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Proceedings of the 3rd World Conference on Production and Operations Management -
POM TOKYO 2008 - August 5 – 8, 2008 Gakushuin University, Tokyo, Japan

DEVELOPMENT OF BROADCAST RADIO PRODUCTION LABORATORIES

AT SOCIAL COMMUNICATION CURSES
Carlos Fernando Jung1, Vera M. Broilo2, José L. D. Ribeiro3, Carla S. ten Caten4

1,3,4
Universidade Federal do Rio Grande do Sul – PPGEP/UFRGS,
Avenida Osvaldo Aranha, 99, 5º Andar, CEP 90220-020, Porto Alegre, RS, Brasil
2
Faculdades Integradas de Taquara – Faccat,
Avenida Oscar Martins Rangel, 4500, CEP 95600-000, Taquara, RS, Brasil

ABSTRACT
This paper describes the results obtained by exploratory and experimental research conducted to
develop a methodology for planning and implementation of broadcasting production laboratories used
in graduation courses in social communication .The research was based on the curricular requirements
for the different academic qualifications and the technologies existent in the modn market. The
methodological model presented offers a theoretical/practical basis which can be used as a reference for
future installations, or, where necessary, to update and re-equip older broadcasting production
laboratories already in use in graduate courses in Social Communication. It also helps to improve the
organization of the work and the usability of the learning system.

Keywords: methodology, broadcasting laboratories, social communication

INTRODUCTION
The technological evolution of the markets requires that the higher education institutions constantly
adapt their methods of teaching and learning to meet the evolving technical requirements of the
commercial broadcasting industry. The success of a particular course is nowadays directly related to its
capacity to enable the students to acquire the knowledge they need for new job-market requirements.
Bonsiepe (1986) and Pahl et al (2005) say that it is possible to identify a necessity or a demand as
soon as it is detected - by observation of any situation which demonstrates problems in the execution of
the respective professional activities. In fact, from a series of observations made during the realization
of courses of Social Communication administered in broadcasting production laboratories, it became
evident that in many cases the infrastructure and operational systems were inadequate. This raised the
question as to whether the curricular necessities of the communication courses were being met by the
present models of the broadcasting production studios.
Any broadcasting production laboratory used for instruction will be more effective if its equipments
and systems reflect those used for recording and production in the professional broadcasting industry.
This is partly because the student, while still in the academic environment, has constant contact with
the technical and operational variables common in professional studios. However, in planning any
place of learning one should also create conditions to provide the student with: (i) contact with a wide
spectrum of technologies, both cutting edge and aging, because the graduated student seeking

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POM TOKYO 2008 - August 5 – 8, 2008 Gakushuin University, Tokyo, Japan

employment will be faced with many different technologies: (ii) ergonomic conditions adequate to the
exercise of the didactic activities, and (iii) means that facilitate learning.
This article describes the results obtained from exploratory and experimental research designed to
develop a methodology for planning and implantation of broadcasting production laboratories intended
for the instruction of students at the Higher Graduation Level of Social Communication. It is organized
as follows: (i) Section 2 presents the context and the theoretical references; (ii) Section 3 deals with the
research problem; (iii) Section 4 explains the methodology adapted; (iv) Section 5 demonstrates the
results; while (vi) Section 6 discusses the final considerations.

CONTEXT

Course in Social Communication

The objective of the graduation course in Social Communication is the formation of professionals
competent in the creation, production, distribution, reception and critical analysis of materials
concerning the mass media, the social and professional practices related to them and the associated
cultural, political and economic considerations. The academic and professional field of Social
Communication in Brazil requires aptitude in Journalism, Publicity and Propaganda, Public Relations,
Radialism – Radio and Television, Editorial Production, Multimedia Editing, Cinema and video editing
(CNE/CSE, 2001).
With the acceleration of social and technological evolution, the intensification of globalization of
the mass media and the ever wider use of new communication technologies and informatics, the
challenge facing the educational courses is to keep pace with the changes so that students graduate
from their courses with the aptitudes required for employment. This situation is further complicated by
the fact that, globalization notwithstanding, the listening and viewing public is fragmenting into ever
smaller market niches. Broadcasters react to this by segmentation and regionalization of
communications in an effort to preserve the specificities and diversity of each public, so that those who
work in these areas need to acquire ever greater flexibility.

