media studies a level coursework magazine

• Statement of Intent

Introduction

Before you complete your coursework, you might have to submit a  Statement of Intent which explains your production in terms of your target audience while applying your knowledge and understanding of the theoretical framework of media studies. Put simply, it is your chance to outline your aims and objectives. You can also use the Statement of Intent as an opportunity to justify some of your choices regarding representation and media form.

This document is a compulsory element of the non-exam assessment (NEA) must be submitted to your teacher no later than 1 April and will be sent to the exam board for marking with your product.

The Statement

A Statement of Intent is a broad outline of what you hope to achieve in your cross-media product. However, these details should be supported by the language of Media Studies.

For example, you could define your target audience in terms of their demographics and psychographics. There are a number of theories that define audience and their relationship with the media: Uses and Gratifications, Hypodermic Needle Model, Two-Step Flow Theory, Cultivation Theory, interactive, narrowcast, and niche. If you have any of these theories in mind when you make your choices about your product, you should integrate them into your Statement of Intent.

It is also important to establish some of the codes and conventions that will influence your texts. Think about media form and define the type of product you are creating in terms of genre.

What  marketing techniques  will you apply to target your audience? Are you going to use shock tactics, humour, glamour or celebrity endorsement. Perhaps your narrative will focus on enigma codes to intrigue your audience.

Since representation is one of the key concepts, you could explain how you will ask your actors to pose and what visual codes you are hoping to employ to deliver you message effectively to the audience. Again, make sure you justify your choices.

You need to pick some dominant signifiers and what they might signify to your target audience. These might be clothing and costume, make-up, lighting, body language, facial expression, general appearance, and iconic images. Is stereotyping an aspect of your cross-media product?

Finally, you need to conceptualise and develop the institutions behind the products. Consider your use of slogans and how other lexical codes meet the brand values. Logos are always important.

Generic Example

Even though there might be a 500-word limit at A2 Level, the following example tries to squeeze in lots of media language and theory.

The demographic for my media product are females in the late teens and twenties. In terms of psychographics, this audience likes fast-fixes of celebrity gossip but also want to delve beneath the superficial filters and representation of the Instagram generation. They want something more considered. When it comes to trends, they poke fun at the ridiculous crazes. My target audience would be the fun seekers and armchair rebels of the Youth Facts IAOs: work hard, play hard and have attitude. VALS (Value Life Styles) classification would place audience on the outer-direct category: they are belongers and achievers. There is also the secondary audience of males and a similar age range to the sceptical main audience. Since my target audience have a natural and healthy suspicion of the world, they are not victims of “fake news”. Therefore, humour and irony will be a key element of my branding and representation. Maslow’s hierarchy of needs suggests that “lack of prejudice” is part of the self-actualisation classification of consumption. This freedom of thought will be an important motif in my narrative. I would like several of my images to shock the audience and take advantage of the hypodermic needle model of conveying the message. This should “attract” their attention in line with the AIDA principle. There will certainly be disequilibrium throughout the narrative. I will use enigma codes and sustain the audience’s “interest” (AIDA) until the final reveal and the equilibrium is restored. I think it is important to use celebrity endorsement. This one of Gillian Dyer’s Lines of Appeal. This idea also utilises the Two-Step Flow Theory so my message mediated through my fake celebrity. Representation is incredibly important. I will use well-known signifiers that will immediate connote excitement and glamour. My actor will pose appropriately, directly gazing at the audience to grab their attention. The mise-en-scene will reinforce the sense of fun. Even some angles will be tilted to create that playful tone.

This Statement of Intent is intentionally vague so it can apply to many different briefs. However, you would need to be more specific and focus your ideas on your chosen brief. There are so many other theories and theorists that can be used, so please do not limit your own Statement to the ones in this example.

Statement of Intent Examples

Student Example One

The brief for this particular response required the student to promote a music magazine and a band.

