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Ryan Thornburg
Assistant Professor
School of Journalism and Mass Communication
University of North Carolina at Chapel Hill
CB# 3365
Chapel Hill, NC 27599-3365
919-962-4080
ryan.thornburg@unc.edu
August 4, 2010
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Abstract
The gap between journalism education and journalism practice has long been the
focus of debates in the field. Amid the emergence of online journalism in the 1990s, the
important to revisit the old “gap” issue in this new context. This study attempts to
examine the discordance between education and practice by comparing online journalism
professionals and educators’ perceptions of key skills, concepts, and duties for online
journalism. Findings of the twin surveys suggest that differences do exist in the online
context.
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Introduction
The gap between journalism education and journalism practice has long been the
focus of debates in the field. Professional journalists chide journalism professors for
talking to students about what they see as a trade best learned in its practice. As early as
afterthought, of many journalism schools (Highton, 1967, p. 10). In the past decades,
both the academia and the media industry have paid much attention to the gap between
organizations have conducted research concerning the topic. The one thing on which they
Overall, previous research suggests that a gap does exist between journalism
education and practice, one way or another. For example, research on journalism faculty
found that many educators felt there was antipathy or estrangement between themselves
and the working press. Other research has observed that journalists do not like what is
taught in journalism schools, and they do not trust those who teach it.
criticism of journalism education has continued unabated. The skills that media
professionals need to survive and succeed have shifted with the evolution of
to revisit the old “gap” issue in this new context. This study attempts to
reexamine the discordance, if there still exists, between the education and
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of key skills, concepts, and duties for online journalism. It hopes to help bridge
Literature Review
For decades, journalism education has been criticized for failing to move
in tandem with the real world of newsroom. There have been ongoing debates
newsrooms and what should be taught in classrooms. The gap between what
educators and media professionals perceive important has been the focus of
Starting from the 1980s, several studies have looked at “the gap” from the
professional point of view. Overall, these studies revealed that many media
professionals were dissatisfied with basic writing skills of new graduates. For
example, Cowdin (1985) found that professionals were not pleased with
journalism graduates’ writing skills and their lack of knowledge in areas in which
they were writing stories, such as history, economics and government. Mabrey
(1988) noted the two criticisms mentioned by Cowdin – that graduates can’t write
well and don’t know enough about the specific areas – as well as several others,
such as graduates do not or will not read, that they do not have an serious sense
of accuracy, they do not know how to ask questions, and they have no passion
for news. Later, Fedler (1993) observed several major demands of media
prepare students for work in the newspaper industry, a greater emphasis on the
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liberal arts, less emphasis on communication theory courses, and less emphasis
Program Executives found that the executives in the electronic media industry
and related fields emphasized the need for closer ties between the electronic
communication industry and educators. They rated higher education lowest for
relationship with academia (Roper Organization, 1987). At about the same time,
survey of the leaders of media organizations that belonged to the AEJMC Council
of Affiliates and reported that industry professionals and leaders were not
that journalism education could produce only entry-level hires and was not able
“A” grade based upon the quality of their recent hires, whereas half of the editors
did not care whether their new hires had a journalism degree or not (ASNE,
1990). For the skills that editors considered most important – reporting, spelling
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and grammar, and journalism ethics, the editors surveyed rated recent journalism
graduates the lowest. The Jane Pauley Task Force on Mass Communication
directors were most critical of graduates’ writing abilities, general knowledge, and
skills.
On the other hand, some research has examined “the gap” from
journalism educator’s point of view. Some journalism educators noted that the
than just preparing students for entry-level jobs as working journalists (AEJMC
Vision 2000 Task Force, 1994). They pointed out that, because journalism
education must prepare graduates for a variety of media and non-media jobs as
well as for graduate school, journalism educators and professionals can not be
education for distancing itself from the needs of the real world of media industry.
