Journalism and mass communication education in the Arab World: Towards a typology

2017 ◽  
Vol 80 (5) ◽  
pp. 403-425
Author(s):  
Eisa Al Nashmi ◽  
Mariam F Alkazemi ◽  
Wayne Wanta
Keyword(s):  
Mass Communication ◽  
Arab World ◽  
Methodological Approach ◽  
Specific Region ◽  
Arab Countries ◽  
Current Status ◽  
Journalism Education ◽  
Communication Education ◽  
Communication Programs ◽  
Mass Communication Education

This study offers an overview of the current status of journalism and mass communication education in the Arab World. Specifically, through an exploratory analysis of structure, curricula and faculty from ten journalism and mass communication programs in five Arab countries, the study identified four typologies that characterize journalism and mass communication education in the Arab World. These typologies were also determined by political and economic differences in the region. In an effort to expand literature on global journalism and mass communication education, this study was the first to apply typologies in its methodological approach. Through the process of classification, the study was able to provide a better understanding of how and why journalism education differs within a specific region.

Media Literacy in Journalism/Mass Communication Education: Can the United States Learn from Sweden?

2005 ◽  
Vol 60 (4) ◽  
pp. 415-428 ◽  
Author(s):  
Paul Mihailidis
Keyword(s):  
United States ◽  
Media Literacy ◽  
Mass Communication ◽  
The United States ◽  
Communication Media ◽  
Teaching Tool ◽  
Communication Education ◽  
Educational Concept ◽  
Communication Programs ◽  
Mass Communication Education

Exploratory studies were conducted in the United States and Sweden in the spring and autumn of 2004 to determine how faculty in journalism/mass communication programs acknowledged and conceptualized media literacy both as a teaching tool and educational concept. The Swedish participants' feedback was markedly different from U.S. academics' in terms of acknowledgement and conceptualization of media literacy. Conclusions drawn may help clarify media literacy's intentions as both a curricular benefit and new teaching tool for programs of journalism/mass communication/media in the United States. Comparisons also provide a base for future rigid exploration into this topic.

Institutionalized Education: Journalism and Mass Communication Education in Pakistan

2021 ◽  
pp. 1326365X2110096
Author(s):  
David Bockino ◽  
Amir Ilyas
Keyword(s):  
Network Theory ◽  
Mass Communication ◽  
Qualitative Method ◽  
Actor Network Theory ◽  
Power Structures ◽  
Communication Education ◽  
Organizational Field ◽  
The World ◽  
Mass Communication Education

This article uses an examination of journalism and mass communication (JMC) education in Pakistan as a case study to explore the consequences of increased homogenization of JMC education around the world. Anchored by a qualitative method that relies heavily on actor-network theory, the study identifies key moments and people in the trajectory of five Pakistani programmes and explores the connection between these programmes and the larger JMC organizational field. The study concludes by questioning the efficacy of the current power structures within the supranational JMC organizational field before discussing how these influences could potentially be mitigated moving forward.

Mass communication education in Nigeria

2021 ◽  
pp. 223-236
Author(s):  
Chuks Odiegwu-Enwerem ◽  
Uche Chuks-Enwerem
Keyword(s):  
Mass Communication ◽  
Communication Education ◽  
Mass Communication Education

scholarly journals Journalism and media education in Nepal: A critical overview

1970 ◽  
Vol 3 (1) ◽  
pp. 21-34 ◽  
Author(s):  
Laxman Datt Pant
Keyword(s):  
Mass Communication ◽  
Media Education ◽  
University Teaching ◽  
Journalism Education ◽  
Policy Makers ◽  
Triangular Relationship ◽  
Level I ◽  
Teaching Learning ◽  
The University ◽  
Mass Communication Education

This article explores the relevance of journalism education in Nepal based on personal observations of university teaching-learning practices. In particular, I focus on the triangular relationship between corporate, educational socioeconomic challenges of journalism/media education. I also analyze the recent trend of journalism and mass communication education in Nepal shedding light on the challenges of Nepalese media education system especially in the university level. I further suggest how media educators help determine what news is (not), and at the same time describe avenues for engaging media educators, policy makers and content producers for meeting the market demands. DOI: 10.3126/bodhi.v3i1.2809 Bodhi Vol.3(1) 2009 p.21-34

The Masters: Creating a New Generation of Leaders for Mass Communication Education and Beyond

2010 ◽  
Vol 59 (1) ◽  
pp. 19-40 ◽  
Author(s):  
Margaret H. DeFleur ◽  
David D. Kurpius ◽  
Anne Osborne ◽  
John Maxwell Hamilton
Keyword(s):  
Mass Communication ◽  
Communication Education ◽  
New Generation ◽  
Mass Communication Education

Mass Communication Education

2021 ◽  
pp. 53-63
Author(s):  
Anthony Adams
Keyword(s):  
Service Learning ◽  
Mass Communication ◽  
Communication Education ◽  
Face To Face ◽  
Search Committees ◽  
Hybrid Delivery ◽  
K 12 ◽  
Executive Level ◽  
Mass Communication Education ◽  
Teaching Application

This chapter offers an enlivened mass communication education approach adaptive to traditionally taught, face-to-face, and hybrid delivery systems. Aimed at preparing students for active participatory and responsible global citizenship, this tripartite approach bridges mass communication and social entrepreneurship mediated through service-learning. The proposed teaching application encourages students to challenge status quo arrangements, provoke disruption, and promote societal change using disproportionality in school discipline, K-12, and challenges related to executive-level search committees and the failure to diversify college administrations as illustrations.

Creating Social Justice-Minded Digital Media Entrepreneurs

2021 ◽  
pp. 64-77
Author(s):  
Natasha Winston Clarke
Keyword(s):  
Social Justice ◽  
Digital Media ◽  
Mass Communication ◽  
Course Design ◽  
Academic Program ◽  
Institutional Identity ◽  
Communication Education ◽  
Design Quality ◽  
Similarities And Differences ◽  
Mass Communication Education

Industry-wise, colleges and universities are currently facing a unique set of circumstances which will last quite some time even after the 2020 Coronavirus pandemic begins to wane. Among those challenges will be questions related to the increased necessity of course design quality and innovation. This is particularly true for programs planning to integrate increased social justice characteristics to their academic/program curricula. Therefore, the purpose of this chapter is to review existing mass communication education scholarship by incorporating a qualitative-focused, content analysis of materials related to course design, evident teaching practices and avenues which facilitate social justice and media entrepreneurship. Also, this chapter seeks to demonstrate how these pedagogical designs differ from those outside of the communication discipline and what can be gleaned from these similarities and differences. To close, this analysis will make recommendations to benefit students and highlight and distinguish academic program and institutional identity for the future.

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