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Over the past decades, journalism schools and journalism training programmes have been trying to keep up with the constant technological and societal developments. Numerous studies have been done about what knowledge and skills should be taught and several on how they should be taught, to be more adaptive to this changing environment and media landscape. Meanwhile, also media companies are increasingly becoming educators, with their own learning academies to make journalists become lifelong learners. In this study, which was conducted in the Netherlands, we take a holistic approach to understanding the uncertain future journalism education is currently dealing with. We use the method of scenario planning to systematically analyse the current debate on journalism education. By collecting opinions and views of fifty different experts from the broad field of journalism and (journalism) education, we deducted certain and uncertain trends that led to two axes, answering the following questions: What type of journalism do we educate for and Who is in charge of the learning process? Crossing these axes, four scenarios for the future of journalism education appear. With this study, we intend to facilitate the debate on the future of journalism education. [ABSTRACT FROM AUTHOR]

This study explores the intersection of technological advancements in the media industry and the realities of journalism education, aiming to align discussions on digital transformation in journalism with educational practices. An online survey of 228 young journalists from Germany was conducted to assess their editorial tasks, perceptions of technological change, and digital skills acquired during their journalism studies in the higher education sector. The findings indicate that content creation and writing are considered highly important by the majority of young professionals, with significant emphasis placed on integrating social media into their work. There is a broad acknowledgment of growing technical requirements, including mobile journalism, data journalism, and new content channels like blogs, newsletters, or podcasts, which reflects a shift towards a multi-skilled profile for journalists. However, the study also highlights that many journalists reporting insufficient exposure to critical digital skills such as search engine optimization, user metrics, data journalism, and coding. This indicates a need for journalism education programs in Germany to better address these emerging trends and prepare students for the demands of the digital media landscape. [ABSTRACT FROM AUTHOR]

Copyright of Anuario Electrónico de Estudios en Comunicación Social 'Disertaciones' is the property of Colegio Mayor de Nuestra Senora del Rosario and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines the perceptions of Egyptian journalists of the effectiveness of professional training in digital journalism and determines the training-needs of journalists to adapt to innovative journalism practices. The study applies mixed descriptive methods based on The Motivation-Hygiene theory of what motivates employees. Data analysis is based on an online questionnaire with a snowball sample of 134 Egyptian journalists from different media outlets and in-depth interviews with 10 journalists and professional trainers, between June 2019 and August 2020. Findings reveal that the impact of hygiene factors is stronger than that of motivation factors. This study shows that hygiene factors negatively influence professional training and inhibit any positive impacts of motivation factors. The findings of this study are significant to media organizations and professional training providers. [ABSTRACT FROM AUTHOR]

The article analyses and summarises the experience of conducting the state final assessment of undergraduate students in journalism with regard to the competence-based examination model. The relevance of the study is related to the need to achieve systemic unity between the competence-based concept of university training of journalists and its final stage that is the assessment of the quality of the received education. Sinceprofessional competence has an integral activity nature, the knowledge paradigm of the final assessment used for many years does not meet modern requirements. The article describes the reasons and primary goals that determined the transition to a new concept of the state examination at the Southern Federal University in 2021. The article offers the rationale for choosing a case method as the main means of assessing the degree of professional competencies among graduates, including examples of developed case tasks. To assess the effectiveness of the applied innovative methods in 2021-2023 the authors surveyed 4th-year undergraduate students in journalism and members of the state examination boards. An empirical study enabled to determine the level of satisfaction of all participants in the educational process with the new model of the final exam to identify the degree of its effectiveness, as well as potential opportunities and ways to improve. The article presents the dynamics of the survey results and their interpretation. The authors conclude that a practice-based approach should be used not only in the process of training journalists but also in organising the final examination. Implementing interdisciplinary case-based tasks allows graduates to demonstrate the degree of competency formation provided by the educational program, which contributes to their confident entry into the modern media. [ABSTRACT FROM AUTHOR]

