A two-nation Asian phenomenological study: Roles and purposes of graduate journalism education through the lens of global journalism
Keywords:
graduate journalism education, journalism school, reflective practice, theory-and-practice in journalism, phenomenology, Philippines, Japan
Abstract
This phenomenological study sought to describe the essence of the roles and purposes of graduate journalism education through the eyes of 16 Asian students from three graduate journalism schools in Japan and the Philippines. This article is anchored in the theory of reflective practice. Responses of students produced a Bridge of Traits of Graduate Journalism Education that illustrates these roles and purposes of graduate studies. This Bridge of Traits also entered into the theory-and-practice discussions, not to mention that this bridge represents respondents’ efforts to connect their personal, academic and professional milieus and aspirations as journalists. Making these connections is done within the realm of journalism’s theory-practice continuum, which, as respondents surprisingly articulated, is important, complementary and applicable. Respondents’ views offer hope that university-based journalism programmes can run viable graduate journalism programmes implementing several elements in pedagogy and substance that espouse a spirit of critical reflective practice in journalists. They aspire to new perspectives and approaches in the teaching, study and practice of journalism.
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References
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Alagaran, J.R. II, Portus, L. & Tuazon, R. (2012). Communication as a field of study in the Philippines. In Miralao, V. & Agbisit, J. (Eds.), Philippine Social Sciences: Capacities, Directions and Challenges (pp. 127-140). Quezon City, Philippines: Philippine Social Science Council.
Anuar, M. (2015). Journalistic outputs and academic expectations. Asia Pacific Media Educator 25(1), 87-91.
Bacon, W. (2011). Engaging theory and practice in journalism education. Asia Pacific Media Educator 21, 24-42,
Banerjee, I. (2009). Asian media studies: The struggle for international legitimacy. In Thussu, D. K. (Ed.), Internationalizing Media Studies (pp. 165-175). Abingdon, Oxon., United Kingdom: Routledge.
Banerjee, I., and Logan, S. (2008). Asian communication handbook 2008. Singapore: Asian Media Information and Communication Centre.
Barkho, L. (2013). Media academics versus media practitioners: Who gets it right?” Journal of Applied Journalism and Media Studies 2(3), 377-286.
Bromley, M., Tumber, H. and Zelizer, B. (2001). Journalism Education. Journalism: Theory Practice and Criticism, 2(3), 251–4.
Carey, J. (1978). AEJ Presidential Address: A plea for the university tradition. Journalism Quarterly, 55, 846-855. Retrieved from: http://www.aejmc.org/home/wp-content/uploads/2012/09/Journalism-Quarterly-1978-Carey-846-55.pdf
Carpenter, S. (2008). A study of graduate student authorship in journalism and mass communication journals: 1997-2006. Journalism and Mass Communication Educator 63: 224-240.
Chapman, J. and Papatheodorou, F. (2004). The place of critical self reflection in journalism education: An inquiry into student responses to the theoretical and practical components of the undergraduate curriculum. In Davies, A. (Ed.), Enhancing curricula: Towards the scholarship of teaching in art, design and communication in higher education. London, UK: Centre for Learning and Teaching in Art and Design, University of the Arts.
Christ, W. G. and Broyles, S. (2007). Graduate education at AEJMC schools: A benchmark study. Journalism and Mass Communication Educator, 62(4), 376-401.
Chua, Y. (2015). Investigative journalism as academic output? That will be the day. Asia Pacific Media Educator 25(1), 13-20.
Colaizzi, P. F. (1978). Psychological research as the phenomenologist views it. In Valle, R. and King, M. (Eds.), Existential phenomenological alternatives for psychology (pp. 48-71), New York, NY: Oxford University Press.
De Burgh, H. (2003). Skills are not enough: The case for journalism as an academic discipline.” Journalism 4(1), 95-112.
Duffy, A. (2015). Journalism and academic writing: Sibling rivalry or kissing cousins? Asia Pacific Media Educator 25(1), 5-12.
Finlay, L. (2008). Reflecting on reflective practice. PBPL Paper 52, Practice-Based Professional Learning Center, The Open University (United Kingdom).
Folkerts, J. (2014). History of journalism education. Journalism and Communication Monographs 16(4), 227-299.
