INDIA TODAY MEDIA INSTITUTE

C-09, Sec-10, Noida

Full Time Postgraduate Diploma in Broadcast Journalism

Mission of the ITMI :

The mission of the India Today Media Institute is to produce Media Professionals with ambitious
creative goals. This ITMI is built with an innovative course structure enabling students to enjoy
freedom of choice and therefore explore their creative reach. Additionally, the ITMI is also
committed to award diploma to those students who carry a strong sense of ethics, responsibility
and commitment towards creating works that are socially, culturally, ecologically and
economically sustainable and equitable. This ITMI entrusts its students to launch successful
career in their respective interest field.

To achieve this mission the following objectives are also imperative,

1. Providing a holistic and contextualized understanding of the Journalism, Media Management,

Visual Communication, Digital Info Graphics and Mass Communication.
2. Focusing on the complexities involved in representation and analysis and advocating clear
articulation of theoretical and practical language.
3. Delineating activities and time that encourage in-depth learning and encourage informal writing,
both in class times and outside, as means of establishing connections, critical perspectives and
sorting unresolved questions in study material.
4. Inculcating its graduate in an interpretative understanding of knowledge in general and design
knowledge in particular.
5. Instilling a spirit of enquiry and active learning in approaching questions surrounding
Journalism, Media Management, Visual Communication, Digital Info Graphics and Mass
Communication.
6. Imparting a sense of ethics, responsibilities and commitment to its graduates.

Learning Philosophy:

The learning philosophy of the ITMI is based on the understanding that education is a
collaborative process. This implies that the ITMI believes in an education that is learner-centric
as opposed to teacher centric, contextual as opposed to canonical, and explicit as opposed to
implicit. It also entails an understanding and production of knowledge that transforms learner(s).

The impetus therefore is to generate an atmosphere where students and teacher work together on
an enquiry. The Institute fosters the notion that learning tends to happens with greater ease if
students and faculty work as active agents (re)negotiating, (re)producing and (re)imagining
knowledge rather than passive receptacles of a knowledge “corpus.”

The curricular as well as the evaluator strategies and schemes of the Institute as a whole and its
various departments stems from these philosophical premises.

Departmental Mission:

The Department of Broadcast Journalism is determined to deliver multi-tasking professionals to

the field of Broadcast & Digital Media. It strives to give students a strong grounding in the field
of journalism by giving a broad career competence in Television, Radio and Digital Media. The
programmes are designed to create exceptional communicators for the 21st century’s digital
world emphasizing on multi-platform media training. Apart from enhancing creativity, the
department also equips its students with intellectual atmosphere nurturing them into professional
beings.

With a combination of theoretical as well as related practical classes, students also acquire
essential research, writing, and critical reasoning skills while developing conceptual foundations
for creative inquiry. The practical sessions are also arranged in an atelier fashion where each
student is trained and taught by industry professionals and craftspeople engaged in practice.
Students become well-versed with a variety of different skill-sets and are free to draw from any
of the different streams of media concentrations on offer.

Students pursuing the programme work in real time situations with senior media professionals in
the most experienced News room of the country.

The Eleven months Full Time Diploma in Broadcast Journalism ensures the overall professional
development of each student.

Academic Plan (Course & Credit Structure)

S.NO SUBJECTS CREDIT THEORY/ PRACTICAL

1. Foundation Module 3 Theory

2. Communication and The Contemporary world 2 Theory

3. Media Economics & Business Management 2 Theory

Introduction to Journalism and News

4. 3 Theory
Management

News Gathering (Politics, Sports, Crime,

5. 3 Theory/Practical
Business, Metro, Lifestyle & Entertainment)
 Writing For TV News ,News Programmes and
6. 3 Theory
Digital Platforms

7. News Production, Camera & Editing 3 Practical

8. Media Laws, Ethics & Judicial System of India 3 Theory

9. Digital Communication 3 Theory/Practical

10. Radio Journalism & News Production 2 Theory/Practical

11. Media Monitoring and News Analysis 2 Practical

12. Anchoring, PTC & Voice Over 3 Practical

Term - II (Academic Plan-B & C)

Subjects Credit Theory/ Practical

B OJT- On the Job Training for 6 months 10 Report & Presentation

C Rural Study Report 3 Report & Presentation

Curricular Strategy: Given this emphasis on holistic, collaborative and investigative learning
the curricular strategy followed by the ITMI is flexible, elective, and allows linkages across
years as well as subjects.