The demographic for my media product are both male and females in early twenties to late thirties who have an interest in the vibrant music scene, particularly in the city of Bristol. The psychographics of my audience could be categorised as free spirits. This group are very laid back but identify heavily with their musical influences, expressing themselves and their views openly. They are a new-age group of young adults with strong political views and a passion for what they believe in and their interests. They also may be open to explore and discover new interests like different music genres and styles. Another psychographic label would be the armchair rebels. Sometimes, reckless and careless, this group do not always follow the norm in society, dressing and acting as individuals. They can be reckless and careless, with no worries for anything like the future or their general wellbeing. Therefore, with such a dynamic target audience, the genre of my magazine is music, but will have an edgy centre in Bristol, focusing on different interests of different social groups in the city such as indie-pop, reggae and rave culture. However, it will be distributed for free at gigs and concerts so I will rely on advertising to pay for the production. I will also rely on the different print advertisements to promote the magazine. The Two-Step Flow Theory would help to promote my magazine because consumers of the product will already have an interest in the local music scene and the connection with the bands they have just seen can spread the magazine’s content with their social circle and people who have similar tastes and views as them. Also, people will have seen the poster advertisements promoting the content of the magazine and will want to read up on it. The Uses and Gratifications Model will also be useful in selling my media product as people will use it to feed their ‘Personal Identity’ which Blumer and Katz define as the need to understand our own identity. Music helps people have a sense of self-identity and purpose, along with the style they develop from their preferred music genre. ‘Diversion’ is also encouragement for an audience to buy my product as it provides entertainment and time to relax, or just to satisfy their interests. Style is an obvious a marketing tactic because it is hand-in-hand with music genre and the culture that comes along with the music people choose to listen to. Different music preferences influence people to adopt a specific fashion sense, attitude and set of views. I will also include information on local venues and events that readers can get involved in or attend themselves and meet other people who share the same musical identity. Representation is important in my media product and the composition of my shots will be equally as important due to the nature of the environment the photos will be taken in. They will include a variety of angles including long shots of live performances in venues and low angle shots of people influenced by music and the style that comes with it. Each of my print medias will appear coherent and will have recurring themes that means an audience will be able to recognise each one as from the same campaign. Example One

This Statement of Intent defines the target audience in tremendous detail, but this could be at the expense of important aspects of representation and industry. Perhaps a more balanced approach would take this response into Level 5.

Student Example Two

This cross-media brief required the candidates to create a lifestyle magazine and advertisements that would appeal to its audience.

I intend to create an art magazine that will showcase a variety of different urban art around Leeds known as “Graffito”. I will also create a series of three print advertisements alongside my magazine to promote local artist’s art shows and special events through billboards, magazines, and bus advertisements. The target demographic is both males and females in their late teens and twenties. Since they are active and energetic, the psychographics would be the free spirits who are laid back and enjoy being outside. They care about the environment and appreciate the beauty of it, as well as being interested in social matters, which can be reflected in urban street art. Another psychographic would be the armchair rebel which consist of the active youth who enjoy exploring and discovering new things. My target audience appreciate the colourful, urban style of street art and are, themselves, unique and alternative. There is also a secondary audience of an older generation of men and women who appreciate urban art around their local city of Leeds and like to look at and know the meaning behind some of the most iconic murals hidden around Leeds in hope to learn more about their local surroundings. I will also create a series of print advertisements to further promote local art in Leeds that is related to my magazine. They have a natural suspicion of the world so branding and representation will evoke debate because, for example, the uses and gratification theories see audiences as active participators in media transactions and not as passive receivers. Maslow’s hierarchy of needs suggests that “lack of prejudice” is part of the self-actualisation classification of consumption. This freedom of thought will be an important motif in my narrative because it is vital that people have their own unique and individual thoughts and interpretations when looking at any type of art. Including the two-step flow theory, the magazine will be “curated” by experts because this theory suggests that information from the media moves from the opinion leaders who pass on their own interpretations of the message in addition to the original media content to the wider audience. This can anchor meaning for the reader. Representation is very important in any product and shot composition is even more vital in an art magazine. Therefore, my variety of images will contain a range of angles including low angles, to make the art look bigger and more powerful; extreme long shots, in order to show the street art in relation to its surroundings to add the style of the photo as the art is located on sides of buildings. The mise-en-scene of these shots will hopefully pierce the viewer, and inject them with an immediate sense of style. My print advertisements will all be unique and individual to each other but will all have an aspect of the same theme and therefore will be able to be related back to each other so that the audience will know each of the advertisements is for the same event. Example Two

Read through the Statement of Intent examples and evaluate their strengths and weaknesses.

