Transatlantic Views on Journalism Education Before and After World War Ii

Barrera, Carlos

doi:10.1080/1461670x.2011.637722

Cited by 7 publications

(7 citation statements)

References 18 publications

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“…In the UK, journalism was historically considered a trade rather than a profession (see Barrera, 2012), with newspapermen (and it was historically men) typically brought into the local news fold at the age of 16 and trained in the workplace. Journalism training in the UK was only formalised in the 1950s with the establishment of The National Council for the Training of Journalists (NCTJ) to provide and assess primarily entry-level technical skills -courses taken either prior to or alongside employment (Aldridge and Evetts, 2003).…”

Section: Journalism Education In the Ukmentioning

confidence: 99%

“…Whilst journalism education in the UK took longer to gain a firm foothold in the university sector than in say the United States and parts of Western Europe (Barrera, 2012), it is now firmly established as a popular path to a career in journalism. In the past twenty years, the number of full-time, first-year journalism undergraduates enrolled at British universities has increased by 773% (from 415 in 1994/95 to 3625 in 2015/16.…”

Section: Journalism Education In the Ukmentioning

confidence: 99%

“…This is one signifier of a broader, global trend, what some have termed the "graduatization of journalism" (Splichal and Sparks, 1994, p.114). Hanna and Sanders (2007;2008;2012) have led important work on UK journalism students' role conceptions, motivations and aspirations. But their surveys were conducted between 2002-2006.…”

Section: Journalism Education In the Ukmentioning

confidence: 99%

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Fantasy, Pragmatism and Journalistic Socialisation: UK Journalism Students’ Aspirations and Motivations

Jackson

Thorsen

Reardon

2019

Journalism Practice

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Despite the sustained growth in journalism as a choice of degree path for young people, our understanding of students' aspirations and motivations remains relatively underdeveloped. At the same time, journalism careers appear increasingly uncertain, as the industry responds to digitalization and convergence. In this mixed-methods studyemploying 35 interviews and a survey of 837 UK journalism students-we ask what areas of journalism do students aspire towards, how do they feel about their future career prospects, and what is motivating them to study journalism in the first place? We find that intrinsic motivations (calling and talent, dynamic job) prevail over public service ones, with students drawn to soft news beats over hard news. Aspirations are also strikingly gendered, opening up questions of journalism education in this process. We also find that while students articulate an aspirational career in respected media outlets, they are pragmatic about their immediate career prospects. Here, journalism education appears to play a significant role in socialising students towards careers beyond journalism. Findings are discussed in the light of ongoing debates around journalistic socialisation and the future of journalism.

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Section: Journalism Education In the Ukmentioning

confidence: 99%

Section: Journalism Education In the Ukmentioning

confidence: 99%

Section: Journalism Education In the Ukmentioning

confidence: 99%

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Fantasy, Pragmatism and Journalistic Socialisation: UK Journalism Students’ Aspirations and Motivations

Jackson

Thorsen

Reardon

2019

Journalism Practice

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“…Yet, the Franquist regime made it mandatory for journalism graduates to get their education validated by the Official School (Salaverría-Aliaga & Barrera, 2009). A way towards detaching from politically-bound requirements was the creation of the first Facultades de Ciencias de la Información (Faculties of Information Sciences) in Spain in 1971, making this country the first in Western Europe to create full-fledged university-based schools for the training of prospective journalists and other communication-related professionals (Barrera, 2012). In fact already back in 1958, the first Institute of Journalism had been created at the University of Navarra (Simonson & Park, 2015).…”

Section: Discussionmentioning

confidence: 99%

Towards institutionalization of communication as a strategic function in organizations of Argentina, Lithuania and Spain

Sueldo

2021

Problems and Perspectives in Management

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This research paper discusses the degree of institutionalization of communication as a strategic managerial function to explore the different scopes and status achieved across countries and organizational sectors. Empirical work was conducted in Lithuania, Spain and Argentina, chosen as pioneers and regional leaders towards institutionalization through the establishment of the first university-level communication studies, national and worldwide networks of communication researchers and practitioners. Purposeful convenience sampling also ensured data collection through 61 semi-structured interviews with communication experts, senior managers and scholars from these countries, and a pilot survey with 20 Lithuanian communication specialists. The results suggest that CEOs in Argentina (70.6%) and Spain (65%) are more aware of the communication value, 60% communication specialists hold executive/senior positions. All this is 10-15% lower in post-communist countries. For 90% Lithuanian respondents, the CEO’s full understanding of communication is the number 1 factor affecting the institutionalization of communication, followed by the evolution of their profession in the country, which influences the perception of the communication function. Strengthening their role and status is the 4th priority for communication professionals in Europe and Argentina. This requires further education to fill a widening gap of data competencies and management skills, expressed by 69% of Spanish communicators, 75-87% in the former communist bloc, and 45% of seasoned Argentinean communicators. The empowerment of communication specialists remains highly dependent on the communicative competence and willingness of CEOs, who also need ad hoc executive education, which is more widely available in Spain and Argentina than in Lithuania. AcknowledgmentThis paper was written under the Lithuanian Research Council and European Investment Funds grant No. 09.3.3-LMT-K-712, as part of the post-doctoral research project “Towards an assessment model for mission-based strategic communication excellence”.

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“…The traditional dominance of a vocational approach to training in the West 3 (Anderson 2014) has meant that journalism programmes supported by aid emanating from these countries also tended to adhere to this model (Barrera 2012). This, combined with a dominance of western-oriented learning materials (Quinn 2018) and a general shortfall of research into non-western journalism practice (Dube 2016) has resulted in programmes in non-western environments which tend to emphasise, whether overtly or implicitly, the "self-evident" superiority of Anglo/US journalistic systems (Papoutsaki 2007).…”

Section: Journalism Training In the Developing Worldmentioning

confidence: 99%

An Examination of the Interaction of Democratic Ideals with Journalism Training Programmes in the Global South: The Case of Cambodia

Quinn

2020

Journalism and Media

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The presumption that a liberal media landscape and associated press culture strengthens good governance and human development has approached orthodoxy in the western world. Consistent with this, journalism training has been a central component of media aid strategies in the Global South. This research examines how normative assumptions about journalism roles can interact with ideas about democracy in a training environment and the possible implications of this. It explores parallels between programme elements relating to democracy facilitation and particular role conceptualisations of journalists trained by these programmes, with a specific interest in how this process is borne out in countries where democratisation processes are ongoing. A qualitative-based methodology, using journalism training in Cambodia as a case study, finds some correlations between democracy-related emphases at training level and specific normative orientations among working journalists who participated in these programmes. However, we find that these democratic norm-related orientations of practitioners contain subtle, but key differentiations from those advocated by programme facilitators. A vocational, advocacy-oriented approach to journalism programmes may have contributed to this outcome in a Cambodian context.

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Transatlantic Views on Journalism Education Before and After World War Ii

Cited by 7 publications

References 18 publications

Fantasy, Pragmatism and Journalistic Socialisation: UK Journalism Students’ Aspirations and Motivations

Fantasy, Pragmatism and Journalistic Socialisation: UK Journalism Students’ Aspirations and Motivations

Towards institutionalization of communication as a strategic function in organizations of Argentina, Lithuania and Spain

An Examination of the Interaction of Democratic Ideals with Journalism Training Programmes in the Global South: The Case of Cambodia

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