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1
Pearson, Mark L. "The new 'multi-journalism': Journalists' and educators' perceptions of the influences of the internet upon journalism and its implications for journalism education." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36583/1/T%28ED%29%20323_Digitised%20Thesis.pdf.
Testo completoAbstract (sommario):
This work uses grounded theory methodology to develop a theory of the Internet's influences upon journalism and its implications for journalism education. It sets out to address research questions asking what journalists' and educators' electronic discussions reveal about the influences of the Internet upon journalism and what the implications of this might be for journalism education. Sub-questions ask how the Internet's influences upon journalism might be categorised and, further, ask what new tasks and practices journalists have adopted in their work as a result of the use of the Internet.
The literature review reveals scholarship in the field has developed rapidly during the course of the study, however while much of the research has targeted specific ·phenomena in the journalism I Internet I education interface, there has been a dearth of literature attempting to synthesise the three in a holistic theorybuilding exercise such as this. Certainly, there have been no attempts to use a grounded theory approach to the analysis of electronic discussion list data in building such theory.
The data upon which the analysis is based are the discussions about journalism practice and journalism education on four electronic discussion lists during a nine week period in 1997. The 1217 messages posted to the lists were sorted according to their relevance to the research questions and the 629 messages selected were coded and sorted using the NUD.IST qualitative research software and analysed in accordance with grounded theory procedures recommended by Strauss (1987) and Strauss and Corbin (1990).
The study illustrates that the Internet has had a major influence upon journalism which has important implications for journalism education. The thesis presents a descriptive categorisation of the Internet's influences upon journalism. The Internet's actual influences upon journalism are identifiable and numerous, and include 169 new journalistic tasks and practices. The influences are so profound in some respects that they force a re-evaluation of journalism and its purpose.
The influences of the Internet upon the context in which journalism is practised and upon the practice of journalism are momentous. They represent the emergence of an endeavour which, while retaining many of the characteristics of journalism as it has been known, is too fragmented, multi-dimensional and multi-purposed to continue to be classified as such, a notion which has profound implications for journalism education and necessitate a review of its aims and practices. The term "Multi-Journalism" has been coined to describe this new manifestation of journalism as an occupation.
Numerous opportunities for further research have been identified, covering all three domains addressed in the thesis: the context in which journalism is practised, the practice itself, and the implications of Internet influences for journalism education.
2
French, Nora. "How do you educate a journalist? : the competing discourses of journalism education." Thesis, University of Sheffield, 2005. http://etheses.whiterose.ac.uk/14878/.
Testo completoAbstract (sommario):
This research is concerned with the curriculum in an area of professional education, that of journalism. Competing concepts of journalism and journalism education exist which have led to variety and some confusion in the structure and content of educational programmes. The research investigates the beliefs and values underlying the two main undergraduate degree programmes in journalism in Ireland, at Dublin City University and the Dublin Institute of Technology, with the aim of gaining a better understanding of the issues involved. The study is set in the context of the more general debates on journalism education and professional education. As the topic is to do with meaning and language, a discourse analysis approach was used, specifically the method of critical discourse analysis developed in the work of Fairclough. This approach entails a comprehensive, multi-layered analysis starting from a small amount of data or core texts. The data used were documents. The brief published descriptions of the two courses served as the core texts; the analysis of which was further tested through examining documents detailing the course modules and course rationale. The third layer of analysis looked at the usage of the concepts in texts from the wider journalistic and educational contexts in which the courses were developed. Discrepancies were found in the concepts of journalism and journalism education within and between the texts at the different levels of analysis. There were differences in the perception of journalism as distinct from or part of the media in general, differences in the nuances attached to its role, and differences as to whether its status is that of a profession. The two curricula studied exemplify the two common journalism education models which are difficult to place within the conventional models of professional education. The findings of the study are discussed in so far as they have implications for practice.
3
Donsbach, Wolfgang. "Journalism as the new knowledge profession and consequences for journalism education." Sage, 2014. https://tud.qucosa.de/id/qucosa%3A35511.
Testo completoAbstract (sommario):
The article starts with observations about an increasing marginalization of professional journalism in public communication. This development is mainly driven by two factors, decreasing interest in the public sphere and increasing selective exposure. Based on these observations, the author develops a definition of the core societal functions of journalism, that is, validation and shared reality. Assigning to professional journalism the role of the ‘new knowledge profession’ he looks for areas of competence that would need to be taught in academic programs to furnish the profession with the necessary skills and make journalism a ‘de facto profession’. Finally, he discusses constraints on such a strategy in educational philosophies, the trade, and the changing demand of professional news.
4
Demchenko, Olena. "Journalism education in Ukraine according to journalists perceptions (2015-2018): a bridge too far?" Doctoral thesis, Universitat Autònoma de Barcelona, 2020. http://hdl.handle.net/10803/671080.
Testo completoAbstract (sommario):
Actualment (2018), el periodisme a Ucraïna s’imparteix en cinquanta-vuit institucions d’educació superior (IsHE) i hi ha dues maneres de rebre l’educació periodística a Ucraïna fins ara: una formal i una no formal. Per una formació formal de periodisme, es pot entendre programes de batxillerat i / o màster en periodisme a les universitats, que són força absolutament regulades per l’estat d’Ucraïna o tenen certa autonomia. Amb una formació de periodisme no formal, ha entès diversos programes educatius periodístics generalment realitzats en un entorn no institucionalitzat i recolzats principalment per ONG estrangeres o mitjans de comunicació nacionals.
L’educació formal del periodisme a Ucraïna és criticada per haver estat afectada pel vell model d’ensenyament basat en la teoria soviètica, en lloc de seguir les bones pràctiques acceptades internacionalment. El sistema d’ensenyament als estudiants als departaments de periodisme no ha canviat significativament des de la independència ucraïnesa el 1991 i molts periodistes ucraïnesos han entrat a la professió amb una formació en gran mesura insuficient.
Com que l’educació del periodisme ucraïnès encara no està buscant maneres de trobar una visió nacional sobre com ensenyar a professionals dels mitjans de comunicació d’èxit (Sirinyok-Dolgaryova, 2016) i els empresaris dels mitjans de comunicació d’Ucraïna no estan satisfets amb el nivell i la qualitat de les habilitats rebudes pels graduats ucraïnesos dels departaments de periodisme. (Demchenko, 2018), es va haver de fer més investigacions per contribuir a la seva ‘millora.
Per això, aquest estudi va voler respondre a les següents preguntes de recerca:
RQ1: Quins són els principals trets d’una formació formal del periodisme a Ucraïna segons els periodistes ucraïnesos?
RQ 2: Quines són les principals característiques d’una educació periodística no formal a Ucraïna segons els periodistes ucraïnesos?
PQ 3: Quin tipus d’educació periodística a Ucraïna (formal o no formal) és més ben considerat pels periodistes ucraïnesos, i per què?
En aquesta investigació, els periodistes eren el nostre grup objectiu per rebre informació i amb l’ajuda de les seves respostes per avaluar l’educació del periodisme ucraïnès. Segons els nostres motius, els periodistes són aquells jugadors del procés educatiu que poden descriure sincerament els resultats i les competències que reben després de graduar-se en departaments de periodisme o després de cursos educatius no formals i parlen dels seus avantatges i desavantatges. Les competències i coneixements que tenen els periodistes quan entren en un camp professional i el que els falta representaran els principals trets de l’educació periodística ucraïnesa.
