Introduction 學系介紹

The establishment of the Department of Mass Communication at Chinese Culture University in 1963 marked a significant milestone as it was the pioneering mass communication department among universities in Taiwan. In the ensuing decades, it has played a crucial role in nurturing numerous talents who have made valuable contributions to the advancement of the nation's communication industry.

The department underwent notable organizational restructuring and realignment of its goals and objectives, particularly in the 1990s. These modifications are delineated as follows: Initially, in 1993, the Ministry of Education granted permission for the establishment of a daytime division within the College of Journalism and Communication, resulting in the discontinuation of its evening division catering to extension education by the conclusion of the 1999 academic year, thereby integrating it into the formal education framework. This restructuring had two primary consequences: a shift in the demographics of students and faculty—daytime and evening students exhibited marked differences in gender, age, educational aspirations, and perspectives, with a significant number of evening instructors being industry professionals or scholars from external institutions, as opposed to full-time faculty; and the necessity to differentiate the department from others within the College, particularly the Journalism Department, thereby necessitating the formulation of distinctive educational features. To address these challenges, the department engaged in introspection, revamped its goals, objectives, and curriculum framework by drawing insights from both domestic and international curriculum models, and evaluating the available resources including faculty, facilities, equipment, and course offerings.

Initially conceived with an evening division for extension education, the department has consistently aimed at fostering proficient individuals in the field of communication. In light of this fundamental transformation, a reassessment of the founding principles underscored the belief that the fundamental ethos of nurturing communication professionals should be preserved, albeit with clearer delineations and objectives. Consequently, the educational mission was revised to "cultivate communication professionals with academic rigor and diverse specialized skills," and in 1999, the department introduced a cluster system comprising three categories: "Communication Research," "Public Communication," and "Multimedia Communication," to concentrate on the acquisition and enhancement of specialized competencies. In response to the industry's demand for a diverse skill set, students were mandated to complete two clusters for graduation—a measure endorsed by the College of Journalism and Communication and subsequently extended to all departments within the college in 2006. This initiative aimed at bolstering students' competitiveness in the professional sphere and facilitated the selection of an inter-departmental cluster within the college to broaden the scope of professional education.

Reflecting on the historical evolution of the department, its organizational framework can be delineated into two phases: the evening and daytime divisions. Adjustments and refinements to its goals and objectives were made in light of the transition between these two phases. It is our contention that in the swiftly evolving society and the dynamic communication landscape, the contemplation and refinement of educational aims and objectives in communication are imperative and continual. Consequently, the present goals, objectives, and curriculum content of the department are dynamic, and the process of introspection and revision will persist.

Teaching Characteristics 教學特色

In response to the rapid advancements in generative artificial intelligence (AI) technology, our department's educational goals and core learning competencies must also evolve. Building on the original objectives of "fostering critical thinking skills based on humanities; nurturing professionals in communication (public communication/multimedia communication/communication research) with integrated expertise," we have added "the ability to apply generative AI in creating and analyzing communication content" to cultivate students' innovative applications of AI technology in the field of communication.

The core learning competencies have been expanded to include:

1. Generative AI and Communication Writing: Utilizing AI to assist in creative copywriting.
2. Public Communication Planning and Execution: Integrating AI for innovative public engagement planning.
3. Multimedia Planning and Production: Employing AI in creating and editing multimedia content.
4. Practical Communication Research Skills: Using AI tools for data analysis to enhance research depth.
5. Cross-Media Integration: Leveraging AI to integrate content across different media for innovative communication strategies.

This strategic adjustment will align our educational goals and learning competencies closer to the technological forefront, providing students with broader perspectives and possibilities for their future careers.

Course Highlights 課程重點

The Department of Mass Communication, historically recognized as the breeding ground for nurturing Taiwan's media elite, has implemented module-based courses since the 113th academic year to educate professionals in three key domains: Public Communication, Multimedia Communication, and Communication Research. AI generative tools are integrated into each cluster to support courses spanning eight different types of modules.

