once the University makes a clear commitment
to the Conuiiunication Graduate Program and research.
B. Financial Support fo. Graduate Students:
1. Departmental Support:
The Department has made available teaching and research assistant-
ships to support graduate students. With increasing enrollments in
undergraduate courses, most students can expect some support from the
department.
Table 2
partmenta.l Support for Graduates (1973-1980)
TAs ?
RAs:
?
Total
1973
7
0
7
1974
18.5
0
18.5
1975
26
0
26
1976
30
0
30
19.77
19
1.5
20.5
1978
20.5 4.5
25
1979
33.25
8
41.25
180
25 5.5
30.5
C.
External Research Support:
The Departmental funding is complemented by a large number of research
assistantships made available through external fuhdi'ng. Over the past
seven 'years, well over half a million dollars has been'allocated to
externally-supported research conducted by faculty in'
,
the
.
Department. In
most cases, this money supports graduate students inth,e Department (see
.
.
T
able 3).
.
.
Page 51
Table 3
Number of Students supported Fully or in Part by?
External Research (1973-1980)
1973
4
1974
1
1975
5
1976
6
1977
12
1978
11
1979
22
1980
15
*
By 1977, the number of students
receiving full-time RA support
had increasédas well as the
number of students receiving
any research support.
There is every reason to believe that the level of external research
funding will grow significantly in the next few years. Rapid expansion of
the government departments and agencies that fund communication research
attest to the expansion of the field. Communication technologies play a
critical role in many scientific and technological research programmes,
including Simon Fraser's own research park, and in plans for industrial
development. A department that focusses its research on the investigation
of social and human effects of technology and its development, as the
Department of Communication at Simon Fraser does, is likely to play an
increasing role in these areas.
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I
DEPARTMENT OF CCX1MUNICATION.
Grants omitted. from the computer print 'out;
Centre
Name
Source'
Amount
Year.
4040
Lëiss
3 ?
R. A.
$
3,000
1981
4036
Anderson
Kettering
$
10,000 US
1979
4029
Salter
Univ. League
$
1,000
1980
4017
_
Richards
PPG
$
1,000
1978
6822
Anderson
Dean
$
5
2
,400
1981
4042 ,
Truax
SSI-IRC
$
1,390
1981
4043. ?
,
Leis's
'SSI-C
'$
4,442
1981
4044 Wilden
PRG ?
"
$
1.91S-8
1981
4030
Salter
B.C. Tel
$
10,000
1979
S
0
0
?
Page 52
APPENDIX
8
Space Requirements
On March 4, 1981, Simon Fraser University submitted a detailed
appraisal of space needs of selected departments to the Universities
Council of British Columbia. One of these departments was Communication
and we append copies of the pages from the submission which specify our
projected space requirements for 1986.
These figures represent an increase of approximately 3,000 square
feet over our present space. While the need for this additional space
is
is not contingent on our Ph.D. Program, it will greatly facilitate the
research and resources needs of Ph.D. candidates.
40
Page 53
Department of Communication Space Requirements (1986)
(Excerpted
sub
m
itted
from
to
Proposal.:
UCBC', March
West
4,
Mall
1981)
Complex
?
40
8.3
P^partment of Communications
i. Academic Profile
The central focus of this Department is on the interdisciplinary
study of the communications processes in society. The Department
focuses on such major areas as communications theory and systems,
communications processes, especially individual, interpersonal
and group communication, and communication policy. Such a range
of interests falls well within the national programme and
priorities.
This area of endeavor has proved to be of major interest to students
as a subject fora major degree. . Many of the courses provide
valuable perspectives in minors degree programmes particularly for
those students whose majors lie
in such subjects as Business
Administration, Criminology
and
Dyholçgy.
At the graduate level,
• the Simon Fraser Programme is becoming well recognized across?
the country and, in fact is one of
the
largest.. Research
• activities have developed
on several fronts siiice the inception of
the Department and the ones that
have atLractcd most attention
would
seem to be research groups. involved in Telecommunications and
Group Dynamics. Over half a million dollars of research funds
have been attracted 'to help
cupport
the researci programmes.
ii.
Space Requirements; 984/85
Square Feet
A.
Academic/Instructional
Office
16
Faculty
.
2,080
2 Sessional
Instructors
240
1
Visiting Professor
120
72
Graduate
Students
2,880
0
Teaching Assistants
0
5,320
B. Research Office
3 Research
Professionals ?
360
7 Research Assistants ?
•
280
I Documentation Centre
?
• ?
350
1
Computer Terminal/Tel edn
Off
?
?40
?
40
1 ,230
a 11
Page 54
C. Administrative Office
1 Ciiairman
1 Secretary to Chairman
1 Graduate Student Secretary
1 Departmental Assistant
2 Secretarial /Clerical and General Office
180
120
120
120
480
1 ,020
1). Conference
1 25-Station Conference Room
E. Laboratory
1 Group
Dyn
amics/video/Editing Lab
1 Sonic Studio/Editing Lab
1 PeaceSat Terminal
1 Equipment Maintenance/Technjcjals Office
1 Resource/Stores/Stores
I Phoography/Darkri)orfl
TOTAL
500
500
2,000 ?
1 ,000 ?