Skills in Social Communication

In order to ensure continuous improvement in this area, various specific profiles need to be developed
from the field skills. As a basic reference for contextualization of the aptitudes of social communication
and for due understanding of the abilities corresponding to each area of activity, we present below a
conception and some examples of the aptitudes and areas of activity of communication professionals.
Employment in the profession of Journalist is regulated in Brazil by the Decree-Law nº 972 of 17th,
of October of 1969 as amended by Decree nº 83.284 of 13th of March of 1979 and which in its
2nd.Article, institutes the following attributions: (i) writing, digesting, entitling, interpretation,
correction or coordination of material to be published whether with or without commentary; (ii)
Commentary or narrative in any communication vehicle;(iii) interviews, enquiries or reporting, written
or spoken; (iv) planning, organization and technical administration of the services listed in Item (i)
above; (vi) instructing others in journalistic techniques; (vii) collecting news or information and
preparing it for publication.; (viii) revision of the originals of journalistic material for editorial
correction and adequate style; (ix) organization and conservation of journalistic files and research of
the respective data for preparation of news for publication; (x) execution of the graphical layout of
texts, photography or illustrations of a journalistic nature in preparation for publication; and (xi)
creation of journalistic drawings or sketches destined for publication.
Traditional employment in the journalistic trades is falling off because of the reduction in the
volume of paid propaganda and in the circulation of newspapers. This in turn reduces the employment
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POM TOKYO 2008 - August 5 – 8, 2008 Gakushuin University, Tokyo, Japan

of staff writers in newspapers, magazines, news agencies, and on radio and TV, only partially
compensated by a new and growing demand for independent journalists or freelancers. Numerous other
types of information dissemination have also appeared and many different kinds of organizations have
established press and communication assistants. These new technologies and market opportunities
require more eclectic journalists with knowledge of various multimedia applications and the capability
of working with the Internet, cellular telephone, Digital TV and so on (GUIA DO ESTUDANTE E
PROFISSÔES, 2005).
The area of Publicity and Propaganda is defined in Public Law nº 4.689, of 18th. of June, 1965, and
is regulated by the Decree º 57.690, of 1st of February, 1966. Article 1 lays down that the professionals
in Publicity are those that ´´in a permanent and regular manner, exercise artistic and technical functions
by means of which propaganda is studied, created and distributed``. Artistic activities are further
defined as ´´activities related to artwork, plastic and other, or of esthetic expression, designed to exalt
and publicize, using images, words or sounds, the qualities and convenience of use or of consumption
of the merchandise, products and services object of the propaganda``. The technical activities are those
which permit that scientific and artistic knowledge can be combined in a harmonious manner, so as to
create an impact and obtain the maximum results from the propaganda message.
The Brazilian publicity market grew 15.5% in 2006 notwithstanding the economic crises of the
years between 2001 and 2004. With this background, publicity producers had to find new alternatives
and forms of propaganda, including investing in activities foreign to their usual line of business, such
as, promotions, packing, corporative identity, events, editorial content and design (ANJ, 2007).
The Public Relations Professional works with various types of organizations, both public and private
and his/her basic activity consists of planning, implementation and evaluation of the organizational
communication with the respective publics. For each segment of the public he/she plans specific and
directed channels of communication, of an institutional character, where the message is not used to sell
goods or services, but to project an overall view of the complete organization. This professional is also
responsible for the production of informative material, organization of events and for research into the
public perception of the organization (UFMG, 2007).
The professionals who work in airwave broadcasting act in the administration, production and
technique of programs of sound broadcasting (radio) and of images and sounds (television) and are
regulated by Public Law nº 6.615, de 16th of December,1978, which controls the profession of
Radialista. To effectively carry out these activities requires a wide knowledge of the forms of
expression used in radio and television programs as well as the administrative capacity for control and
planning. With the coming of the digital era, new concepts will open for both radio and television
broadcasters, where interactivity and the multimedia format will place still greater demands on the
professionals.