Further Reading

Making media products can be tremendous fun, but there are a number of targets you need tor reach if you want to achieve the top grade. Our outline of the coursework assessment objectives might help clarify how your texts are being marked. If you are not sure about what to create, read our guide to media studies indicative content .

Unassessed Participants

Inevitably, you will have friends and family appearing in your products, or you might need help to operate the lighting and sound equipment. You must acknowledge their efforts, stating what they did and outlining what direction you have them to help complete your tasks. This can be done on the Candidate Record Form (CRF) or on a supplementary page.

Rule of Thirds

Negative Space and Media Form

Continuity Editing

Images and Resolution Settings

Research and Preparation

• Indicative Content

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Monday 8 October 2018

Aims and intentions - advice and example, what to include, the mark scheme, a grade criteria for the aims and intentions.

An excellent, highly detailed, statement of consistently relevant aims and intentions that clearly responds to the brief, targets the intended audience and reflects the specified industry context through a coherent concept for interrelated products 

The aims and intentions demonstrate a plan for thorough and sustained use of appropriate codes and conventions, and insightful representations 

Excellent evidence of application of knowledge and understanding of the theoretical framework of media through sustained use of highly appropriate subject-specific terminology

A grade criteria for the cross media production

In order to achieve an 'A' grade, you must demonstrate the following over both pieces of the cross-media production Use media language to demonstrate intertextuality and/or generic hybridity Convey a complex representation of a social group using media language Subvert and challenge typical representational stereotypes Present an ideological context typical to an independent music label Create a magazine that demonstrates clear stylistic, thematic and ideological links to your music video 

Use evidence from your research into: similar products; the industry context; your target audience, as well as theoretical perspectives, to explain your decisions: How and why will you use media language in your cross-media production? How and why will you construct representations of individuals, groups and issues/events? How will you target your intended audience? How will your production conform to its industry context? How will your cross-media production demonstrate digital convergence?

An (almost) excellent example

The following example is very close to being excellent, but needs to incorporate more explicit reference to what the student found out during the research project..

• Varied editing pace to fit with the upbeat nature of my track
• A range of shot types, mainly establishing shots to display the city, with performance shots varying between close up and mid shot
• Tracking shots and shots 'from the hip' to form a journey for smoother continuity
• A subtle narrative, but not with the lyrics taken literally
• Little intertextuality, however some shots maybe be reminiscent of a documentary
• Mainly natural light, with some shots using softer and more chiaroscuro/atmospheric lighting
• Colour scheme conforming to genre, with an old-style video overlay and vintage style filter

Another excellent example

This example is also excellent, and makes reference to research. it is, however, a tiny bit too long..

• Colour grading to represent emotions in each shot (e.g. blue for sad, black for angry)
• Mixture of close up and mid shots to establish main focus and convey emotion of artist
• Hard cuts to keep attention and create a harsh and unsettling pace
• Coloured paints symbolising LGBT sexuality confusion as well as confusion in general among teenagers
• Imagery of “cultists” to imply pressure be that social or internal
• Multiple film locations representing different emotions (e.g. depressed in bath, happy in park)

A-level  MEDIA STUDIES

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As and a level media studies - h009, h409.

We currently have two versions of A Level Media Studies specifications available so please make sure you use the right one. The most recent version of the specifications has new set media products and applies to students who will be assessed from 2025 onwards.

For more information please read our update here .

Our A Level in Media Studies encourages students to study the media in an academic context and apply the knowledge and understanding gained to their own media productions. They develop critical thinking skills as they study the media in both global and historical contexts.

