"The article outlines an evidence-informed approach for enhancing resilience, one of the key personal resources in labor, and explores the viability of this training for increasing journalists’ ability to manage everyday work-related stressors. The suggested pedagogy is in the form of a microinter
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vention, informed by literature on psychological capital and primary research based on interviews with British journalists. The test of concept is based on 13 workshops carried out with journalism trainees and professionals. The postworkshop survey (n = 80) suggests that the proposed pedagogy has the potential to contribute to development of participants’ resilience as well as their wider psychological capital." (Abstract)
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"This article explores the challenges faced by the media education and curricula development in Pakistan, and how the safety of journalists is apportioned in the courses and curriculum of mass communication in different universities. The study uses a mixed method research, including quantitative app
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roach through surveys from one hundred and fifty media students from different universities of Pakistan, it further uses qualitative in-depth interview method in which fifteen media academics are interviewed. The research reveals that safety of journalists has never been a priority in the curriculum, even if the future journalists are really hungry to be educated and trained to cover any hostile event, pandemics and conflict sensitive reporting, and to cope with post coverage traumas. Safety of journalists has been occasionally discussed in lectures on the demand of students, but can never get a space in the mass communication curriculum. This study lays the foundation of ESCR Model of Journalism Education that deals with ethics and safety in crisis and risks. It further suggests the training of academics themselves; and collaboration of media professionals with the academia to realistically develop a curriculum taking into account what media industry and future journalists actually need to mug up." (Abstract)
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"This study explores journalism students’ responses to hazards and hostility in the profession within a Safety of Journalists course. The research uses focus group interviews, field notes, study diaries, written tasks, and Teams’ chat logs of 11 students. Students’ reactions to the hazards hig
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hlight the importance of awareness for finding solutions and developing resilience. Proposed solutions include fostering self-assurance, enhancing interpersonal communication, setting boundaries to prevent burnout, and recognizing the significance of workers’ rights. However, finding some solutions was hindered by students’ experiences of media organizations neglecting worker well-being." (Abstract)
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"This study examines the perceptions of Egyptian journalists of the effectiveness of professional training in digital journalism and determines the training-needs of journalists to adapt to innovative journalism practices. The study applies mixed descriptive methods based on The Motivation–Hygiene
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theory of what motivates employees. Data analysis is based on an online questionnaire with a snowball sample of 134 Egyptian journalists from different media outlets and in-depth interviews with 10 journalists and professional trainers, between June 2019 and August 2020. Findings reveal that the impact of hygiene factors is stronger than that of motivation factors. This study shows that hygiene factors negatively influence professional training and inhibit any positive impacts of motivation factors. The findings of this study are significant to media organizations and professional training providers." (Abstract)
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"This study analyzes the social communication and journalism programs accredited by the Latin American Council for Accreditation of Education in Journalism and Communication (CLAEP) to identify the competencies and subjects whose expected learning outcomes contribute to general innovative profession
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al profiles in media entrepreneurship. The study is a qualitative, descriptive study in which in-depth interviews were conducted with deans, program directors, and lecturers in communication, and syllabi and programs of the subjects that contribute to strengthening the components of entrepreneurship and innovation were analyzed. The main conclusions make it clear that entrepreneurial profiles should be strengthened since there are market opportunities for future communication and journalism professionals; there is no traceability in the projects developed in the different subjects in a way that allows for the strengthening of the entrepreneurial proposal; these reach an ideation and prototyping phase, which does not allow for the transfer of entrepreneurship to acceleration and growth units external to the program. Likewise, a proposal for the design of expected learning results is made for programs to use in their curricular designs to strengthen the profile and competencies in innovative entrepreneurship on the basis of eight categories: 1) identify the conditioning factors that determine entrepreneurship from its context, from the form they acquire to be recognized before the state and society as media and from the elements that configure their operational functioning; 2) understand the logics of the entrepreneurial ecosystem; 3) develop capacities in entrepreneurship; 4) manage media and journalistic projects; 5) design business models; 6) generate innovation processes, prototyping, and product testing; 7) obtain resources to accelerate entrepreneurship; and 8) establish growth and consolidation plans." (Abstract)
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"Journalism education, being heavily focusing on experiential learning and face-to-face interaction, is particularly challenged when it comes to remote teaching and learning. This manual aims to provide journalism instructors the resources to improve their teaching in digital spaces. The subject mat
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ter includes: planning a new online course from scratch or transitioning an existing face-to-face course to online delivery; strategies to curb academic dishonesty in online courses; creating a student-centered learning environment; ways to support diversity in the virtual classroom; the future of online journalism education, drawing on what the pandemic period has taught." (Short summary)
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"This article presents and discusses results from an exercise in comparative content analysis of news articles about issues of conflict produced by Afghan journalists before and after participating in an internationally sponsored training and mentorship programme in Peace Journalism. The programme w
