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Entrepreneurial Journalism Education
 

Entrepreneurial Journalism Education

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Presentation given at the World Journalism Education Congress in Mechelen, Belgium, July 2013

Presentation given at the World Journalism Education Congress in Mechelen, Belgium, July 2013

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    Entrepreneurial Journalism Education Entrepreneurial Journalism Education Presentation Transcript

    • Entrepreneurial Journalism Education in the US Donica Mensing @donica Academia.edu / dmensing@unr.edu
    • Entrepreneurship is the process of creating and implementing innovation- based solutions and responses to economic or societal problems and gaps in the private marketplace. Mars and Metcalf (2009)
    • Context  Global transition from the industrial age to the digital information age  40 years of stagnation in the publishing business (Hoag and Seo, 2005)  Economic crisis in journalism organizations  Journalism education that focuses on reinforcing the way things used to be done
    • Few students will find jobs in traditional news organizations. Journalism education programs continue to grow. The journalism industry is in dire straits. What is our response?
    • Entrepreneurship offers a theme for energizing journalism education
    • Questions Motivations for developing entrepreneurial journalism efforts in journalism education Major trends in entrepreneurial journalism curricula What these efforts represent in terms of the future direction of journalism education
    • Developing literature  An education for independence (Baines and Kennedy, 2010)  Learning from layoffs (Nel, 2010)  Creative destruction (Nee, 2013)  How jschools are helping students learn entrepreneurial journalism skills (Breiner, 2013)
    • The overall picture Approximately 30% of US journalism education programs teach some aspect of entrepreneurial journalism (Becker, Vlad and Kalpen, 2012) List of 25 relevant journalism education programs (and counting) http://bit.ly/11GsD2L Strong foundation support (Scripps Howard Foundation/Knight Foundation)
    • Three emerging models: “traditional classroom teaching and degree programs, innovation laboratories, and partnerships with news publishers and nongovernmental organizations.” (Breiner, 2013) How j-schools are helping students develop entrepreneurial skills
    • Motivations vary: To save journalism To save students
    • Many programs focus on graduate students or midcareer professionals, rather than undergraduate students
    • Some of the largest programs receive multimillion grants to fund their work. Arizona State, City University of New York, Columbia University, University of Southern California, University of North Carolina
    • Most entrepreneurial courses focus on new product development and revenue generation
    • Courses are usually electives, generally taken by a small number of students within a program.
    • Course design is often similar: students work alone or in teams to develop an idea, do market research, create a business plan, build a prototype and pitch it to a potential investor.
    • However, entrepreneurial concepts and approaches could be embedded in small, creative ways throughout a journalism program – in courses, meetings, activities.
    • Conclusions  Entrepreneurship is one way to change the “culture of journalism” Faculty can (and need) to practice entrepreneurship in pedagogy and practices Entrepreneurial concepts could be more systematically applied in other ways
    • Entrepreneurial concepts could be applied to: Professional practices (e.g. story forms, sourcing, interviewing, etc.) Civic practices (organize, contribute) Technological practices (new apps, sites) Economic practices (new forms of revenue) Pedagogical practices (alternative teaching methods, lessons, assignments)
    • Questions of assessment  Number of new ventures created  Success of students in finding and creating their own jobs  New journalistic practices developed  Number of experiments launched
    • Finally  Entrepreneurial thinking offers a path for journalism educators to innovate and change  Rather than teaching students in „teaching hospitals‟ we can help students engage fully on the streets doing the work they imagine  Confining entrepreneurial ways of thinking to a few classes for a few students limits possibilities. Entrepreneurs embrace change; so can we.
    • Growing list of entrepreneurial journalism programs/classes/ideas. Please add yours. http://bit.ly/11GsD2L