Folkerts, J., Hamilton, J.M. and Lemann, N. (2013). Educating journalists: A new plea for the university tradition. New York, NY: Columbia Journalism School, Columbia University.
Franklin, B. & Mensing, D. (eds.) Journalism education, training and employment. New York, NY: Taylor & Francis.
Greenberg, S. (2007). Theory and practice in journalism education. Journal of Media Practice 8(3), 289-303e
Hanna, M. and Sanders, K. (2007). Did graduate journalism education make a difference? A study of British journalism students’ views on news media roles. Journalism and Mass Communication Educator 62(4), 344-359.
Humanes, M. L. and Roses, S. (2014). College students’ views about the journalism education in Spain (Valroacion de los Estudiantes sobre la Enseñanza del Periodismo en España).” Communicar Media Education Research Journal. doi: 10.3916/C42-2014-18.
Josephi, B. (2015). Journalism education. Communication: Oxford Research Encyclopedias. doi: 10.1093/acrefore/9780190228613.013.92
Josephi, B. (2007). Internationalizing the journalistic professional model: Imperatives and impediments.”Global Media and Communication 3(3), 300-306.
Kemper, K. (2015). Journalism as academic research: Just give them what they want!” Asia Pacific Media Educator 25(1), 74-81.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. New Jersey, NJ: Englewood Cliffs, Prentice-Hall.
Lahav, H. (2008). If you can’t earn enough—teach. Newspaper journalists as journalism lecturers in Israel. Journalism Practice 2(3), 463-475.
Larsson, J. and Holmström, I. (2009). Phenomenographic or phenomenological analysis: Does it matter? Examples from a study on anaesthesiologists’ Work. International Journal on Qualitative Studies on Heath and Well-Being 2(1): 55-64. DOI: http://dx.doi.org/10.1080/17482620601068105
Lemann, N. (2009). Journalism schools can push coverage beyond breaking news. The Chronicle Review, November 20: B8-B9.
Lia, P. (n.d.). Learning support tutor: Disability advisory service. Retrieved from https://www.kcl.ac.uk/campuslife/services/disability/service/Using-Gibbs-Reflective-Cycle-in-Coursework.pdf
Lincoln, Y. and Guba, E. (1985). Naturalistic inquiry. Beverly Hills, California, CA: Sage Publications.
Lugo-Ocando, J. (2015). Journalists do live in a parallel universe: A response to practitioner critiques of journalism academics.” Journal of Applied Journalism and Media Studies 4(3), 369-280.
Marron, M. (2014). Graduate degrees in journalism and the MBA. Journalism and Mass Communication Educator 69(1), 3-4.
Marsh, K. (2015). Journalism practitioners and the academy: Must they eternally live in different universes?” Journal of Applied Journalism and Media Studies 4(2), 195-204.
Mason, D. (2015). Accept journalistic work as ‘output’ to keep the professional ‘street cred’ in teaching journalism.” Asia Pacific Media Educator 25(1): 21-27.
Mensing, D. (2011). Realigning journalism education. In Franklin, B. & Mensing, D. (eds.) Journalism education, training and employment (pp. 15-32). New York, NY: Taylor & Francis.
Murphy, S. and Scotton, J. (1987). Dependency and journalism education in Africa: Are there alternative models.” Africa Media Review 1(3), 11-35.
Murthy, C.S.H.N. (2015). Journalism cannot both be ‘subject and research’ per se. Asia Pacific Media Educator 25(1), 92-97.
O’Boyle, N. and Knowlton, S. (2015). Coming to journalism: A comparative case study of postgraduate students in Dublin and Amman. Journalism and Mass Communication Educator 70(4), 382-393. DOI: 10.1177/1077695815598612.
Ray, V. (2014). Journalists and scholars: A short manifesto. Journal of Applied Journalism and Media Studies 3(2), 125-132.
Reese, S. (1999). The progressive potential of journalism education: Recasting the academic versus professional debate. The International Journal of Press/Politics 4(4), 70-94.
Remler, D., Waisanen, D. and Gabor, A. (2013). Academic journalism. Journalism Studies 15(4): 357-373. DOI: http://dx.doi.org/10.1080/1461670X.2013.821321.
Robie, D. (2014). Don’t spoil my beautiful face: Media, mayhem and human rights in the Pacific. Auckland, NZ: Little Island Press.
