Running Head: EQUIPPING THE MEDIA ANALYTICS TOOLBOX 1

Abstract

Media is an industry overwhelmed by data. The ability to collect information on media

production, distribution and content has led to a growing need for media professionals with the

skills to analyze media data and make informed decisions based on their findings. This article

examines job advertisements for media analytics positions to determine the skills and

technological experiences required for entry and mid-level hires. The findings indicate varying

expectations across the industry, indicating a need for flexibility and breadth in media analytics

education.

Keywords: Media Analytics, Data Journalism, Measurement, Social Media

EQUIPPING THE MEDIA ANALYTICS TOOLBOX 2

Introduction

The use of focus groups, Neilson ratings, chart rankings and circulation numbers to guide

business decisions is increasingly being supplemented, and in some cases replaced, by the raw

data produced when audiences click, view, share and comment. The processes of media

production, distribution, consumption and critic generate an almost unfathomable amount of

digital information. But if media professionals lack the ability to sift through this data deluge to

extract insight, we run the risk of squandering access to this valuable resource. There is an

analytics skills gap pervasive across the industry that could put media organizations at risk of

missing growth opportunities and making poorly informed decisions (Colombani, James, Kim, &

Wegener, 2014). This article looks at how academic programs in journalism and mass

communication can prepare students for jobs where the ability to perform media analytics work

is required.

There are innumerable examples of the ways access to audience and customer data has

changed business practices among mass communication professionals. John Foreman, Chief

Data Scientist for MailChimp.com defined data science as the “transformation of data using

mathematics and statistics into valuable insights, decision, and products” (Foreman, 2014, p.

xiv). For the purposes of this article, media analytics refers to the application of data science to

provide insights and aid decision-making in media production, distribution and consumption

processes. The following examples, representing exceptional use of data analysis in

broadcasting, strategic communication and journalism, show just a few recent successes of data-

savvy media professionals.

The broadcast market changed dramatically in 2011 when the streaming content

behemoth Netflix purchased first rights the political drama House of Cards in a distribution deal
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that reportedly exceeded $100 million (Andreeva, 2011). Not only was this Netflix’s first entree

into the original programming market, but the company made the staggering decision to commit

to two full seasons of the show – 26 episodes – without seeing a pilot. House of Cards Star Kevin

Spacey said, “Netflix was the only network that said, ‘We believe in you. We’ve run our data

and it tells us that our audience would watch this series’” (Kevin Spacey: James MacTaggart

Memorial Lecture in full, 2013).

Collaborative data analysis across formerly siloed business functions at a major national

airline helped alleviate customer complaints after a turbulent merger. When Southwest Airlines

slipped from the top spot in the U.S. Department of Transportation Monthly Air Travel

Consumer Report as the best on-time domestic airline in 2014 the company launched a

comprehensive effort to track news and social media mentions related to on time performance

(OTP). This data was married with information on consumer complaints submitted to

Southwest’s Customer Service division and compared to the record of news and weather events

that could affect flight times. This analysis led to a series of new projects that addressed

emergent customer concerns and led to a 5% increase in OTP rate over the next two years

(Kochhar & Weiner, 2016).

In journalism, one of the most impactful stories of 2017 emerged from the tenacious

analysis of a massive dataset. The International Consortium of Investigative Journalists,

McClatchy and the Miami Herald were awarded a Pulitzer Prize for their work culling through

the cache of 11.5 million leaked financial records, collectively known as the Panama Papers. The

analysis of these papers by more than 300 reporters illuminated the murky world of global off-

shore tax havens (Dwyer, 2017).

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These examples illustrate the innumerable ways analytics is changing the role of

communication professional. Yet there is remarkably little research addressing the way mass

media programs can best prepare students for industries that are increasingly using data analytics

to guide decision-making. This multi-method study examines entry-level and mid-level job ads

to determine the skills and qualifications organizations are looking for in candidates for positions

that require media analytics work. The findings of this study will provide insight into how

programs in media and communications can best prepare students for increasingly data-driven

industries.