Specification code: H409 Qualification number: 603/2339/5 This qualification is available in English only First teaching 2023, first assessment 2025

Our AS Level in Media Studies introduces students to the influence of the media today, both nationally and globally. They study the impact of the media on society, culture, politics and the economy, and apply their theoretical knowledge and understanding in the production of their own media product.

Specification code: H009 Qualification number: 603/1943/4 This qualification is available in English only

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AS/A Level Media Studies

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Amended question numbering in exam paper and separate answer booklet provided – see Sample Assessment Materials for AS and A level , and Answer Booklet in the Sample Assessment Materials tab below.

Please see our  e-Submissions centre guidance , Media Studies NEA e-Submission Guide , email:  [email protected] , or phone  029 2240 4310 .

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The Eduqas AS & A level in media studies offers learners the opportunity to develop a thorough and in depth understanding of key issues, using a comprehensive theoretical framework and a variety of advanced theoretical approaches and theories to support critical exploration and reflection, analysis and debate. The study of a wide range of rich and stimulating media products is central to the specification, offering opportunities for detailed analysis of how the media communicate meanings in a variety of forms. Learners will work from the product outwards to debate key critical questions related to the social, cultural, political and economic role of the media. Through studying media products holistically in relation to all areas of the theoretical framework, learners will engage with the dynamic relationships between media products, media industries and audiences. Learners will also consider established media forms alongside more contemporary forms, developing an awareness of emerging and evolving media.

Although the primary emphasis in this specification is on the contemporary media, learners will explore how the products relate to their wider historical contexts. Learners will also extend their experience of the media through the study of products with which they may be less familiar, including those produced by or for a minority group, non-mainstream and non-English language products. This specification aims to develop knowledge and understanding of the transnational nature of the media, considering the effect of different national contexts on representations in media products, the global reach of media industries, and the targeting of audiences on a national and global scale.

Choice and flexibility are a vital part of the specification, enabling teachers to select the most appropriate, relevant and engaging products for their learners to study in Component 2.

This specification also recognises the fundamental relationship between theoretical understanding and practical work, providing learners with exciting opportunities to develop media production skills in different forms, apply their knowledge and understanding of the theoretical framework to media forms and products, and become creators of meaning themselves. Learners will be offered a choice of briefs and forms within which to work, enabling them to explore and pursue their own media interests.

The Eduqas AS & A level in Media Studies offers a broad, engaging and stimulating course of study which enables learners to:

• Demonstrate skills of enquiry, critical thinking, decision-making and analysis
• Demonstrate a critical approach to media issues
• Demonstrate appreciation and critical understanding of the media and their role both historically and currently in society, culture, politics and the economy
• Develop an understanding of the dynamic and changing relationships between media forms, products, industries and audiences
• Demonstrate knowledge and understanding of the global nature of the media
• Apply theoretical knowledge and specialist subject specific terminology to analyse and compare media products and the contexts in which they are produced and consumed
• Make informed arguments, reach substantiated judgements and draw conclusions about media issues
• Engage in critical debate about academic theories used in media studies
• Appreciate how theoretical understanding supports practice and practice supports theoretical understanding
• Demonstrate sophisticated practical skills by providing opportunities for creative media production.

Any requirements set for entry to a course following this specification are at the discretion of centres. It is reasonable to assume that many learners will have achieved qualifications equivalent to Level 2 at KS4. Skills in literacy and analysis will provide a good basis for progression to this Level 3 qualification. Some learners will have already gained knowledge, understanding, and skills through their study of GCSE media studies .

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A-level Media Studies

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Specification at a glance

• Close study products (CSPs)
• Contexts of the media
• Extended response and synopticity
• Media language
• Media representation
• Media industries
• Media audiences
• Non-exam assessment (NEA)
• Scheme of assessment
• Non-exam assessment administration
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This qualification is linear. Linear means that students will sit all their exams and submit all their non-exam assessment at the end of the course.