120 ?
240 ?
750
?
200
4,310
12,380
6
Page 55
LIBRARY STATEMENT
?
0
Please see in separate folder, the Library statement with covering memo
dated 12 January 1982 as well as our Department's memo (from. Tom
Mallinson) to Ms. Patricia Leger regarding the Library statement on
the Ph.D. program proposal.
is
(61'
Page 56
APPENDIX 10
FACULTY STAFFING IN RELATION TO PH.D.
PROGRAM AND AREAS OF SPECIALIZATION
I.
Ph.D.-Level Instruction in the General Orientation (Core Program):
CMNS 800, 801, 802, 805
P. Heyer, Ph.D.
W. Leiss, Ph.D.
W. Richards, Ph.D.
L. Salter
NEW POSITION REQUESTED -- RESEARCH METHODS (0.5)*
II.
Areas of Specialization
.
1. Critical Analysis
of Media
M.P. Hindley
M. Laba**
W. Leiss, Ph.D.
R. Lorimer, Ph.D.
G. Martin
B. Truax
T. Wilden, Ph.D.
*
all Ph.D.
**
Ph.D. expected 1982
***
Professor Emeritus
?
2. Communication ?
3. Social Impact of
Behavior ?
Communications
.R. Anderson, Ph.D.
?
R. Anderson, Ph.D.
M. Laba** ?
L. Salter
T. Mallinson, Ph.D. W. Melody, Ph.D.
W. Richards,
(D. Smythe, Ph.D.)
NEW POSITION ?
NEW POSITIONS ?
*
?
REQUESTED* ?
REQUESTED (1.5)
Page 57
S
III. Qualifications of Faculty in Relation to Core Areas:
The Areas of Specialization for the Ph.D. constitute a direct relation
between current teaching and research interests, for all faculty members,
and their responsibilities for Ph.D. student supervision and instruction.
The attached curriculum vitaes show that all faculty listed above have
current, active involvement (with respect to these areas) in: (1)
teaching courses; (2) research, either project-related or directed
towards scholarly ublications; and (3) in many cases, consultancies
and/or professional contats with external organizations.
Recent
Research ?
Current ?
Reports &
?
Professional
F'aculty Member Teaching
?
Activities ?
Research ?
Publications ?
Activities
I. GENERAL ORIENTATION
P. Heyer
?
CMNS 210,
310 CMNS
- 800, 802--
History of
Communica-
tion
-
Theory
W. Le
j
ss CMNS 802,
840--com-
munication
Theory
Biosocia]. ?
History of
?
Journal articles; Critical reviews
Approaches, ?
Communication book: Nature,
?
of modern art
History of
?
Thought; ?
Human Nature &
Human. Sciences; Striicturaijan Society (1981)
Semiotics
Critical theory; Theory of
?
2 books, journal Invited lectur
idea of nature; human needs; articles
?
seminars,
environmental
?
theory of
?
conference
philosophy ?
reification
?
presentations
W. Richards ?
CMNS 360,
?
Network Analy- Social impli- Network analysis Consultant
Fundamen- ?
sis--methods & cations of
?
program
tals Of ?
applications ?
computer cornm-
Communica- ?
systems
tion
Research;
CMNS 300,
Systems
Theory
L. Salter ?
CMNS 200:
?
Inquiries and
?
Public policy Journal articles Invited presen-
Introduction political
?
& political book chapters 'on. tations, Cdn.
to Qnn Theory communication participation communication and Comm. Assoc.
CMNS 801,802 ?
society
?
organizer,
editor of
founding con-
ference volume
0
L
?
Page 58
Recent
Research
Current
Reports &
Professional
Faculty Member
Teaching
Activities
Research
Publications
Activities
II. ?
CRITICAL ANALYSIS OF
MEDIA
M.P. Hirkdley
CMNS 130,
Canadian media
Animal corn-
Co-authored book,
Contract re-
Mass Comm.;
& comm. policy
munication;
journal articles
search with
CMNS 230,
comparative
fed. depts. &
Intro, to
communication
agencies
Comm. Media
M. Laba
CMNS 321,
Mass Media and
Audience Per-
Journal articles;
professional
Comm. and
Popular Culture
ceptions of
Ph.D. thesis
Musician
Culture in
Media;
(1981)
?
"Narrative
Musical Form;
Semiotics
and Talk"
CMNS 323,
Comm. Processes
W. Leiss
CMNS 215,
History of
Advertising
Journal articles;
Minor consul.-
Advertising,
Advertising;
Imagery
3 small contract
ting contracts
CMNS 856,
technology &
(SSHRCC
reports
with fed. and
.
Graduate
society
grant); Info
prov. agencies
Seminar on
Society
Advertising
R. Lorimer
CMNS 437,
Canadian edu-
Canadian book
Journal articles,
Canadian Studies
Media & Edu-
cation curri-
publishing;
editing and a
Assn.
executive
cation;
culum & teacher
new informa-
completed book ms.
CMNS 470,
training
tion techno-
Book
logies
Publishing
G. Martin
CMNS 331,
Canadian media
Comm. Media &
Co-authored book,
Contract res-
431: Comm.
and policy
cultural/
journal articles
earch with fed.