Activities of the instruction/learning process

The course curricula call for students of social communication to receive instruction which qualifies
them in the utilization of the techniques and technologies habitually employed in electronic systems of
communication (such as radio and television), in accordance with the respective professional aptitudes,
in addition to operational training in such procedures. They must also be taught research practice and
experimentation with innovations related to language, techniques and technologies to ensure the
development of versatile professionals capable of keeping up with the rapid evolution of the
communication system equipments (UFMG, 2007).
To fulfill these academic requirements, laboratories adequately equipped to instruct students in the
techniques and technologies involved in the creation, production, distribution, reception and analysis of

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POM TOKYO 2008 - August 5 – 8, 2008 Gakushuin University, Tokyo, Japan

material for the electronic media need to be made available in institutions of Higher Education
providing instruction in Social Communication.
For the development of certain cognitive skills required for success in journalism, publicity and
propaganda, public relations, radialism and other specialties, it is essential that students gain hands-on
experience of electronic media practices. These learning activities are performed in Broadcasting
Production Laboratories. The laboratory facilitates the student’s learning process by supplying the
technological infra-structure for electronic media productions including the planning and production of
various kinds and formats of journalistic programs and publicity clips by the students.
To exemplify this process, Figure 1 presents the activities carried out with a Broadcasting
Production Laboratory during a study course for academics of journalism, publicity and propaganda,
public relations and radialism.

Skills Student Learning Activities

Production of debates as Journalistic Programs;
Production of Interviews as Journalistic Programs
Journalism Production of Journalistic Commentary Programs
Production of soap operas.(novelas)
Production of Documentaries
Production of publicity messages
Production of Vignettes ;
Publicity and
Production of Spots;
Propaganda
Production of Jingles;
Editing of Publicity clips
Production of screen plays for Institutional Videos
Public Relations Editing Story lines.
Behavioral improvement workshops
Production of sound tracks
Production of headlines;
Radialism
Editing story lines
Program presentation.

Figure 1 – Learning Activities with a broadcasting production Laboratory

Audio radio broadcast transmitting stations
Radio broadcasting is a telecommunication service which permits the transmission of sounds (sound
broadcasting) and images (television) through the air as radio waves (a form of electromagnetic
radiation) so as to be received by the general public. This service, however, requires prior authorization
whereby the National Federal Government concedes or permits individuals or companies, whether
publicly or privately owned, to execute the service commercially for profit during a predetermined
period of time.
Ferraretto (2000) defines radio-broadcasting as a means of communication that uses electromagnetic
waves to transmit over a distance sound messages intended for a numerous audience. The technology is

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the same as that for radio-telephony (i.e., wireless voice transmission) and has become known
popularly simply as radio.
The Brazilian Ministry of Communications (BRASIL/MC, 1984) in their document Regulation of
the services of Radio Broadcasting, institutes the generic finalities of the service as follows:
Article 3 – The services of radio broadcasting are intended primarily for educative and cultural
purposes even when employed for information and recreation uses, and are considered of national
interest. Their use commercially and for profit is tolerated only in so far as it does not prejudice the
national interest or the primary function of the service.
Practical radio broadcasting requires a complex of electronic equipments making up a radio
broadcasting station. This usually consists of the equipments and associated accessories necessary for
the generation, production and transmission of the programs by the radiation of electronic waves in a
specific frequency spectrum.
The quality of the sounds received by the listening public from each broadcasting station depends
greatly on the type of modulation employed. Some stations transmit using Amplitude Modulation
(AM) of the ´´carrier`` wave while others employ Frequency Modulation (FM). Temes (1990) defines
modulation as the process of mixing information contained in a low-frequency electronic signal (the
sounds) with another of a higher frequency. The high frequency signal is called the carrier and the low
frequency tone (or tones) the modulating signal.
The generation and transmission of radiofrequency signals, whether modulated in amplitude or
frequency, requires equipment specifically designed and manufactured for the purpose. The equipment
complex which constitutes a radio broadcasting station has to be set up in a systematic and ordered
manner so that the layout, interconnection and technical content is adequate for the generation,
processing and transmission of the signals.
The equipments which will be operated by the team of journalists, operators and radio announcers to
provide a radio broadcasting service are housed in a building known as the Principal Studio (Figure 2).

