The Journalists of the Future Meet Entrepreneurial Journalism

Abstract

Journalism is undergoing a strong restructuring of its labour market due to the consequences of the economic crisis and the technological innovations. Discussions on the search for new formulas for job creation are centred on the emergence of entrepreneurial journalism. Spain is a paradigmatic example of this phenomenon because between 2008 and 2014, 454 news media outlets were created. The rise of entrepreneurial journalism raises many questions and challenges that affect all areas of journalism. One is their introduction in journalism education and the views of journalism students. The aim of this article is to analyse the perceptions regarding entrepreneurship held by those who will be future journalists and who are now receiving their education in the classroom. Our goal is to find out what knowledge journalism students have about entrepreneurship and the skills that are deemed essential. We evaluate the willingness of journalism students to develop their own business project and the major barriers and obstacles. The methodology uses a quantitative approach based on surveys in Spain (N=184). The results suggest an increase of the willingness in students to engage in entrepreneurship. However, students also have a negative and disenchanted view of journalism as they progress in their studies.

Entrepreneurial Journalism

“…Journalism educators might play a particularly significant role in helping new practitioners make the leap. But with a number of exceptions (Casero-Ripollés, Izquierdo-Castillo and Doménech-Fabregat 2016;Ferrier 2013;Hunter and Nel 2011;Sparre and Faergemann 2016), the skills outlined in this chapter are largely missing from our classes. Business skills are especially notable for their absence, not least because many students as well as instructors tend to see them as irrelevant and distracting at best, and nefarious at worse (Blom and Davenport 2012;Drok 2013).…”

Emprendimiento y futuro profesional del alumnado de periodismo

“…Igualmente, la literatura académica sobre la introducción del periodismo emprendedor en las aulas y la percepción de los estudiantes abarca otros puntos de vista, como, por ejemplo, el modelo de negocio (Casero-Ripollés et. al., 2016), los intereses y las motivaciones (López-Meri et.…”

Innovación periodística y sociedad digital: Una adaptación de los estudios de Periodismo

“…Este camino -recorrido en paralelo con la industria periodística-necesitará un lenguaje académico adaptado al cambio, nuevos materiales didácticos para las asignaturas y objetivos de aprendizaje, la promoción de proyectos transversales, la incorporación de cuadros docentes procedentes de otras disciplinas y la producción digital de contenidos periodísticos a lo largo de los cuatro años del grado (Webb, 2015; Tejedor y Cervi 2017). Por este motivo, se multiplican las iniciativas educativas que introducen manuales (Galán, Aguado, Caro y Manfredi, 2017), propuestas metodológicas (Peinado, Fernández Sande, Rodríguez Barba y Ortiz-Sobrino, 2015), revisión crítica sobre la capacitación tecnológica (García Santamaría y Barranquero, 2014;Sánchez, Campos y Berrocal, 2015;Tramullas, 2016) o la promoción del emprendimiento periodístico en el ámbito universitario Casero, Izquierdo y Doménech, 2016).…”