Les troballes es van basar en una anàlisi de 10 grups focals realitzats amb un total de 92 periodistes ucraïnesos (amb o sense titulacions de periodisme). Els resultats es van descriure d’acord amb l’anàlisi qualitativa.
Aquesta tesi està dividida en set capítols.<br>Actualmente (2018), el periodismo en Ucrania se enseña en cincuenta y ocho instituciones de educación superior (IsHE) y hasta ahora hay dos formas de recibir educación periodística en Ucrania: una formal y una no formal. Por una educación formal en periodismo se entiende una licenciatura y / o programas de maestría en periodismo en las universidades, que están absolutamente regulados por el estado ucraniano o tienen cierta autonomía. Por educación periodística no formal, se entiende que se entienden varios programas educativos de periodismo que generalmente se llevan a cabo en un entorno no institucionalizado y apoyados principalmente por ONG extranjeras o medios de comunicación nacionales.
La educación formal en periodismo en Ucrania es criticada por verse afectada por el antiguo modelo de enseñanza basado en la teoría soviética, en lugar de adherirse a las mejores prácticas aceptadas internacionalmente. El sistema de enseñanza de los estudiantes en los departamentos de periodismo no ha cambiado significativamente desde la independencia de Ucrania en 1991 y muchos periodistas ucranianos han ingresado a la profesión con una formación en gran medida inadecuada.
Como la educación en periodismo ucraniana aún no está buscando formas de encontrar una visión nacional sobre cómo enseñar a los profesionales de los medios de comunicación exitosos (Sirinyok-Dolgaryova, 2016) y los empleadores de los medios de comunicación ucranianos no están satisfechos con el nivel y la calidad de las habilidades recibidas por los graduados ucranianos de los departamentos de periodismo. (Demchenko, 2018), era necesario realizar más investigaciones para contribuir a su ‘mejora’.
Es por eso que este estudio buscó responder las siguientes preguntas de investigación:
PI1: ¿Cuáles son las características principales de una educación formal en periodismo en Ucrania según los periodistas ucranianos?
PI 2: ¿Cuáles son las principales características de una educación periodística no formal en Ucrania según los periodistas ucranianos?
PI 3: ¿Qué tipo de educación periodística en Ucrania, formal o no formal, es mejor considerada por los periodistas ucranianos y por qué?
En esta investigación, los periodistas fueron nuestro grupo objetivo para recibir información y, con la ayuda de sus respuestas, evaluar la educación periodística de Ucrania. En nuestra opinión, los periodistas son aquellos actores del proceso educativo que pueden describir con franqueza los resultados y las competencias que reciben después de graduarse de los departamentos de periodismo y / y después de los cursos educativos no formales y hablar sobre sus ventajas y desventajas. Las habilidades y los conocimientos que tienen los periodistas al ingresar a un campo profesional y lo que les falta representarán las principales características de la educación periodística de Ucrania.
Los hallazgos se basaron en un análisis de 10 grupos focales realizados con un total de 92 periodistas ucranianos (con y sin título de periodismo). Los resultados se describieron de acuerdo con un análisis cualitativo.
Esta tesis se divide en siete capítulos.<br>Currently (2018), journalism in Ukraine is taught in fifty-eight institutions of higher education (IsHE) and there are two ways to receive journalism education in Ukraine so far: a formal and a non-formal. By a formal journalism education bachelor and/or master programs in journalism in the universities, which are rather absolutely regulated by Ukrainian state or have some autonomy are understood. By a non-formal journalism education, it’ s understood various journalism educational programs usually conducted in a non-institutionalized environment and supported mostly by foreign NGOs or national mass media are meant.
Formal journalism education in Ukraine is criticized for being affected by the old Soviet theory-based teaching model, rather than adhering to internationally accepted best practices. The system of teaching students at journalism departments has not changed significantly since Ukrainian independence in 1991 and many Ukrainian journalists have entered the profession with largely inadequate training.
As Ukrainian journalism education yet to be looking for ways to find a national vision on how to teach successful media professionals (Sirinyok-Dolgaryova, 2016) and Ukrainian media employers are not satisfied with the level and quality of skills received by Ukrainian graduates of journalism departments (Demchenko, 2018), there was a need for further research to contribute to its’ improvement.
That is why this study seeked to answer the following research questions:
RQ1: What are the main features of a formal journalism education in Ukraine according to Ukrainian journalists?
RQ 2: What are the main features of a non- formal journalism education in Ukraine according to Ukrainian journalists?
RQ 3: What type of journalism education in Ukraine – a formal or a non-formal – is better regarded by Ukrainian journalists, and why?
In this research journalists were our target group in order to receive information and with the help of their answers to evaluate Ukrainian journalism education. To our mind, journalists are those players of educational process who can frankly describe outcomes and competencies which they receive after graduation from journalism departments or/and after non-formal educational courses and speak about their advantages and disadvantages. What skills and knowledge journalists have when entering a professional field and what they lack will represent the main features of Ukrainian journalism education.
The findings were based on an analysis of 10 focus groups conducted with a total of 92 Ukrainian journalists (both with and without journalism degrees). The results were described in accordance with qualitative analysis.
This thesis consists of seven chapters.
5
Smallwood, Valerie Margaret. "Women's education in Turkey (1860-1950) and its impact upon journalism and women's journals." Thesis, SOAS, University of London, 2002. http://eprints.soas.ac.uk/28570/.
Testo completoAbstract (sommario):
This thesis explores certain under-researched aspects of the socio-cultural development of late Ottoman Turkish and early republican women from the 1860s until 1950. By concentrating on females, the research aims to produce a more inclusive picture of how society developed in this period. In order to attempt this, the research focuses on four main topics which are presented in the following format: an introduction, four chapters, conclusions, appendix and a bibliography. The introduction sets the research within a historical framework and states its broad aims. Chapter One looks at various attempts to broaden female State education, culminating in a study of the Koy Enstituleri (Village Institutes). Chapter Two consists of several profiles of female Turkish journalists, active from the late 19th century onwards, who had benefited from improved State education. Chapter Three is a survey of the Ottoman women's press from 1869 onwards and a case study of inci magazine, published between 1919 and 1923. Chapter Four consists of a case study of Sabiha Sertel, a left-wing journalist who was active in Turkey from 1919 until 1950. The conclusion looks at the aims of the thesis and evaluates the material included in the four main subject areas. An appraisal of the educational reforms for women also includes a comparison with appropriate educational developments in England. The conclusion assesses both the value of journalism as an additional career path for educated Turkish women and their importance as role models. The Ottoman women's press is appraised to gauge how far it reflected the social, economic and cultural development of not only women, but society in general. The importance of the writing of Sabiha Sertel to the history of Turkish journalism is assessed and, finally, suggestions are made as to where further research could add to the material included in this thesis.
6
Ricks, Stephanie Elaine. "The Effect of a Broadcast Journalism Curricula at Higher Education Institutions in Relation to Hiring Inclinations in the Broadcast Journalism Industry." Thesis, Trevecca Nazarene University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256718.
