scholarly journals Competency-based approach to journalism education: Western experience and Ukrainian practice

2020 ◽  
pp. 13-18
Author(s):  
M. Butyrina
Keyword(s):  
Professional Competence ◽  
Core Competencies ◽  
Classical Model ◽  
Target Function ◽  
Social Orientation ◽  
Journalism Education ◽  
Media Industry ◽  
Participatory Journalism ◽  
Competency Based ◽  
The Media

In the article a competency-based approach to journalism education in the context of journalism transformation is presented. Digitization of the media industry, convergence of the functions and tasks in the field of communicative professions, intensification of media influences and media effects caused the need for journalism education revision. The appeal to competency as a basic term of the theory of education made it possible to update that set of knowledge, skills, professional qualities and values that make up the basic model of the journalistic profession. According to Z. Weischenberg’s classical model, journalism competency as a target function of journalism education has complex architectonics and integrates four components: professional competence, communication competence, special / industrial knowledge and social orientation. Each of the core competencies is transformed under the influence of new conditions of the profession realization, their relative importance changes. Thus, instrumental skills are changing under the influence of participatory journalism models. Participatory journalism requires a completely different content production algorithm. It requires the skills of information verification, interaction with amateur contributors and officials, involved in the process of solution of problems of different scales and directions, communication with an active audience, which is driven by an increased feedback factor in communication. At the same time, the knowledge segment of journalism competency becomes more important in connection with the emergence of a whole block of media-oriented disciplines: media psychology, media economics, media law, etc. The analytical component of the journalistic profession, caused by new information inquiries and the needs of the society, is increasing. The need for media marketing knowledge, which is gaining new sense and guidance as a result of the transition of the media to the digital platform, is being updated. Proactive competencies that allow journalists to continuously adapt to changes in the media industry also become a significant component of the competency model.

scholarly journals The Drift in Journalism Education in India vis-à-vis New Media: Use of New Media by Administrators/ Educators in Journalism Schools

2020 ◽  
Vol 30 (1) ◽  
pp. 28-43
Author(s):  
Neha Jindal
Keyword(s):  
New Media ◽  
Journalism Education ◽  
Media Industry ◽  
Curriculum And Pedagogy ◽  
Willingness To Adopt ◽  
Education In India ◽  
Curriculum Instruction ◽  
Private And Public ◽  
The Media ◽  
Media Practices

With new media becoming the mainstay of the journalism industry, there is a change in curriculum and pedagogy in journalism education. Even with Web 2.0 becoming the main source of news dissemination, journalism educators will still be required to impart skills to the next generation on writing with clarity, organizing ideas cleanly and working efficiently as a team. The change will be in the methodology, and has to be accepted by the institution at the administrative level first. Since journalism education is required to develop a rational capacity in future graduates, and help them attain all skills essential to understand the media industry with regard to new media practices and changing trends, journalism administrators and educators have to be ably equipped with the skills, only then these can be delivered to the students. The study is about private and public (government) journalism schools in India and focuses on their willingness to adopt the requisite skill set and display adaptability towards using new media. It includes interviews conducted with administrators (who are also educators) in government and private journalism institutions in the country, concerning acceptance of new media and adoption in curriculum, instruction, evaluation and feedback, and arrives at results interpretatively.

Journalism Education in India: Quest for Professionalism or Incremental Responses

2017 ◽  
Vol 72 (3) ◽  
pp. 285-296 ◽  
Author(s):  
Sanjay Parthasarathy Bharthur
Keyword(s):  
Journalism Education ◽  
Media Industry ◽  
Private Institutions ◽  
Short Term ◽  
Higher Education System ◽  
The Past ◽  
Constant Friction ◽  
Education In India ◽  
The Media ◽  
Different Levels

Journalism education in India is framed in the higher education system, comprising of programs in the universities, both government-supported and media-backed private institutions, as well as in-service and short-term courses offered by press associations and other organizations. They are offered at different levels from certificate to diploma to both undergraduates and postgraduates. Due to requirements of the media industry, there is a constant friction about the need to balance the academic and professional aspects in the curriculum. This has led to skepticism in the past about the relevance of formal journalism education. However, with globalization and growth of the media sector, there is an enhanced need for professionals. Many big media groups have launched journalism programs. Institutional and professional aspects of the programs in India and issues pertaining to curriculum, responses, and critique have been factored in this article.