The study investigated the veracity of complaints and scepticism surrounding the practice of graduate journalists when they are employed in conventional journalism organizations in Tanzania. While there is a substantial set of appropriate literature involving theory and practice for vocational skills and competencies imparted to the candidates by the training institutions in the country, the study notes the existence of an argument that journalists who are exclusively trained on the job fare better than university or tertiary education graduates in the professional journalistic practice. It is this kind of argument that probably informed Banda's (2013) proposal for a compendium of new syllabi editions that reviewed and suggested how practical components can be included in journalism curricula. Moreover, the Media Council of Tanzania-MCT occasionally conducts several interventions and revisions of journalism programs for the training institutions so as to suit the media dynamics. The media sector, also, over the recent years, has tried to bridge the lacuna in journalism professionalism in various ways. This relentless stride, notwithstanding the massive transformations of media technologies, still causes the profession to suffer credibility woes from the public. The study agrees with the rest of African scholars that a major overhaul in the curricula training of journalists, an amplified ethical adherence of media practitioners, and a harmonized policy that favours press freedom for a democratic society be adopted. [ABSTRACT FROM AUTHOR]

The article contributes to current debates on journalism training in Tanzania and its impacts on journalism-related research and practice. Two notable journalism training institutions, the School of Journalism and Mass Communication (SJMC) of the University of Dar es Salaam and the Department of Journalism and Mass Communication of St. Augustine University of Tanzania (SAUT), have been taken as cases. Document Review and Interviews were used to collect data for this study. The UNESCO Model Curricula for Journalism Education (2007) was used as a frame to analyse journalism training and unveil its impact on journalism research and practice in the two institutions. The study found that the two institutions adopted the UNESCO Curricula Model (2007) and adopted it in their programmes. However, their journalism curricula lack a good balance between theoretical and practical modules whereby programmes of the two institutions are tailored to include many theoretical units than practical ones. Furthermore, the two institutions lack programmes which answer to journalism training that could equip journalists with knowledge for better journalism practice. Equally, the two institutions lack research units that could concentrate on journalism research and come up with journalism-related research agendas. The paper recommends a binding national training framework to guide all journalism training institutions aiming at bringing impact on journalism-related research agendas and better journalism practice, which will be mirrored by the needs of Tanzania. [ABSTRACT FROM AUTHOR]

Journalism and mass communication (J&MC) research examines crucial issues in democratic and undemocratic societies, such as freedom of expression, misinformation and disinformation, government regulation of communications, defamation and invasion of privacy, media technologies and economics, and journalists' professional practices. Unethical scholarship practices may weaken societal and public policy goals of fair, independent, and accurate reporting and transparent governance. This case study analyses how one predatory J&MC journal recruits authors to submit their work and why some scholars succumb to such invitations. This research contributes to both the growing scholarship about predatory publishing practices and to further understanding of how such journals deceptively exploit authors willing to pay for publication without the traditional peer review and editing. This study uses probability sampling of authors who published 504 articles in the journal between 2011 and 2021 to seek their participation in a survey and interviews. Most authors are from developing countries, but others are from the developed world, including faculty at top-tier research institutions. Surprisingly, some published in this journal despite knowing its predatory nature. In such instances, they might benefit from a lack of policies at their universities discouraging publication in predatory journals and may receive benefits from those institutions. Some authors regretted publishing in the journal, especially if they were unaware of its predatory character, because it deprived them of an opportunity to disseminate that research in legitimate academic venues. There are significant societal and political implications as well. [ABSTRACT FROM AUTHOR]

The article analyses and summarises the experience of conducting the state final assessment of undergraduate students in journalism with regard to the competence-based examination model. The relevance of the study is related to the need to achieve systemic unity between the competencebased concept of university training of journalists and its final stage that is the assessment of the quality of the received education. Sinceprofessional competence has an integral activity nature, the knowledge paradigm of the final assessment used for many years does not meet modern requirements. The article describes the reasons and primary goals that determined the transition to a new concept of the state examination at the Southern Federal University in 2021. The article offers the rationale for choosing a case method as the main means of assessing the degree of professional competencies among graduates, including examples of developed case tasks. To assess the effectiveness of the applied innovative methods in 2021-2023 the authors surveyed 4th-year undergraduate students in journalism and members of the state examination boards. An empirical study enabled to determine the level of satisfaction of all participants in the educational process with the new model of the final exam to identify the degree of its effectiveness, as well as potential opportunities and ways to improve. The article presents the dynamics of the survey results and their interpretation. The authors conclude that a practice-based approach should be used not only in the process of training journalists but also in organising the final examination. Implementing interdisciplinary case-based tasks allows graduates to demonstrate the degree of competency formation provided by the educational program, which contributes to their confident entry into the modern media. [ABSTRACT FROM AUTHOR]