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A Level Media Studies

The media play a central role in contemporary culture, society and politics. They shape our perceptions of the world through the representations, ideas and points of view they offer. The media have real relevance and importance in our lives today, providing us with ways to communicate, with forms of cultural expression and the ability to participate in key aspects of society. The economic importance of the media is also unquestionable. The media industries employ large numbers of people worldwide and generate significant global profit. The globalised nature of the contemporary media, ongoing technological developments and more opportunities to interact with the media suggest their centrality in contemporary life can only increase.

Key information

Media, Photography & Games / Full Time / A Levels and Equivalent

Why choose this course?

During your study of Media Studies you will develop a thorough and in depth understanding of these key issues, using key concepts and a variety of critical perspectives to support critical exploration and reflection, analysis and debate. You will study of a wide range of rich and stimulating media products which will offer opportunities for detailed analysis of how the media communicate meanings in a variety of forms. Working from the product outwards you will debate key critical questions related to the social, cultural and economic relevance and impact of the media. Through studying media products holistically in relation to all key concepts, you will engage with the dynamic relationships between media products, media industries and audiences. You will also consider established media forms alongside more contemporary forms, developing an awareness of the relationship between media forms and online platforms.

Although the primary emphasis in this specification is on the contemporary media, you will explore how the products relate to their wider historical contexts, extending your experience of the media through the study of products with which you may be less familiar, including those produced by or for a minority group, non-mainstream and non-English language products. This aims to develop your knowledge and understanding of the transnational nature of the media, considering the effect of different national contexts on representations in media products, the global reach of media industries, and the targeting of audiences on a national and global scale.

Media studies is not about watching films and reading newspapers, it is about actively engaging with media practice and production, social & cultural theory and critical thinking. This course will enhance your enjoyment and appreciation of the media and its role in your daily life by providing you with the ability to deconstruct, analyse, evaluate and create media texts. You will study the way media - TV, Radio, Film, News, Music, Publishing, Social Media, Advertising, Games - are constructed through technical, visual and audio codes to better understand the powerful and complex messages we receive as an audience.

You will also explore production processes and develop skills in photography and layout and design, using programmes such as Adobe Photoshop and InDesign, when producing your own print products. In the second year you will develop web and film skills.

Drawing on the best academic traditions from the arts, humanities and social sciences whilst incorporating practical vocational skills, A Level Media Studies offers a challenging and exciting course of study that will enable you to develop skills and knowledge that are crucially important to our contemporary world.

What will I learn?

The A Level is a two-year programme consisting of: Component 1:  Media products, industry and audience – exam (35% of overall AS mark) Component 2:  Investigating Media Forms and Products in depth - exam (35% of overall AS mark) Component 3:  Cross-Media Production - non exam assessment (30% of AS mark)

You will cover a broad range of media through both theoretical and practical modules. You will produce a front cover and double page spread for your own magazine design based on your own research into existing products. Instruction is given in journalistic skills such as interviewing techniques as well as technical skills in Photoshop and In-design. Other options include filming a TV sequence or music video. Marks are awarded for research skills, technical ability and self-evaluation. The examination modules include textual analysis of unseen media texts, as well as the analysis of set texts in relation to media language, representation, media industries and audiences. You will also study three media forms in depth: magazine, online and TV.

Assessment arrangements

You will take two written examinations in June of the second year each worth 35% of the qualification. The final component is a cross-media coursework production, worth 30% of the course.

Information & Support

We encourage all students to read/view widely and conduct their own research into Media and Film, especially those who wish to study Media or Film at degree level. We expect you to actively engage with the online resources such as Sharepoint, eStream, Scoop, It & Twitter as well as relevant course textbooks.

Where will it take me?

A qualification in Media Studies is highly valued by many universities and employers alike. Media Studies is also an excellent subject to complement many courses, such as Film Studies, English, Psychology, Sociology, Photography, Art and Design.

What will I need?

Five GCSEs at grade 4 or above including English Language or Literature at grade 5 or above.