Figure 2 – Principal Studio of the ABC, AM Radio broadcasting station in

the City of Novo Hamburgo, State of Rio Grande do Sul, Brazil

In some cases, the programs to be transmitted by a broadcasting station require more infra-structural
resources than are available at the station’s Principal Studio. In this case Auxiliary Studios are
employed in which part of the daily programming of the broadcasting station is produced. This system

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Proceedings of the 3rd World Conference on Production and Operations Management -
POM TOKYO 2008 - August 5 – 8, 2008 Gakushuin University, Tokyo, Japan

is often implemented in peripheral urban areas to facilitate the participation of the public and improve
journalistic coverage of sectorial events.

Production studios in audio broadcast transmission stations

The production of material to be transmitted in the radio broadcasting service is based principally on
the creation of commercial spots and recorded programs such as debates, interviews, commentaries and
vignettes. For the production of this material, which sustains the main body of the programming,
another set of equipments and accessories is required and these are usually installed in another location
denominated the Recording or Production Studio.
Such studios require extensive and detailed prior planning to ensure that facilities and technologies
adequate to the production needs are made available. In these studios the character of the programming
is shaped and molded to give the station its individual quality and assist it to stand out in the
competitive market place.
The technological means which may represent a differential and permit the operators, radio
announcers and other social communication professionals to create and innovate are installed
preferentially in this studio. In Figure 3, a Recording or Production Studio used for the production of
programs and propaganda clips in a professional broadcasting station is illustrated.

Figure 3 – Recording and Production Studio of the ABC, AM radio station in the
City of Novo Hamburgo, State of Rio Grande do Sul, Brazil

In a recording or production studio the signal processing must be rigorously controlled in order
conserve the naturality and transparency of the original frequency spectrum and to avoid alterations in
the quality of the sound picked up by the microphones and electronically recorded. The recording
techniques and the equipment used conform to international quality control standards and procedures
(NAB, 2007). This is especially necessary when recorded material produced elsewhere is later being
broadcast at the main transmitting station, because the signal has then to pass again through various
electronic equipments which might possibly degrade the recorded signal before it reaches the listener.

STATEMENT OF THE PROBLEM

Because few technical publications describing the implementation of a broadcasting production
laboratory for communication courses have been published, the models which exist are generally
wholly or partially copies of other earlier installations or have been assembled from observation of the

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real-life systems used by the professional radio broadcasting stations. These practices have generated a
number of problems.
One of these problems is related to an inadequate choice of the operational system to be used in the
laboratory, when based on models of studios utilized in professional transmission stations. Generally,
such models, derived from equipments designed exclusively for operation, are not adequate for hands-
on instruction and learning purposes.
Furthermore, due to the peculiarities typical of each style of program broadcast by professional
stations, two different basic types of operational systems are used in studios: (i) Entertainer where the
speaker is himself the operator of the equipment and (ii) Conventional in which the speaker and the
operator are in different rooms (Figure 4).

(i) (ii)

Figure 4 – Operational systems: (i) entertainer and (ii) conventional

Other operational systems derived from these two basic configurations also exist, such as; (i) the
integrated conventional system, (ii) the multiple conventional system, and (iii) the integrated
entertainer system (Figure 5).
Announcers
Announcer/Operator
Announcers Announcers

Operator

Operator

(i) (ii) (iii)

Figure 5 –Derived operational systems (i) conventional integrated,

(ii) Conventional multiple and (iii) integrated entertainer

These different types of operational systems may initially generate doubts as to the type of
operational system to be chosen for use in a new broadcasting production laboratory for a social
communication course. Usually, the course coordinator or the professor of the discipline seeks
information and/or guidance in other teaching institutions which already have such laboratories