Commentary: What skills should student journalists and then working journalists be taught? This paper is an analysis of two decades of reports by editors in the New Zealand media on what they wanted to see. The reports were part of the annual Commonwealth Press Union review of the year. They show a focus by editors on the practical, craft skills of journalism, even as academics and teachers were questioning what was best. The reports cover the years 1979-2002. Many of the same issues then are still being faced; how do you ensure training is up to standard, what do young journalists need to know, how to deliver training to journalists during their careers, and how to ensure that a diverse range of people enters the industry? These questions remain today. [ABSTRACT FROM AUTHOR]

This study examined journalists' use of technology, their gender identity, and how they rate themselves as adopters of innovations. Through the lens of diffusion of innovations, this study conducted telephone interviews with 68 U.S.-based digital journalists and applied an explanatory mixed-method research design in order to examine journalists' adoption of digital journalism technologies. Men and women did not significantly differ in their uses of most technologies and shared equivalence in terms of adoption ratings; however, men did use DSLR and video cameras more than women, while women used nonlinear video editing software significantly more than men. In addition, while men felt significantly less supported by their employers to learn new innovations, this did not lessen their self-evaluation as adopters of innovations. Men also showed significantly more personal agency in choosing stories to cover. [ABSTRACT FROM AUTHOR]

Due to the visual turn in journalism and the emergence of mobile journalism, many newspaper journalists have had to change the way they work and learn to use new tools. To face these changes, traditional news organizations apply different strategies to increase staff competencies in using new production tools and creating innovative content in new formats. In this paper, we investigate how a specific training arrangement was experienced by a group of 40 print editors and journalists in a German regional publishing house. The journalists were introduced to audio-visual storytelling and reporting with smartphones in a 2-week training course. The training arrangements were studied using participant observation and in-depth interviews, followed by a thematic analysis of the data. The study indicates that for print journalists and editors, the transition from the print to the mojo mindset depends on three dimensions: (i) mastering mojo skills, (ii) adopting visual thinking and (iii) integrating ethical and legal awareness. [ABSTRACT FROM AUTHOR]

Media reporting of violence against women (VAW) has the potential to contribute to improving the community's understanding and response to this social problem. However, journalists are not immune to gender biases and myths concerning VAW. Both can affect how the subject is framed. We look at an Australian training programme implemented to improve VAW news reporting practices such as including social context, family violence experts and help-seeking information for survivors, challenging myths and avoiding perpetrator exoneration and victim-blaming. We compare journalists' reporting before and after training and also compare the trained reporters' content with a matched comparison sample written by untrained journalists to see if training translates into best practice reporting. We conclude that reportage practices have improved overall in recent years and that the training model, in which participants were selected to take part, appears to be effective in improving some key elements of best practice reporting, but some areas of concern remain. We recommend more targeted programmes with curriculum additions to better address some reporting deficiencies we identify. [ABSTRACT FROM AUTHOR]

In this paper, I explored how two media aid projects from Sweden were used to intervene in the development of Vietnamese journalism between 1993 and 2007. Vietnamese journalism and media aid are contextualized in this paper by unfolding pedagogical ideology, journalistic culture, and the negotiation of professional ideals. Based on an interview study with Swedish trainers from the media aid projects and informed by document analysis, the main research question concerned the role of the trainers in negotiating journalistic practices during the aid projects and the implications of these. Furthermore, I explored the ways in which the aid influenced journalistic ideology in Vietnam, and how the projects fulfilled their political aim to contribute to the democratic development of media in Vietnam. The paper adds to the growing body of literature seeking to de-colonialize media theory to rethink the development of journalism in the Global South. The key findings demonstrate how social norms disrupted the implementation of the ideology of journalism being conveyed from Sweden, while the transfer of technological equipment and knowledge impacted journalism production. [ABSTRACT FROM AUTHOR]

The article represents a summary of the experience gained during the implementation of an oral history project with students of journalism and social communication specialising in sports journalism. The text discusses the most essential values of the methodology of journalistic work when confronted with the tools and values of oral history.

What skills, attributes, and experiences are needed for a visual journalism job in a contemporary print and digital newsroom? Previous attempts at answering this question examine it through insights from hiring managers or news editors, often collected retrospectively or at arbitrary times of the year through surveys; analyses of position descriptions, which are often framed in normative terms; or through analyzing journalism curricula, which perpetually struggle to adapt nimbly to evolving industry demands. This signaling theory study adopts a novel approach by examining, through qualitative thematic analysis, all applicants' resumes and cover letters submitted by candidates for a visual journalism job posted in 2019. The hiring organization sought a candidate who could not only tell newsworthy stories through images but also one who could "write their own stories," "have strong organizational skills," and be "knowledgeable about current digital technology and applications for smartphone photography." The results provide insight into the types of applicants who apply to such a position; the skills, attributes, and experiences employers regard as worthy of shortlisting; and the strategies candidates adopted in addressing the position description and selection criteria. [ABSTRACT FROM AUTHOR]