Additional Information

Awarding Body: WJEC/EDUQAS

Other courses of interest: A Level Film Studies A Level Photography

To obtain more information about this course, please call: 01208 224000 or email [email protected]

From the course

Progression:   Film Production - University of Gloucestershire  Courses studied:  A Level English Language, Media Studies and Photography Previous school:  Liskeard School How are you finding university?

I am absolutely loving it. I have met some great friends on my course despite restrictions as we were lucky enough to have three in person lessons a week in first semester, which has really helped my initial progress as almost everything is practical group work.

How did your time at Callywith influence and support your choice of / transition to university?

My time at Callywith really helped me to become more independent and was a great stepping stone from school to university. The lecturers were incredibly supportive with everything, especially applying to university.

What do you enjoy in particular about studying Media at university?

I chose to study at Gloucestershire because the course had everything I wanted out of a film degree and Cheltenham is also a lovely town to live in. I love studying film as it allows me to be creative but the collaborative nature adds a nice social element.

How has your A Level Media Studies helped you in your degree?

Studying media subjects at college has really helped in my degree so far with practical skills such as knowledge of editing software but also group skills such as organising a shoot and working alongside a crew. 

What are you hoping to do in the future?

In the future, I am hoping to work on feature film sets as a production designer or 1st Assistant Director, and it would be amazing if I could travel around the world doing this job too.

Progression:  Media and Communications - University of Sussex

Courses studied:  A Level Geography, Media Studies and Photography Extra activities:  Academic Academy  Previous school:  Callington Community College How are you finding your course / experience at university?

Obviously during these crazy times my university experiences have altered since my first year. However, I have just been making the most of it with my housemates, living with you best friends in an incredibly diverse city such as Brighton definitely has its perks. In terms of my course that’s a tricky one, we all miss in person teaching, but having recorded lectures and seminars that I can return to when I need extra help writing an assignment is actually really useful. We're all just hoping that next year things are back to normal.

I’m actually the first member of my family to go to university, and it was a really nervous time for me applying and even how loans work because I didn’t have a family member to explain everything to me. However, Callywith was amazing in explaining the process to me, and my parents.

What do you enjoy in particular about studying media?

To put it simply, media is in our everyday lives, it’s unavoidable. It’s a reflection of societies values and constructs which have major influences. I wanted to study Media to understand these themes better, to gain an understanding of the ways in which it controls us. It’s an extremely relevant area to study, where important topics such as race, class, gender and feminism is debated in most classes. We study the serious issues, and that’s what I enjoy most. 

How have your A levels helped you in your degree?

Doing your A Levels is an extremely difficult point in your life, endless hours of revision and studying, but the truth is, it’s worth it. A-levels for me revealed the areas of academics that I really enjoyed, and provided me with notes and skills I still reflect on to this day. From key theorists to understanding the difference between quantitative and qualitative data my A level work still shows use in my university assignments.

What are your plans for the future?

The media industry is so vast I’m still unsure exactly what area I want to go into. From a personal point of view though, I would much rather work for a smaller independent company focusing of change and working with facts that bigger media conglomerates and Newspapers such as The Sun.

How to apply to Callywith College

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Programmes & Qualifications

Cambridge international as & a level media studies (9607).

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Media Studies for Cambridge International AS & A Level Coursebook with Digital Access

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A Level Media Studies

Cohort 2020 – 2022

Category: Music Magazine

Marketing timeline and strategy.

KEY TERMS: Viral, guerilla, promotions, AIDA (attractive/attention, interest, desire and call to Action), marketing campaign, timeline, entertainment, information, social interaction, personal identity, teasers. Timing is an essential skill in building a marketing campaign. A good marketing campaign starts with teasers, publishes launch dates, offers sneak peeks, offers interactive experiences, builds the excitement through a series Continue reading Marketing Timeline and Strategy

Digipak – Mission Statement and Marketing Strategy

KEY TERMS: brand, integrated advertising, promotion, audience, USP, mission statement, call to action, reject the text Remember the brief? “A promotion package for the release of an album, to include a music video (major task), together with a social media page for the band and a digipak for the album’s release (minor tasks).” It is Continue reading Digipak – Mission Statement and Marketing Strategy