Media
symbolic
depts. and
environment
agencies
B. Truax
Acoustic
Soundscape;
ElectroacoU-
Journal articles,
Performances of
Comm: CMNS
Structure &
stic Music;
musical compo-
compositions;
258,
?
259,
Design of Sound
digital sound
sitions
invited composer
358, ?
359;
Environments;
synthesis &
international
CMNS 839.
radio environ-
computer-
conferences &
Centre for
ments
assisted corn-
competitions
the Arts:
position
Electronic
& Computer
OWilden
Music Courses
3 books, many
invited lectures,
CMNS 304,
Media literacy
Language,
Comm & Lang
esp. ?
film;
sign-systems
journal articles
seminars, con-
CMNS 303,
Semiotic theory
& society
ference presen-
400, 404
Systems theory
concept of
tations
Comm theory
the imaginary
ecosystems
Page 59
Professionals
Activities
Recent
Research ?
Current ?
Reports &
Faculty Member Teaching ?
Activities ?
Research ?
Publications
III. COMMUNICATION BEHAVIOUR
P. Mallinson
R.S. Anderson
CMNS 322,
?
Development
Comm. and
?
institutions
Cultural
Context;
CMNS 362,
Field Methods
CMNS 220
?
Cultural
Interper- ?
approaches to
sonal Comm. human communi-
cations systems
Communication Articles, major
in Scientific co-authored
Research ?
books
Ethnographic Journal articles
approaches;
cross-
cultural
studies
Invited
lectures
Comm. Assessment
Programs (VGH);
Workshops;
Children's
Hospital, Surrey
School Board,
others
R.S. Anderson
M. Laba
CMNS 120, Group dynamics Group inter- Articles: ?
Comm.
320, ?
420:.
in educational,
action pro- Stimulation
Comm. pro- clinical & other cess analysis; Exercises,
cesses &
organizational effects of Intervention
inter-
settings
video feedback Strategies;
personal
on non-verbal
Contributor,
behaviour
behaviour
"Human Context
for Science &
Technology"
IV. ?
SOCIAL IMPLICATIONS OF COMMUNICATIONS
CMNS 445, ?
Politics of ?
Technology & Co-authored and
?
Advisor to int'l
Comm. & ?
Agriculture ?
Development edited volumes ?
development
Int'l ?
on technology ?
agencies
Development ?
transfer
W.H. Melody ?
CMNS 433, ?
Economic struc- Regulatory ?
Books authored& Major consult-
Policy Semi- ture .& perfor- ?
structures & co-edited; many
?
ing U.S. Dept.
nar; CMNS
?
mance of comm. ?
processes; ?
articles and ?
of Justice,
834, Politi- industries
?
public policy research reports Nova Scotia
cal Economy ? alternatives ?
Public Utilities
for regulation ? Comm., others.
W.D. Richards
?
CMNS 402, ?
Applications of The Informa- Journal articles, Consultant, Alta.
Comm. in
?
network analysis tion Society; book chapters -- Agriculture
Organizations ?
social 1mph- networks & infor- (Computer comm.
cations of
?
mation systems ?
systems)
comm. tech-
nologies
L. Salter
?
C?'S 333, ?
Expert testi- ?
Regulatory ?
Book on public ?
Honorary lecture
Comm. Policy mony for in- ?
processes in inquiries
?
Faculty of T
CMNS 341,
?
quiries; ?
Canada ?
UBC
Political ?
community
Cram. (new
?
media, cmns.
course) ?
cmns. policy
• ?
S
Page 60
APPENDIX 10
.
?
Document II
Department of Communication
Academic and
p rofessional Activities
?
of Faculty Members
(Summary)
PUBLICATIONS
*
Articles Books Reviews Reports
Total to
1980-81
237 ?
24
25 ?
55
1980-81
34
?
8
1 ?
3
GRAND
TOTAL
2.7.1
?
•32
26
?
53
*
including
edited and co-authored
volumes
and new editions.
Other: ?
Commissions
CONSULTANT
CONTRACTS
International
Agencies and
I
Federal Gov't
Prov. Gov't
Agencies
Universities
Total to
1980-81
31
13
12
22
1980-81
2
•2
2
4
GRAND
33
15
14
26
TOTAL
CONTRIBUTION TO DISCIPLINE
,
Paors. Public
?
Executives
Memberships On
Conferences
Addresses, Testi-
On Profes
Editorial Boards
Organized
monies and Briefs
siona1O9.
18
7
151
14
24
9
34
7
Total to
1980-81
1980-81
GRAND
TOTAL
42
?
16
?
185
?
21
0
Page 61
APPENDIX II ?
BUDGET
1981/2 DOLLARS
0
III. TOTAL COST
1983/4
FTE 1984/5
FTE
1985/6
FTE
1986/7 FTE
55 1
200
163
107,800
2.7
120,30b
3.0
120,300
3.0
17,400
1.0
17,400
1.0
17,400 1.0
17,400
1.0
7.
5
flO
7,500
7,500
7,500
3,063
3,063
3,063
3,063
83,163
135,763
148,263
148.263
40,05b
66,350
72,600
72,600
123213
202,113
220,863
220,863
"594
a
5000
2,500
9
1
000
4,000
50.,000
71,594
56,500
194,807
218,6.13
20,863
2201863-
I. RECURRING DIRECT
OPERATING COST
Faculty Salaries
(incl. benefits)
Secretarial(incl.
benefits)
?