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as part of a Preventing Violent Extremism (PVE) project, intended to create community resources for resilience, in the information sphere, towards conflict issues contributing to recruitment by non-state armed groups such as Islamic State–Khorasan Province (IS–KP). Peace Journalism is familiar as the basis for media development aid in contexts of conflict; however, its use in an intervention aimed specifically at PVE is relatively new. The results showed that the programme was effective, it is argued, in terms of benefits transferred to and applied by participating journalists. A sample of articles after the training showed a markedly higher Peace Journalism quotient than a baseline sample of articles by the same journalists before it. This suggested that the training and mentorship had successfully stimulated and enabled journalistic agency, taking account of constraints imposed by media structures and wider political and social contexts. The latter have become steadily more onerous under the Islamic Emirate (Taliban) government, in power since August 2021, according to international monitoring organisations. Implications are considered, in light of the findings, for future media development aid to Afghanistan." (Abstract)
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"Literature notes that most journalists will witness trauma and human suffering during the course of their careers, yet journalism education is lagging behind in preparing students to cope with the effects of exposure to traumatic events. This paper examines the attitudes of journalism educators/tra
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iners toward trauma literacy through a questionnaire survey of 119 journalism educators globally. The findings show that a high percentage of educators have a good understanding of the risks that arise from exposure to critical and potentially traumatizing events but there are some barriers to teaching trauma including lack of knowledge/confidence, resources, time, and teaching materials." (Abstract)
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"This chapter explores what educators can do to help students cope with trauma that they are likely to experience during their studies and in their future practice." (Abstract)
"Firstly, this chapter provides an overview of the generally dreadful state of press freedom worldwide, with online and physical attacks on journalists commonplace. In doing so, it surveys research data from leading international organisations advocating for journalism safety, which collectively ill
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ustrate a range of clear and present dangers to reporters such as murders with impunity, imprisonment and – disproportionately for women – online violence that could easily spill offline. Secondly, in order to assist journalism educators internationally to better prepare their students for the realities of this extremely dangerous world, it provides a platform for some of the foremost experts in the field of journalism safety to share their advice and recommended resources. The international mix of these experts is reflected in the combination of institutional or organisational affiliations: the United Nations Educational, Scientific and Cultural Organization (UNESCO); the Global Investigative Journalism Network (GIJN); iWatch Africa and Reach plc in the UK. Finally, in the context of their knowledgeable input, it turns its attention to recent developments in journalism education in the UK. It suggests that new opportunities to formulate and deliver safety and resilience training on courses accredited by the NCTJ could help to inspire and spread such training internationally." (Abstract)
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"Is it necessary for journalists to seek refuge with foreign agencies to escape national governmental and policy restrictions? Should journalism education rely on international support, or is it feasible to detach it from foreign development collaboration? Should education be viewed as a business or
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commodity? Is any international development support sustainable within the local context? Is free thinking truly free from the structural constraints of slavery and financial influence? Is absolute freedom a utopian ideal or a tangible reality? These inquiries, coupled with corresponding philosophical methodologies, aim to evaluate the structure, constituents, excellence, and norms of current journalism education programs. The goal is to uncover if and to what extent international media development organizations sway journalism education programs during the transition phase (2011–2021) in Myanmar or beyond.
2011 marked a turning point, as the military-supported government of Myanmar granted media professionals the ability to exercise their fundamental rights to express themselves and access information. The government has taken a number of favorable measures towards the democratic path, such as partially lifting censorship from several news publications, authorizing private daily newspapers, approving new television channels, establishing a press council, and permitting journalist unions and associations. The formation of the quasi-elected government in 2015 brought renewed hope. However, the military coup at the beginning of 2021 has once again impeded progress towards a democratic environment, and fundamental rights such as access to information and freedom of speech. Capacity building facilities for journalists and media professionals remain an important aspect of the democratic process in the country." (Publisher description)
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"DW Akademie’s “Mapping out curriculum development” guide sets out an agile process that leads you step-by-step through designing an innovative and interactive training program. It can be used to develop trainings for journalists and media managers, as well as to develop media and information
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literacy training for the general public." (Page 3)
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"This volume responds to the great need to rethink journalism from various perspectives including journalism training, research, the contents of the news media, language, media ethics, the safety of journalists and gender inequities in the news media." (Publisher description)
"This study appraises the mainstreaming and teaching of safety in journalism training institutions in Nigeria and interrogates the effectiveness of the safety measures available to safeguard the lives of journalists reporting from conflict areas in the North East geopolitical zone. In-depth intervie
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ws were conducted with 16 journalists representing a range of media organisations who had been reporting from the areas with the most volatile and prolonged conflicts. Mass communication curricula in universities and polytechnics across the region were also reviewed. The findings revealed that journalists in North East Nigeria are at high risk due to the absence of protective mechanisms and professional skills relating to safety. Journalists rely on their instincts and experience to manage risk, rendering them highly vulnerable in dangerous situations. These journalists endure multiple physical and psychological attacks from the security forces, insurgents and even community members that they cover. Recommendations reflective of best practice are offered regarding the mainstreaming of safety education in journalism training and the provision of safety mechanisms in order to reduce journalists’ physical harm and psychological trauma, increase their actual and perceived safety and security, boost their morale and improve the quality of their reporting." (Abstract)
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