Student reporting abroad: An international programme called Journalism Reporting Field Trips

Duffield, Lee

doi:10.24135/pjr.v14i2.947

Cited by 10 publications

(6 citation statements)

References 6 publications

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“…He argues that, despite the difficulties associated with taking students into different cultures, students develop intercultural communication skills in the field. Both authors (Woolley, 2017, Duffield, 2014, Duffield, 2008 report positive employment outcomes for students who participated in these field reporting experiences.…”

Section: International Wilmentioning

confidence: 95%

Models of Work-Integrated Learning in Journalism Education

Valencia-Forrester

2020

Journalism Studies

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Practice-based learning is widely accepted as a crucial aspect of educating and training future journalists around the world. Shrinking newsrooms and changing media landscapes shift responsibility onto journalism programs for delivering practical experiences. While internships are by far the predominant model, limited opportunities and concerns over equitable access to placements has prompted journalism educators to explore suitable alternatives. This article presents a typology of work-Integrated Learning (WIL) in journalism education, identifying the strengths and limitations of different models. Work-integrated learning is an umbrella term encompassing a wide range of forms of experiential education. Taking a critical approach, this article presents a typology of different models of WIL in journalism education from traditional models, such as internships, to emerging approaches including university-led WIL, pop-up newsrooms and Purpose WIL. In offering an overview of the various approaches to WIL in journalism education, this article aims to highlight the gaps in how journalism WIL has been implemented and suggests an agenda for enlivening and broadening WIL in journalism education. More equitable and accessible WIL closely linked to the needs of the industry ensures that future journalists have the graduate capabilities necessary for employment in a dynamic media landscape.

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Section: International Wilmentioning

confidence: 95%

Models of Work-Integrated Learning in Journalism Education

Valencia-Forrester

2020

Journalism Studies

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“…Many universities also recognize the need to internationalize their curricula and reflect the expansive values of globalism (Knight and de Wit, 1995; Rizvi and Walsh, 1998). In doing so, they promote intercultural experiences to prepare students for work in a global economy (Duffield, 2008). Research indicates that international experiences also help establish a student’s future employability (Archer and Davison, 2008).…”

Section: International Study Tours and The Links To Employabilitymentioning

confidence: 99%

Measuring intangible outcomes can be problematic: The challenge of assessing learning during international short-term study experiences

Cushing

Pennings

Willox

et al. 2017

Active Learning in Higher Education

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Short-term international study experiences, or study tours, aim to increase students’ global awareness, educate and empower them to be productive global citizens, and contribute to their future employability. Learning outcomes from study tours often include intangible personal characteristics or soft skills, as opposed to specific disciplinary skills and knowledge, and yet, these are not easily identified. Using an iterative Delphi process, this study aimed to understand the pedagogical experience of tour leaders (experts) and assist in future development of effective assessment. Findings include four key areas of agreement among the experts: (1) both discipline-based knowledge and the acquisition of intangible personal characteristics are important learning outcomes and are considered to be almost equally important, (2) assessment almost always occurs on tour, (3) formative assessment for learning is predominantly used (rather than learning for summative assessment to test the learning), and (4) facilitated reflection is an important way to encourage learning during a study tour. Yet, the findings also reveal uncertainty about assessing outcomes that include intangible personal characteristics and soft skills. The article concludes with pedagogical implications and recommendations for future research.

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“…Duffield has escorted student groups from the Queensland University of Technology (QUT) to Europe and Asia since 2000 (Duffield, 2004, 2007a, 2007b, 2008, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The researcher can aver that the reportage rated strongly on the criteria routinely applied during praxis: sound news sense, adroit and appropriate crafting of words, sound and illustration; technical mastery, and a ‘teamwork’ factor measuring autonomy against any need for constant help, speed and ability to assist others. (Duffield, 2008, p. 10)…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching Undergraduate Journalism Students Foreign Correspondence: Can It Be Done?

Woolley

2017

Asia Pacific Media Educator

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The University of Queensland has conducted five international field reporting courses in India and Vietnam since 2012,1 as well as three more courses based on similar work integrated learning principles (i.e., intensive, immersive and experiential) on campus at St Lucia in Brisbane during the same period. Previous research has found them to be valuable pedagogical innovations that have led to solid academic outcomes. The students themselves have also reported enjoying greater self-confidence, better reporting and technical skills, and increased employment prospects as a direct result of taking part in these courses. Some of that research is re-examined in this article but in a new light, given that the main focus here is on whether these courses in fact deliver on another important promise: to teach the core skills required of a foreign correspondent. To discover what those core skills might be, the researcher explored the extensive literature written by former and current correspondents about their experiences and their lessons learned. He also approached 12 former colleagues at the British Broadcasting Corporation (BBC), the Australian Broadcasting Corporation (ABC) and the Canadian Broadcasting Corporation (CBC), all of whom have been high profile international reporters, correspondents and producers, and invited them to offer their unstructured reflections on this question. These insights have then been filtered and assessed through the researcher’s own reflections of working as a foreign correspondent for the ABC in London between 1984 and 1987. The results are both encouraging and challenging. They suggest that while the students and their teachers are largely satisfied with the reporting, technical and personal skills that have been taught and learned, many correspondents consider that their core attributes include extensive experience in senior reporting roles prior to heading overseas, where the basic skills have been honed to the highest degree. That, of course, is something that no undergraduate could ever claim to have achieved.

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Student reporting abroad: An international programme called Journalism Reporting Field Trips

Cited by 10 publications

References 6 publications

Models of Work-Integrated Learning in Journalism Education

Models of Work-Integrated Learning in Journalism Education

Measuring intangible outcomes can be problematic: The challenge of assessing learning during international short-term study experiences

Teaching Undergraduate Journalism Students Foreign Correspondence: Can It Be Done?

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