Journalism has been growing more and at
a faster rate during the 1990s than almost any other subject in
British higher education. This growth is all the more surprising
because the UK was late in accepting journalism as a university
field of study. Yet journalism courses, Peter Cole, the professor
of journalism at the University of Central Lancashire, has observed,
are "the fashion of the 90s".
The major innovation has been the establishment of undergraduate
courses, whether within more general media or communications studies
programmes, or as named whole or part degrees on their own. City
University’s BA, the first to be offered in the UK, combines
journalism with a social science.
Such courses represent a potential significant departure from the
British journalism tradition, in which education (to whatever level)
was in theory separated from training, undertaken principally in
or from the workplace.
As a result, the involvement of higher education was restricted
to postgraduate courses which were highly vocational. The model
was effectively set by the by University of Wales at Cardiff when
it initiated university journalism education in 1970.
In almost every case, the courses were accredited by the industry
training bodies, and the curriculum reflected the view that intensive
training at a relatively high academic level, accompanied by, in
the main, simulated practical training, did not produce qualified
journalists.
This alternative, which was adopted by UNESCO in the 1950s based
on the university journalism school established in the USA since
1908, was aimed at producing journalists, many believed, who were
unsuited for the routine local newspaper (and later, radio) reporting
with which virtually all trainee journalists in the UK began their
careers.
In the rest of Europe, the UNESCO model produced academic "analysis
and dissection", until recession in the 1970s concentrated
minds on preparing students for jobs, according to a European Journalism
Training Association survey published in 1990.
This appeared to validate the British approach. More critically,
increased student demand which has led to the expansion of journalism
courses has overwhelmingly been for vocational training. As a result,
academic communications and media studies courses have felt increasing
pressure to adopt more vocational elements.
Nevertheless, professional journalists and employers in the UK
often remain sceptical about the value of journalism education.
The industry training bodies insist that teachers on accredited
courses are experienced journalists. Unlike journalism schools in
America, few in the UK hire staff on the basis of their advanced
academic qualifications and research potential.
Yet the growth of courses from a mere handful to more than 100
has come at a time when the media industries have themselves displayed
a lack of clarity over what they want from journalism education.
At one level, local newspaper employers have eagerly grasped the
opportunity to re-establish workplace apprenticeships. Others, particularly
in broadcasting, say they prefer recruits with the kind of critical
awareness and transferable, rather than specific, skills which are
developed in universities.
Similarly, the profile of the British journalist is changing. The
numbers of graduates entering journalism has risen from 30% in 1981
to 83% today. Far more begin their careers in the national media,
such as the BBC and the Fleet Street newspapers. Technology-associated
developments, including multi-media and multi-skilled journalism,
are having an impact. So, too, are concerns about ethics and the
increasing commercialism of the media.
An attempt to establish clearer advice and guidance for students,
as well as employers, is now regarded by many as a priority. A system
is likely to be introduced indicating whether students will be taught
practical journalism, and to distinguish such courses from those
with a different approach. One benefit of the rapid expansion of
even vocational journalism courses is that this kind of training
is now on offer at a far wider variety of universities in England,
Scotland and Wales.
Most vocational journalism courses provided by UK universities
are broadly similar, offering training to equip graduates for first
jobs in print and/or broadcasting. The postgraduate model normally
involves at least 80% practical journalism. An undergraduate course
might consist of 50% or more practical journalism. Each is likely
to include periods of working attachment (internships) in the media.
Although designed principally for domestic students, vocational
courses can also cater specifically for overseas students, including
experienced journalists, seeking training in British-style journalism.
There is, of course, a long association with the countries of the
Commonwealth, and organisations such as the Commonwealth Press Union
and Commonwealth Broadcasting Association offer scholarships. The
British Council and the Foreign Office also support non-UK students.
The traditional alternative is the USA (and, for francophone journalism,
France). Some of the advantages of the UK are prosaic - courses
are generally cheaper and shorter, an MA in journalism being completed
in a calendar year. Others are more substantial. The UK is a major
global media centre, and the influence of British journalism is,
if anything, spreading in many areas of the world.
Moreover, journalism education in UK universities is consolidating
the solid values of vocational training with the changing demands
of new media landscapes. After a delayed start, it has become not
only a rapidly expanding but also a highly dynamic part of higher
education.
Author: Peter Cole, the professor of journalism at the
University of Central Lancashire
This article first appeared in Studying Abroad magazine
