Mullen, Mary ORCID: https://orcid.org/0009-0002-8633-2534 (2026) The London Edit TV Broadcast - A University of Greenwich and UK-LTV Coproduction. [Video]

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Abstract

The London Edit - TV Broadcast - Transmitted 23-24-25 January 2026. The London Edit, co-produced through a collaboration between BA Film and Television students at the University of Greenwich and UK Local TV (LTV London), operates as a Practice-as-Research case study investigating curriculum-integrated broadcast production as an incubator ecology for professional formation, participatory storytelling, and industry-facing screen pedagogy. The project aligns directly with the University of Greenwich Curriculum Framework 2030 strategy through its emphasis on authentic learning, employability, civic engagement, inclusive partnership, and industry-connected education.

The project demonstrates how higher education and regional public broadcasting partnerships may function collaboratively to bridge longstanding gaps between academic production cultures and contemporary screen industry expectations. Through this industry-facing curriculum model, Local TV Ltd provided undergraduate co-producers with access to a genuine Ofcom-regulated public broadcast environment, requiring students to engage directly with Public Service Broadcasting (PSB) values, editorial compliance, transmission standards, collaborative workflows, and audience-facing dissemination.

Importantly, the project foregrounded Equity, Diversity, and Inclusion (EDI) through collaborative production structures designed to widen participation and support Global Majority student representation within broadcast-facing practice. This approach seeks to explore how curriculum-integrated broadcast collaboration may help democratise access to industry-facing opportunities that are often difficult to access, highly competitive, financially restrictive, or dependent upon informal networks and prior industry connections within the screen industries. By embedding live industry learning directly into undergraduate teaching, the model attempts to create more equitable pathways into professional production cultures for students from diverse educational, cultural, and socio-economic backgrounds, including students historically underrepresented across many areas of the television industry.

Rather than limiting professional broadcast experience to a small number of externally recruited placements or elite internship opportunities, the project positions industry engagement as a shared pedagogic experience embedded across entire student cohorts. Through participation in publicly transmitted broadcast productions, all participating students were enabled to contribute towards broadcast outputs while receiving recognised industry production credits linked to specific professional roles within the production ecology. In this sense, industry-facing participation becomes embedded within curriculum practice itself rather than operating as an external or exceptional opportunity available only to a limited number of students.

The project therefore investigates how participatory broadcast ecologies may function not only as training environments, but also as inclusive structures of access, mentorship, professional socialisation, collaborative authorship, and public storytelling within contemporary screen education. Rather than simulating industry practice within classroom settings, the project situated students within a live broadcast production ecology in which learning emerged through participation, negotiation, accountability, reflective practice, and collaborative production processes. In doing so, the initiative operationalised Curriculum Framework 2030 priorities by embedding experiential learning, external partnership working, and professional engagement directly within undergraduate teaching and assessment structures.

Working to professional deadlines and transmission requirements, students developed technical, editorial, communicative, and adaptive production literacies while producing short-form television content foregrounding community voice, regional identity, and diverse London perspectives. The project therefore positions participatory broadcast collaboration as both a pedagogic methodology and a civic media practice through which emerging producers encounter the realities of contemporary screen production cultures while contributing to public-facing storytelling.

Importantly, The London Edit functioned not solely as a student exercise, but as broadcast-ready public service (online digital) television transmitted to regional audiences through UK Local TV. In this sense, the project contributes to wider debates surrounding employability, inclusive media production, Practice-as-Research, and industry–education collaboration by evidencing how curriculum-integrated incubator ecologies may support professional resilience, multi-skilled production literacy, collaborative agency, and public-facing creative practice within increasingly hybrid and rapidly evolving screen industries.

Item Type:	Video
Uncontrolled Keywords:	TV BROADCAST - TVPM-TELEVISION PEOPLE MAKE - IMEM-INDUSTRY-MEETS-EDUCATION-MODEL-MFM
Subjects:	N Fine Arts > NX Arts in general P Language and Literature > PN Literature (General) > PN1990 Broadcasting
Faculty / School / Research Centre / Research Group:	Faculty of Law, Arts and Social Sciences Faculty of Law, Arts and Social Sciences > School of Design and Creative Industries
Related URLs:	Author
Last Modified:	18 May 2026 17:13
URI:	https://gala.gre.ac.uk/id/eprint/53497

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