Literature Review

In 2008, Wired Magazine editor-in-chief introduced the concept of big data to a popular

audience and claimed that ready access to vast amounts of data the classic approach to scientific

research had become obsolete.

Sixty years ago, digital computers made information readable. Twenty years ago, the

Internet made it reachable. Ten years ago, the first search engine crawlers made it a

single database. Now Google and like-minded companies are sifting through the most

measured age in history, treating this massive corpus as a laboratory of the human

condition (Anderson, 2008, p. 106).

Online communication has made it possible to track and monitor production processes,

distribution channels, content performance and audience sentiment and behavior to an extent

unheard in the pre-digital age. But while many media organizations are inundated with data,

industry experts are concerned about the dearth of communication professionals able to translate

the raw data into goal-oriented decisions (Alexander, 2016; Culver, 2014; Neill & Schauster,

2015). In Cision’s 2017 Global Comms Report, 75% of those surveyed felt the comms industry
EQUIPPING THE MEDIA ANALYTICS TOOLBOX 5

should do a better job of measuring and proving its impact on business objectives and 63%

placed inability to measure impact effectively in their top three most difficult challenges (Cision,

2017).

The rise of social media use by both individuals and organizations is inextricably tied

with the growing need for media analytics skills. The social media analytics market is predicted

to grow from $2.35 billion in 2016 to $11.89 billion by 2023 (Stratistics MRC, 2017). As

McCosker (2017, p. 131) wrote, “the use of social media platforms defines only one aspect of the

role of social media.” Whereas the first wave of social media use by organizations relied on

social media as channels to publish and distribute content, organizations are increasingly

approaching social media sites as enormous databases ripe with potential for insights and

knowledge generation (McCosker, 2017). In the broadcast industry, for example, there has been

a recent surge in the use of social TV analytics in conjunction with Neilson data to provide

insight into audience exposure and engagement (Kosterich & Napoli, 2016). Universities are

posed to play an important role in bridging the data analytics skills gap, but a review of recent

literature in this area suggests that programs in journalism and mass media communication are

struggling to meet the demands of increasingly data-driven industries.

Data Analysis in the Mass Communication Classroom

The Accrediting Council on Education in Journalism and Mass Communications

(ACEJMC) lists that ability to “apply basic numerical and statistical concepts” as one of the core

competencies that all mass communication graduates, regardless of their area of specialization,

should possess. (“Nine Standards – ACEJMC,” n.d.). Yet a survey of journalism programs both

in the United States and abroad showed that only 19% require majors to take a statistics course.

Furthermore, not one of the 369 programs included in the study offered a statistics course within
EQUIPPING THE MEDIA ANALYTICS TOOLBOX 6

the journalism program, relying on business schools, economics programs, math departments,

and others to provide the necessary statistics classes for their majors (Martin, 2017).

The Sage publication Journalism recently devoted an entire issue to the state of data and

statistics in journalism education. In the introduction, guest editors Nguyen and Lugo-Ocando

(2016) wrote:

[I]t is quite inexplicable that journalism education in universities rarely incorporates

statistical skills in its curricula, despite repeated calls from experts, scientists and policy

makers and despite being better positioned than any news organization or professional

training body to do so.

Although a majority of journalism program chairs believed statistical reasoning was a

competitive advantage for students entering the workforce (Griffin & Dunwoody, 2016),

evidence shows significant cultural resistance to formalizing requirements for data analytics

skills within mass communication programs. Journalism educators in particular expressed

concerns that focusing on quantitative reasoning skills could take time away from the

development of writing skills and that faculty did not have the expertise or training to teach data

analysis (Yarnall, Johnson, Rinne, & Ranney, 2008).