disconnection from journalism, saying that it had drifted too far away from its
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Some other studies have explored the gap between the two camps by
should provide their graduates. The study observed that administrators are
significantly more likely than editors to state that overviews of the mass
media law are priorities. The Jane Pauley Task Force on Mass Communication
Results show that administrators had a higher mark of their graduates than news
broadcast study, Duhe and Zukowski (1997) examined the attitudes of broadcast
educators and professionals toward specific broadcast curricula and how well it
prepared students for first job. Professionals and educators alike ranked most
highly the curricula with the most practical experience in the form of internships
and laboratory classes. But the two groups had different reasons for thinking that
a hands-on curriculum was the most important – professionals stated that it was
because of the experience it offered, while educators said that it was because
such a program produced students whose skills and intellect were balanced,
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More recently, Dickson and Brandon (2000) surveyed both educators and
professionals of newspaper and broadcast journalism to find out the reasons for
the dissatisfaction among professionals. The results, in line with those of other
studies, suggest that educators tend to value conceptual merits more than
instead perceive skills (such as reporting, online writing) more valuable and
better-prepared students for careers in the media industry. The findings reveal
that a gap does exist between the professional journalists and journalism
however, is not particularly wide. In general, the results of this study showed that
although there were significant differences between the groups of educator and
and Autumn’s (2001) study of copy editing skills found that although editors and
instructors generally agreed on how to prepare students for the workplace across
a range of traditional job skills such as critical thinking, word editing and writing
headlines, the instructors routinely rated certain skills significantly higher than the
editors. The gap was largest on skills such as pagination, coaching of writers,
and reporting.
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wide discrepancy between the qualities editors want in new hires and those
and skills, whereas editors are less concerned with specific skills. Instead, editors
educators and newsroom managers and discovered differing opinions about the
way students are trained in journalism programs (Wenger & Nicholson, 2006).
The study suggests that newsroom managers believe that students are entering
the workforce with barely adequate writing, reporting, interviewing, and ethical
more dialog is needed between the academy and the profession in order to
In light of the trend towards convergence, most recently, Pierce and Miller
(2007) surveyed newspaper editors to find out what skills are believed to be most
important for educators to teach future journalists. Compared to the early 1990s,
when the American Society of Newspaper Editors found that most editors
the most important skills and experience with computers and computer writing
skills as the least important for new journalists, this study found that computer
skills were high on the list of importance. (However, editors suggest these skills
do not replace the foundations of journalism – the basic skills of writing, spelling,
grammar, and critical thinking remain the most important.) In a Nieman Reports
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article, Aumente (2007) also emphasized the importance of focusing on the
basics of solid reporting and writing skills while also teaching journalism students
new technologies as they emerge. Aumente also advocates that other skills are
because many multimedia projects are produced by teams with diverse skills.
Since the emergence of online journalism in the 1990s, the skills media
professionals need to survive and succeed have shifted with the evolution of
responding accordingly? Are they teaching the skills and concepts that catch up
instructors and online journalists regarding skills, duties, and concepts for online
journalism.
Method
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Samples and procedures
journalists were launched in early 2009. The questionnaires are identical except
that the wording of each was geared toward its own group of subjects. The
The instructor sample was taken from Online News Association’s member
directory. All the 180 ONA academic members nationwide identified at the time
were included in the survey mailing list. After one pre-contact, three rounds of
email contacts (with one week apart from each other) with survey link included, in
total 101 members responded to the survey, resulting in a response rate of 56%.
First, the most recent ABC (Audit Bureau of Circulations) list of daily newspapers
(1,412 as of 2009) was used to draw a 10% random sample using a stratified
sampling technique (very small, small, medium, large, and very large
visiting each of these sampled dailies’ websites, searching for the masthead, and
recording the names and contact information of any online journalists, which is
defined as content creators having one of the following words in their titles:
to make the sample more representative, the third step was making telephone
calls to the newspapers whose Website does not list online journalists. Through
this multi-stage procedure, 151 online journalists were identified and included in
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the survey mailing list. After one pre-contact, the journalists were sent three
rounds of email contacts (with one week apart from each other) with survey link
Data were collected through the twin surveys conducted by Qualtrics online
survey program. The questionnaire consists of four parts. The first asks questions
regarding perceptions of skills (18 items), the second asks about the work duties of the
respondents (24 items), the third asks about journalism concepts (10 items), and the
fourth asks for profile/demographic information, including work titles, age, gender, race,
education level, and others. The survey instrument includes 5-point Likert scales
conducted using SPSS to find out if there are significant differences between the two
groups’ perceptions on the key concepts, duties, and skills for online journalism.