In this article, I examine the development of journalism in Vietnam by exploring documentation from two media aid projects carried out by the Swedish International Development Cooperation Agency (Sida) from 1993 until 2007. The project documents contain fieldnotes, evaluations and reflections from the trainers who were recruited from Swedish media houses to conduct training in Vietnam. A qualitative document analysis was used to examine the content with a conceptual framework built on notions of comparative media systems, global media ethics and the salience of social connections in Vietnam. The findings explore how the Swedish media aid intervened in the Vietnamese media by contributing to a technological transition of journalism although the training in newsroom management and media ethics were challenged by conflicting journalism ideology and social norms. The article contributes to the existing research on media development, reflections on media aid and the development of Vietnamese journalism by analysing project documents that provide first-hand information from a period when Vietnamese journalism underwent a dramatic transition towards the digitalized media system existing today. [ABSTRACT FROM AUTHOR]

When the first university schools of journalism and communication started in Spain in 1971, only a few European and North American countries had preferentially adopted an academic model. Variety was their dominant feature, exhibiting diverse professional cultures and sometimes political contexts. In countries with a long journalistic tradition such as the UK, learning on the job was the practice at that time. Labor unions were also prevalently responsible for the training of aspiring journalists in France and Germany. In contrast, in the USA, university journalism schools had been established some decades before. In addition, teaching and research in communication evolved via different paths in those countries that had a more noteworthy influence on Spain. The beginning of university-based schools of communication theoretically contributed to the establishment of a more suitable institutional platform for the delivery of communication research trends in the West. An analysis of historical, political, and institutional contexts converging in Spain in the 1970s is useful to describe how the first university schools were shaped in terms of both their incipient teaching and research challenges. A review of the literature covering both fields in Spain and other countries, along with some previously published archival sources, helps us to frame the case of Spain from a transnational viewpoint that considers the impact of contemporary foreign influences. The resulting broader comparative perspective provides a better overarching understanding of the case, even to the point of measuring the extent to which it can be considered a pioneer in this context. [ABSTRACT FROM AUTHOR]

The transformation of both journalism and the European education landscape opened up a debate about the challenges of digitalisation and the aims of adequate journalism education and training programs. The article discusses how education institutions draw on journalism education discourse, how they adapt their programs in order to respond to the practical demands of professional journalism in the digital age, and which skills and knowledge are considered as the core of journalism education. In addition, it contributes to journalism theory with the development of a dispositive of journalism. This theoretical framework is employed to interpret the status quo of curricula and teaching practices in relation to journalism practice. The empirical case study of journalism training and education includes a comprehensive content analysis of sixty-seven programs and 1818 individual courses in Austria, and guided interviews with twenty-nine stakeholders about the status quo and the challenges of an adequate journalism education. Results show that the digitalisation of journalism is fully integrated in the curricula and that educators are aware of trends in both education discourse and journalism. The results also point at gaps regarding innovation and the teaching of certain topics, and show possible reasons why education practice lags behind education discourse. [ABSTRACT FROM AUTHOR]

We verified the relationship between training and performance in the labor market for journalists who have recently graduated in journalism at the State University of Ponta Grossa (UEPG). The opinion survey sought to identify which activities have been performed by bachelors graduated between 2011 and 2017. The central issue of the work seeks to understand which characteristics are striking in the performance of these professionals and whether they can be considered as tradi-tionally journalistic activities, relating to professional training and with the provisions of the National Curriculum Guidelines for Journalism courses in Brazil, approved in 2013. The results show crossings in the activities performed between journalists who work in newsrooms or in press relations. [ABSTRACT FROM AUTHOR]

Copyright of Publizistik: Vierteljahreshefte für Kommunikationsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Scientific research is possible thanks to public budgets. It promotes social development and improves the well-being of individuals. This reality justifies that we analyze in this paper the informative coverage -as a journalistic constructionof misconduct, scientific fraud and its academic significance. In the last two decades we begin to understand the magnitude of both phenomena; this is the basis of our objective of knowing if the media contribute to taking this problem beyond the investigative sphere, thus fulfilling the functions of control and reporting of journalism. To find out, we proposed a descriptive study of a corpus of information published in 21 digital newspapers, obtained by tracking their websites and using horizontal search engines. The results reveal that journalists and the media have been subjecting this investigation system problem to public scrutiny, but without the desired continuity or depth. One of the conclusions is that the informative coverage of scientific fraud and scientific misconduct does not derive from investigative journalism or journalistic follow-up by the investigative system, but from sporadic, well-known and decontextualized cases. [ABSTRACT FROM AUTHOR]