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POM TOKYO 2008 - August 5 – 8, 2008 Gakushuin University, Tokyo, Japan

installed. Unfortunately, such existing laboratories may have been implemented without sufficient
planning and may therefore be inadequate as models for a new instructional installation.
One of the consequences of inadequate choice of a studio used in a professional broadcasting station
can be observed from the following: the noise generated involuntarily by the students who, during a
lesson, need to remain in the radio announcer’s room to observe the production of a program being
realized by colleagues or the professor, may seriously affect the quality of the recorded audio. (Figure
6).
Students observing
Student participating
Students observing in the program
the program
the program

Announcer´s room Operator´s room

Student-Operator

Figure 6 – Studio for Production of Radio Broadcasting material without separate observer’s area
In this case the observing and participating students are actually in the live areas of the announcer
and operator because the studio is not equipped with a separate area for observers. Such areas, which
normally do not exist in professional broadcasting studios, permit the assisting students to hear and
visualize the professional activities and to discuss and question without affecting the transmission (A
suitable layout is shown in Figure 7 below).

Operations room
Área for
observers Student operator

Students participating
in the program
Students observing
the program

Announcer´s room

Figure 7 – Broadcast Production Studio with separate area for observers

A broadcast production laboratory can also be inadequate for other reasons: (i) the technology
employed, (ii) ergometrics of the area or the furniture, (iii) lack of interdisciplinary integration between

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the broadcasting professionals and the laboratory design engineers at the planning stage, (iv) budget
restraints, (v) Limited vision of the teaching institution management as to the investment necessary for
the enterprise, and (vi) Lack of consideration during the planning stages of all the curricular skills
required. To exemplify these questions, the factors and the respective causes and the consequent
inadequacy of broadcast production laboratories are listed in Figure 8.

Factors Causes Consequences

Only the cutting edge technologies
are considered and no thought is
(i) Technologies given to the many older and perhaps
only semi-obsolete systems still in
professional service.
Important ergonomic factors are not
considered during the planning
stages. For example, climatic
aspects such as Illumination, air
conditioning, noise control, room
(ii) Ergonomics acoustics etc and anthropometric
factors in the choice of furniture and
fittings.
A separate, suitably isolated area is
not provided for observers of the
student activities.
During the planning stages poor
communications inhibit the
exchange of ideas between the
communication professionals and
(iii) Multi-disciplinary the executing engineers,(co-
Integration coordinator of the courses, professor
of the discipline and engineer or
technician)
Little or no multi-disciplinary
integration.
The institutional budget is low for
(iv) Financial the investments necessary.
The management of the teaching
institution does not feel that it is
important to attend the necessary
demands and limits the investment
(v) Management
accordingly.
Having finished the course the student-
professional will not possess a systematic
knowledge of all the technologies existent
in the market. He/She will require
additional instruction to operate some
equipment before being able to assume
production responsibilities.
Poor operational results.
The material produced has low quality
sound and is difficult to understand.
Low productivity due to difficulties in
accessing the equipments;
The production activities cannot be
observed easily or efficiently.
The programs produced are of low quality
because of the high ambient noise level.
High incidence of re-work.
Increases in the indices of re-work
Deterioration of relationships.
Delays in delivery.
The technology employed will not meet
the demands of the curriculum for
qualification of the students
The ergonometric factors will be
neglected leading to the consequences
cited in Item (ii) above.) .
The problems discussed in items (i), (ii)
and (iii) become still more serious.

The instructional broadcasting production

(vi) Curricular
The necessities and demands of the
studio will be inadequate for the learning
curricula are not taken into
consideration in the laboratory
process and deficient in teaching the skills
proposed.
planning stages.
The costs of implementation will increase.

Figure 8 – Factors, causes and consequences of inadequate broadcast production laboratories

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POM TOKYO 2008 - August 5 – 8, 2008 Gakushuin University, Tokyo, Japan

METHODOLOGY
In this section we present a methodology for the planning and implementation of broadcasting
production laboratories which are intended specifically for instruction in Social Communication at the
graduate course level. The methodology was developed from scientific data acquired during our
implementation of recording and production studios at various times since 1981 and reinforced by
observation of participants in social communication courses in similar laboratories at Higher Level
Educational Institutions.