Journalism programs are not the only areas where additional instruction in numerical

literacy is needed. After interviewing 20 leaders in strategic communications, Kim and Freberg

(2016) concluded that academic programs must further develop instruction in social media

content creation, storytelling and analytics to prepare students for growing expectations in the

industry. The need for young strategic communication professionals with analytics experience is

perhaps in part by a lack of expertise in that area by more seasoned employees. In a survey of
EQUIPPING THE MEDIA ANALYTICS TOOLBOX 7

public relations professionals, O’Neil and Lambiase (2016) found that 81% would be interested

in a training program on measuring and evaluating communication effectiveness.

Barriers to Teaching Media Analytics

The assumption that students in mass media disciplines are averse to math and concerns

about communications faculty’s ability to teach numerical reasoning are both frequently cited as

barriers to offering instruction in media analytics (Yarnall, Johnson, Rinne, & Ranney, 2008).

This reasoning, however, may be based on misconceptions about analytics. Although the ability

to analyze quantitative data and perform statistical analysis depends on math as a tool, statistics

and math are not the same area of study. The application of mathematical concepts however is

necessary to perform basic and advanced statistical analysis, just as it is used for analysis in

disciplines such as physics, computer science, and economics, among others. While mathematics

and statistics are distinct disciplines, generalizations about math and closely associated with

attitudes toward statistics and math averse communication students are likely to be wary of

statistics courses (Fullerton & Umphrey, 2016). This misconception may indicate a need to for

educators to reframe how statistics are presented in journalism and mass media courses. As

Nguyen and Lugo-Ocando (2-16) write, “statistics are not mathematics: they are about the

application of the same kind of logical and valid reasoning needed for other types of news

material” (p. 3). This sentiment is echoed by the comments of an advertising industry consultant

quoted in Neill and Schauster’s (2015) study of the gaps strategic communication leaders saw in

advertising and public relations education. “Everything in our world operates around data and

analytics now, and you better have a really strong core. Doesn’t mean that you’re a data

scientist... but you better be a very sophisticated and savvy user” (p. 11).
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The lack of clear expectations as to what media analytics professionals should (and can)

do is another challenge to adequate academic preparation. In a study of digital labor across 13

different organizations, McCosker (2017) found that expectations for analytics employees varied

widely. “Even among digital and social media agencies, there was often no direct work trajectory

or set of qualifications underpinning their appointments.” (p. 163). The limited body of research

on teaching data analysis in journalism and mass media programs offers wide-ranging and

sometimes contradictory advice. For example, Martin (2017) wrote that an introductory statistics

course for media students “should include rigorous readings on statistics and probability, teach

students to analyze data using software such as SPSS or other widely used, non-Excel program,

and assign students to interpret statistical findings of peer-reviewed research” (p. 466). Whereas

Asamoah, Sharda, Hassan Zadeh, & Kalgotra (2017) cautioned against focusing too much on

specific applications stating that “the vast amount of technical skills needed to manage each of

the mostly nascent applications could have an unintended consequence of making students

overly focused on how to use a particular software rather than learning the underlying concepts

being discussed” (p. 179).

To address the issue of how academic programs in journalism and mass communication

can best prepare students for increasingly data drive careers, this research addressed the

following questions:

R1. What skills are required for internships, entry-level and early mid-level jobs in media

analytics?

R2. What (if any) software programs do employers prefer employees in media analytics

positions have experience?

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Method

In the first phase of this project, researchers collected a sample of 100 job advertisements

using the search term “media analytics” and manually filtering for positions requiring five years

or less of work experience. Of these ads, 36 were pulled from CareerBuilder.com, 31 from

Indeed.com, and 33 from LinkedIn.com. All postings were collected between November 15 and

November 24, 2017 and represent the first positions listed according to fit of the search term

“media analytics.”