Testo completoAbstract (sommario):
<p> This study examined the current thought of broadcast journalism educators on what is considered most important for broadcast journalism majors in preparation for hiring inclinations in the broadcast television industry. The study also examined the current thought of professionals in the broadcast television industry in relation to standards for the hiring inclinations. A mixed-method design that included phenomenology and descriptive research was used. Both quantitative and qualitative data were collect from both groups to complete this study. The study indicated that both groups agreed that students needed both education and experience. Students must also be able to creatively write stories that captivate and engage their audience within all mediums. </p>
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Weinstein, Gabriel Cydulka. "Bombay Central: A Journey Into Indian Higher Education." Ohio University Honors Tutorial College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1368535660.
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Staub, Susan Clarke. "The Newspaper in Education Program: Are Newspapers Committed?" Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/292138.
Testo completo
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Milupi, Mulako. "Constructing a local approach to journalism education: a study of Zambian educators’ conceptualisation of the ideal journalism curriculum." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1021228.
Testo completoAbstract (sommario):
This research is an investigation of Zambian journalism educators’ conception of the knowledge, competencies and values that should inform their teaching practice. The study establishes how such educators conceptualise of the purpose of journalism education within the Zambian context. As part of this examination, it identifies characteristics of this context that educators regard to be of relevance to their conceptualisation of such purpose. It then identifies what they understand as the implications for the design of the ideal journalism education curriculum. The study assesses the relevance of these perspectives to the teaching of journalism in Zambia, as an example of an African country with a ‘developing’ economy. The study draws for its theoretical framework on journalism studies generally and scholarship about journalism education more specifically. It is argued that a review of the global history of journalism education points to the existence of three main traditions of teaching that have developed internationally. The first of these traditions is described as being dedicated to the project of ‘professionalisation’; the second to the production of ‘critical practitioners’, and the third to the project of ‘social development’. These traditions are based on different understandings with regard to the principles on which journalism education programmes should be based and the kind of knowledge that they should draw on. It is noted that this body of literature does not include extensive research of the way in which particular groups of African journalism educators respond to these traditions. In order to contribute to such research, the empirical component of this study sets out to explore Zambian journalism educators’ conceptualisation of journalism education within their own social context. It does so by means of an exploration of journalism educators based, respectively, at the Evelyn Hone College of Applied Arts (EHC) and the University of Zambia (UNZA)’s Mass Communication Department. The foremost conclusion of the research is that both the professionalising and developmental tradition can be observed to influence the participants’ discussion.
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Gullickson, Glenn W. "Journalism Education at Upper Midwestern Colleges and Universities: A Status Report." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/292205.
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Roan, Catherine L. "Journalism students' experience of affect in writing /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013016.
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Song, Yang, and 宋暘. "Making news online : a case study of online journalism education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208553.
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Fiedler, Heather Starr. "Journalism and Mass Communication Education in The Age of Technology." NSUWorks, 2005. http://nsuworks.nova.edu/gscis_etd/516.
Testo completoAbstract (sommario):
The developmental research project was undertaken to determine the best way to structure the future of journalism and mass communication education so that it remains a viable discipline within the academy. New media technology is an emerging discipline within the journalism field. While many new jobs exist for graduates who are skilled in the field, only a small number of colleges and universities are offering undergraduate programs to train students in new media technology. The goal of the dissertation was to propose a new undergraduate major in new media technology that schools may implement. The literature review traces the origins and development of journalism and mass communication education through the 19th and 20th centuries and focuses on the emerging field of new media technology and online journalism. To help answer the research questions, a survey questionnaire was distributed to journalism and mass communications educators at 108 programs in the United States and to more than 300 media professionals. All the programs are accredited by the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC), and the media professionals are all members of the Online News Association (ON A). The total number of participants was 102. In the surveys, participants shared their views on the current state of journalism and mass communication education as well as the new media industry through a combination of rank-order items, Likert-type scales, and open-ended questions. Results were used to correlate industry requirements with program offerings to prescribe the best possible undergraduate program in new media technology. The content, coverage and feasibility of the model program were validated by a panel of experts.
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Baines, Jack David Robert. "Remapping journalism education for a media world undergoing perpetual transformation." Thesis, University of Newcastle upon Tyne, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.703274.
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Guthrie, Nancy. "Discovering the Value of Public Relations Education in a Journalism Department Context." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/292208.
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Valencia-Forrester, Faith L. "Inclusive Work-Integrated Learning in Journalism Education: A Wise Practice Framework." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/392884.
Testo completoAbstract (sommario):
This exegesis reports on nine case studies of university-led work-integrated learning (WIL) in journalism at Griffith University (GU), undertaken from 2014–2018. While WIL has a relatively long history in journalism education in terms of internships and cadetships, they have some limitations in terms of access and equity. Students may lack the capacity to fulfil the requirements of internships because of disadvantage, the number of available placements may be limited and/or students may have varied experiences with placements. This exegesis enunciates the varied dimensions and faces of a ‘wise practice’ approach to university-led WIL in journalism education and addresses the central research questions: What are the dimensions of inclusive, quality WIL and what are the challenges to its implementation?
To address these questions, I draw on data from participant observation as well as from interviews and focus groups with students, academics and industry partners. Each set of data formed a case study. This multiple case study analysis has led me to identify three distinct yet interrelated models of university-led WIL in journalism education – I have called these Flipped WIL, Event WIL and Purpose WIL. The development and delivery of each of the case studies were informed by the teaching philosophy of university-led WIL as wise practice, which emphasises context, diversity, inclusion and community. University-led WIL occurs within a hybridised space created within a university context outside the internship/placement model. Students obtain practical experience, usually in conjunction with a professional organisation, and this goes beyond simply providing ‘scholarly problematizing by students of their practice experiences’ (Cooper and Orrell, 2016, p. 111).
The Flipped WIL case studies comprised scaffolded, practice-based units culminating in a capstone unit. Student learning occurred through working as, and alongside, industry in a specially configured, university-based multimedia newsroom. In contrast, the Event WIL case studies involved students working collaboratively with industry at specific newsworthy events – the G20 Leaders’ Summit in Brisbane, the Blues on Broadbeach annual music festival on the Gold Coast and the 2018 Commonwealth Games, also on the Gold Coast. The Purpose WIL case studies engaged with the community around the social issues of domestic violence, refugee mental health and disability, with a social justice focus. Each model involved students producing relevant multimedia news stories for an authentic news outlet, and building skills in analysis, critique, creativity and innovation. The models allowed students enrolled in on-campus journalism programs to be prepared for employment in an evolving and challenging media landscape because they provided equivalent access to what Billett (2002, p. 29) refers to as ‘affordances’, that is, the workplace’s ‘readiness to afford opportunities for individuals to engage in work activities’, and ‘engagement’, that is, the ‘degree by which individuals wish to engage purposefully in the workplace’.
The affordances offered by industry workplaces were incorporated into the hybrid space created by the university-led model described, and were enabled and enhanced to produce inclusive, quality WIL when five key dimensions were invoked. These are that the WIL experience is university-led, undertaken in a hybrid space, embedded in community and sustainable, and recognises and encourages student agency. There are, however, challenges to implementing inclusive, quality WIL, including with online students, access issues, high academic workloads and a student and industry perception about a lack of legitimacy for WIL experiences within the university context.