Summary statistics
Table 1 illustrates the respondent profiles of the twin surveys. Among the
101 online journalism instructor respondents, 56% are male; 79% are between
31-59 years old; and 89% are White. In other words, mid-aged White males
dominate online journalism classrooms. This is also the case with online
newsrooms – among the 49 online journalist respondents, 68% are male; 71%
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There was a big gap in the educational attainment of the two groups of
education (post-graduate), while only 16% percent of the online journalists have
attained that level of education. The majority of the journalists are college
graduates (68%). This is not surprising since journalists are not doing higher
job.
Instructors
Gender Male 56% 68%
Female 44% 32%
Age 30- 5% 29%
(in year) 31-59 79% 71%
60+ 16% 0%
Race White 89% 92%
Black 4% 0%
Other 7% 9%
Education (12-) High School or less 0% 0%
(in year) (13-15) Some College 3% 16%
(16) 4-yr College Graduate 6% 68%
(17+) Post-Graduate Work 91% 16%
Profession 0 8% 0%
al 1-5 38% 33%
Journalism 6-9 21% 14%
Experienc 10+
30% 55%
e (in year)2
Academic Instructor 18% N/A
Rank Assistant Prof. 28%
Associate Prof. 19%
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Prof. 14%
Other 21%
Job Title in Editor 54%
Newsroom Reporter N/A 5%
Producer 41%
1
Total of percentage not always equal to 100% due to rounding error;
2
For the instructor group, the questionnaire asked specifically for “online” journalism
experience.
Table 2 shows the top 10 skills that instructors and journalists rated most needed
for online newsrooms. The two groups agree on seven skills as most important, which are
grammar and style, news judgment, writing summary content for the Web, Web usability,
blogging tools, video reporting and/or editing, and experience with a content
management system. Instructors and journalists both rated basic journalism skills –
grammar and style, news judgment – as the foremost important among all. This indicates
that the traditional skills that have always comprised the foundation of journalism
practice remain important even among the emergence of new skills and duties. It is also
unusual to note that the historical gap between the different levels of importance that
journalists and educators ascribe to practical traditional skills such as spelling and
grammar may be fading. This is consistent with some previous research (e.g., Pierce &
Miller, 2007), which found that traditional backbone skills remain important in online
journalism.
As for the skills about which the two groups disagree, Photoshop (6th), web layout
and/or user interface design (8th), HTML (9th) are among the top 10 rated by the
professionals, whereas the educators’ top 10 list includes audio reporting and/or editing
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Table 2 Most Needed Skills
Instructors Mean J
o
N = 101
u
r
n
al
is
t
Skill s
s M
e
a
n
N
=
4
9
1 Grammar and style 4.44 News Judgment 4.07
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5-point forced choice scale: 1 = none, 2 = basic, 3 = intermediate, 4 = advance, 5 = expert
Table 3 shows the top 10 duties that instructors and journalists ranked as the most
common in online newsrooms. Compared to skills, instructors and journalists are quite
split in their perceived frequency of the duties on this list. Only five duties are on both
groups' list of top 10 most common duties. The five duties on which both the educators
and journalists agree are reporting and writing original stories, story
management. Moreover, even among these five duties, the rankings are quite
inconsistent. For example, while the instructors thought “reporting and writing original
stories” is the top duty performed by online journalists, the professionals ranked it only
9th.
managing user-generated content, and editing for grammar or style are among the top 10
duties that instructors thought their students would perform the most often when they
work in online newsrooms in the near future. However, the professionals did not seem to
be doing so. Instead, they indicated that they were actually working on blogging, photo
more often. This suggests some level of unfamiliarity with real newsroom routines
among the instructors. As noted earlier, 8% of the instructors surveyed have no online
newsroom experience. This may partially explain the large discrepancy with regard to
most common duties as perceived by professionals and educators. Oddly enough, while
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professional journalists have long thought that educators spent too little time on skills,
today's online journalists have duties that are more likely to be conceptual – such as
Instructors Mean J
o
N = 101
u
r
n
al
is
t
Dutie s
s M
e
a
n
N
=
4
9
Reporting and writing 2.32 Writing or editing scripts 3.33
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original stories
Story 4.45 Project management 4
2
combining/shortening
3 Writing or editing scripts 5.04 Blogging 4.3
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10 Project management 5.7 Photo/image editing 4.95
Survey question for instructors: “Select and rank the top 10 duties you think your students will
perform the most often during the first year of their professional careers.”
