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Entrepreneurial Journalism Education

Entrepreneurial Journalism Education



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