The co-authors independently coded the full dataset identifying content in the following

categories: hard skills, soft skills and technological experience. A comparison of researchers’

coding efforts reveled inconsistency between identification of hard and soft skills, so the decision

was made to combine coding categories into a single code of “skills.” Further comparison of the

independent coding showed only minor disagreements, which were solved through brief

discussion and mutual agreement of categorization and phrasing. Researchers then used the text

mining program KH Coder (Higuchi, 2001) to conduct a frequency analysis and co-occurrence

analysis to show relative proximity of related terms.

Results

The data show that employers looking to fill positions in media analytics highly value

written and verbal communication skills as well as the ability to work collaboratively (see Figure

1). Although analytical skills appear in reference to many different types of data (i.e. web

analytics, social listening, data analytics, social media analytics), no single type of method of

analysis emerged from the dataset as dominate in the job descriptions.

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Frequency
60

50

40

30

20

10

0
verbal

social_listening

social_media_marketing
writing

data_analysis

media_buying
communication

marketing_campaigns

datum

editing

passion
collaborative

multitasking
detail

digital_marketing
presentation_skills

brand_awareness
social_media

web_analytics

strategy
analytical_thinking

data_interpretation

organization_skills
social_media_analytics

digital

oral_communication
project_management

data_analytics

media_planning

blogging
analytical

campaign

creative

campaign_analysis

research
interpersonal_skills
interpersonal
communication_skills
social_media_content_creation

Figure 1: Frequency of terms used to describe required and preferred skills of media analytics
job applicants

The co-occurrence analysis of required or preferred skills referenced in the job ads

showed widespread reference to a range of skills (see Figure 2). A clear cluster (01) consists of

four of the most frequently referenced skills: writing, verbal, multitasking and collaboration.

These are common requirements among positions across the communication industry. Cluster

(08), while not representative of particularly frequent terms, does show a notable relationship

between analytics skills, organizational knowledge, and an understanding of influence. Lastly,

cluster 02 represents a relationship between visual communication skills and presentation skills,

both desirable traits among entry and early-career media analytics professionals.
EQUIPPING THE MEDIA ANALYTICS TOOLBOX 11

Figure 2: Co-occurrence map of terms used to describe required and preferred skills of media
analytics job applicants

The results of the frequency analysis of preferred technical experience also showed a

range of tools referenced in job advertisements. However, Google Analytics was clearly the most

desired skillset among media analytics applicants. This software was closely followed by the

spreadsheet program Excel the social networking platforms Facebook and Twitter. Google

adwords, a suite of tools related to positioning paid content on Google, is also among the top five

most referenced terms in the job ad dataset. The SQL, which refers to a programming language

used to store and manipulate data, was the sixth most referenced term in the dataset and the first

that refers to a more advanced data analytic tool.

EQUIPPING THE MEDIA ANALYTICS TOOLBOX 12

Frequency
45

40

35

30

25

20

15

10

0
Pinterest

SPSS

Atlas
Facebook

twitter_analytics

Omniture

Salesforce

DBM
Twitter

SAS

LinkedIn
google_adwords

Instagram

PYTHON

Hootsuite

MRI

adobe_premiere
Nielsen
facebook_insights

Sysomos

Photoshop
Excel

SQL

YouTube

microsoft_office

Sprinklr
google_analytics

word

Kenshoo
HTML

ComScore

Snapchat

Marin

Brandwatch
Bing
Tableau

PowerPoint

adobe_analytics
Figure 3: Frequency of terms used to describe required and preferred technological experience of
media analytics job applicants

In contrast to the co-occurrence analysis of the preferred and required skills (Figure 2),

the co-occurrence analysis of the technological expertise data (Figure 4) showed distinct

clustering of related terms. Although no single programming language, with the possible

exception of SQL, rose to the top of the frequency charts, cluster 01 shows a dense connection of

terms relating to types of coding, programming and scripting languages. This cluster is closely

connected to cluster 03, which references common statistical analysis and visualization tools

including SAS and Tableau. This indicates that, although the preferred language varies between

job descriptions, some familiarity with coding for data manipulation, analysis, and visualizations

would be an asset for media analytics graduates.