This project sets out to provide a timely, engaging, robust and reflexive analysis of the development and objectives of the Wise Practice Work-integrated learning model in journalism education. Illustrated by the nine case studies, this model has potential to serve as a template for other institutions while contributing to journalism pedagogy in Australia. The implications of the WIL model discussed here, through the testing and analysis of the Flipped WIL model, the Event model and the Purpose WIL model, will form the basis for future projects and/or the adoption of similar models elsewhere.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Hum, Lang & Soc Sc<br>Arts, Education and Law<br>Full Text
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Smith, Elizabeth R. "Social media and social learning| A critical intersection for journalism education." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10251916.
Testo completoAbstract (sommario):
<p> For the past decade, the profession of journalism has been under intense pressure to adapt to changing business models, technology, and forms of communication. Likewise, journalism education has been under intense scrutiny for failing to keep pace with the industry and inadequately preparing students for a rapidly changing professional environment. Social media has become a nexus for the pressures being experienced by both the profession and academia. This study uses Wenger’s (1998) model of Communities of Practice to consider how a student newsroom functions and how student journalists adapt within a newsroom and on social media. This study used a quantitative self-reported survey (<i>N</i>=334) design to understand the relationship of students’ social media use and newsroom participation, social media use and digital skills, and the differences relationships between demographic variables and the use of social media. Items in the survey were in one of four categories: newsroom participation, social media use, digital skills, and demographics. Results demonstrated that as students take on more responsibilities in a newsroom, the more likely they are to have relationships in the newsroom, to have a voice (in both editorial content and newsroom policy), to share their experiences with newer staff members, and to see the importance of social media use in their newsroom experience. Findings also related to meaning, identity, and practice within Wenger’s (1998) notions of Communities of Practice. Significant correlations among items measuring digital skills are related to length of time on staff, use of social media (e.g. watch breaking news and find story ideas), holding a digital position, frequency of use of social media, and critical knowledge of digital skills (including high-level relationships among libel, audience analytics, and multi-media content). Analysis showed that participants who held primarily digital positions demonstrated patterns of the more sophisticated digital skills.</p>
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Lingwall, James Andrew. "Journalism and mass communication at academic crossroads in American higher education /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7574.
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Riley, Jeffrey K. "Examining Potential Demographic Trends in the Opinions of Undergraduate Journalism Professors Concerning the Topic of Technological and Traditional Journalism Skills and Theories." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1312381474.
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Alarcon, Espinoza Claudia Lucia. "Gender knowledge in journalism education and practice. A study in Chile." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/15365.
Testo completoAbstract (sommario):
This research explores the production and circulation of gender knowledge, to understand the development of journalism education and also the structure of relations of gender that currently create and sustain journalism education in Chile. The study examines the production of gender knowledge within a social structure, exploring the complexity of the system and the dynamics between higher education, journalism education and the production of gender knowledge. The methodology used in the study is mixed methods and uses four techniques of data collection: semi-structured interviews, participant observation, content analysis and documentary research. Four organisations of mass media and four universities were observed. Curricula from 1982 to 2012 were examined from the four universities selected and a total of 13 course structures, with a total of 222 units of study, were reviewed. Thirty-two people were interviewed who had experience in teaching journalism education, were journalists or were key informants of mass media organizations. The multilevel analysis in the study allowed an approach that went beyond the study of the production of gender knowledge as an isolated phenomenon within journalism education. The study concludes that there is a dislocation of theoretical and disciplinary knowledge and a systemic marginalisation of gender knowledge within journalism education. The historical analysis shows that this lack is longstanding. The absence of gender knowledge appears as a first result of the curricular analysis and in the teaching practice. The absence emerges as the structure that organises practices and relations of gender, which generates a specific gender order that involves specific power relations. In the case of the production of knowledge in journalism education, results suggest that masculinity works as a hegemonic power that makes gender knowledge appear as a system of absence. The thesis proposes that the absence of gender knowledge can be understood as a feature of hegemonic power that paradoxically appears as the hegemonic voice that generates a gender meaning v system within universities. Thus, there is not an absence of gender within the curriculum. What is found is that there is a hegemonic presence of masculinity. The curriculum of each university shows the gender regime of each institution. Institutions operate in a gendered context that involves every practice and decision that people take, including the selection of content. In the case of journalism education, the gender regime appears highly masculinised. What is found within the curricula is a gendered imbalance of capacity to generate knowledge. The study concludes that the production of knowledge, and especially the production of gender knowledge, is an intellectual activity that involves the complexity of the structure of the university that includes division of labour, gender relations of power, emotions and human relations and gendered culture and symbolism. The role of emotions is a key element in the production as well as the resistance towards gender knowledge and gender itself.
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Treyens, Cathleen Carey. "Framing analysis, the news media, and the evolution of higher education policy issues /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794361078392.
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Heinonen, Janna Kaisa. "An investigation of the effects of a media education tool "Beyond Killing Us Softly"." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1413361186.
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23
Haffey, Deborah Bush. "Tax-Supported School Vouchers: A Framing Analysis of Ohio Education Reform." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391680666.
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24
Wenger, Debora Halpern. "Newsroom realities, curriculum opportunities : the role of professional practice in journalism education." Thesis, Kingston University, 2016. http://eprints.kingston.ac.uk/37036/.
Testo completo
25
Zvolánková, Eliška. "Global journalism in the Czech Republic : A mixed-methods study of awareness and presence of global journalism in Czech mediascape." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Medie- och kommunikationsforskning, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-27922.
Testo completoAbstract (sommario):
The aim of this paper is to explain the concept of global journalism and to describe its presence in the Czech Republic. The development of journalism in the last years, which is connected to globalisation and digitalisation of media, and various global journalism theo-ries are introduced first to give the theoretical background. Then Peter Berglez's theory of global journalism is accepted as the main one for this work and it is described into greater details, including strong and weak points, criticism, problems and challenges. That is the core of the theoretical part of this work. The history and media of the Czech Republic are shortly addressed before the actual research. That is done with the help of mixed methods – quantitative surveys and content analyses and qualitative interviews – to answer four research questions: the awareness about the existence of global journalism, opinions about it, the influence of education and the presence of global journalism in Czech media.
26
Schoolcraft, Laura Joan. "The University of Arizona Journalism Education: A Survey of Ten Graduates of the Class of 1982." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/292125.
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27
Du, Toit Jeanne Erica. "Journalism education in universities : the global and local migration of concepts between discipline and practice." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019/9437.
Testo completoAbstract (sommario):
Thesis (PhD)--Stellenbosch University, 2013.<br>Bibliography<br>ENGLISH ABSTRACT: This study deals with the relationship between university-based journalism education and journalism
as a social practice. It is argued that the construction of this relationship can be better understood in
context of its location within the history different conceptions of social knowledge. The purpose was
to gain insight into how this relationship was shaped by the location of journalism education within
global and local histories of such knowledge. This goal was pursued through an exploration of the
international development of university-based journalism education and a more detailed consideration
of the South African example.