Robie, D. (2015). Advocating journalism practice-as-research: A case for recognition in the New Zealand PBRF context. Asia Pacific Media Educator, 25(1), 62-73. DOI 10.1177/1326365X15575591
Sallberg, H. (1970). Graduate students welcome opportunities to learn J-fundamentals they lack. Journalism and Mass Communication Educator 25(2), 22-25.
Schön, D. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
Schudson, M. and Downie, L. Jr. (2009). University-based reporting could keep journalism alive. The Chronicle Review, November 20: B6-B7.
Schultz, T. (2002). Does education matter? Characteristics of journalists who went to graduate school. Journalism: Theory, practice and criticism 3(2), 223-238.
Self, C. (2015). Global journalism education: A missed opportunity for media development? CIMA Insights. Retrieved from www.cima.ned.org/wp-content/uploads/2015/06/CIMA-Global-Journalism-Education.pdf.
Shafer, R. and Freedman, E. (2015). Adapting the western journalism education model for application to press systems in central Asia: Reflections on Uzbekistan and Kyrgyzstan. Paper presented at the 2015 International Association for Media and Communication Research (IAMCR), Montreal, Canada.
Soloski, J. (1994). On defining the nature of graduate education. Journalism and Mass Communication Educator 49(2), 4-11.
Takeichi, H. (1996). Journalism education in Japan: Its present state and problems.” Departmental Bulletin Paper, Sophia University Department of Journalism. http://repository.cc.sophia.ac.jp/dspace/bitstream/123456789/17688/2/200000016987_000070000_21.pdf
Tanner, S. (2015). Journalism can establish its credentials—All it takes is a little research. Asia Pacific Media Educator 25(1), 41-47.
Tata Steel Corporation. (n.d.) ‘Truss bridges.’ Retrieved from www.tatasteelconstruction.com/en/reference/teaching-resources/steel-bridge-resources/21st-century-bridges/truss-bridge.
Thorson, E. (2005). Reconceptualizing the influence of the news industry on journalism graduate education. Journalism and Mass Communication Educator 60(1), 17-22.
Terzis, G. (2009). European journalism education. Bristol, UK: Intellect Ltd.
UNESCO Secretariat. (1961). Professional training of journalists in China, India, Indonesia, Japan, Korea, Pakistan, Philippines and Thailand. Presented at the Seminar on Journalism Training Methods in South and East Asia. http://unesdoc.unesco.org/images/0014/001473/147390eb.pdf
Wanta, W. (2003). Preparing graduate students to teach: Obligation and practice. Journalism and Mass Communication Educator 58(3), 209-238.
Webb, A. (2015). How to make J-school matter (again): A blueprint for the future of journalism education. Cambridge, MS: Nieman Foundation for Journalism, Harvard University.
Wojnar, D. and Swanson, K. (2007). Phenomenology: An exploration. Journal of Holistic Nursing 25(3), 172-180.
Woolley, B. (2015). Recognizing the limitations of journalism as academic research while arguing for change. Asia Pacific Media Educator 25(1), 33-40.
Zachary, G. P. (2009). Embedding journalists in the academe. The Chronicle Review, November 20: B10-B11.
Alagaran, J.R. II, Portus, L. & Tuazon, R. (2012). Communication as a field of study in the Philippines. In Miralao, V. & Agbisit, J. (Eds.), Philippine Social Sciences: Capacities, Directions and Challenges (pp. 127-140). Quezon City, Philippines: Philippine Social Science Council.
Anuar, M. (2015). Journalistic outputs and academic expectations. Asia Pacific Media Educator 25(1), 87-91.
Bacon, W. (2011). Engaging theory and practice in journalism education. Asia Pacific Media Educator 21, 24-42,
Banerjee, I. (2009). Asian media studies: The struggle for international legitimacy. In Thussu, D. K. (Ed.), Internationalizing Media Studies (pp. 165-175). Abingdon, Oxon., United Kingdom: Routledge.
Banerjee, I., and Logan, S. (2008). Asian communication handbook 2008. Singapore: Asian Media Information and Communication Centre.
Barkho, L. (2013). Media academics versus media practitioners: Who gets it right?” Journal of Applied Journalism and Media Studies 2(3), 377-286.
