Take the Mickey no more
Nigel Wheeler, 25, third-year student, BA (Hons) media production, Luton University
Course: There is a lack of direction. I have brought this up in meetings and asked, "How will this help us get a job?" And they say that it is not for a job, that I should have gone to film school if I wanted practical training.
Lecturers: The lecturers are all really friendly, very willing to help and they know what they are talking about. But I get the impression that the practical lecturers are too frightened to speak out about the problems. In 1997 a lot of staff were let go.
Equipment: The equipment is high quality but it is difficult to get hold of. The lecturers have priority over the students to use it for their own ends and we have to compete with them.
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Preparation for work: We could have done work experience last year but because we had to do it for a whole module, it was impossible because we had three other modules to do at the same time. There was a lot of help if you did want to do it and lecturers had good contacts.
Tina Curley, 23, third-year student BA (Hons) media studies, University of Westminster, TV pathway
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Course: In the first year we did print, radio and TV and I do not think I would have carried on into the second year if I had not got on to the TV option. Luckily I did.
Lecturers: 50 per cent of the lecturers are good. They do not talk loads of weird jargon to you and they seem really professional. Paddy Scannell is one of the best lecturers. He is really down to earth and he is willing to discuss the subject with you in further depth if you want him too.
Equipment: We have got a 200-square-foot studio, the gallery is fantastic, with up-to-date industry equipment. There is good technical support.
Preparation for work: It gives you a good grounding for when you go out there and you want to get into TV, whether you want to be a reseacher or a camera operator. They talk a lot about the industry, which encourages you to get work experience. But it is up to you to go out there and get it.
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