Thirty years of debating best journalism models has led to a needed academic business integrated conceptual framework to be developed into distinct models. This chapter offers evidence-based data of needed change for journalism education to meet departmental requirements plus support needs in this technological digital artificial intelligence new media age. Learning must reflect new approaches for data receipt. Readers will review education, practitioner, and learner perspectives to study arguments and experiences, plus probe the manner this data describes the formation, and exercise of journalism, expertise, traditions, determinations, happenstances, objectives, agreements, and learning. Through literature review and ethnography, detailed is a forward-looking framework founded on continuous process improvement which should better prepare learners to compete in this technologically digitized society. This research adds to the journalism, strategy, artificial intelligence, and business process improvement bodies of knowledge for academics, practitioners, and learners.
A critical reflection on digital disruption in journalism and journalism education