In the forthcoming period, a minimum of 20% of the professional courses offered by the Department of Mass Communication will integrate AI technology, challenging the conventional educational approaches within the communication industry and marketing sphere. This serves as a demonstration of AI's remarkable capacity to capture and convey the multifaceted aspects of human existence, fostering trailblazers who shape contemporary trends. Within the current communication training framework, we dismantle the barriers of academic disciplines to align with present-day tendencies, enabling students to opt for module courses based on their individual interests and inclinations. It is solely through such modular media courses that we can effectively address the disruptive transformations anticipated in the future media landscape.

The true significance of generative AI technology for the Department of Mass Communication resides in its pragmatic utilization rather than mere theoretical discourse. The design of the eight-module system encompasses: "Public Affairs and Non-Profit Communication Module," "Communication Industry and Integrated Marketing Module," "Original Audio-Visual Module," "Film Creation Module," "Media Planning and Production Module," "Extended Reality Integrated Communication Module," "Cultural Society and Audio-Visual Documentation Module," and "Communication Theory and Practice Module," offering close to 80 courses.

These courses equip students with the skills to leverage diverse generative AI tools in fostering innovative approaches across various media platforms for the future.

Future 未來發展

Our department is dedicated to merging theoretical underpinnings with hands-on instruction, augmented by the fostering of a humanistic ethos and the utilization of communication technology, with a focus on developing well-rounded communication experts adept in communication theory, public communication strategy, and audio-visual and communication technology skills. The department places particular importance on the future implications of generative artificial intelligence (AI), viewing it as a pivotal tool for broadening the utilization and advancement of communication technology. By implementing a cluster system, our department has progressively formed three primary clusters: Public Communication, Multimedia Communication, and Communication Research, integrating the study and application of generative AI technology in each cluster to address the country's need for top-notch communication professionals.

During their final year, students are required to enroll in the mandatory "Graduation Project Production" course, where, through collaborative group work, they finish projects on "Integrated Cross-Media Communication," encompassing project organization, media content development, and execution (research). Throughout this procedure, generative AI technology is extensively employed in tasks such as public relations strategies, event management, creation of radio and TV content, design of multimedia websites, photography, and scholarly papers, significantly boosting the creativity and utility of the projects.

Upon completion of the four-year program, graduates not only acquire skills that meet the requirements of the mass communication sector but also exemplify the practical realization of our department's educational goals. Graduates can amalgamate theory with practice, instilling a humanistic ethos in the communication theory cluster, while staying attuned to societal and technological currents in the public communication and the multimedia communication clusters, evolving into adaptable professionals capable of effectively utilizing generative AI technology in the communication realm.

Hence, in addition to finding positions in media organizations like radio and TV stations, our alumni are sought after by public relations firms, advertising agencies, and communication enterprises, where they can leverage their proficiency in generative AI technology. Furthermore, a notable portion of graduates opt to pursue advanced studies in relevant master's and doctoral programs, underscoring that the talents nurtured by our department are not solely pragmatic but also at the forefront of innovation in the communication domain.

Scholarships 獎學金

The department offers the "Subsidy for Media Competitions and Academic Presentation Production" and the "Scholarship for Media Competitions and Academic Presentations" to support students with production-related expenses.

These initiatives also aim to encourage students to participate in external media competitions and academic exhibitions. For more details, please refer to the announcements on the university and department websites.

Cooperation Project 實習與產學合作

In order to strengthen the connection between academic achievements and industrial needs, the department actively carries out industry-university cooperation plans. These programs not only provide students with practical opportunities to participate in real-world media projects, but also allow them to communicate directly with industry experts and gain valuable industry insights and career guidance. Through these collaborations, students can be closely connected with their future work environment during their studies and lay a solid foundation for their careers after graduation. Implementation steps of the graduation internship course of this department:

Stage 1: The department will send a course selection intention survey form to investigate the number of course applicants and the number of internship places required.

Stage 2: the department sends a letter to the internship unit to secure enough internship places.

Stage 3: students select internship units. If there are too many applicants from the same unit, the admission order will be determined based on merit.

Stage 4: Before the internship, the teacher or department will hold a pre-departure briefing to inform students of the internship precautions.