Accreditation and Assessment of Journalism Education in Europe

2019 ◽  
Keyword(s):  
Comparative Analysis ◽  
The Netherlands ◽  
Quality Standards ◽  
Journalism Education ◽  
Media Industry ◽  
Media Freedom ◽  
Journalism Studies ◽  
The United Kingdom ◽  
The Usa ◽  
The Media

How is journalism training in Europe accredited and assessed? State organisations and the media industry influence the objectives, content and structures of such training through their accreditation. They set quality standards and, at the same time, interfere in its autonomy. Through studies of twelve countries, this volume shows how accreditation influences journalism training in Finland, Germany, the Netherlands, the United Kingdom, Ireland, Switzerland, Russia, Georgia, France, Spain, Hungary and Romania. The second part of the book provides a comparative analysis of these studies, deals with the ACEJMC’s more than seventy years of experience in journalism studies accreditation in the USA and shows how the interdisciplinary accreditation of journalism study programmes is organised in Europe. The editor is a professor of journalism at Jade Hochschule in Wilhelmshaven, Germany. Her research focuses on journalism education and media freedom.

scholarly journals Fact-Checking and Information Verification in the Context of Journalism Education

2021 ◽  
Vol 10 (1) ◽  
pp. 94-108
Author(s):  
Lyudmila Shesterkina ◽  
Lidiya Lobodenko ◽  
Anna Krasavina ◽  
Arina Marfitsyna
Keyword(s):  
Mass Media ◽  
Research Database ◽  
Journalism Education ◽  
Media Industry ◽  
Fake News ◽  
The Media ◽  
Information Verification ◽  
Fact Checking ◽  
The Mass Media ◽  
Media Market

The article, being a part of a major study into fake news phenomenon, fact checking and information verification, analyzes the issues related to journalism education in the context of the increasing amount of fake news. The topicality of the study is determined by the fact that journalism education is failing to comply with the ever-changing requirements of the mass media market. Moreover, in the current era of information wars, post-truth, and social media regarded as sources of news, teaching future journalists to check facts and verify information is one of the primary demands of the mass media market. The study involved interviewing lecturers, students and specialists in media industry; the original results of the study add to its scientific novelty. The authors aimed at searching for cutting-edge practices to train skills of fact checking and verification. The results of the study indicate the necessity of introducing these practices into the academic process of training journalists, contribute to the research database in the field of journalism and the education, and provide for bridging the gap between universities and the media in terms of professional requirements for journalists.

scholarly journals A Participatory Journalism Management Platform: Design, Implementation and Evaluation

2020 ◽  
Vol 9 (2) ◽  
pp. 21 ◽  
Author(s):  
Kosmas Panagiotidis ◽  
Nikolaos Tsipas ◽  
Theodora Saridou ◽  
Andreas Veglis
Keyword(s):  
Hate Speech ◽  
Media Industry ◽  
News Production ◽  
Management Platform ◽  
Participatory Journalism ◽  
Production And Consumption ◽  
Social Media Platforms ◽  
The Media ◽  
Available Information ◽  
Short Time

During the last two decades, citizens’ participation in news production process has attracted significant interest from both academia and the media industry. Media production and consumption have been altered considerably and traditional concepts, such as gatekeeping, have been under discussion. Many news organisations include in their websites tools and applications that allow users to be active consumers or even co-producers of journalistic content, by liking, sharing, commenting and submitting material. At the same time, large amounts of user-generated content are uploaded every day on social media platforms. Subsequently, media organisations must deal with continually available information which requires management, classification and evaluation not only to keep high journalistic standards, but also to avoid problems. The latter category can include grammar mistakes, fake or misleading information and hate speech. All the above-mentioned parameters highlight the obvious need for platforms that can support journalism manage practice. Such a platform should utilise semantic technologies, which can support organised collection and moderation of content in an effective way and in short time. This study discusses the design and the implementation of a participatory journalism management platform.

