Symposium G3

‘Face-to-Face’ Project Pitching to Television Industry Professionals

Presenters: Roddy Gibson (School of Media & Performing Arts), Sara Cannizzaro (CAPE), Dora Papadopoulou (School of Law)

This presentation explores the outcomes of a learning initiative that allowed Television Production students to pitch their final year projects to industry professionals at BBC Broadcasting House. The research considers the diverse priorities of graduating students and the value of simulating ‘real-world’ experiences, particularly the potential of translocated learning.

Outline: Last year (2015), final year students studying Television Production at Middlesex University had the opportunity of pitching their Major Project ideas to a panel of BBC commissioning personnel at BBC Broadcasting House in London. We believe, through observation and anecdotal evidence, that participating students increased both their understanding of the contemporary television commissioning environment and their confidence when interacting with potential employers from the sector generally. The strength and ‘value’ of the students’ ideas were interrogated and the scope and depth of their research scrutinised. In addition, they had to hone their presentation skills to a level high enough to impress senior television professionals in a high pressure situation. The initiative seemed to be valued by most students as evidenced in module feedback comments, but it was also a challenging experience for some. Ideas that had evolved in a supportive and encouraging academic environment were suddenly exposed to the blunt, inquisitive, time-critical interactions within a professional pitching space. The process was fascinating to witness, clearly of value in a number of ways, and we decided to harness its potential through further research in order to add to our understanding of the interface between pedagogy within practice-centred degrees and industry practice and expectations.

This year we repeated this exercise but this time, to record and evaluate the experiences of the students within the research context of experiential learning (Kartveit 2009; Silberman 2007; Beard & Wilson 2002) and employability (e.g. Ashton 2011, Hearn 2014, but also QAA 2008). The expectations and reflections of participating students were recorded both before and after the event in a series of filmed ‘structured conversations’, and the reactions and thoughts of participating industry professionals was also recorded. In this presentation we will explore how simulated and translocated ‘real-world’ experiences incorporated into the syllabus can add value to the student experience. A careful evaluation of the preliminary findings will also allow us to refine and enhance this style of learning opportunity within the curriculum, given the diverse set of individual values and priorities pertaining to students nearing the end of their undergraduate studies. The final aim of this project is to explore further the relationship between educator, student and industry and to identify similar ‘face-to-face’ opportunities within the TV production process that will benefit all stakeholders.

References:
Ashton, D. 2009, "Making it professionally: student identity and industry professionals in higher education", Journal of Education and Work, vol. 22, no. 4, pp. 283-300.
•    Beard, C. & Wilson, J.P. 2002, The power of experiential learning: a handbook for trainers and educators, Kogan Page, London.
•    Hearn, G. 2014, Creative work beyond the creative industries: innovation, employment and education, Edward Elgar Pub. Ltd, Cheltenham.
•    Kartveit, K. (2009) ‘Journalism teaching and experiential learning’ Science   journal   (Communication   and   information) 2: 34-48.
•    QAA (2008) Communication, media, film  and cultural studies. Available from http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Communication-media-film-and-cultural-studies.pdfhttp://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Communication-media-film-and-cultural-studies.pdf
•    Silberman, M.L. 2007, The handbook of experiential learning, Jossey-Bass Pfeiffer, San Francisco.

Key words: teaching excellence, experiential learning, employability, translocated learning

Session learning outcomes:
1.    Insight into a range of student perspectives around the value of translocated face-to-face interactions with industry professionals within a creative context
2.    Understanding around the motivations that persuade industry partners to resource and partner initiatives of this nature
3.    Evaluation of the design and management of such initiatives in relation to the delivery of an academic curriculum as well as the employability agenda within an accredited practice-centred degree