FINAL COURSEWORK ADVICE

ITS THE FINAL COUNTDOWN TODAY AND TOMORROW Get your magazine finished and uploaded and flipsnacked before EASTER – this will mean for some, after school, lunchtime and independent study, OVER EASTER As some of you have not engaged in independent study time enough this term, some of your will have to: Complete all the CCRs Continue reading FINAL COURSEWORK ADVICE

The Adverts

In order to make the presentation of your pages aesthetically pleasing with the programme Flipsnack, you need another page. Whilst, you won’t be assessed or moderated for this page, it will fit well with evidencing how well you understand your target audience – an advertiser will not advertise in a magazine if the target audience Continue reading The Adverts

Welcome Back

We hope you had a good Christmas and New Year but now we are back, it’s time to get that Media wagon rolling again. This week, your aim is: Get that article into your DPS – now! Droopy Christmas tree! To complete 2nd drafts of Front Page, Contents Page, DPS and get feedback from teacher Continue reading Welcome Back

DPS – Layout tips and self assessment

Revisit the presentation on double page spread layouts and do some research of your own.  Here are two slides of some that we found. Find your photo – lay it out with columns for the article (2-3) Remember you can use place holder text  i’psum lorem’ to act as the text until the article is fully Continue reading DPS – Layout tips and self assessment

Photoshop tricks and techniques

Location shoot – contact sheets.

Upload the contact sheets of the shoot. Introduce and reflect on the post: Where did you go? Why did it work? What could have been better? Choose @ 2 photos that you really like and embed them and reflect on why they work – think of star image, the genre, the narrative you are trying Continue reading Location Shoot – contact sheets

BRIEFING – BREAKTIME TODAY MONDAY 7 DECEMBER – ROOM 70

YOU MUST ATTEND THIS ESSENTIAL MEETING. Also, are you SHOOT READY? PMA – do your models know what they are wearing? Props? Story telling? Locations – look at the photo albums – have an idea of where you are going to head for? Wrap up warm and we mean WARM – proper clothing and a Continue reading BRIEFING – BREAKTIME TODAY MONDAY 7 DECEMBER – ROOM 70

2nd shoot ideas – instagram influences

Your studio shoots were fairly conservative – good head shots were the money shots. However, on the 2nd shoot, as well as some standard mid and close ups, why not experiment and see if you can create some evocative and intriguing photos. Below is a presentation from one of the PEPs this year, who have Continue reading 2nd shoot ideas – instagram influences

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Our AS/A level Media Studies specification provides learners the opportunity to develop a thorough and in depth understanding of a range of key issues, using key concepts and a variety of critical perspectives to support critical exploration and reflection, analysis and debate.

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​​Pursuing a finance career? Use your past experiences as a springboard.

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Welcome to the latest installment of our new series, “The Industry Ahead,” in which our faculty share the latest trends in hiring across a variety of career fields. This time we’re exploring the wide world of finance with clinical professor Jose Liberti, who teaches MBA courses at Kellogg and has extensive experience with financial services businesses. 

“When students tell me they’re thinking about finance,” Professor Liberti  says, “I ask them two questions: where are you coming from and where do you want to go?” 

Liberti is the right person to ask. Before becoming a professor, he worked as a financial advisor for Citibank, and now consults with a range of financial services businesses including private equity firms, financial advisory services and others including involvement with Point 72 Academy, an investment analyst training program. 

He uses his experience and insights to help students and others interested in finance careers aim for rewarding paths that make use of their past experience, whatever it may be. 

Diverse paths and destinations  

Liberti sees a lot of diversity among students interested in finance. “It might be that they have a background in finance itself,” he says. “Or something quantitative like engineering, or a mix of finance and consulting. It helps to know what they are building on.” 

While quantitative experience makes for a strong finance foundation, Kellogg students from all backgrounds successfully pursue and land finance jobs, including those with military, teaching, or nonprofit experience.  