scholarly journals Commentary: Reflecting the new realities of the digital age

2007 ◽  
Vol 13 (1) ◽  
pp. 8-18
Author(s):  
Matt Mollgaard
Keyword(s):  
Core Competencies ◽  
Digital Technologies ◽  
Digital Age ◽  
Journalism Education ◽  
Digital Platforms ◽  
Digital World ◽  
The Future ◽  
The Media ◽  
Education Conference

Three broad themes reflecting the role of the media in the digital age emerged from the Journalism Downunder journalism education conference in Auckland in December 2006. These were trepidation, confusion and celebration. The sense of trepidation relates to a fear of the unknown and unknowable: a sense that digital technologies are changing at a speed that confounds attempts to master them before they morph into new forms. Another theme was the confusion created by the new digital technologies. This confusion is related to the fetish-isation of gadgets and the growing gap between those who have always interacted with the digital world and those who have had it thrust upon them. The third theme was cautious celebration. The power, speed and usefulness of digital creation, transmission and reception opens up communication and the media to people in previously unimaginable ways. This commentary is an overview of papers presented at the conference, with some general conclusions reached about the future of journalism in the digital age. While the new digital platforms and technologies do present significant challenges to traditional journalism, they are also enabling technologies that offer opportunities to reinvigorate newsgathering. Although the future of journalism is a digital one, the core competencies of a good journalist will be as important as ever.

Challenges Faced by Journalism Education in Sri Lanka

2018 ◽  
Vol 28 (2) ◽  
pp. 164-175
Author(s):  
D.D. Nirosha Neranjala Dissanayake
Keyword(s):  
Sri Lanka ◽  
Media Education ◽  
Journalism Education ◽  
Media Industry ◽  
Group Discussions ◽  
Print Journalism ◽  
The Public ◽  
Media Technologies ◽  
Media Companies ◽  
The Media

Mass Media technologies are developing rapidly and media has become an integral part of our day to day life. In this context, the development of media and journalism education in schools, universities and other institutions has been confronted with many challenges. Although there are training courses and educators covering a range of skills for print journalism, broadcast, telecast and online media, there are still many issues pertaining to the quality control, practical relevance and affordability of media and journalism education. Human resource management policies of media companies do not recognize priority on continuation of education of journalists (Gunawardene, 2015). This study focuses on challenges confronted by media education in Sri Lanka. The intensive interviews and focus group discussions have been applied to collect data and information. It has transpired during the research that media and journalism syllabi should be revised with more theoretical, conceptual and practical inputs based on media education and media literacy. It is necessary to make the public in general aware of media texts. The ever fluctuating dynamics of the media industry and media education has detrimentally affected the general perception on media.

Racism and silencing in the media in Aotearoa New Zealand

2021 ◽  
pp. 117718012110154
Author(s):  
Liana MacDonald ◽  
Adreanne Ormond
Keyword(s):  
New Zealand ◽  
Indigenous Peoples ◽  
Media Industry ◽  
Racial Discourse ◽  
European Descent ◽  
Aotearoa New Zealand ◽  
The Media ◽  
The Subject ◽  
New Zealanders

Racism in the Aotearoa New Zealand media is the subject of scholarly debate that examines how Māori (Indigenous Peoples of New Zealand) are broadcast in a negative and demeaning light. Literature demonstrates evolving understandings of how the industry places Pākehā (New Zealanders primarily of European descent) interests at the heart of broadcasting. We offer new insights by arguing that the media industry propagates a racial discourse of silencing that sustains widespread ignorance of the ways that Pākehā sensibilities mediate society. We draw attention to a silencing discourse through one televised story in 2018. On-screen interactions reproduce and safeguard a harmonious narrative of settler–Indigenous relations that support ignorance and denial of the structuring force of colonisation, and the Television Code of Broadcasting Practice upholds colour-blind perceptions of discrimination and injustice through liberal rhetoric. These processes ensure that the media industry is complicit in racism and the ongoing oppression of Indigenous peoples.

scholarly journals Adapting to context: Creative strategies of video streaming services in Nigeria

2021 ◽  
pp. 135485652110173
Author(s):  
Godwin Iretomiwa Simon
Keyword(s):  
Video On Demand ◽  
Business Environment ◽  
Media Industry ◽  
Operational Environment ◽  
Structured Interviews ◽  
African Countries ◽  
Innovative Strategies ◽  
African Context ◽  
The Media ◽  
Streaming Services