EQUIPPING THE MEDIA ANALYTICS TOOLBOX 13

Cluster 02 underscores the importance of social media expertise among recent journalism

and mass media graduates. Cross-platform experience, as well as an understanding of the native

analytics programs for each platform, is expected for those pursuing a career in media analytics.

Discussion

The results of this analysis show that there is no clear consensus on the skills or

technological experience needed to pursue a career in media analytics. That said, the data does

provide some direction for academics looking to incorporate instruction in media analytics into

journalism and mass media programs.

EQUIPPING THE MEDIA ANALYTICS TOOLBOX 14

RI asks, “What skills are required for internships, entry-level and early mid-level jobs in

media analytics?” The findings of this study indicate that the foundational skills commonly

emphasized in communications programs – strong written and verbal communication skills,

ability to collaborate, critical thinking – are highly valued among employers looking to hire

individuals with media analytics experience. More advanced data science skills, such as in-depth

knowledge of programming languages and machine learning technique, are not prominent in the

dataset. Instead, general proficiency in a range of analytics techniques such as social media

metrics, basic coding for data analysis, and data visualization skills may serve media analytics

students better than extensive instruction in a single method of analysis. This finding supports

the assertion of Nguyen & Lugo-Ocando (2016) who wrote,

[W]hat journalists need the most is not a set of skills to calculate or create their own data

but one to use logical, valid reasoning and journalistic skepticism to (a) find and acquire

data, (b) explore and evaluate their real meaning in context, (c) investigate non-numerical

factors shaping them and (d) report them in a balanced, fair, accurate, accessible and

engaging manner (p. 5).

In regards to the second research question, “What (if any) software programs do

employers prefer employees in media analytics positions have experience?” The data again

shows a preference for familiarity with a range of tools and techniques, with the exception of

Google Analytics and Excel. With the prominence of Google Analytics in the field of website

traffic monitoring and its relevance to the process of search engine optimization, the inclusion of

this tool in the majority of job ads is unsurprising. The dominance of Excel however, even over

such popular social networking platforms as Facebook and Twitter, was surprising. The

spreadsheet program was initially released by Microsoft in 1987 and is a stable of the company’s
EQUIPPING THE MEDIA ANALYTICS TOOLBOX 15

office suite. The staid reputation of the program is belied by its robust, and largely underutilized,

data analysis features such as pivot tables and graphic tools.

Limitation and Direction for Future Study

One of the primary limitations of this study is the small size of the dataset. The

researchers have already embarked on the second phase of the research project consisted of

quantitative analysis of 262 job advertisements posted on MediaBistro.com, a career building

and job posting website for media professionals. The Google Chrome plug-in Data Miner was

used to scrape information on all listings in the Media Bistro job board that included any of the

following terms: “analytics,” “analyst,” “analyze” or “data.” The resulting dataset represents

45% of the 584 jobs posted on Media Bistro when the data scrape took place on November 28,

2017. The researchers plan to code and analyze these additional job postings and compare the

findings to those presented in this study. In doing so the researchers hope to expand the findings

of this study and provide additional recommendations for including media analytics in the

curriculum.

Conclusion

Based on the findings of this study, journalism and mass communication programs could

incorporate additional instruction in media analytics with relatively little effort. Employers are

seeking communications majors with numerical literacy, a range of skills, and familiarity with

fairly common media analytics tools. The researchers found evidence that employers in the

media industry tend to be seeking media professionals with data experience, as opposed to data

scientists that can work in the media. With strong communication and collaboration skills,

journalism and mass media students are well-positioned to join a changing workforce. The
 EQUIPPING THE MEDIA ANALYTICS TOOLBOX 16

challenge now is to provide instruction and instill confidence in students regarding their ability to

apply these skills to glean insights from different types of data.

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