(2)
(3
Supplies and Service
Library Collections
SUBTOTA
OVERHEAD (50%
TOTAL
II. NON-RECURRING
COSTS
Library Collections
Recruitment Expense
Moving Expense
Equipment
TOTAL
(1)
2 appointments 1 September 1983:
1 at assistant professor level
1 at associate professor level
1 appointment 1 September 1984:
assistant professor
(2) position (Grade 5) 1 April 1983
(3.) A/V Expense, minor equipment,
equipment repair, and computing
direct cost items.
•(4)
infonnation Technology Area:
Terminals (including Telidon),
mitrojocessor, videodisc.
(5)
Critical analysis of Media Area:
?
Multi-purpose Portab1 Video
Production Studio.
?
0
Page 62
?
II. ENROLMENT IN NEW COURSES
•
Program
Ph.D. in Communication 1984/5
1985/6
1986/7
1987/8
No. of
?
New Courses
5
5
5
5
Annual FTEs
4
8
12
12
Annual WFTES
?
20 ?
40
?
60 ?
60
0
Page 63
APPENDIX 12
EXTERNAL REFEREES: DEPARTMENTAL NOMINATIONS
1.
Professor Gertrude Robinson, Director
Graduate Program in Communications
- McGill University
(514) 392-8305
2.
Professor Walter Romanow
Dean of Arts
University of Windsor
(519) 253-4232
3.
professor
James Taylor
Department of Coirunuñications
Universite de Montreal
(514) 343-6039
4.
Professor Elihu Katz
Annenberg School of Communication
University of Southern California
.
S
September 29, 1981
Professor James
Taylor
17 Parkaide Place
Montreal,
liSH
1A7
Dear
Professor
Tayèor1
Thank you for agreeing to
serve
as an assessor of the proposed Ph.D.
program in Communications.
The honorarium paid by this university for such
services
is $200.
I
undoe,
a
copy of the proposal wh*hh was prepared by the Department of
. ?
Comumwicationc. Also enclosed is .a copy of the University Graduate Calendar,
including
on
P.P. 15-31
the
general regulations
governing all graduate students
at Simon Fraser.
The Assessment Committee would appreciate your frank comments on the
academic merit and suitability of the proposed program, in particular, on
the following questions:
1)
Is the available academic expertise (see
atthoed
curricula
vitae)
sufficient to Implement the program?
2)
Do you think that graduates of the program will be of quality comparable
to those produced at the leading institutions In the field?
3)
Row large is the need for the graduates that this prograw would produce
and is it a continuing
need?
4)
Is the particular program proposed likely to meet the stated objectives?
These questions are not meant to limit the range of
your
comments in any
way.
It would be most helpful If you could make
in addition to
your other
?
comments specific recommendations on either the approval,
modification,
delay, ?
or disapproval
of the program. 'tour report
will
he made tvailable
unon request
.
?
. .
.2
PART II
EXTERNAL ASSESSMENTS OF THE?
PROPOSAL FOR A PH.D. PROGRAM IN COMMUNICATION
.
AT SIMON FRASER UNIVERSITY
0
.f,
*
UNIVERSITE DE MONTREAL
October 9, 1981
Dr. Bryan P. Beirne
Dean of Graduate Studies
Simon Fraser University
Burnaby, B.C.
Canada
V5A 1S6
Dear Dean Beirrie:
I enclose a copy of my evaluation of the proposed
doctoral programme in Communications, as per your request.
With respect to the four questions posed in your
letter, the answers are:
• ?
1) Yes, definitely, on the basis of modest beginning,
although the resource are less them claimed: there is
need for re-evaluation of the resource base,
2) Yes
• ?
3) Very considerable, and growing
4) In my opinion yes, with certain reservations expressed
in my report.
Yours sincerely,
James
R.
Taylor, Ph.
.1 RT :
ma ?
qA
?
OCT ?
; \•;'
1' ?
•
Case postale 6128, Succursalc "A"
Montréal, P.Q.,
H3C 3J7
a
-2--
?
.
Professor James
Taylor
September
29, 1981
to the members of the Cc'mnP:teea andober governing bodies both
within
and without the University that must approve the program before it can be
implemented.
It would be appreci.ted if you could
see
your way to responding
within ten days or so.
Yours sincerely,
Bryan P. Beirne,,.
Dean of
Craduate Studleq
RPB /rj
End:
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McGill
• \\/' University
Graduate Program in Communications
Macdonald-Harrington Building
19 October 1981
Dr. Bryan P. Beirne
Dean of Graduate Studies
Simon Fraser University
Burnaby, B.C. V5A 1S6
Dear Dean Beirne:
Enclosed please find the evaluation of the proposed
Ph.D. Program in Communications which you asked me to assess. I hope
my comments cover the essential points which are of interest to your
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evaluating committees. In case there are additional questions, please
do not hesitate to contact me.
Sincerely yours,
<J14àLR7.