There is growing academic scholarship on indigenous language media in Africa. The scholarship has mostly tended to focus on the content and political economy of indigenous language newspapers. The scholarship also suggests that much needs to be done in inculcating indigenous languages and indigenous language journalism in journalism education. Grounded in decoloniality, this article explores journalism training practices in selected institutions of higher learning in Zimbabwe. The intention is to unravel the absence or existence of training for indigenous journalism and perceptions of lecturers and attitudes of students towards indigenous language media and journalism. The article also seeks to establish whether there are any attempts to de-westernize journalism, media and communication studies. Methodologically, in-depth interviews were used to gather data from lecturers and students of journalism and media studies at colleges and universities in Zimbabwe. Findings show that the colleges surveyed do not offer any indigenous media journalism-specific modules or subjects. The lecturers, who include programme designers in some cases, have a low regard for indigenous language media. This, the article concludes, will have a knock-on effect on journalism students' and journalists' misgivings towards a career in indigenous language media. [ABSTRACT FROM AUTHOR]

Given that readers are increasingly opting to consume their news via search engines, such as Google or Bing, this study explores perceptions and applications of search engine optimization (SEO) in the online news media and identifies the future training needs of journalists in this sector. To do so, 33 semi-structured interviews were conducted with individuals representative of three professional profiles: professional journalists, SEO consultants, and academics. Based on the data collected, we created five semantic categories - with 25 subcategories - and we correlated the perceptions of the SEO experts employed by the news media with those of the academics. The results highlight varying degrees of convergence and divergence in perceptions across these three professional profiles. Similarly, the results confirm the sector's pressing need to attract readers by implementing search engine positioning techniques and, hence, its need to ensure future journalists are well trained in technical SEO, on-page SEO, off-page SEO, in the use of SEO analytics and audit tools, and in the ability to identify search trends so that they have the necessary skills to win the struggle for more readers. [ABSTRACT FROM AUTHOR]

The need for journalism educators to critically reflect on social, economic, and technological global changes has been on the agenda since the early 2000s. In this era of disruption, digitalization offers new possibilities by using the internet, its platforms, and its ability to create new forms of training. This piece presents ways in which a new journalism education model can be implemented to better train student journalists. [ABSTRACT FROM AUTHOR]

A pilot training project for Papua New Guinean journalists in New Zealand in 1974 ended as a failure. This led to a five-year New Zealand Government aid scheme to establish the South Pacific's first journalism school at the national University of Papua New Guinea in 1975. New Zealand journalist and broadcaster Ross Stevens was the founding lecturer and his legacy included Uni Tavur, the region's first independent newspaper produced by student journalists under an innovative ownership editing model. The UPNG programme educated a generation of journalists in Papua New Guinea and today PNG journalists have the higest level of tertiary education and training in the Pacific. The experience also had a profound impact on the traditions of free speech and journalism training for the rest of the Pacific region. This article examines the contribution made by the late Stevens and how the country's political pressures have impacted on his legacy.

Review of Mekim Nius: South Pacific media, politics and education, by David Robie At its core, Mekim Nius argues a clear position university level education is central to the health of South Pacific journalism and its democracies. To do this Robie is ambitious with the book's scope, declaring three broad aims: a study of the critical influence of teritary education on Pacific journalists and their profession; an analysis of the political, economic and legal frameworks in which Fiji and PNG journalists have operated since; and outline of the development of journalism education in the South Pacific.

Uncertainty still clouds the future of the University of Papua New Guinea's award-winning journalism training newspaper Uni Tavur, suspended in the second semester 1997 due to lack of staff and funding. - Letters by Jean Nuia (PNG); Robert Foster (USA); John Henningham (Australia); Laurie Breen (UK); Rogert Patching (Australia); Wendy, Bacon, Chris Nash, David McKnight, Penny O'Donnell and Brenda Mattick (Australia); Murray Burt (UK); Robert Hooper (USA); and Joe Chika Anyanwu (Australia).