Model of the proposed methodology

The model representing the methodology for development of broadcasting production laboratories
designed for instruction in Social Communication is presented in Figure 9. In some stages of the
methodology, we include questions intended to assist comprehension of the proposed systemization.
What must be included in the
course of studies in order to Considering the skills proposed or
develop the cognitive skills and Study of the Curriculum existing, what operational system is
activities necessary for students to be used?
to acquire the proposed aptitudes? As a function of the technologies
available, what equipments are
necessary, in use in the market and
How did professional studio
applicable?
models evolve over time?

Analytical Study
Diachronic Analysis Functional Analysis

Synchronic Analysis Morphological Analysis

What environment is
What models are used in necessary and what is it
current professional studios proposed to provide?
and which is best? What are the ergonomic
conditions?
From the analyses results,
make a list of the requirements Synthesis
of the proposed production
studio

Based on the system

requirements, draw up Technical Proposals
the technical proposals

Projects

Implementation Evaluation/Optimization
Figure 9 – Proposed Methodological method for the development of broadcasting production laboratories

Description of the methodology

Study of the curriculum
This first stage of the methodology involves a study of the skills which are to be developed in order to
satisfy two fundamental questions: (i) What are the curriculum requirements and necessities for the
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instruction-learning process of the students in broadcasting production laboratories with respect to the
aptitudes and skills called for in the didactic-pedagogic bases of social communication courses?; and
(ii) What assignments, requirements and activities should students who have successfully completed
the course be capable of executing professionally in the recording or production studios of the
commercial broadcasting industry?

Analytic study
The second methodological stage consists of the realization of five types of analyses capable of
providing results to form an ample and consistent database to draw up the list of requisites. This list
will then be used to formulate the technical propositions to define the projects necessary for the
implementation of the broadcasting production laboratory.
Diachronic analysis - this analysis is realized using a panorama of the evolution of the technologies
and operating systems utilized in professional recording and production studios and is intended to
demonstrate how the technology evolved and the systems were perfected over a specified length of
time. A period should first be defined – for example, starting ten years ago and ending at the present
time. The analysis can thus indicate the current technologies, and also those that, even if wholly or
partially in decline, should still be available for student study in the broadcasting production laboratory.
Synchronic analysis - this kind of analysis is necessary to define the cutting-edge technology used at
the moment in professional studios. The procedure is to note and analyze the technical characteristics
of the recording and/or production studios of broadcasting stations considered to be technical
references, listing the equipments and systemic used and calculating the additional cost of equipping
the model with the latest technology.
Morphological analysis - based on the results of the previous study of the curriculum, the
morphological analysis determines the operational system to be utilized in the proposed instructional
laboratory. The environmental architecture and the disposition of the furniture and fittings in which the
equipments are to be installed should be planned for the selected operations system. The analysis
should consider the symmetrical arrangements of the equipments to be installed in the furniture or
fittings, and the resulting interfigural or intrafigural relationships, in order to determine the operational
layout of the laboratory. The analysis is concerned with the architectural and ergonomic requirements
for the implementation of the laboratory equipped with selected operational system. The existing
environments in the areas of the institution where the laboratory will be installed should also be
evaluated. The analyses should include an evaluation of the existing dimensions and the ergonomic
conditions as regards the illumination, the acoustics and the air conditioning.
Functional analysis - at this stage, the technological resources necessary to attend the production
demands are studied. The objective includes acquiring knowledge of the applications, resources and
technical characteristics necessary to determine the equipments to be installed in the broadcasting
production laboratory. In this study the following systems should be analyzed: (i) signal capture, (ii)
signal reproduction, (iii) control of processing, (iv) monitoring, (v) recording, (vi) saving programs.
The analysis should consider means of performing these functions with technologies of various
generations.

Synthesis
When the results of the analytic analysis are available, a complete list of the requisites for
implementation of the broadcasting production laboratory should be drawn up. In this phase, it is
suggested that a structural matrix software, such as the QFD – Quality Function Deployment, be
employed to cross-check the analyses with the list of requisites. In this way it is possible to visualize

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the requisites and assign precedence to those that satisfy multiple demands for the implementation of
the laboratory.