No matter their background, students interested in finance must think about the industry and role that suits them best. “What are students attracted to?” Liberti says. “It used to be mostly about pursuing banking in New York City. But interests have become much more divergent in the last 10 to 15 years. "The past hyper-focus on pursuing high-salary jobs within the industry has diversified, and people are more interested in finding the right fit.” 

That’s evident in the wide range of targets for Kellogg students pursuing finance, as Liberti notes: “It might be corporate finance like M&A inside Boeing or Cisco. Or middle-market private equity. Or working with owners of a family enterprise to make investments after they sell their business.” Some students even learn how to raise funds to purchase and run a single business, including managing all finance activities.

A strategic, specialized field 

Liberti sees finance as an increasingly strategic, specialized field.  

“Some people are surprised by how strategic finance is,” he says. “In the first year of the MBA program, students begin to understand how much logic there is to it and become interested in learning more about what makes it work.” 

What makes it work, these days, seems to be specialization. “Demand is increasing for finance specialists,” Liberti says.  

The good news is that most people pursuing finance can use their past to shape their future professional role, including specialization. “It’s about levering up what you’ve already done,” Liberti says. “If you were an oil-and-gas engineer or worked in the music industry, for example, you can come to Kellogg and dial your focus on corporate finance, which would allow you become a very hot commodity working for a private equity firm that invests in oil or the music industry.” In a similar way, students with past roles focused on climate, policy or sustainability can focus on impact investing at Kellogg to shape their post-MBA career. 

Finance is a popular destination for Kellogg students, and incoming MBA students wanting to switch into this industry can start their learning journey even before they arrive on campus. The Career Management Center offers a wealth of programming and resources, including a summer alumni panel just for the finance industry, interviewing and an in-depth career training via the Launchpad pre-MBA course. 

“Don’t kill your past,” Liberti advises. “Use your expertise to increase your finance job prospects.”

The Kellogg advantage 

Kellogg enables anyone pursuing finance to gain key skills and career opportunities. Among key finance-related offerings are: 

• A dedicated finance major. Kellogg offers many majors and pathways  in its MBA programs. The finance major  is tailored for students wanting a fundamental knowledge base and practical tools that are essential for careers in the field. Students combine these classes with other essential coursework in data analytics and negotiations to create a powerful foundation for finance careers. 
• Specialized finance pathways that let students go deeper into specific topic areas, including venture capital and private equity , asset management , and growth and scaling .  
• Experiential learning opportunities offering hands-on experience outside the classroom. Kellogg offers a wide variety of experiential courses  in many subject areas, including finance. Lab courses in PE, VC and asset management immerse students in a client project with a real company, and the annual PE/VC Conference . 
• Student-led clubs that bring together peers interested in finance careers and connect them with companies and alumni. Groups at Kellogg  include the Investment Banking and Capital Markets Club, Corporate Finance Club, Fintech club, Private Equity Club, Investment Management Club and many others. 
• Case competitions, which let students take their hands-on experiences in finance even further by working with a team of classmates to solve a challenge. Kellogg teams participate in and win top competitions, and a Kellogg group took first place this year in the Venture Capital Investment Competition (VCIC), the world’s top VC competition for MBAs.  
• A deep and broad alumni network that invests in you . Many Kellogg alumni work in finance roles, with the highest concentrations in Chicago, New York, San Francisco and Los Angeles. Of those, a large segment work in private equity or venture capital. 
• Career guidance tailored for you. The Career Management Center  offers unlimited one-on-one coaching to students, a dedicated research specialist to help you chart your professional path, and resources that extend even after graduation. For students particularly interested in careers in finance, clubs and the CMC offer workshops and learning tools just for finance interviewing. Students can also go on company treks to firms in PE, VC and investment banking. 

Read next 

Curious about what an MBA in finance at Kellogg can do for you? Follow the links here to read about students and alumni in finance and discover the latest research from our finance faculty . Or, explore our degree programs  to find the right fit for you.