Gertrude J. Robinson, Director
Graduate Program in Communications
GJR/cf
S
Postal address: 815 Sherbrooke Street West, Montreal, P0, Canada H3A 2K6
Assessment of the Proposed Ph.D. Program in Communications
?
Simon Fraser University, B.C.
In spite of the fact that Canada has in the seventies moved from a
production to an information society where more than half of all jobs are communi-
cations related (Warnock 1980), communications
.
studies have developed slowly in
Canada. The five universities with M.A.'s in Communications did not innovate
their programs until the early seventies, and ten years later, only McGill has
a Ph.D. (1976). This delay seems to have been caused by relatively conservative
university structures modeled after Great Britain, scarcer financial resources
for graduate education and a lack of indigenous scholars to begin to define the
field. The Canadian delay is particularly detrimental because it has inhibited
development of a defined media philosophy able to frame the country's unique
cultural heritage and to provide a base for competition with U.S. communications
technology.
In line with population statistics,the five universities offering M.A.'s
are at present located in Québec and Ontario. Clearly the western provinces,
with their growing economies and unique communications concerns require communi-
cations programs of their own. In the light of Simon Fraser's activities on
the M.A. level since 1973, a new Ph.D. should clearly be introduced at this in-
stitution which has a faculty of communications already assembled.
In assessing the academic merit and suitability of the proposed program,
I would like to structure my comments under the following sub-headings in order
to cover the questions of the Graduate and other relevant committees in the
most coherent manner.
1. Quality of Available Academic Expertise
Ph.D. programs require a sufficient number-of faculty with a variety of
interests, strong research backgrounds and a devotion to teaching. The Simon
Fraser faculty defines itself as social science based and interested in five
areas of communications studies: communications and development; policy studies;
critical analysis of media; information technologies; as well as interpersonal
and organizational communications. The Vitae and Appendix 10 indicate that the
staff is indeed working in these designated areas, though all of these
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2
2.
are not equally well covered. Media and critical analysis are clearly well
represented (4 full positions); Development (2); Policy (1.5); Interpersonal!
Organizational (1.5); and Information Technology (1).
?
At least two new
positions (and possibly more as the Ph.D. program grows) are required to bring
the three last areas up to the equivalent of two full-time positions and to
ensure adequate expertise and coverage.
Somewhat more problematical are the academic credentials of the teaching
faculty. At present four out of twelve (emeritus excluded), fully one-third of
the faculty, do not hold a doctorate. This is a rather high proportion of non-
doctorates for a Ph.D. program. The program's areas of concentration including
Development and Policy may however partially excuse this lack, since in these
two areas it may be argued that expertise is acquired through practical involvement
rather than through academic experience. Three of the professors active in
these two areas have certainly demonstrated their expertise through extensive
• ?
outside contract work and relevant publication. The fourth faculty member is
expected to complete his degree before the implementation of the Ph.D. program.
Under these circumstances the new positions should be awarded only to Ph.D. holders.
All existing faculty members have substantial research involvements and
have published quite regularly. This will benefit Ph.D. candidates not only in
their training but in their financial support as well. Though Tables 2 and 3,
Appendix 7, do not clearly indicate the overlap in departmental and
external
research support and the extent of this support, the 1980 departmental figures of
30 T.A.'s and 15 full-time research assistantships for 55 students is admirable
and sufficient. Less clear however is the extent to which this support enables
students to complete their degree requirements in the requisite period of time
(a topic to be referred to again under (4) below).
2. Comparative Quality of Simon Fraser Graduates
To evaluate the quality of graduate students a variety of measures can be
employed. One might look at a department's acceptance rate among graduate appli-
cants. Appendix 5 shows that Simon Fraser's M.A. program accepts one applicant
in four, which is on a par with the rates at the University of Montréal and UQAN.
. McGill has the highest selectivity with one acceptance
in six
applications while
Concordia and Windsor accept about one in two. Another criterion of quality are
the number of fellowships held by a student body. These data
are unfortunately
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missing from the application which makes it difficult to assess whether the Simon
Fraser Communications' graduates will be of a quality comparable to those in
leading institutions in the field. Job placement, which might be another way of
evaluating quality is at present not indicative because there is such a dearth
of Canadian trained communications students, that placement is virtually automatic.
3.
Continuing Need for Canadian Communication Graduates
Much more easy to assess is the substantial need for Canadian
.
Communication
Ph.D.'s which is well documented in the application. Appendix 4, Table 1, in-
dicates that 2/3 Of the faculties now teaching in Canadian Communications programs
have received their Ph.D.'s outside of Canada. Clearly there will be a need for
Canadian Ph.D.'s for at least the next decade, to staff new and growing Communi-
cations programs. Appendix 4,
p.
2, and my own experience furthermore indicate
that there have been more communications openings than trained personnel. The new
icmnigration and hire-Canadian policies will aggravate these discrepancies until
the end of the eighties. Communications programs will have to vigorously object t
the across the board application of these regulations.