The study consists, firstly, of a literature review which demonstrates how the construction of
the relationship between journalism education and journalism as practice has been implicated in the
history of different conceptualisations of authoritative knowledge. The review traces the role played
by Mass Communication Studies and Cultural Studies in shaping this relationship. It is concluded
that the way in which these two fields have located themselves within the politics of authoritative
knowledge has contributed to the marginalisation, within journalism education, of critical engagement
between academic knowledge and knowledge of journalistic practice. The review also teases out how
South African journalism education has positioned itself within the broader history of universitybased
journalism education. It is concluded that although the marginalisation of critical education is
reproduced within the South African example, a close study of journalism education in this country
reveals the potential for a more critical engaged approach to teaching.
The study includes an empirical research component focusing on South African journalism
education. This serves as a more detailed exploration of the themes emerging from the literature
review, pursued in context of an examination of a historically situated example of university-based
journalism education. A central aim of this empirical component of the study was to explore the
potential for the realisation of a critically engaged tradition in journalism education in South Africa.
The study drew, for this purpose, on interviews with individuals who have experience both of working
as journalists and of studying and teaching in university environments in South Africa. One conclusion drawn from these interviews is that journalism education, as it exists in this country, has
primarily defined itself in relation to a mainstream and ‘liberal’ understanding of authoritative
journalistic knowledge. It is demonstrated that it becomes possible to imagine a more critically
engaged and transformative relationship with journalism practice if teaching acknowledges the
existence, in the South African context, of alternative approaches to authoritative journalistic
knowledge. It is also shown that within existing traditions of critical education, the relationship with
practice tends to be one of the ‘deconstruction’ of the liberal conceptualisation of journalistic
knowledge. The study proposes that ‘critical engagement’ needs, instead, to be reconceptualised as a
relationship of ‘supportive critique’ with historically situated examples of journalistic practice.<br>AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die geskiedenis van die verhouding tussen universiteits-gebaseerde
joernalistieke onderrig en joernalistiek as ‘n sosiale praktyk. Die studie voer aan dat die ontwikkeling
van hierdie verhouding beter begryp kan word deur dit te kontekstualiseer binne die geskiedenis van
sosiale kennis. Die bedoeling was om insig te verkry in hoe die verhouding tussen universiteitsgebaseerde
joernalistieke onderrig en joernalistiek as ‘n sosiale praktyk gevorm is deur ontwikkelinge
in internasionale sowel as in die plaaslike Suid-Afrikaanse verband. Met die oog hierop word ‘n
oorsig van die internasionale ontwikkeling van universiteits-gebaseerde joernalistieke onderrig
verskaf sowel as ‘n nadere ondersoek van die Suid-Afrikaanse geval.
Die studie bestaan, eerstens, uit ‘n literatuuroorsig wat demonstreer hoe die uitbou van ’n
verhouding tussen joernalistieke onderrig en joernalistiek in die praktyk ingebed was in die vestiging
van gesaghebbende sosiale kennis. Die literatuur-oorsig beklemtoon die invloed van onderskeidelik
Massa Kommunikasie Studies en Kulturele Studies op die ontwikkeling van hierdie verhouding. Een
gevolgtrekking is dat die rol wat dié twee studievelde gespeel het binne die politiek van sosiale kennis
bygedra het tot marginalisering van ‘n kritiese verhouding tussen akademiese kennis en kennis van
joernalistieke praktyk. Die ontwikkeling en rol van joernalistieke onderrig in Suid-Afrika word ook
ondersoek binne die breër geskiedenis van universiteits-gebaseerde joernalistieke onderrig. Dit word
bevind dat hoewel kritiese onderrig ook in Suid-Afrika gemarginaliseer is, ‘n nadere studie aantoon
dat daar wel potensiaal is vir ‘n meer kritiese benadering in joernalistieke onderrig.
Die studie sluit ‘n empiriese navorsingsprojek in van joernalistieke onderrig in Suid-Afrika.
Die temas wat as deel van die literatuuroorsig bespreek is word sodoende in hierdie besondere
historiese konteks ondersoek. ‘n Belangrike doelstelling van hierdie empiriese komponent van die
studie was om die potensiaal vir ‘n meer krities-betrokke tradisie in joernalistieke onderrig in Suid-
Afrika te ondersoek. Onderhoude is gevoer met individue wat ondervinding het van joernalistiek in
die praktyk sowel as van joernalistieke onderrig. Een gevolgtrekking uit hierdie onderhoude is dat
Suid-Afrikaanse joernalistieke onderrig tot dusver sigself in eerste instansie defineer het in relasie tot die hoofstroom van joernalistieke praktyk en deur middel van ‘n ‘liberale’ konsepsie van
gesaghebbende joernalistieke kennis. Die navorser voer aan dat ‘n meer kritiese en transformerende
verhouding tussen joernalistieke onderrig en die praktyk van joernalistiek wel moontlik word as die
bestaan van alternatiewe benaderings tot gesaghebbende joernalistieke kennis binne die Suid
Afrikaanse konteks erken word. Binne bestaande tradisies van kritiese onderwys word die verhouding
met die praktyk dikwels gedefinieer as ‘dekonstruksie’ van die liberale konseptualisering van
joernalistieke kennis. Hierdie studie stel voor dat ‘n kritiese benadering tot onderrig in joernalistiek
eerder gebaseer moet word op ‘ondersteunende kritiek’ wat gebruik maak van histories
gekontekstualiseerde voorbeelde van joernalistieke praktyk.
28
Li, Ying. "Too Many Theories Or Too Many Skills? The Perceived Impact Of Theoretical Knowledge Of Mass Communication Among Journalists And Public Relations Practitioners." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1878966091&sid=13&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009.<br>"College of Mass Communication and Media Arts." Keywords: Journalism, Journalism education, Journalist, Mass communication theory, Public relations, Public relations practitioner. Includes bibliographical references (p. 161-188). Also available online.
29
Sparling, Gretchen B. "Predicting Burnout In High-school Journalism Teachers: An Exploratory Study." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103395/.
Testo completoAbstract (sommario):
This research investigated high-school journalism educators’ use and teaching of convergence technology, as well as their self-efficacy, job satisfaction, job dissatisfaction, and burnout. In general, instructions and uses of multimedia tools were not as prevalent as traditional-journalism instructions and tools. One-third of the teachers expressed moderate or strong levels of burnout in terms of their emotional exhaustion. Although both job satisfaction and job dissatisfaction were strong predictors of burnout, self-efficacy was not. Job dissatisfaction was the strongest predictor of burnout, but contrary to the past research, gender turned out to be the second strongest predictor. Qualitative in-depth interviews with a controlled random sampling of survey respondents revealed that maternal mindset and gender roles strongly contribute to female high-school journalism teachers’ expressed burnout and emotional exhaustion.
30
Hitge, Lize-Mari. "The dog sat on the blog : an overview of how the weblog medium can be used in education." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/20880.
Testo completoAbstract (sommario):
Assignment (MPhil)--University of Stellenbosch, 2007.<br>ENGLISH ABSTRACT: Globally weblogs have burgeoned since their development in the late nineties.
The phenomenon has demystified the technical side of online publishing, allowing
individuals without specialised knowledge to create and update their own websites.
