I realized a while back that one of the greatest challenges in identifying and recruiting young people for our industry presented itself inside college classrooms. While this is not the case on every campus, the issue is large enough to take note of.
When talking with various universities about the potential careers for students in our industry, many professors and instructors pushed back and had little confidence in commercial radio as a viable option for students. Believe it or not, one of them was actually the college radio station advisor.
In one instance, I had asked for just ten minutes in a classroom to talk about the vast new opportunities available to young people in broadcast media studies. She shut me down and said, “These kids have zero interest in radio, and besides, my class is all about public relations.” Of course, I explained that radio and media opportunities are at the core of public relations! She didn’t even ask what I meant. Needless to say, I didn’t get to address that class of twenty-five students.
That is the precise moment I realized that it wasn’t her fault. It wasn’t the fault of the students who seem less interested in radio and more compelled by podcasting, streaming, and social media marketing and unaware that it is all part of what we offer!
We seemed to fall victim to the narrative created by technology. We all know that mobile phones have radio chips inside for which carriers and manufacturers do not benefit and, therefore, refuse to activate. This negative narrative has painted us into a corner.
Perhaps, though, it is our fault! Perhaps our industry has done a rather lackluster job explaining the evolution of radio and the doors that have opened as a result of the changes we have experienced. Those in the business don’t help by incessantly complaining that nothing is like it used to be. (I addressed this in a previous article, “Fighting the Urge to Throw in the Towel,” August 14, 2024.)
So, what are they teaching about radio in college marketing/media classes today? One of the traps academia can get caught up in is “preparation for the future.” It’s more about, “What can we implement tomorrow, or what has time-proven?”
Less focus is then given to the last 10-20 years as it becomes “outdated” and is used only to show mistakes and wrong moves. Professors spend much of their time researching cutting-edge aspects of their respective fields, which, in their minds, best prepares their students.
The past usually exemplifies what went wrong and how to avoid the same mistakes. This focus on “previous history” and “likely futures” unintentionally bottlenecks the material, resulting in minimizing any current potential.
When professors see erosion or slow growth, their substitutes of the future appear “fresh and relatable” to students, which, in turn, signals that the “traditional” practices will not be as viable when students graduate.
It is little wonder that young people today tend to think of “radio” as the old-school, “traditional” device, available only in cars and with a limited future. When many of us grew up, radio was ubiquitous. It was on our bedside tables, in our kitchens and living rooms, in our stereo systems and home theater equipment, in our cars, and we carried transistor radios and had boom boxes everywhere.
Let’s face it, folks! As an industry, we have not focused our marketing on what the industry provides. We still tend to battle other radio competitors while the true battle must be fought on a larger level.
We have allowed our leading position to be usurped in the minds of some consumers and with the advent of the internet. In the past, we never needed to recruit. Young talent used to flock to our industry. Obviously, that changed, and in today’s world, we need to educate and let this demo know that radio goes far beyond what it was when their dads were young.
To be clear, I am not suggesting that young people as a group don’t listen to the radio. Quite the contrary! They do indeed listen, but as a career, we don’t hold a high enough position as a career path they may consider. While they do listen, the “broadcasting” brand seems somewhat tarnished among students, making it difficult to invite them to our party.
As an industry, we have an opportunity to do better, and we can certainly begin in the classrooms, starting in middle and high schools. We could also really use help from the world of academia. Over the past few years, some indeed have begun to better define “radio” as a local content creation platform and audio provider chock full of custom content created just for them. We have a cornucopia of career opportunities of which they are already very familiar.
So, why the disconnect? What tools can we use to get back on the radar with the youngest demographic? Is it even possible? Well, many companies have found that the word “radio” presents a roadblock for them and have replaced it with “media”.
Frankly, when I spoke with students at several universities, they agreed that the word “media” rather than “radio” may help. They believe that “media” casts a larger net when it comes to career paths and includes those subjects taught in the classrooms, including journalism. There’s great irony here as so many young people get all their news and information exclusively from social media.
Yes, we have certainly changed considerably over the years, but there is a far greater diversity of opportunities than ever before. Perhaps, like many brands have begun doing these days, we can identify our own young brand ambassadors and influencers, those who speak to young people on our behalf and tout the benefits we have to offer as an audio source and career option.
All of us on the local and corporate levels must do all we can to have an impact by visiting local high schools to introduce our career opportunities and the diverse nature of our wonderful, evolving industry. Remember – great marketing requires a loud voice!
Let’s all go out and make some noise and start in the classrooms!
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