Continuing professional
development has not been an issue in the journalism business. Keeping up with
the latest trends have been journalist-individuals own matters and
responsibility.
Now the news industry
is facing its first paradigm shift. The industry is turning onto digital media
surfaces, and the news business desperately needs new business models. This
situation urgently calls for CPD for journalists. In the high-stress world of
journalism – everyday needing to change – CPD is noticed as something important
in the field. Still the newsrooms have problems finding good CPD solutions that
would not drain the daily newsroom resources too much.
Journalism schools
could play a leading role in creating good CPD platforms for journalists. TheTutka cross media education environment, at the Turku
University of Applied Sciences, could function as a journalistic CPD milieu.
The journalism
industry in the Western world is not only facing its biggest change since it
was born. It is erupting into the digital world with its multichannel ways of distributing
journalistic work and products. The change is driven by two groups of actors;
the advertisers, who want to be where the potential customers are, i.e. online,
mobile, in social media, and in any combination of these. The advertising
barometer by the Association of Finnish Advertisers is predicting the biggestdrop in advertising volume ever for print media in Finland. The advertisers’
money seems to be going to digital media.
Secondly, the news
consumers, who seem to be turning away from conventional print and broadcasting,
and seem to be turning to mobile platforms and on-demand news consumption.
The journalism
industry is facing a total rethinking of its business models. The American media
thinker Jeff Jarvis puts it as: “Journalism is no longer in the communication
business, but in the relationship business”.
Jarvis suggests a
total reinvention of the news business. Journalism should start working like
Google does, which would mean managing scarcity, not
abundance; that news media would be joining the open source gift economy
instead of thinking that it knows everything better than the consumer. Mass
communication no longer exists; the mass market is dead, long live the mass of
niches, Jarvis says.
Paolo Mancini puts in
the role of journalism in the democratic society and states that there is no
time for fatalism now, but for a renewed commitment to journalism and its
role in democracy – from journalists themselves, and from media managers and
policy-makers, all of whom can learn from professional, commercial, and policy
developments beyond their own countries. (Mancini 2004).
Journalism schools and
journalist educators have started asking themselves where their position is in
the huge business transition. At
the 3rd World Education Congress in July 2013 in Mechelen, Belgium, one track
was dedicated to the theme if journalist educators should be steerers or followers
in the industrial change. The outcome was weak. Anyway, it did not seem very
important among the educators to start thinking how they, that is WE, should
change in order to be able to more efficiently serve a totally changing
industry. I participated in this track, and I felt the same confusion as many
of my colleagues. Can educators steer an industrial change? If so, then how?
News business is hard and clear business, i.e. maximizing the profit for its
owners. How can the educators steer anything, while the owners are sketching
the road map? Should not the business set up the road sign before we start to
educate journalists for the new industry? These and many more questions were
asked in the discussion. We did not come up with that many good answers.
Many colleagues also
pointed out that we are now discussing the huge change in the journalism
industry and asking us what we can do for them. What we journalist educators do
not do ask ourselves is how WE should be changing in order to be able to serve
the tomorrow’s journalist industry with good professionals.
In Mechelen we did not
end up very far from what Jerome Aumenten already
in 2007 stated in Nieman reports: The task faced by journalism and
communication schools and departments in upgrading their curricula is akin to
training pilots to fly experimental planes that are only partially operational
for an aviation industry being totally transformed.
He claims that the
journalist educators seem to be lost; some are headed toward wholesale revision
of their course offerings; others are choosing to retrofit their existing
courses to accommodate the interactive, multimedia world. A go-slower, gradual
revision approach might work best for some programs, or it might simply be
dictated by the lack of a budget to do much more. But all agree that new course
work is required, so students have a comprehensive, hands-on experience working
simultaneously in doing stories for print, broadcast and the Web. These skills
- taught until recently as separate majors - must be converged in the curricula
as they are now being used in newsrooms.
Let me conclude. The
journalism industry is changing because both the money and the consumers are
turning away from conventional media, and adapting to digital and mobile news
platforms. Whether or not print media is dying, or the time for its death, is
irrelevant here. The ongoing change, creating new journalist job today’s
journalist are not educated to perform, is the issue. Every media business that
wants to stay alive in the Western world, has already implemented myriads of developing
projects. Many newspaper businesses have started to realize that they made a
mistake in thinking that managing the New News Age is another day at the
office, while it de facto is a whole new product with whole new business models
and whole new consumer behavior. And of course; with whole new professionals.
At the Turku
University of Applied Sciences we feel that the news businesses have been fairly
unwilling to ask themselves how continuous professional development among their
journalist could fire up the metamorphosis. The reason seems to be the everyday
pace in the industry: somebody has to come up with tomorrow’s news, while the
news companies are adapting to falling advertising income by sacking
journalists. And then the money issue: Print papers are still good, although
declining, business. You cannot jump head first from that into digital waters
without being sure the advertisers’ money follows you.
And we, the journalist
educators, should not be pointing finger towards anybody. We have not exactly
been the fastest changers either. We are traditional academics. We are slow. We
are thinking inside the curriculum box.
I suggest that the
changing news business calls for changed ways of educating journalist professionals,
and for a new attitude towards journalist CPD. The industrial change is
accelerating, and it is trying to manage with the professionals it has got at the
branch. I suggest that the best way of serving the changing news business is to
introduce continuous professional development for journalists in the industry.