Weblogs are already used in a number of professional sectors such as journalism,
marketing, politics and now also education. This study is approached from a uses
and gratifications framework and provides a broad overview of the emergence,
structure, applications, pitfalls and future of blogs in education. Weblogs are also
investigated in relation to other social software tools and learning theories.<br>AFRIKAANSE OPSOMMING: Die gebruik van webjoernale wêreldwyd het gebloei sedert die verskynsel in die
laat negentigs ontwikkel het. Dit is nou moontlik om webwerwe te skep en in stand
te hou sonder ´n gespesialiseerde kennis van programmering.
Webjoernale het reeds ´n impak gemaak op ´n verskeidenheid professionele
sektore soos joernalistiek, bemarking, politiek en nou ook die opvoedkunde.
Hierdie studie word aangepak vanuit ´n gebruike -en gratifikasie-raamwerk en
ondersoek webjoernale in die opvoedkunde.
Die opdrag gee ´n wye oorsig oor die ontwikkeling, struktuur, gebruike, hindernisse
en toekoms van webjoernale in opvoedkundige omgewings. Aandag word ook
gegee daaraan om webjoernale te ondersoek in verhouding tot ander sosiale
sagteware en leerteorieë.
31
Hahn, Laura K. "A Generic Analysis of the Rhetoric of Humorous Incivility in Popular Culture." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391683148.
Testo completo
32
Blair, Molly. "Putting the storytelling back into stories : creative non-fiction in tertiary journalism education." ePublications@bond, 2006. http://epublications.bond.edu.au/theses/blair.
Testo completoAbstract (sommario):
This work explores the place of creative non-fiction in Australian tertiary journalism education. While creative non-fiction — a genre of writing based on the techniques of the fiction writer — has had a rocky relationship with journalism, this study shows that not only is there a place for the genre in journalism education, but that it is inextricably linked with journalism. The research is based on results from studies using elite interviews and a census of Australian universities with practical journalism curricula. The first stage of this study provides a definition of creative non-fiction based on the literature and a series of elite interviews held with American and Australian creative non-fiction experts. This definition acknowledges creative non-fiction as a genre of writing that tells true stories while utilising fiction writing techniques such as point of view, dialogue and vivid description. The definition also takes into account creative non-fiction’s diverse range of publication styles which include feature articles, memoir, biography, literary journalism and narrative non-fiction. The second stage of the study reports upon elite interviews with Australian writers who have produced works in the genres of journalism and creative non-fiction. These interviews reveal the close relationship journalism and creative non-fiction share across a variety of approaches and techniques. This study also shows how creative non-fiction can improve the careers of journalists and the quality of journalism. The census of journalism programs further reveals the place of creative non-fiction in tertiary journalism education and prompts the formulation of a two tiered model for the genre’s inclusion in the curriculum. The first tier involves including creative non-fiction in a core journalism subject. The second tier is an elective creative non-fiction subject which builds on the skills developed in the core classes. Through the literature, and the responses of the elites and survey respondents, it was possible to show how creative non-fiction helps journalism students to appreciate the history of their profession, explore their talents and finally to be part of what may be the future of print journalism.
33
Moulden, Amy. "Newspaper copy desks in 2000 the impact of pagination, design and journalism education /." [Florida] : State University System of Florida, 2001. http://etd.fcla.edu/etd/uf/2001/ank7121/mouldenthesis.PDF.
Testo completoAbstract (sommario):
Thesis (M.A.M.C.)--University of Florida, 2001.<br>Title from first page of PDF file. Document formatted into pages; contains vii, 96 p.; also contains graphics. Vita. Includes bibliographical references (p. 90-95).
34
Dwyer, Edward J. "Using a Journalism Model for Teaching Essay Writing." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etsu-works/3381.
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35
Gervais, Michael Jude. "Traditional News Sources and Mobile Media| Will the Millennial Generation's Use of Alternative News Sources Change How Journalism Is Taught in Higher Education?" Thesis, University of Louisiana at Lafayette, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10618188.
Testo completoAbstract (sommario):
<p> There are currently five sources on news and information in the United States. The Internet is slowly taking over as the number one source of news and information for students who are currently attending college. With the popularity of social media, the Millennial generation college student is turning away from the traditional news media. One of the primary challenges for educational leaders in journalism courses is to understand what types of news today’s generation finds favorable, why are they so attracted to the non-traditional news sources, and what changes can be implemented into the classrooms. </p><p>
36
Zastoupil, Kristin L. Stone Sara J. Bishop Mike Vitanza Dianna M. Sturgill Amanda Colson. "Employment success of university journalism graduates : a survey comparing classroom practices and departmental requirements with graduates' job placement and salary rates /." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4884.
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37
Lorenzo, Sarah-Jane Lasek. "Planning Postsecondary Pathways: An Exploration ofCollege and Career Access through Solutions-Based Reporting." Ohio University Honors Tutorial College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1502999397675549.
Testo completo
38
Höhle, Juliane. "Bridging Cognitive and Emotional Learning : Didactical Contributions of Constructive Journalism to Climate Change Education." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-411906.
Testo completoAbstract (sommario):
To fight climate change, people need to change their behaviours towards emitting fewer greenhouse gases and build a system that is resilient towards the future shocks that climate change will create. Education can be seen as a key factor in behaviour change. Climate change education, in particular, provides people with the knowledge they need to transition towards a more sustainable state. Education does not only involve giving people information on natural and social systems, though: Since climate change can potentially threaten life on earth, it evokes strong emotional responses, such as depression and helplessness. When students feel that they cannot do anything about climate change, when they feel hopeless and pessimistic, they are less likely to engage in pro-environmental behaviour. Even if they have adequate knowledge of what to do. This constitutes the gap between cognitive and emotional learning where I enter with my study. With an online survey addressed to German grammar school pupils and university students (N = 438), I examine how the design of content on climate change can influence the perception of content. I used techniques of presenting content from Constructive Journalism to write five short texts on climate change for half of the participants. The other half represented a control group that read texts using the opposite of these constructive techniques of presenting. The participants answered questions regarding the two dimensions of learning: cognitive, and emotional. Within the emotional dimension, I asked students about their feelings of engagement, hope, depression, self-efficacy, and collective efficacy toward climate change. Constructive techniques of presenting content influence mainly the emotional dimension of learning, not the cognitive dimension and not the feeling of cognitive engagement either. The study showed, however, that if students understand the challenges of climate change well, they showed to be more prone toward feelings of depression. Teachers can engage with these negative feelings by including such framings as solutions-orientation, community-orientation, or long-term trends. While keeping cognitive learning and engagement at the same level, teachers can increase the positive emotions students have towards the content by designing it constructively. This study provides a way to encourage behavioural change in young people that is easier than transforming the entire global educational system. The insights can also be used for the broader public. Empowering people through information can inspire them to take action for mitigation and adaptation.
39
Ambrose, Austin C. "Harmful Dichotomies: Creating a Separation Between Political Elites and Education through Media Coverage." Ohio University Honors Tutorial College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1492696297854079.
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40
Hay, Kellie D. "Immigrants, Citizens, and Diasporas: Enacting Identities in an Arab-American Cultural Organization." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391700209.
Testo completo
41
Lee, Euntaek. "Journalism, health and community : a Q methodological study /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901256.
Testo completo
42
Vodanovich, Jonathan Ante. "A critical investigation of the Landmark Education phenomenon." AUT University, 2009. http://hdl.handle.net/10292/906.
