The Impact of Technological Change on Journalism Education: A Survey of Faculty and Administrators

Abstract

Wasn't the information age supposed to make professional work more productive and less tedious, therefore less stressful? Sometimes it just doesn't seem that way.This study was inspired by a national survey of postsecondary faculty produced by the Higher Education Research Institute at UCLA.' The UCLA study included a number of personal and attitudinal measures about the faculty life, but professors also provided information about some aspects of their use of technology, including how much stress they perceived it to be causing.Among the most frequently cited causes of stress in faculty-life, such as time pressures, teaching load, committee work, lack of a personal life and red tape, also appeared the phrase "keeping up with information technology." More than two-thirds of the sample reported experiencing some or a great Endres and Wearden, "Job-Related Stress,'' 42. lg HEN, The American College Teacher. 2o Endres and Wearden, "Job-Related Stress," 40.

“We’ve Lost the Basics”: Perceptions of Journalism Education From Veterans in the Field

“…Some also strongly suggest curricula that teach journalism as community focused, as a course of study that focuses on basic reporting skills while incorporating technology (Mensing, 2010). Finding the right balance between the basics and new technologies remains elusive, and instructors have always been slow to adapt to new technologies and incorporate them into curriculum (e.g., Beard, 1991;Singer et al, 1996;Voakes, Beam, & Ogan, 2002). One concern facing journalism educators when designing a curriculum revolves around how much it should focus on emerging technologies: Should they become the center of all curricula at the expense of more traditional skills or does there need to be a balance (C. W. Anderson, 2014)?…”

The Digital Stressors Scale: Development and Validation of a New Survey Instrument to Measure Digital Stress Perceptions in the Workplace Context

“…Technical Support (lack of). Not only do we consider stressful demands caused or mediated by ICT, but also the lack of resources to deal with such demands (e.g., inadequate technical support being in itself a source of distress, Ogan and Chung, 2002;Voakes et al, 2003;Al-Fudail and Mellar, 2008). 14.…”

Latin American Investigative Journalism Education: Learning Practices, Learning Gaps

“…Furthermore, this study also showed how few techniques and resources are being used in the classroom to teach the subject (i.e., data analysis, mathematical techniques, web scraping) despite these investigative journalism skills being common in today's newsrooms. This study contributes to existing scholarship on the gap between the academy and the profession (Clark, 2013;Cleary, 2003;Dennis et al, 2002;Du & Thornburg, 2011;Glasser, 2006;Hanusch et al, 2015;Mensing & Ryfe, 2013;Nolan, 2008;Reese, 1999;Voakes et al, 2003).…”