Survey Question for Journalists: “Select and rank the top 10 duties you spent your work time on.”
10-point forced choice scale: 1 = most important, 2 = second most important…
Table 4 shows how instructors and journalists ranked the value placed on various
concepts in online newsrooms. Educators and journalists both ranked “online community
management” the least important concept for online newsrooms among all the 10
valuable concept, but instructors ranked it 7th. On the other side, educators said they
thought the most important concept for their students to have in online newsrooms is
Both groups rank the “ability to work under pressure” and “ability to learn new
technologies" as two of their respective five most valued concepts in online newsrooms.
The professionals seemed to value “attention to detail” more that the educators, whereas
communication” more than the professionals. Of all the concepts on the list, perhaps one
of the most difficult to simulate in the topically focused environment of many journalism
classes is "multitasking" – and it's the concept on which the two groups differ the most. It
seems one of the best ways for journalism students to prepare for working in the field of
journalism may not be any single class they take, but their ability to manage many classes
at once.
Tests of difference
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Based on the results of previous research, this study proposed a general
instructors and online journalists regarding the skills, duties, and concepts for
items. These include web usability, Flash, grammar and style, audio reporting
the journalists are most significantly higher (mostly at the 0.01 level) in their level
management system." On the other hand, instructors seem to place more weight
reality the journalists are working on these duties more often than the instructors
expect.
Survey question for instructors: “Select and rank the top 10 duties you think your students will
perform the most often during the first year of their professional careers.”
Survey Question for Journalists: “Select and rank the top 10 duties you spent your work time on.”
10-point forced choice scale: 1 = most important, 2 = second most important…
* significant at the 0.05 level (2-tailed).
** significant at the 0.01 level (2-tailed).
judgment. The journalists seem to value multitasking and Web usability more
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than the instructors value those concepts. Instructors seem to emphasize
This implies that the professionals focus more than the instructors on practical
matters.
Survey question for instructors: “Rank the concepts in the order in which you think they are
important to your students’ future job in online newsrooms.”
Survey Question for Journalists: “Rank the concepts in the order in which they are important to
your job.”
10-point forced choice scale: 1 = most important…10 = least important
* significant at the 0.05 level (2-tailed).
** significant at the 0.01 level (2-tailed).
journalists’ and journalism educators’ perceptions on the key skills, duties, and concepts
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The results of this study suggest that journalism schools need to do more to teach
in classes visual and management elements of online journalism: Web usability, HTML,
information/graphic design.
This study offers updated insights into the much-debated gap between journalism
education and practice as it revisits the issue in the online journalism context. To our best
knowledge, this study is by far the very first quantitative, empirical exploration
comparing online journalism education with practice. In line with previous research, this
study finds evidence of the “gap” – there are significant differences in the perceptions of
online journalists and online journalism educators regarding key skills, duties, and
An additional finding of this study is that traditional backbone skills, such as news
judgment and grammar and style, remain important in online journalism, as agreed by the
professionals and educators. Another additional finding is, while professional journalists
have long thought that educators spent too little time on skills, ironically, today's online
journalists have duties that are more likely to be conceptual – such as project
might believe.
One major strength of this study is that it made every effort, as described in the
Considered that the usual Internet survey response rate is 1% -30% (Wimmer &
Dominick, 2005), this study should be deemed highly successful in generating solid, rich
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data and representative, meaningful results, given its excellent response rates of 32% and
journalists. Future research may expand the journalist sample to multiple media types.
The online staffs of broadcast or online-only news outlets may regard the key skills,
duties and concepts differently. On the educator’s side, we are not so sure about the
extent to which ONA academic members represent the online journalism instructor
population, although from the respondents’ profile, we do not see any reason to suspect
sampling bias. These reservations should be taken into account when assessing the results
of this study and developing future research. If time and resource permit, a multi-stage
procedure (for example, starting from JMC program directory, and then online journalism
courses in each program, and then instructors for each course) to search for a complete
research to continue to study how journalism educators may keep up with the new world
of journalism and prepare their students to enter the ever-changing workforce. The line of
the current study suggest that the context of online journalism offers a rich
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between journalism education and practice. The authors hope such
understanding will be helpful in bridging the much-debated “gap” in the new era.
2
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2
Highton, J. (1967, February). Green eyeshades vs. chi-squares. Quill, 10-13.
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