Technical propositions
In this methodological phase special attention is given to the multidisciplinary integration of the
professionals involved in the implementation of the laboratory. The social communication
professionals and the implementation engineers must interact and participate in the elaboration of the
technical propositions. These propositions will influence the engineering projects and thus define how
the laboratory will be constructed. Many innovations can be included into the projects by the exchange
of ideas. Furthermore, in this phase it is suggested that a second matrix be created to align the
prioritized list of requisites with the suggested technical propositions. In this way it is easy to verify
and select those technical propositions that attend the greatest number of priority technical
propositions.

Projects
From these agreed technical propositions the detailed projects for the constructors may now be drawn
up. These are: (i) Architectural project; (ii) Ergonomic project (furniture and fittings, air conditioning,
acoustics), (iii) electric project (illumination and power distribution), and (iv) electronics project
(equipment, interconnections and the logic network).

Implementation
The final implementation of a broadcasting production laboratory involves many different
professionals who will execute the projects. In this phase the proposed projects will be executed -
permanent supervision of the implementation professionals as well as those of the Social
Communications area is recommended.

Evaluation and optimization

Back (1983) states that, considering the innumerable possibilities of error, it is hard to believe that the
results of any project are entirely correct, so that a careful check of the results actually obtained is a
vital necessity. Therefore, this methodological phase proposes that the results obtained be verified.
The broadcasting production laboratory should be submitted to a period of trial operation by the
future users, that is, the academics of the Course in Social Communication where the laboratory is
installed. The test of usability is considered an efficient means of verifying the interaction between the
user and the system developed, so as to identify any possible problems with the project. Dallmeyer et al
(1999) point out that system testing is expensive, but experience demonstrates that correcting problems
identified before the work of installation is completed, is less expensive than making modifications or
corrections at a later date.
When the usability test to verify the utilization conditions has been completed, the data obtained
should be used to optimize the system. Bazzo and Pereira (2000) define optimization as ´´the process of
a search for a solution that provides the greatest benefit as judged by some predetermined criteria`` - or
in other words, the search for the optimal condition. They use the word ´´search`` advisedly because it
is not always possible to reach the optimal, although it must always be the objective and target.

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RESULTS

Application of the methodology

As the research realized had a longitudinal character, it was possible to apply the methodology for
planning and implementation of broadcasting production laboratories in two institutions of higher level
instruction possessing different qualifications in the social communication courses.
The institution (a university center) where the first broadcasting production laboratory was installed
possessed qualifications in journalism, publicity/propaganda and public relations. In the first
installation realized, an adequate and partially installed infrastructure existed (electric power and logic
network, air conditioning, illumination and an environment prepared for a conventional operational
system).
Figure 10 provides a view of this broadcasting production laboratory and the effect of the
qualifications of the institution on the design of the laboratory can be observed.

Figure 10 – A broadcasting production laboratory installed in a university center (operations room) and
equipped for journalism, publicity/propaganda and public relations

The other institution (faculty) where the second laboratory was installed possessed only the
qualification in publicity and propaganda in the period when the research was realized.
Because of this - see Figure 11 for the aspect of prototype – and taking into consideration this
peculiarity of the course: it did not possess qualifications in journalism and public relations. This
factor, for example, meant that the announcer’s room did not need to be as large as that in first
laboratory, or in other words, the dimensions could be reduced because the requirements were
different.

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Proceedings of the 3rd World Conference on Production and Operations Management -
POM TOKYO 2008 - August 5 – 8, 2008 Gakushuin University, Tokyo, Japan

Figure 11 – A broadcasting production laboratory installed in a faculty (operations room)

equipped only for publicity/propaganda

Evaluation of results
In the case of the second broadcasting production laboratory (installed in Institution which possessed
qualifications only publicity and propaganda) one of the important results of the use of the proposed
methodology was a reduction of 35% in the cost as compared to the first broadcasting production
laboratory. The methodological phase of study of the curriculum activities in relation to each aptitude
provided an advanced systemic overview of the resources necessary, thus avoiding the unnecessary
provision of certain structural and technical facilities.
Figure 12 (i) illustrates the announcer’s room in the first broadcasting production laboratory
implemented whose design took into consideration that activities required for the qualifications of
journalism, publicity, propaganda and public relations. This room is larger that that where only the
activities leading to qualification in publicity and propaganda are realized See Figure 12 (ii).