Testo completoAbstract (sommario):
This thesis explores Landmark Education, an American personal development company which claims to transform lives for the better. The purpose of this work is to analyse the pros and cons of various participants and professionals connected with Landmark Education. This work has been carried out as a piece of investigative journalism and reflects the principles of this field. Chapter one addresses contemporary criticisms of Landmark and outlines the main points of the investigation which will be analysed and debated in chapter three. Chapter two gives a historical background to the self-help and personal development realm that Landmark belongs to. This chapter is more informative in tone and provides an indepth discussion on est, the company to precede Landmark. Chapter three is the investigative component of this thesis and contains interviews of Landmark supporters and critics. These include former and current participants of Landmark Education, as well as professionals of clinical psychology and the personal coaching fields. This chapter primarily addresses issues connected with critical claims that Landmark is a cult. The thesis is accompanied by a supporting exegesis which outlines the relevant theoretical, historical, critical and design contexts and also seeks to defend both the applied research methodology and theoretical base.
43
Elliott, Anne A. "Rights in Conflict: Freedom of Information versus the Family Education Rights and Privacy Act." Ohio University Honors Tutorial College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1341505659.
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44
Garriock, Jean Barbara. "Late Victorian and Edwardian images of women and their education in the popular periodical press with particular reference to the work of L.T. Meade." Thesis, University of Liverpool, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323317.
Testo completo
45
Bejerman, Ingrid. "Turning the inverted pyramid inside-out: Professional ideology, professionalization, and education of journalists reconsidered." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107609.
Testo completoAbstract (sommario):
Since the rise of citizen reporters, blogging, wikis, and pro-am newsroom collaborations, both the professional and academic spheres have come to contest the very definition of a journalist. These analyses, however, often fail to consider the historical complexity of the processes of professionalization in journalism, its systematic institutionalization as an intellectual endeavor, and the fact that there is not – and never has been – a single unifying activity defined as journalism. The lack of a consensual body of knowledge within journalism studies as a field of inquiry, and journalism's problematic status as a discipline within the critical humanities and the social sciences in general, only exacerbate this state of affairs. This thesis proposes to address these issues by reconsidering the historical narratives which shape them, in order to offer a critical review of the social advancement of the 'profession' and the institutionalization of journalism.The first chapter of this dissertation consists of an attempt to problematize the nature of journalism by providing a brief history of the haphazard, unplanned, and largely accidental way that journalism came into being by describing how journalism is the articulation of many genres and traditions of writing and communication. This provides a historical background for the second chapter, which explores the materialization of the values and ideologies that structure Anglo-American journalism as a profession in the nineteenth century, and which still form the basis of its occupational norms today. Following a discussion of the emergence of the reporter, both the modern ideal of objectivity in Anglo-American journalism and the rise of professionalism are situated within the broader context of modernism. The third chapter offers a review of the literature on the professionalization of journalism by considering the journalistic occupation within the system of professions, drawing on approaches from sociology, political economy, communications, and journalism studies. These chapters provide the foundation for an analysis of the emergence of journalism education, which has been historically linked to the notion of journalism as a profession. Considering journalism education as an agent of professional legitimization, the fourth chapter aims to historicize the establishment of journalism departments in a university setting in the United States and Canada by tracing the origins of models of journalism schools in order to provide a context for the study of journalism education and training. The fifth and final chapter of this thesis builds on the preceding chapters to demonstrate how all of these complex tensions contribute to the uncomfortable position that journalistic training occupies within the university. Academically, journalism draws on the humanities and the social sciences, while remaining outside of both. Pedagogically, journalism educators are asked to offer a 'critical' approach to phenomena while also teaching students practical skills of use to those seeking professional careers. This chapter also explores the troubled marriage between communication studies and journalism, culminating in the recent call for the reorganization of the various subjects of journalism (i.e. law, ethics, communication theory, political economy of journalism, media history, etc.) into a single field of Journalism Studies. The dissertation concludes by looking at the continuing impact of these unresolved difficulties on journalism education today.<br>Depuis la montée des reporters citoyens, des blogs et les wikis, la définition même de journaliste en est venue à être contestée tant dans les sphères professionnelles qu'académiques. Cependant, ces analyses ne tiennent pas compte de la complexité historique du processus de professionnalisation du journalisme, de son institutionnalisation systématique en tant que projet intellectuel, et du fait qu'il n'y ait pas – et qu'il n'y ait jamais eu – une seule et même activité unificatrice répondant de la définition du journalisme. L'absence d'un corps consensuel de connaissances au sein des études journalistiques en tant que domaine de recherche ainsi que le statut problématique du journalisme en tant que discipline au sein des sciences humaines critiques et des sciences sociales en général, ne font qu'exacerber cet état de choses. Cette thèse se propose d'aborder ces questions en reconsidérant les récits historiques qui les constituent. Le but est de présenter une analyse critique de l'avancement social de la «profession» et de l'institutionnalisation du journalisme. Le premier chapitre de cette thèse tente de problématiser la nature du journalisme à travers un bref historique de la manière hasardeuse, imprévue, et en grande partie accidentelle dont est apparu le journalisme. Ce survol historique met en exergue en quoi le journalisme est le fruit de l'articulation d'un ensemble de genres et traditions d'écriture et de communication. Sur cette toile de fonds repose le deuxième chapitre, lequel explore la matérialisation des valeurs et des idéologies qui ont structuré le journalisme anglo-américain en tant que profession au XIXe siècle et qui forment encore la base de ses normes professionnelles aujourd'hui. Ce deuxième chapitre aborde ensuite l'émergence du reporter pour enfin situer l'idéal moderne de l'objectivité et la montée d'un professionnalisme au sein du journalisme anglo-américain dans leur contexte plus vaste du modernisme. Le troisième chapitre propose une revue de littérature sur la professionnalisation du journalisme en considérant l'occupation de journaliste au sein du système des professions. À cet effet sont mobilisées des approches tant sociologiques, que de l'économie politique, des communications et des études journalistiques. Considérant l'enseignement du journalisme comme un vecteur de légitimation professionnelle, le quatrième chapitre vise à historiciser la création de départements de journalisme dans les milieux universitaires des États-Unis et du Canada en retraçant les origines d'écoles journalistiques. Ceci fournit un ancrage pour l'étude de l'enseignement et la formation journalistiques qui fera l'objet du chapitre suivant. Le dernier chapitre de cette thèse s'appuie sur les chapitres précédents afin de démontrer en quoi toutes ces tensions complexes contribuent à perpétuer le statut équivoque qu'occupe la formation en journalisme au sein du milieu universitaire. Sur le plan académique, le journalisme s'appuie sur les sciences humaines et les sciences sociales, tout en demeurant en dehors de ses deux sphères. Sur le plan pédagogique, les enseignants en journalisme sont appelés à mobiliser une approche critique à l'analyse des phénomènes tout en enseignant aux étudiants des compétences pratiques et directement utiles à ceux qui envisagent une carrière professionnelle. Ce chapitre explore également les eaux troubles liant les études en communication et le journalisme, tel que cela a récemment culminé dans l'exhortation à réorganiser les différents domaines du journalisme (droit, éthique, théorie de la communication, économie politique du journalisme, histoire des médias, etc.) en un seul et même domaine, à savoir celui des Études sur le Journalisme. La thèse conclut en examinant l'impact persistant de ces difficultés sur l'enseignement actuel du journalisme.