There are, in essence, two parts to the curricula followed by individual departments within the
ITMI; the Foundation, and the Major. The Foundation comprises 15 days and as the name
implies the terms are designed to provide students of Journalism, Mass Communication, Visual
Communication, Digital Info Graphics and Media & Entertainment Management with a broader
outlook on their larger disciplinary formations. Subsequent to the Foundation module comes the
Major that comprises two academic semesters (for BJ, VC & MEM), four academic semesters
(for Mass Communication students) including the final OJT/ Project reports. In essence, the
Major is the core of the disciplinary education that the students are to receive.

The Foundations terms are further divided into Skills Workshops, Language, Media and
Communication. There are four Foundation Modules, which run for 2 weeks. The Foundation
Module which is mandatory for all students introduces on the nuance of media and creative
writing.
The Major has two parts to it, 1) the theoretical module, and 2) the project based module. In
essence, the project module represents the heart of the curricula. It is made up of audio visual
projects and media software projects in work on generating media problems and working out
their solution. The theoretical module is taken up by lectures and workshops that help students
understand the intellectual formations and underpinnings of the disciplines of Journalism, Media
Management and Mass Communication.

The final aspect of the curriculum is the Academic Year breaks that students have. At the school,
these are also used to productively continue education beyond the classroom. Thus, in the first
Academic Year, Students will embark on a Rural Study Program (RSP). The objective of this
study was to enlightening students with the rich culture, heritage of Rural India. To develop the
understanding and learning of the various systems, local governance, administration factors and
examines the role played by mass media towards bringing the desired changes among the
consumers or as the responsible change agent.

Similarly after the first academic year student will be asked to undergo a six months internship
within their respective industry thus familiarizing them how practitioners work from early stages.
Finally, after the OJT, students will submit their OJT report.

Curricular Structure:

The Curricular Structure of the Institute reflects an amalgamation of the curricular strategy
outlined above. The structure has two parts to it

1) Credit and Contact Period Distribution

The credit and contact period distribution for the Institute mirrors the curricular structure that the
department follows. Thus in each academic term the project is given maximum credits and
contact periods, while lectures and workshops are accordingly weighted.

2) Syllabus

The syllabi created for the ITMI is a concrete manifestation of the learning principles as well as
curricular strategy outlined above. Given the emphasis on holistic, collaborative and
investigative learning, the syllabus departs from traditional syllabi in one significant way. Instead
of simply listing topics that a particular lecture or project has to cover the syllabus details out
learning objectives for each of them. There are many advantages to such a move

Firstly, focussing on learning objectives provides a measure of clarity in terms of evaluation

methods and criteria for evaluation. If one only specifies topic(s) in the syllabus, as is the
tradition, there is a great deal of ambiguity on how to evaluate a particular student since any
academic topic is potentially limitless and almost an infinite number of questions can be asked of
it. However, if, instead, a class is structured around learning objectives it provides clear
guidelines for how each student should be evaluated

Secondly, specifying learning objective for each class instead of simply listing topics to be
taught also leave greater room for innovation in terms of teaching materials and methods that can
 be used to achieve a particular learning objective. This is extremely important as it aligns itself
with the overall objective of the India Today Media Institute to inculcate innovative learning
materials and tools to achieve student transformation

Finally, and not unimportantly, by specifying what learning students are to achieve at the end of
each class, each academic topic can be tailored to fit the particular level at which it should be
taught.