(i) (ii)
Figure 12 – Announcer’s Room in the broadcasting production laboratory equipped for instruction in
journalism, propaganda and public relation (i) and Announcer’s Room in the broadcasting production
laboratory equipped only with facilities for qualification in publicity and propaganda (ii)

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Proceedings of the 3rd World Conference on Production and Operations Management -
POM TOKYO 2008 - August 5 – 8, 2008 Gakushuin University, Tokyo, Japan

Another positive aspect to be considered is the fact that it was possible to obtain a project adequate
for the proposed use taking into account the technological resources which were incorporated into the
operational system. As this installation is an instruction laboratory, we incorporated also some
equipments which are now technologically in decline but which are still widely used in the professional
broadcast stations. The student graduating from a course in Social Communications may well be faced
with situations where many different technologies are used, so that he/she should be capable of
operating any or all of them.
The results obtained in this research are not restricted to the methodological contributions that the
proposal offers. An important general result is the knowledge gained from the experimental activities
carried out during the implementation of the laboratories. This knowledge can be used to describe ´´
best practices`` for future planning and constructions of broadcasting production laboratories along the
lines presented in Figure 14.
Resources Best Practice
Consider the use of multi and interdisciplinary teams as fundamental in all
methodological phases;
The team should include a professional with a systemic vision of the project capable
of interacting with the user/media, the technologies and the professionals of the
different areas and of mobilizing the resources necessary to ensure fulfillment of the
proposed targets;
Human ´´Listen`` to the user. Consider the perceptions and qualitative evaluations of students
and professors;
“Be sensitive and understanding”. Try to understand that negative opinions are not
always badly intended to but may be originated by cultural or physiological motives;
“Be flexible”. Always be ready to debate problems and to accept new ideas and
propositions.
Utilize determination as a instrument of work
Bear in mind that the technology in use just now may not be the best to meet the
requirements;
“Maintain a systemic overview”. Consider the many technologies existing on the
market;
Evaluate the Technologies to be employed both quantitatively and qualitatively.
Remember that the technological system being implemented is for use by human
Technological
beings – this must be the focus of the work, not the installation of just one more
system component;
Use the technological resources to reduce the human effort required;
Recognize that the technologies to be made available to the student are not just aids to
learning but are tools to assist him/her to attain social inclusion by entering a new
profession.

Figure 14 – Best Practices recommended for future implementations of broadcasting production laboratories

CONCLUSION
The methodology proposed in this paper can be a differential for designers and institutes of higher
education who wish to carry out the planning and/or implementation of a broadcast production
laboratory to be used in courses in Social Communication and which is adequately equipped for the
curriculum requirements of the various course qualifications and for the technologies available in the
market.
The method is divided into phases; first a study of the curriculum and then diachronical,
synchronical, morphological, functional and structural analyses. Taken together, these studies lead to

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 Proceedings of the 3rd World Conference on Production and Operations Management -
POM TOKYO 2008 - August 5 – 8, 2008 Gakushuin University, Tokyo, Japan

the preparation of a list of requisites and technical propositions from which the complete project can be
drawn up and this in turn controls the implementation and optimization of the laboratory for a
broadcasting production laboratory.
The methodology proposed in this paper was applied with success in the implementation of
broadcasting production laboratories in two different teaching Institutions with different qualifications.
The development and implementation of these two laboratories proved conclusively that the use of
this methodology reduced by 35% the cost of implementation of a laboratory destined for qualification
in publicity and propaganda only as compared to another laboratory equipped for qualification in
publicity, propaganda and public relations.
The use of this methodology can help to reduce deviations caused modisms and inter-institutional
influences when deciding which new broadcasting production laboratory model best meets the
requirements, or what changes are necessary to update an existing broadcasting production laboratory
being used in graduation courses in Social Communications. However, as many electronic systems
evolve very rapidly it is recommended that this methodology should be constantly perfected by
reference to new experimental applications.

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