46
Dube, Bevelyn. "Challenges for journalism education and training in a transforming society : a case study of three selected institutions in post-1994 South Africa." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85851.
Testo completoAbstract (sommario):
Thesis (PhD)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: This study investigated the challenges for journalism education and training (JE&T) in a
post-1994 transforming South Africa. Prior to 1994, South Africa had three distinct university
systems with different ideological orientations, namely historically Afrikaans-language
universities, historically English-language universities, and historically “black” universities.
The consequence of these orientations in the university system caused a paradigmatic schism
in the field of JE&T. The advent of democracy in 1994 necessitated the questioning of this
division in higher education. One could assume that there was need to transform the JE&T
curricula so that it could address the challenges of a society in transformation. This study,
therefore, aimed to establish whether JE&T curricula in three selected tertiary institutions in
post-1994 South Africa have transformed in line with the transformation process in the
country. The post-colonial theory, developmental journalism model and Ubuntu philosophy
were deemed the most appropriate theoretical points of departure from which to analyse the
curricula. A collective case study was used as a research design. To collect data, a mixedmethod approach, which utilised both qualitative and quantitative approaches, was used.
Qualitative data were collected through use of programme documents from the selected
journalism tertiary institutions and a semi-structured questionnaire, which was distributed to
programme coordinators. Quantitative data were obtained through the structured
questionnaire which was completed by students in the selected programmes. The qualitative
data obtained were analysed using qualitative content analysis, while quantitative data were
analysed using the statistical package SPSS version 18. The data were then analysed and
discussed in terms of the selected theories. The analysis revealed that the three programmes
are highly dependent on Western epistemologies. The programmes have a close relationship
with the media industry, a relationship which at times can be a double-edged sword. The
findings also show that the programme coordinators of these programmes are not averse to
the transformation of curricula provided the process takes into cognisance Western
epistemologies. The results also showed that in terms of gender and race, transformation has
either been insignificant or non-existent. Lastly, all three programmes do not teach their
students to report in indigenous languages. The final conclusion of the study is that JE&T in
the selected programmes are not yet addressing the challenges of a transforming post-1994
South Africa.<br>AFRIKAANSE OPSOMMING: Hierdie studie het die uitdagings aan joernalistieke opvoeding en opleiding (JO&O) in ’n
post-1994, transformerende Suid-Afrika ondersoek. Voor 1994 het Suid-Afrika drie
verskillende universiteitstelsels met verskillende ideologiese oriëntasies gehad, naamlik
historiese Afrikaanse universiteite, historiese Engelse universiteite en historiese “swart”
universiteite. Die gevolg van hierdie oriëntasies in die universiteitstelsel het ’n
paradigmatiese skisma in die veld van JO&O veroorsaak. Die koms van demokrasie in 1994
het die bevraagtekening van hierdie skeiding in hoër onderwys genoodsaak. Die aanname kon
gemaak word dat daar ’n behoefte was om JO&O kurrikula te transformeer sodat dit aan die
uitdagings van ’n samelewing in oorgang kon beantwoord. Hierdie studie het dus beoog om
vas te stel of JO&O kurrikula in drie geselekteerde tersiêre inrigtings in ’n post-1994 SuidAfrika saam met die landgetransformeer het. Die postkoloniale teorie, ontwikkelingsjoernalistiek-teorie en Ubuntu-filosofie is geoordeel om die mees toepaslike teoretiese
vertrekpunte te wees om die kurrikula mee te evalueer. ’n Kollektiewe gevallestudie is as
navorsingsontwerp gebruik. As dataversamelingsmetodologie is ’n gemengde metodesbenadering gevolg, waarin kwalitatiewe en kwantitatiewe metodologieë gebruik is.
Kwalitatiewe data is deur’n analise van die programdokumente van die geselekteerde tersiêre
instellings versamel, asook deur ’n semi-gestruktureerde vraelys aan die
programkoördineerders. Kwantitatiewe data is verkry danksy ’n gestruktureerde vraelys wat
deur studente in die onderskeie programme voltooi is. Die kwalitatiewe data is geanaliseer
deur kwalitatiewe inhoudsanalise, terwyl die kwantitatiewe data geanaliseer is deur die
statistiese pakket SPSS weergawe18. Die data is daarna aan die geselekteerde teorieëgetoets
en daarvolgens geëvalueer. Die analise het getoon dat die drie programme sterk steun op
Westerse epistemologieë. Die drie programme het stewige verhoudings met die mediabedryf,
’n verhouding wat soms ’n tweesnydende swaard kan wees. Die bevindinge toon ook dat die
koördineerders van die programme nie onwillig oor die transformasie van kurrikula is nie,
met dien verstande die proses neem Westerse epistemologieë in aanmerking. Die resultate het
ook aangetoon dat transformasie onbeduidend of nie-bestaande was in terme van geslag en
ras. Die drie programme bied ook geen onderrig in inheemse Afrika-tale aan nie. Die finale
slotsom van die studie was dat JO&O in die geselekteerde programme nog nie die uitdagings
van ’n transformerende post-1994 Suid-Afrika aanspreek nie.<br>University of Venda
47
Barhite, Brandi M. "LIVING THE NEWS: LEARNING COMMUNITIES AND THE BG NEWS AS AN APPROACH TO ADDRESS JOURNALISM EDUCATION GOALS." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1305141584.
Testo completo
48
Manjawira, Ellard Spencer. "Becoming a business journalist in Malawi: a case study of The Daily Times and The Nation newspapers." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1007440.
Testo completoAbstract (sommario):
In the past few decades, the proportion of business news compared to general news has increased tremendously across all media platforms in Africa. While the critical role played by business journalism is recognised, little is known about the people who write and report such news. Most studies on business reporting have tended to focus on analysing the content of business news, rather than the specific processes through which business journalists are socialized and trained. The findings of this study are drawn mainly from in-depth interviews with business reporters and editors at two leading newspapers in Malawi, The Daily Times and The Nation. Three major findings emerge trom the study data. First, business journalists vary in their educational and professional backgrounds, as well as the reasons for working on this beat. Second, the majority of them have no prerequisite formal education and training in business journalism and, therefore, have little knowledge and skills about what constitute good business journalism. Third, professionalism in the sub-field is constrained by a host of factors, influence of advertisers being the critical one. The study recommends that business reporting become an integral component of journalism education and training programmes to adequately prepare future generations of business journalists. In addition there is need for media houses to devise strategies to counter obstacles that business journalists face for them to effectively contribute to political economy debate.<br>KMBT_363
49
Cameron, David John. "Giving games a day job developing a digital game-based resource for journalism training /." Access electronically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041220.144608/index.html.
Testo completo
50
Johnson, Cathy. "Association between learning-style preferences of journalism students, internship experience, and selected demographic factors." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332688/.
Testo completoAbstract (sommario):
the study explores learning-style preferences of journalism students to determine the differences in learning-style preferences between journalism students with internship experience and those without internship experience, and the association of selected demographic factors.