Bromley, M., Tumber, H. and Zelizer, B. (2001). Journalism Education. Journalism: Theory Practice and Criticism, 2(3), 251–4.
Carey, J. (1978). AEJ Presidential Address: A plea for the university tradition. Journalism Quarterly, 55, 846-855. Retrieved from: http://www.aejmc.org/home/wp-content/uploads/2012/09/Journalism-Quarterly-1978-Carey-846-55.pdf
Carpenter, S. (2008). A study of graduate student authorship in journalism and mass communication journals: 1997-2006. Journalism and Mass Communication Educator 63: 224-240.
Chapman, J. and Papatheodorou, F. (2004). The place of critical self reflection in journalism education: An inquiry into student responses to the theoretical and practical components of the undergraduate curriculum. In Davies, A. (Ed.), Enhancing curricula: Towards the scholarship of teaching in art, design and communication in higher education. London, UK: Centre for Learning and Teaching in Art and Design, University of the Arts.
Christ, W. G. and Broyles, S. (2007). Graduate education at AEJMC schools: A benchmark study. Journalism and Mass Communication Educator, 62(4), 376-401.
Chua, Y. (2015). Investigative journalism as academic output? That will be the day. Asia Pacific Media Educator 25(1), 13-20.
Colaizzi, P. F. (1978). Psychological research as the phenomenologist views it. In Valle, R. and King, M. (Eds.), Existential phenomenological alternatives for psychology (pp. 48-71), New York, NY: Oxford University Press.
De Burgh, H. (2003). Skills are not enough: The case for journalism as an academic discipline.” Journalism 4(1), 95-112.
Duffy, A. (2015). Journalism and academic writing: Sibling rivalry or kissing cousins? Asia Pacific Media Educator 25(1), 5-12.
Finlay, L. (2008). Reflecting on reflective practice. PBPL Paper 52, Practice-Based Professional Learning Center, The Open University (United Kingdom).
Folkerts, J. (2014). History of journalism education. Journalism and Communication Monographs 16(4), 227-299.
Folkerts, J., Hamilton, J.M. and Lemann, N. (2013). Educating journalists: A new plea for the university tradition. New York, NY: Columbia Journalism School, Columbia University.
Franklin, B. & Mensing, D. (eds.) Journalism education, training and employment. New York, NY: Taylor & Francis.
Greenberg, S. (2007). Theory and practice in journalism education. Journal of Media Practice 8(3), 289-303e
Hanna, M. and Sanders, K. (2007). Did graduate journalism education make a difference? A study of British journalism students’ views on news media roles. Journalism and Mass Communication Educator 62(4), 344-359.
Humanes, M. L. and Roses, S. (2014). College students’ views about the journalism education in Spain (Valroacion de los Estudiantes sobre la Enseñanza del Periodismo en España).” Communicar Media Education Research Journal. doi: 10.3916/C42-2014-18.
Josephi, B. (2015). Journalism education. Communication: Oxford Research Encyclopedias. doi: 10.1093/acrefore/9780190228613.013.92
Josephi, B. (2007). Internationalizing the journalistic professional model: Imperatives and impediments.”Global Media and Communication 3(3), 300-306.
Kemper, K. (2015). Journalism as academic research: Just give them what they want!” Asia Pacific Media Educator 25(1), 74-81.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. New Jersey, NJ: Englewood Cliffs, Prentice-Hall.
Lahav, H. (2008). If you can’t earn enough—teach. Newspaper journalists as journalism lecturers in Israel. Journalism Practice 2(3), 463-475.
Larsson, J. and Holmström, I. (2009). Phenomenographic or phenomenological analysis: Does it matter? Examples from a study on anaesthesiologists’ Work. International Journal on Qualitative Studies on Heath and Well-Being 2(1): 55-64. DOI: http://dx.doi.org/10.1080/17482620601068105
Lemann, N. (2009). Journalism schools can push coverage beyond breaking news. The Chronicle Review, November 20: B8-B9.
Lia, P. (n.d.). Learning support tutor: Disability advisory service. Retrieved from https://www.kcl.ac.uk/campuslife/services/disability/service/Using-Gibbs-Reflective-Cycle-in-Coursework.pdf
Lincoln, Y. and Guba, E. (1985). Naturalistic inquiry. Beverly Hills, California, CA: Sage Publications.