This article examines the contextual challenges that characterize the video on demand (VOD) market in Africa. It provides critical analysis of the creative strategies employed by Nigeria-based streaming services to navigate the peculiar business environment on the continent. This research is on the background of the poor Internet infrastructure and economic divides in many African countries including Nigeria. Streaming services operating in these markets must understand a context where Internet access is complicated on the levels of availability and/or affordability, including significant lack of confidence in e-payment facilities. All these, together with epileptic power supply and poor standard of living, indicate that streaming services must innovate to capture subscribers within the continent. Despite the harsh operational environment, streaming services in Nigeria have continued to increase in number within the past 5 years. This is attributed to the transnational reach of the streaming services as they are patronized by Africans in diaspora across the globe, while they also enjoy popularity within African countries. This article specifically focuses on the innovative strategies employed by Nigerian streaming services to operate within their African markets in the context of their peculiar challenges. In so doing, it extends extant scholarship about Internet-distributed video using the African context. This article is situated within the Media Industry Studies framework and draws from semi-structured interviews with 7 streaming executives in Nigeria and 10 creative professionals in the Nigerian Video Film Industry (Nollywood). It also relies on desk research of press reports, industry publications, as well as the interfaces of streaming portals. This article underscores the necessity of contextualized research with the digital turn in video distribution. Through contextualized analysis of VOD market realities in a less studied terrain like Africa, it aligns with scholarly call to expand theories of Internet-distributed video to marginal contexts.

Postgraduate medical education: The history and development of competency-based training program in Nepal

2021 ◽  
Vol 8 (1) ◽  
pp. 102-112
Author(s):  
Jay Narayan Shah ◽  
Jenifei Shah ◽  
Jesifei Shah ◽  
Ashis Shrestha ◽  
Nabees Man Singh Pradhan
Keyword(s):  
Medical Education ◽  
Healthcare System ◽  
Postgraduate Training ◽  
Core Competencies ◽  
Health Sciences ◽  
Medical Council ◽  
Competency Based Medical Education ◽  
Surgical Workforce ◽  
Competency Based ◽  
Medical Colleges

Nepal is a small, lower-middle-income country; with a population of around 30 million. As per WHO, Nepal has a low doctor-patient ratio (0.7/1000) and even lower specialists (e.g., surgical) workforce (0.003/1000); additionally, data from Nepal Medical Council show the number of postgraduate specialists is 1/3rd of the total registered doctors. The mismatch in the doctor-patient ratio is further aggravated by the overwhelming number of doctors in urban areas; when 80% of the population are in rural Nepal. This inequitable discrepancy in the healthcare system requires: proper training of competent medical graduates, a fair distribution across the country, and effective changes in the healthcare system. Competency-based medical education plays an important role in: standardizing education, training competent doctors, and deploying them where they are needed the most. The Government of Nepal has recently established Medical Education Commission-which plans to oversee the entrance exams; and expand the postgraduate training to be conducted by private hospitals, previously not affiliated with any medical colleges or universities. Historically, Civil Medical School started training compounders and dressers in Nepal in 1934. A big milestone was achieved with the establishment of the Institute of Medicine under Tribhuvan University in 1972, which has continued to train all categories of health manpower needed in the country. In 2006 Nepal Medical Council developed “Regulations for Post-graduate Medical education”. Thereafter, several institutions started providing postgraduate training, for example: the BP Koirala Institute of Health Sciences, Kathmandu University, National Academy of Medical Sciences, and Patan Academy of Health Sciences (PAHS). The PAHS conducts PG programs and post-PG fellowships in line with competency-based medical education. In addition to formative assessments, research thesis, and a publishable article; PAHS requires its trainees to be certified in a pre-set of entrustable professional activities (EPAs) and to master eight Core Competencies domains in: Professionalism, Patient-centered care, Procedural skills, Clinical Reasoning, Communication, Scholarship, Leadership, Community orientation. The number of medical colleges in Nepal has since expanded to 24  (medical 21 and dental colleges 3). Private medical colleges make up about 3/4th of the total medical colleges in Nepal. This makes the inclusion and regulation of more components of the competency-based curriculum in postgraduate training programs, and its monitoring,  somewhat of a challenge.

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