Commercial vs. non‐commercial radio during broadcasting's early years

Severin, Werner J.

doi:10.1080/08838157809363905

Cited by 9 publications

(7 citation statements)

References 2 publications

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“…The FRC "took the stand that special interests had no proper claim to general broadcast facilities" (Rose, 1940, p. 170). Within a few years, most noncommercial stations were squeezed off the air along with dozens of other broadcasters with poor equipment and inadequate funding (Gibson, 1977, p. 9;Severin, 1978).…”

Section: Early Regulatory Barriersmentioning

confidence: 98%

Evangelical radio and the rise of the electronic church, 1921–1948

Schultze

1988

Journal of Broadcasting & Electronic Media

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Section: Early Regulatory Barriersmentioning

confidence: 98%

Evangelical radio and the rise of the electronic church, 1921–1948

Schultze

1988

Journal of Broadcasting & Electronic Media

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“…Given the role of the land-grant colleges of the Midwest, it is noteworthy that the etymolOgical root of the word "broadcasting" was agrarian, signifying a method and technology for sowing seeds in all directions. Severin (1978) emphasised that by transmitting regularly scheduled messages intended for scattered audiences, the pioneering educational stations demonstrated the potential of radio for broadcasting at a time when commercial radio companies only used radio as a means of pOint-to-point communication. Up until the First World War, much of the early activity and experiments in radio took place in the homes of ordinary citizens and on the campuses of public universities.…”

mentioning

confidence: 99%

“…By the end of the Second World War, non-commercial AM licenses that had numbered over 200 in the 1920s had been reduced to a mere 29, and of those only 13 had 5,000 watts or more power, and just two were permitted to broadcast during night-time hours (Severin 1978). In defeating the remnants of the forces that had invented broadcasting and championed its public uses, the industry also sought what McChesney (1990, 47) called "ideological closure": commercial broadcasting was celebrated as a foundation of a democratic society and alternative perspectives were removed from historical memory.…”

mentioning

confidence: 99%

“Public Access” Vs. “Public Control” in the American Media Reform Movement

Engelman

1995

Javnost - The Public

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“…Most programming is locally-produced and should convey university and community news, sports, and cultural information. Indeed, early university-based radio stations served as sources of news, weather, and farm reports (Brant, 1981;Merrill, 2008;Severin, 1978;Slotten, 2008;Wall, 2007).…”

Section: What Is College Radio?mentioning

confidence: 99%

“…This issue has long-afflicted college radio. Selling an over-the-air transmitter can greatly devalue a station's educational and local service (Severin, 1978;Thompson, 2014). Cases at the University of San Francisco, Rice University, Georgia State University, University of Sioux Falls, and Hastings College are recent examples of universities leasing college radio broadcast equipment.…”

Section: Funding and Organizational Controversiesmentioning

confidence: 99%

Educational engagement

Miller¹

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Be so good they can't ignore you."Steve Martin iv ACKNOWLEDGEMENTS This has been an incredible life-changing journey the last four years. I am so thankful to my family, friends, mentors, graduate and professional colleagues, and my students for their support and encouragement. This accomplishment is not possible without you.To my dissertation adviser Venise Berry: Words cannot express how much your kindness, wisdom, and guidance means to me. Thank you for never giving up on my journey. You are the driving force in propelling me to think of college radio in different and unique ways and helping me to shape this platform and spark my research agenda in academia.To my committee David Dowling, Jill Smith, Melissa Tully, and Travis Vogan: Your insight and feedback into this project allowed me to approach college radio, and the broadcast media industry overall, in new and exciting ways. Your expertise was vital in shaping my research.To John Haman, Monique L. R. Luisi, Carrie Prentice, Christina Smith, Michelle Van Maanen, Tammy Walkner, and Kim Zarkin: I am forever grateful for your academic and emotional support, wisdom, and generosity with this project and my academic and professional career. I am fortunate to not only call you mentors and colleagues but incredible friends. To organizations like the Broadcast Education Association, College Media Association, College Broadcasters, Inc., KLGA Radio, and Midwest Broadcast Journalists Association: This project is not possible without your exceptional work in broadcast journalism. Thank you for your service in shaping academic and professional careers and for the immense support and experiences you have given me. You are the bedrock of my career. Finally, to my parents Joe and Kathy Miller, my grandmother Bettie Keisacker, and my family: Without you, my academic and professional journey does not happen. Your constant v emotional and financial support is the reason I have completed this path. You always lift me up with your encouragement, never-ending support, and love. Your constant strength and guidance have shaped my life. I am so honored and blessed to be a part of your lives.vi ABSTRACT The media are experiencing a digital revolution. Substantial research has been conducted on digital technologies as they change television, print, and commercial radio. However, very little is known about the current digital adaptation in college radio. From increased online consumption, to podcasts and social media, college radio is also embracing digital technologies.Educational engagement is important in college radio. Alternative and academic structures are being significantly influenced today through digital transformation. The college radio system has faced a number of funding and administrative tensions between stations and their universities. As these tensions continue to affect the growth and development of college radio, they should be studied. This study investigates the use of digital technologies in two college radio station case studies. The Kotter Eight Steps of Organiz...

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Commercial vs. non‐commercial radio during broadcasting's early years

Cited by 9 publications

References 2 publications

Evangelical radio and the rise of the electronic church, 1921–1948

Evangelical radio and the rise of the electronic church, 1921–1948

“Public Access” Vs. “Public Control” in the American Media Reform Movement

Educational engagement

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