Evaluations:

The final component of any curricula is the system of evaluation that accompanies it. Given the
Institute’s emphasis on innovative learning methods and its drive to be learner centric and
interactive, a progressive system of evaluation that is at par with the best practices of media
institutes worldwide is imperative. The Institute has decided to adopt a combination of project-
based and written examination evaluation system under which student works are to be evaluated

1. The Jury System: The jury method of evaluation is the hallmark of media education all over,
nationally and internationally. According to this system students undergo evaluations in which
they present their work to their peers and to a group of experts (internal and external). The
student is then required to defend her/his A/V proposal in front of this collective.

2. The written examination system: this method is reserved for only a handful of classes within
the Broadcast Journalism curricula. In addition to in-class presentations, desk critics, researched
papers, this mode of evaluation will also involve a mid-semester and an end of term question
paper based examination

Weightage of a course

The overall weightage of a course in the Syllabi and Scheme of Teaching & Examination shall
be determined in terms of credits assigned to the course.

Component of evaluation

The evaluation of students in a course shall have the following components unless specifically
stated otherwise in the Scheme of Teaching & Examination and Syllabi:

 Evaluation through a semester-end examination;

 Attendance; and

 Continuous evaluation by the teacher(s) including Quizzes /assignments /projects

/seminars /viva-voce, etc or any other mode to be specified by the course faculty.
 Type of Evaluation Max. marks for ¾ credit Max. marks for 2 credit
courses the exam is courses the exam is
conducted conducted

CA 50 marks 25 marks

Attendance 10 marks 5 marks

ETE (Theory / Practical) 40 marks 20 marks

Total 100 marks 50 marks

 Distribution of Weightage

The distribution of weightage for various components of evaluation in one/ two year post
graduate diploma programme shall be as under:

A. Theory Courses

(a) End-Term Examination 40%

(b) MTE 30%

(c) Continuous evaluation by the teacher 20%

(d) Attendance 10%

B. Practical/ Lab Courses

(a) End-Term Examination 40%

(b) Continuous evaluation by the teachers 50%

(d) Attendance 10%

 C. Dissertation/ Thesis

(a) Assessment By External Examiner 40%

(b) Assessment by Internal Examiner 60%

Rural Study Project Evaluation: Rural Study Report will be evaluated in 100 marks on the
basis of Project report and final presentation.

OJT Report Evaluation: OJT/ Internship report will be evaluated in 100 marks for first 5
months of the internship. Evaluation for each month will be done out of 20 marks on the basis of
monthly Continuous Assessment and feedback from the Industry Guide.

Letter Grade and Grade Point: Absolute grading system will be followed in which the marks
are converted into grades based on the pre-determined class intervals as follows and a
multiplication factor of 10 shall be used to convert CGPA into equivalent percentage.

Letter Grade Description Grade Points

Marks

O Outstanding 10 85-100

A+ Excellent 9 75-84

A Very Good 8 65-74

B+ Good 7 55-64

B Above Average 6 50-54

C Average 5 41-49

P Pass 4 40

F Fail 0 Less than 40

 A student obtaining Grade F shall be considered fail and will be required to appear in the entire
examination.
 The following procedure shall be followed to compute the Semester Grade Point Average
(SGPA) and Cumulative Grade Point Average (CGPA):

a) SGPA is a measure of performance of work done in a semester. It is the ratio of sum of the
product of the number of credits with the grade points scored by a student in all the courses taken
by a student and the sum of the number of credits of all the courses undergone by the student.

SGPA (Si) = ∑(Ci x Gi)/∑Ci

b) The CGPA is a measure of performance of work done in all the semesters of the programme. It is
calculated by taking into account all the courses undergone by a student during all the semesters
of a programme.
CGPA = ∑(Ci x Si)/∑Ci