This article addresses digital cultures within the context of the fluid association between the media and the state in the African post-colony. Based on the premise that news organisations construct and disseminate knowledge, the article applies field theory in analysing observed and inferred practices at a radio station and journalism school in Kenya. The article finds that journalism curricula rely on predefined, non-contextualised norms and are yet to fully incorporate digital technologies. Additionally, there is a hybridisation of traditional and newer approaches in training, organisational structures and narrative forms in the Kenyan media landscape. But traditional sourcing cultures are retained, as is the engagement with audiences as consumers, rather than co-producers, of news. [ABSTRACT FROM AUTHOR]

Copyright of Societes Contemporaines is the property of Fondation Nationale des Sciences Politiques and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This current study, part of a dissertation in the works, researches hypertext contributions in journalist training in the 21st century. In theoretical and documentation framework construction, technologies in the process that will even verify news consumption are studied. The article reflects about journalists' academic training in the face of new workplace trends, increasingly in search of multimedia professionals. For this purpose, that is why the possibility emerges to insert hypertext as a pedagogical methodology so students can deal with the variety/quantity of information that circulates throughout the internet. Thus, the need to develop journalistic competencies to filter, analyze and interpret information available on the web, being enhanceable based hypertext use. [ABSTRACT FROM AUTHOR]

Die joernalistieke bedryf is onder groot druk en verander teen ʼn ongekende pas. Dit beteken joernalistiekopvoeders - veral op tersiêre vlak - moet gedurig herbesin oor wat in die lesinglokaal gebeur om tred te hou met omwentelinge in die bedryf. Die kernargument in hierdie artikel is dat joernalistiekopvoeders die basiese beginsels van kritiese selfreflektiewe onderrigpraktyk in gedagte moet hou wanneer hulle interaksie met studente het en kurrikula ontwikkel. Kritiese selfreflektiewe onderrigpraktyk beteken om deeglik na te dink oor bestaande waardestelsels en ervaring alvorens besluite oor toekomstige onderrigbenaderings gemaak word (Larrivee 2000:294). In die artikel word kennis geneem van debatte binne joernalistiekonderrig, wat insluit die soms gespanne verhouding tussen die akademie en die bedryf, sowel as onsekerheid wat steeds bestaan oor waar joernalistiekprogramme in die groter universiteitsomgewing inpas. Aandag word ook geskenk aan die veranderende leerstyle van studente. Die gebruik van digitale media-tegnologie word as voorbeeld gebruik van hoe daar soms wanopvattings kan bestaan oor studente se ervaring binne en buite die lesinglokaal. Kritiese selfreflektiewe onderrigpraktyk word gedefinieer ten einde te argumenteer dat dié benadering veral relevant kan wees vir joernalistiekonderrig op universiteit. As voorbeeld van hoe kritiese selfrefleksie aangewakker kan word onder joernalistiekopvoeders, word verwys na ʼn gevallestudie by die Universiteit Stellenbosch se nagraadse joernalistiekdepartement. In dié geval word terugvoer uit fokusgroepe met honneursstudente aangewend om te reflekteer oor kursusinhoud en leerbenaderings wat ook tot kurrikulumvernuwing kan lei. [ABSTRACT FROM AUTHOR]

Conducted in 2012 to 2013, the current national survey of Kenyan journalists (N = 504) examines major characteristics of journalism and mass communication training in Kenya. Findings show that training in journalism or mass communication is a prerequisite to practice as a journalist in Kenya. While 45% of journalists were trained at the level of associate degree, 91% said they need to get further training. Kenya Institute of Mass Communication is the most popular institution of journalism and mass communication. Moreover, 65% of respondents perceive the quality of journalism training as good—Though in contrast to this favorable evaluation, local colleges face a litany of serious problems. [ABSTRACT FROM AUTHOR]

This article presents a comparison of technical, organizational, and pedagogical structures of six curriculum-related newsrooms in journalism education in the Nordic countries. The newsrooms were selected for comparison on the basis that they had permanent physical facilities and technical channels for publication, and they presented an integral part of the curriculum. To structure this comparison, the concept of the pedagogical newsroom (PN) is introduced, described, and analyzed. It is suggested that a PN is not a direct adoption of a professional newsroom but an attempt to create a critical surplus with regard to the professional newsrooms, more generally reflecting the relationship between journalism education and the professional field of journalism. [ABSTRACT FROM AUTHOR]