I also concur with the comments made by colleagues at other universities
that the McGill program which graduates one or two Ph.D.'s per year cannot alone
fulfill the communications needs for all of Canada. There is clearly room for a
French program in Québec and one or two more English programs in the rest of
Canada. Simon Fraser's areas of specialization do not compete with those of
McGill or at those proposed by the Université de Montréal. Simon Fraser's appli-
cation therefore is wholly legitimate and does not constitute a duplication of
effort at taxpayers' expensei The interdisciplinary field as indicated by the
Globe and Mail job survey is so broad that the existing M.A. programs are only be-
ginning to supply non-university needs in government and industry. It is my
assessment on the basis of the growth of information-related jobs in the informa-
tion society, that there will be a continuing need for advanced communication
training in Canada for at least the next twenty years.
4.
The Program's Potential for Meeting its Objectives
The final question concerning the program's ability to meet its objectives
is once again more difficult to assess. According to the description in
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4
4.
Appendix 2,
p.
12, the Ph.D. degree will require 8 courses from those entering
with a B.A. and 3 courses from those with a recognized M.A. The requirements
for those with a B.A. seem quite low in the light of other Ph.D. programs and
should probably be modified. McGill, for instance, requires 8 courses for the
M.A. in Communications and at least 3 additional ones, after the completion of
this degree in order to ensure that candidates receive a thorough grounding in
the discipline.
Another aspect of degree requirements may also require some modification.
As it stands, the Program requires only one of its three core courses:
CUNS 800-5 (Contemporary Approaches); 801-5 (Methods) or 802-5 (History of Communi-
cations) from its M.A. students and two out of three for its Ph.D.'s. Considering
that the Program's purpose is three-fold (Appendix 2,
p.
1) to acquaint students
with the theories, history as well as processes and techniques of Communications
studies, these aims seem to be very difficult to fulfill without requiring all
candidates to take the three-core courses. One also wonders whether the three
course requirement is adequate for Ph.D. candidates entering with a non-communica-
tions N.A. For this category of student additional courses may be desirable in
order to familiarize them with the field. In summary then, I recommend that
the committee increase its graduate requirements in order to make the Program
more effective.
The new courses proposed for the Program and the supervisory set-up seem to
be quite adequate. There are however some relevant questions for which no informa-
tion is enclosed in the proposal. The new Ph.D. Colloque is self-explanatory but
the differences between Research Internships and Fieldwork are not quite clear.
How are these to be implemented and how do they differ from Directed Research?
Supervisory Committees of three with one member from outside the department are
clearly advisable in an interdisciplinary program. Qualifying
exams too are
useful in the light of variations in background and in interests. Not mentioned
in the document is the efficacy of these supervisory committees in aiding the
student to absolve his/her program in a given period of time. Ideally this would
be two years for the M.A. and an additional three years maximum for the Ph.D.
In these times of scarce resources and departmental FrE's
guaranteed only
for two
M.A. years and two Ph.D. years, streamlining cycle 2 and cycle 3 studies
is clearly
of interest to all concerned. How well has the Simon Fraser program done in this
*
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5.
.
respect. and what is it doing to ensure efficient utilization of faculty and
university
resources? Finally, the admission of four candidates per year for
the. period 1983-87 seems very realistic, in the light of the number of special
Ph.D. candidates already
enrolled at Simon Fraser. Such. an enrolment will begin
to satisfy some of the drastic teaching needs in expanding Canadian Communications
programs as mentioned above, and give the department a chance to adapt its
Program in the light of expanding experience.
In conclusion, I would like to note that I strongly recommend the approval
of the proposed Ph.D. Program in, Communications with the proviso that consideration
be given
to the modifications mentioned above.
Respectfully submitted,
.
I24
K) ? .
Gertrude J. Robinson, Director
Graduate Program in Communications
lIcGill University, Montreal
October 19, 1981
U N I 'V E R &. IT Y () F 'W
I N 1) &4 () iL
WINDSOR. ONTARIO N99 3P4
TELEPHONE: AREA CODE 519
253-4232
October 19, 1981
Dr. Bryan P. Beirne
Dean of Graduate Studies
Simon Fraser University
BURNABY, British Columbia
V5A lS6
Dear Dr. Beirne:
Enclosed is my report, as requested, concerning the proposal by
your Department of Communication Studies to introduce a Ph.D. program
in that discipline.
I've addressed the questions which you've posed in your letter,
albeit in a different order and in conjunction with other commentary.
Some modifications to the proposal are in order, and I've tried to
identify what, at a distance, appear to be lapses in the proposal. It's
entirely possible that, in personal discussion with
some
of the members
of the department, clarifications of some of my points could be readily
made, and in this sense, I'm working at a disadvantage. However,. I'm
responding to your request on these bases:
(a)
my reading of the proposal, which in some parts is incomplete;
(b)
my acquaintanceship with some of the members of the department
and with their work;
(c)
my familiarity with curricular developments that have been
made in the department from the time of inception. (While this
familiarity is not perfect, I have certainly been an interested
observer of Communication Studies developments in Canada);
(d)
my perceptions about need for such developments as are generally
proposed in the material which you've forwarded;
(e)
The experiences I've gained from approximately fifteen years of
professional working media experiences in Canada, and from the
same number of years of studying, researching, and teaching
in Communication Studies.
Finally, it is my firm recommendation that the proposed program be
implemented. While I believe that it will be a more effective program,
and one that will enhance the quality of its graduates if my recommendations
are activated, the program should be mounted nevertheless. I say this
because it is my firm belief that Ph.D. candidates in the program are
likely to be the telling influences on the character of the program in
- 1 -
Dr. Bryan
P.
