From skillset to mindset: the reconceptualisation of entrepreneurial journalism in higher education.

Abstract

Conducted within the field sites of four institutions, within both the UK and the US, this research focuses on the rapidly changing nature of the journalism industry and the need for higher education to adapt accordingly. The concept of a ‘reconceptualised’ journalist, and related models of curriculum design and pedagogy, highlight the significance of complementing a strong skillset with the development of an appropriate ‘mindset’. The resultant graduate will embody independent, flexible and adaptable practice. The research reveals a need to ‘save good journalism’ and realise fully the value that still exists in it, and also reflect the urgent need for consideration of how this can be done sustainably. The long-held perception of journalism as being ‘inherently stable’ (Deuze and Witschge 2017) needs to be challenged, and the research concludes that there is the need for further self-sufficiency and independence from the newsroom in the role in order to protect the resilience of the profession. The proposed partnership with the community that emerges, draws on the notion of embedding an enterprising approach that highlights the value of sharing creativity more widely in order to add both economic and social value to the journalism industry. This different model of news creation for a new environment, is influenced by co-creation, communities of practice and an iterative newsgathering process that remains alert to taking advantage of opportunities as they arise. It is asserted that pushing journalists ‘beyond the newsroom, figuratively and literally’ (Lewis and Usher 2013) will make journalism more relevant to a participatory, digital culture. In acknowledging that it is no longer possible to merely impart a skills ‘toolkit’ that will prepare students for future careers, the research recognises that it is significant to journalism education that students can instead ‘recognise the kind of skills they might want to acquire’. It is therefore concluded as incumbent on educators to ensure that journalism graduates enter the industry with the appropriate mindset to navigate the environment which they will negotiate and lead, and thus contribute to the sustainability of the industry of the future. The analysis of findings gathered from field sites, semi-structured interviews and a review of literature highlight that the creation of a ‘reconceptualised’ journalist is realised through specific characteristics of pedagogy and curriculum that contribute to an enterprising mindset.