Media organizations are immersed in a significant process of technological, professional and business restructuring driven by multimedia convergence and the impact of social media. Regardless of their size and scope, they are becoming increasingly aware of the need to enhance their multiplatform delivery strategies and respond more closely to their audiences’ needs and interests. Professionals working for these organizations therefore must cope with, and learn to thrive in, convergent media environments that call for a high level of cooperative effort and multitasking. These requirements seem to be even higher with regard to online journalism, a sector exposed to continual technological change and oriented towards the development of content in a variety of formats. In the light of this scenario and the recent debates regarding the best way to keep journalism training up to date, this article offers a subject-based case study to examine the challenges involved in incorporating convergence and social media into journalism university curricula. By means of a mix of data methods, the study focuses on the planning, practices and ramifications of a specific course on online journalism newswriting and reporting. The conclusions provide a critical discussion of the objectives and tools used by educators in the classroom and discuss the appropriateness of courses devoted to online journalism for preparing future journalists to cope with daily newsroom challenges resulting from media convergence and social media content production. [ABSTRACT FROM AUTHOR]

A five-year, media capacity-building programme in Sudan gives some valuable pointers about how to keep a media-development programme alive—and the positive results that can be achieved through perseverance and a collaborative effort by stakeholders. The results included the introduction of a new reporting style that highlighted issues of public interest, not previously understood, and journalists who were given the confidence to minimise self-censorship. [ABSTRACT FROM AUTHOR]

This study investigates the perceptions of Gulf Cooperation Council (GCC) students and professional journalists regarding the quality of curriculum and training sessions that they received at the University and afterwards by looking at curriculum, training sessions and practical programmes related to journalism education, as well as the quality of academic staff and trainings for both GCC journalism students and professionals. A survey was administered to a random sample of 369 students at GCC universities and 34 journalists. Based on the analysed data, the study found that journalism education in the GCC regions is interesting and enjoyable, with respondents being found as ambition, talent skills and motivated. More practical rather than theoretical approach is needed to proof the quality of journalism in the region, though a good number of GCC journalists have had a formal academic journalism qualification. GCC journalism education attempts to reflect the developmental trends in the region. [ABSTRACT FROM AUTHOR]

For years, journalism education training in the Pacific has relied on donor funded short courses and expatriate media educators but in recent times this has been changing with the growth of more journalism schools at both universities and technical institutes and a more home grown actively qualified staff and proliferating research programmes. These changes can be reflected with the establishment of the new advocacy group, Media Educators Pacific (MEP). This is chaired by Misa Vicky Lepou, the president and she is also the head of journalism at the National University of Samoa. This body has a mission to promote and deliver the highest professional standards of training, education and research in media and journalism education relevant to the Pacific and beyond. In a region where the news media and journalism education have been forced to confront major hurdles such as military coups, as in Fiji; ethnic conflict, as in the Solomon Islands; and two rival governments and the ruthless crushing of student protests in Papua New Guinea in June 2016, major questions are faced. Along with critical development issues such as climate change and resources degradation, what are the challenges ahead for teaching contemporary journalists? These were some of the issues explored by this panel at the Fourth World Journalism Education Congress (WJEC) conference in Auckland in July 2016. The panel was chaired by the Pacific Media Centre director Professor David Robie. Speakers were Emily Matasororo of the University of Papua New Guinea, Shailendra Singh of the University of the South Pacific, Misa Vicky Lepou of the National University of Samoa and Charlie David Mandavah of the Vanuatu Institute of Technology. Eliki Drugunalevu of the University of the South Pacific provided a summing up.

Commentary: In 2009, a two-year diploma course in Journalism and Media began at the Vanuatu Institute of Technology. It was the first full time journalism and media course in the country and was long overdue as the local media industry expanded. It is the only diploma level course offered at the VIT. The Pacific Media and Communications Facility was established at VIT seven years ago as part of an AusAID initiative, managed by MDI International in association with MC Media and Associates. Work in the facility served as the basis of the two-year diploma course. It provided a foundation for more than 30 graduates, many of whom are now employed in the burgeoning media industry in Vanuatu. This commentary traces the background and development of this programme.