Beirne
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October 19, 1981
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the long run -- the program's "fine tuning" will be as a consequence of
such students rather than of any commentary I might make.
If I
can
be of any further assistance to you in this matter, I'll
be pleased to respond
to any inquiry.
Kind regards,
Walt Romanow,
Dean of Social Science
WIR : tuna
encl.
is
S
Ph.D. Program in Communication Studies?
Simon Fraser University
An assessment by Walter I. Romanow
Faculty of Social Science?
University of Windsor, Ontario?
October 1981
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PH.D. PROGRAM IN
COMMUNICATIONS: SIMON
FRASER UNIVERSITY
The Question of Need
There can be little question that a need for a Ph.D. program in
Communications, apart from the program at McGill University,
,
exists in
Canada. While there are relatively few Communication Studies depart-
ments in the country, at one time or another most have had the sad
experience of trying to recruit qualified Canadian faculty persons to
fill teaching vacancies. While this instructional need is recognisable
at the moment, it is clear that the need will grow as more Canadian
Universities become Involved with offering studies in Communications -
and it Is clear that this curricular activity is underway.
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5
There is also a need in another sense. Senior academic studies do
accelerate academic research (as the Proposal points out): And, if
we in Canada have a crying need for research, it is in the broad area
of Communication Studies within the Canadian environment. While some
noteworthy pieces of research have taken place, and while more is under-
way, the Canadian literature in the field continues to be characterised
by a large void. There is no doubt that the establishment of a Ph.D.
program at SFU can play a significant role in starting to fill. that void.
Will the Proposed Program Fulfill its Objectives?
Given some developed expertise in "handling" Ph.D. applicants, the
department and its program will unquestionably fulfill the stated
objectives as explicated in appendix I.
?
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While the broad range of specialties offered seems to he rather
.
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ambitious at the outset (and, indeed, one of the areas - Interpersonal
and Organisational Communication - appears to belong more in the domain
of Social Psychology rather than to Communications, and may well be
set aside in the early stages of the program), there i no question
that a settling in process will take place to the overall satisfaction
of the department and the graduate Faculty. At the same time, it may
be well worthwhile to assess overall impact of the new program before
offering such a diverse and broad set of offerings.
The objectives as cited relate directly to the question of need,
discussed earlier. I have no hesitation in affirming that given some
attention to the recommendations made herein, the program at SFU will
• ?
prove to be of value to its regional and national communities.
At the same time, I have no doubt that, given careful selection of
applicants, with special attention paid to their inherent qualifications,
the graduates of the program should reflect most favourably upon their
department and their University.
Overall, Canadian Universities have long delayed the Introduction
of Communication Studies into their curricula. For a nation which
stresses a heavy dependency upon its mass media for an identifiable
cultural and social identity, such a delay must be characterised as
negligent. The objectives which have been enunciated in the proposal
are consistent, in my estimation, with the routes which Canadian
academics must take to begin to make up the deficiencies which have
resulted from the lengthy delay in introducing Communication Studies in
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our society.
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Resources
(a)
Library. Because I've had no opportunity to review the library
holdings at SFU
in
the areas which are to be focal points in the proposed
Ph.D. studies, I'm unable to comment in the matter except in this way:
at a particular point in their studies (and this is especially true at
the doctorate level) students become less dependent upon faculty than
they do upon resources which are available for specified research tasks.
It would be incumbent, I believe, for the office of the Dean of Graduate
Studies to ensure that appropriate holdings, in depth, are available
for the five areas that have been designated as options for students.
(b)
Computer and Audiovisual facilities. In the same manner as above,
it would be important for the Dean of Craudate Studies to be satisfied
that Ph.D. applicants would not be denied access to such
?
hardware
resources as may he needed for the conduct of research, if, under-
graduate enrolments continue to be high, and departmental demands for
such resources are equally high, consideration should be made for
requirements of the Ph.D. students, especially those who may require
hardware for prolonged pieces of research in areas related to-Criticism/
Analysis, New Technologies, and Interpersonal Communication Studies.
(c)
Staff resources. No mention is made in the proposal (if there is
I've missed it) concerning the availability of technicians or secretaries
for demands that doctoral students might have in the conduct of research
activities which might be directly associated with departmental resources.
For example, If sophisticated departmental equipment becomes part of a
student's research activity, will technician support be available?
.
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(d) Departmental Faculty resources. The c.v. forwarded indicate clearly
that the department is actively involved in instruction and research:
this is obviously the sort of environment within which graduate studies
can develop and prosper. At the same time, it is noted that the proposal
indicates further faculty additions are to be made. tn terms of numbers,
then, there certainly should be no problem accommodating a limited
enrolment of Ph.D. applicants.
I do have a particular concern however, about the academic back-
grounds of the existing faculty members. While the proportion of those
with terminal degrees is excellent (10 Ph.D. and 4 LA.), the point must
be made that, with some minor exceptions, academic expertise
is not in
Communications - nor is there any appreciable background in media
behaviour or operations.