I build my suggestion
on two arguments: First, the speed of the change in the news business calls for
very fast educational solutions. The fastest educational solution is to coach
pros in the business to better suited pros for the new news business. We have
not got time to start from scratch, if we, the journalism educators, would like
to be helpful to the journalism industry - which is our mandate - in its
change.
Secondly, it might be
possible to build a system of journalist CPD that would be based on continuous
auditing, discussions, and benchmarking together with the industry. Simply: Let
the journalist employer in in to the CPD chambers, let them tell us what they
need, and we will give it to them, i.e. develop and educate their journalists
with systematic CPD. By starting up a European network for journalism CPD we
could be even faster and more efficient. In the era of communication sharing,
we should be able to share best CPD practices through our European CPD network.
If we are successful
here, the next step would be to spread our best practices into curricula at journalism
schools.
At the Turku
University of Applied Sciences the students spend a lot of time studying in the
The Tutka newsroom. The Tutka (Tutka is Finnish for “radar”) is a multimedia
journalistic news journal, and a journalistic learning environment based on
innovation pedagogy. You will find The Tutka at here. The video poster for
The Tutka is found here.
·
an authentic newsroom in which the
students can grow to cross media journalists by producing online multimedia
journalism before a real audience of approximately 14000 consumers a month
· offering a non-stop CPD milieu for professional journalists
· an innovation driven think tank of critical an innovative thinking among teachers, students and CPD journalists.
· offering a non-stop CPD milieu for professional journalists
· an innovation driven think tank of critical an innovative thinking among teachers, students and CPD journalists.
In The Tutka newsroom
the students learn everything from the basic skills of the journalistic
production process to more advanced multimedia journalistic experimenting. The
Tutka courses also coach the students’ journalistic way of thinking as well as
teaches them how to handle video, audio, text and still pictures, and any
combination theses in a multimedia journalistic context.
So why does not the news industry in the Turku region
grab the chance and throw in some of their pros into The Tutka and update them
to multimedia journalists? Probably due to two reasons: The news industry is
not familiar with further educating journalists and CPD, since keeping up to
date with skills and knowledge for good stories has been the responsibility of
the journalist individual. Secondly, as the business cut the number of
journalists in the newsrooms, CPD loses the race to tomorrows’ news. Or as
William Peter Hamilton, the fourth editor of the Wall Street Journal, once put
it: ”A newspaper is a private enterprise owing nothing whatever to the public,
which grants it no franchise. It is therefore affected with no public interest.
It is emphatically the property of the owner, who is selling and manufacturing
a product at his own risk”.
But at some point the journalism industry has to wake
up to the fact that the New News World needs new journalists. Let us show them
that we are god and ready to face that CPD challenge.
Let me look at only
one CPD definition. The following commonly used definition of CPD was developed
as far back as 1986 by the Construction Industry Council (UK). However,
Friedman et al. (2000) found that it was still the most commonly cited
definition of CPD among UK professional bodies in 1999.
The systematic
maintenance, improvement and broadening of knowledge and skills, and the
development of personal qualities necessary for execution of professional and technical
duties throughout the individual’s working life.
Within this
definition, multiple purposes of CPD can be observed:
• CPD is concerned
with maintaining knowledge and skills. More recently, this would be summarized
as maintaining one’s competence or competencies; in other words, CPD is about
keeping up-to-date.
• CPD improves and
broadens knowledge and skills; that is, CPD is intended to support future
professional development.
• CPD develops
personal qualities necessary to execute professional and technical duties; such
personal qualities as may be needed to achieve the above two purposes.
1.
Reflection: “Even though the
basic way of journalistic thinking is the same in the New News Age, I don’t
cope with the digital demands. I cannot produce good multimedia journalism. My
superior wants me to join CPD.”
2.
Goals: “I need to learn
some basic coding, and multimedia expression skills; audio, video, still
pictures, graphics, and any combination of these.”
3.
Development Plan: “My plan for
achieving these skills is to get good CPD education in any of the journalism
Schools in the European CPD network for journalists. They all have good
learning environments, and I might be able to contribute with something to the
students, as well.”
4.
Implementation: “I educate myself. I
reflect on what I’ve learnt, and how it may improve my professional work as a
multimedia journalist.”
5.
Professional
Development Record: “I keep record on what I’ve learnt, and
its effects on my work performances. Pluses and minuses. And examples.”
6.
Reflection and
Re-Starting: “I analyze the pluses and minuses together with my
superior. What could be done better? How can I now find a new CPD path, and through
that improve our multimedia journalistic products? How can my experience be
used in order to shape our new business models? Time for a new CPD round from
this perspective.”
What we need now is
experience and data on journalist CPD making a difference for the news business
in Europe. We need it fast in order to show the publishers that CPD is one of
the key factor for future success in the industry.
I hope that we could
start building a European CPD network for journalist. This network needs CPS professionals as well
as journalist educator professional. The network also needs to be in continuous
contact with the news business in Europe.We probably cannot change the fact that the journalism industry is very journalist individual driven, since you can be the best news journalist without any academic grades. But we can build a network, that can show the news business that we will speed up the change, and quality, in the multimedia journalistic business. This, again, must have a positive impact on any news organizations’ business performance.
This text is based on my articled presented at The 2nd Carpe Conference, Manchester 2013