For years, journalism education training in the Pacific has relied on donor funded short courses and expatriate media educators but in recent times this has been changing with the growth of more journalism schools at both universities and technical institutes and a more home grown actively qualified staff and proliferating research programmes. These changes can be reflected with the establishment of the new advocacy group, Media Educators Pacific (MEP). This is chaired by Misa Vicky Lepou, the president and she is also the head of journalism at the National University of Samoa. This body has a mission to promote and deliver the highest professional standards of training, education and research in media and journalism education relevant to the Pacific and beyond. In a region where the news media and journalism education have been forced to confront major hurdles such as military coups, as in Fiji; ethnic conflict, as in the Solomon Islands; and two rival governments and the ruthless crushing of student protests in Papua New Guinea in June 2016, major questions are faced. Along with critical development issues such as climate change and resources degradation, what are the challenges ahead for teaching contemporary journalists? These were some of the issues explored by this panel at the Fourth World Journalism Education Congress (WJEC) conference in Auckland in July 2016. The panel was chaired by the Pacific Media Centre director Professor David Robie. Speakers were Emily Matasororo of the University of Papua New Guinea, Shailendra Singh of the University of the South Pacific, Misa Vicky Lepou of the National University of Samoa and Charlie Dave Mandavah of the Vanuatu Institute of Technology. Eliki Drugunalevu of the University of the South Pacific provided a summing up. [ABSTRACT FROM AUTHOR]

In 2009, a two-year diploma course in Journalism and Media began at the Vanuatu Institute of Technology. It was the first full-time journalism and media course in the country and was long overdue as the local media industry expanded. It is the only diploma level course offered at the VIT. The Pacific Media and Communications Facility was established at VIT seven years ago as part of an AusAID initiative, managed by MDI International in association with MC Media and Associates. Work in the facility served as the basis of the two-year diploma course. It provided a foundation for more than 30 graduates, many of whom are now employed in the burgeoning media industry in Vanuatu. This commentary traces the background and development of this programme. [ABSTRACT FROM AUTHOR]

The primate aim of this study is to explore the influence that the workplace has on the professional conduct of journalists. Survey method was adopted with questionnaire as primary instrument to generate data. The study evidently showed that the major cause of unethical behaviour among journalists transcends lack of training but inclusive of the operational happenings in the environment of the journalist. To restore credibility to the profession, the paper recommends that, a revisit to the existing code of conduct to explicitly state those who can practice journalism in Nigeria is necessary; the various media professional and controlling bodies should strive for enhanced remuneration for journalists and other media practitioners; training institutions should intensify efforts in the teaching of ethics to form a philosophical base for the new entrants into the profession while violation of ethics must be treated with all sense of seriousness it deserves. Evidently from all indications, the need for a national ethical philosophy in Nigeria becomes inevitable. [ABSTRACT FROM AUTHOR]

Since 1994, the call to de-westernize journalism education and training curricula has been a major narrative in South Africa's transformation discourses. Journalism education and training institutions have responded to this call by holding conferences, colloquia, seminars and symposia to try and find ways of de-westernizing journalism curricula, which they argue are ill-suited to meeting the needs of a 'new' democratic and transforming South Africa. However, though these calls have been consistently made both inside and outside Africa, there is no agreement amongst scholars what exactly the process of de-westernization of journalism curricula would entail. This article reflects on the possible trajectories that the process of de-westernization would follow, as well as interrogates the feasibility of de-westernizing journalism curricula in the post-1994 South African context. The article highlights the contradictions and complexities inherent in the de-westernization narrative in South Africa. [ABSTRACT FROM AUTHOR]

Journalism education in Sweden emerged in the late 1950s after more than 50 years of discussions. This historical process is analyzed in this article as an interplay of forces, where different interest groups tried to shape how journalists were to be educated once the existing apprenticeship system was replaced by journalism schools. Using the work of sociologists Pierre Bourdieu and Margaret Archer, this study closely follows the struggle inside the journalistic field, and between the journalistic field and the academic field and other interest groups, about how journalists were to be trained and by whom. This study reveals how conflicts over journalism education tended to migrate; from who would run a journalism school in the postwar years to the governmental investigations of the 1960s and the prevailing internal conflict between theory and practice at the two national Journalist Institutes in the 1970s. This article discusses what is commonly understood to be the professionalization of journalism. However, from another perspective, it can also be viewed as a trade losing control over its education. [ABSTRACT FROM PUBLISHER]

After the ethnic clashes and generally poor plight of Solomon Islands at the turn of the millennium, the country has been the recipient of substantial international foreign aid, which has included journalism education and training, particularly from Australia. However, little independent research has been done about the role of Australian trainers and the history of journalism training in this period of change and restoration. This article seeks to provide a point-in-time report on journalism training in an aid context, in a bid to provide a baseline for future investigation of changes in the media landscape and training in Solomon Islands. This research draws on independent in-depth interviews with engaged stakeholders in the Solomon Islands, including journalists, civil leaders and government figures. It also discusses the Australian government-funded media aid programmes, including the Solomon Islands Media Assistance Scheme (SOLMAS) and its unnamed predecessor.