While the department has, I believe, correctly identified the
study of Communications as the study of information and information
systems, I am not as persuaded as are the writers of the proposal that
the study of Communications is interdisciplinary in nature. The point
is moot, of course, .f or what "discipline" is pure? Nevertheless, what
cannot be ignored is that academic concerns which currently fall into
the frame of what is termed Communication Studies have clearly developed
their own theoretical bases and, lately, their distinguishable
methodologies.
However, because I'm personally acquainted with several members of
the department at SFU, and with their works, I've little fear that their
own academic backgrounds will provide harmful multi disciplinary
parochial influences so as to detract from the Communication based
.
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perspective which students will require.
I
raise
this matter because, while the current faculty makeup is
well qualified, it would be important,.indeed essential, I believe, for
faculty additions to possess two areas of expertise: terminal degrees
in Communications/Media Studies. arid some evidence of professional
capability with society's media/information systems. This recommenda-
tion
is
made Out of the personal persuasion that sensitivities about
Communications and media systems must be the product of some "work"
experiences rather than adopted from some text. The recommendation is
not '
made so as to suggest in any way that "hardware skills" training
should become part of the department's curriculum.
There is one further qualification which should be nurtured within
the faculty to a greater degree than is reflected in the curriculum, or
should
be inherent in those who are recruited to the department - and
that is some fair degree of quantitative research skills. A rationale
for this recommendation is contained in my comments about the proposed
curriculum.
The Proposed Curriculum of Study
Several points need to be made concerning the proposed curriculum.
(a) The definition of what constitutes "residency" is vague. For
example, "full-time study on the dissertation" is clear enough: How-
ever, is this residency requirement consistent with the comment that
full-time employees from media or media-affiliated industries are likely
to become students? Unless .there is some purposeful strategy in a lack
of clear definition of "residency", this term should be clarified.
1
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(b) Considering that graduates of the program are
likely
to go to
University or College teaching, or to become Research Analysts, or
Market Strategists (I believe these job perceptions are accurate), it
virtually Is possible for students to avoid senior studies In Methodology
and/or statistics (Students are required to take only two of CMNS 800-5,
801-5, or 802-5). Frankly, if graduates from the program expect to
function satisfactorily in any of the areas cited in the proposal, they
will only do so If they are strong, sophisticated methodologiats.
My emphasis in this matter is not to be interpreted as any sort of
touting for quantitative research as opposed to qualitative methodology
(indeed, we have a crying need for historically oriented Communication
research scholars in Canada). My concern develops purely out of the
knowledge that the literature in Communication Studies
is heavily
oriented towards use of quantitative methodology: Thus, how does one
read the literature, or use the information contained in such literature,
or, teach about that information, unless one Is well-trained in such
literacy? (See attached from Lawrence J. Chase and Stanley J. Baran,
"An Assessment of Quantitative Research in Mass Communication, Journal-
ism Quarterly 53 (Summer 1976): 308 ff.)..
The proposal uses the term "substantive research capability" so as
to indicate, I assume, what students should have either at the point
of program entry or exit. However, no details are offered about specific
meaning, or how the capability is to be examined.
My point, in summary, is that if SFU wants to produce graduates who
•
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will be of value In their work environments, the graduates should have
qualification in the uses of both quantitative and qualitative method-
S
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ologies. 11 consider such lack of emphasis in required courses of study
a considerable weakness in the curriculum.
(c)
One of the areas of specialisation in the graduate program is
Communication and Development. Yet, an area of study central to such
a focus - International Communications - is missing from the graduate
curriculum. I'm aware that students who may come to the graudate program
from within the department itself could have had the opportunity for
such study, but this would leave a non-SFU applicant at some disadvantage.
Is
there intent to offer such studies as are central to media and
National Development relationships?
(d)
I'm obliged, as well, to express concern for what appears to
be an excessive number of directed study courses. As well, the descrip-
tions of Research Internship and Research Field Work appear to' be
synonomous terms.
My concern is this. From my own experience I've learned that
students sometimes fall into a trap, through multiple registrations in
Directed Studies courses, of developing an in-depth expertise in a
narrow area - often the area of their theses: And, more importantly, at
the expense of a broader base of curricular expertise which they will
require to fulfill job demands.
If it's the department's intent that students fulfill many of their
dissertation assignments through directed reading courses, then that is
one matter. If, however, the department intends the dissertation to be
the product of accumulated bodies of knowledge, then the multiple directed
reading listing couldvery well fail to achieve that latter purpose.
.
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Recommendations: A Summa
1.
Consider the delay of offering all five areas of specialisation
until the impact of the new program and its students has been felt
on current learning-teaching obligations (and on human and other
resources)
2.
Evaluate library resources carefully in terms of whether satisfactory
materials exist to support designated areas of specthitsation;
3.
Evaluate computer and other hardware resources and the degree of
access Ph.D. students will have to such resources;
4.
Review the required qualifications of faculty additions;
5.
Define "residenc" requirement with greater clarification;
6.
Review the route of study for students in terms of equipping them
with capabilities hi both quantitative and qualitative rcscirch
methodologies. Devise some formal exit testing procedures.
•
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7. Consider the addiLioii of International Conmiun tea ti on Studies to
the graduate curriculum;
8. Review what appears to be, from a reading of the proposal, an?
excessive number of directed reading courses permissable.
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