Lugo-Ocando, J. (2015). Journalists do live in a parallel universe: A response to practitioner critiques of journalism academics.” Journal of Applied Journalism and Media Studies 4(3), 369-280.
Marron, M. (2014). Graduate degrees in journalism and the MBA. Journalism and Mass Communication Educator 69(1), 3-4.
Marsh, K. (2015). Journalism practitioners and the academy: Must they eternally live in different universes?” Journal of Applied Journalism and Media Studies 4(2), 195-204.
Mason, D. (2015). Accept journalistic work as ‘output’ to keep the professional ‘street cred’ in teaching journalism.” Asia Pacific Media Educator 25(1): 21-27.
Mensing, D. (2011). Realigning journalism education. In Franklin, B. & Mensing, D. (eds.) Journalism education, training and employment (pp. 15-32). New York, NY: Taylor & Francis.
Murphy, S. and Scotton, J. (1987). Dependency and journalism education in Africa: Are there alternative models.” Africa Media Review 1(3), 11-35.
Murthy, C.S.H.N. (2015). Journalism cannot both be ‘subject and research’ per se. Asia Pacific Media Educator 25(1), 92-97.
O’Boyle, N. and Knowlton, S. (2015). Coming to journalism: A comparative case study of postgraduate students in Dublin and Amman. Journalism and Mass Communication Educator 70(4), 382-393. DOI: 10.1177/1077695815598612.
Ray, V. (2014). Journalists and scholars: A short manifesto. Journal of Applied Journalism and Media Studies 3(2), 125-132.
Reese, S. (1999). The progressive potential of journalism education: Recasting the academic versus professional debate. The International Journal of Press/Politics 4(4), 70-94.
Remler, D., Waisanen, D. and Gabor, A. (2013). Academic journalism. Journalism Studies 15(4): 357-373. DOI: http://dx.doi.org/10.1080/1461670X.2013.821321.
Robie, D. (2014). Don’t spoil my beautiful face: Media, mayhem and human rights in the Pacific. Auckland, NZ: Little Island Press.
Robie, D. (2015). Advocating journalism practice-as-research: A case for recognition in the New Zealand PBRF context. Asia Pacific Media Educator, 25(1), 62-73. DOI 10.1177/1326365X15575591
Sallberg, H. (1970). Graduate students welcome opportunities to learn J-fundamentals they lack. Journalism and Mass Communication Educator 25(2), 22-25.
Schön, D. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
Schudson, M. and Downie, L. Jr. (2009). University-based reporting could keep journalism alive. The Chronicle Review, November 20: B6-B7.
Schultz, T. (2002). Does education matter? Characteristics of journalists who went to graduate school. Journalism: Theory, practice and criticism 3(2), 223-238.
Self, C. (2015). Global journalism education: A missed opportunity for media development? CIMA Insights. Retrieved from www.cima.ned.org/wp-content/uploads/2015/06/CIMA-Global-Journalism-Education.pdf.
Shafer, R. and Freedman, E. (2015). Adapting the western journalism education model for application to press systems in central Asia: Reflections on Uzbekistan and Kyrgyzstan. Paper presented at the 2015 International Association for Media and Communication Research (IAMCR), Montreal, Canada.
Soloski, J. (1994). On defining the nature of graduate education. Journalism and Mass Communication Educator 49(2), 4-11.
Takeichi, H. (1996). Journalism education in Japan: Its present state and problems.” Departmental Bulletin Paper, Sophia University Department of Journalism. http://repository.cc.sophia.ac.jp/dspace/bitstream/123456789/17688/2/200000016987_000070000_21.pdf
Tanner, S. (2015). Journalism can establish its credentials—All it takes is a little research. Asia Pacific Media Educator 25(1), 41-47.
Tata Steel Corporation. (n.d.) ‘Truss bridges.’ Retrieved from www.tatasteelconstruction.com/en/reference/teaching-resources/steel-bridge-resources/21st-century-bridges/truss-bridge.
Thorson, E. (2005). Reconceptualizing the influence of the news industry on journalism graduate education. Journalism and Mass Communication Educator 60(1), 17-22.
Terzis, G. (2009). European journalism education. Bristol, UK: Intellect Ltd.
UNESCO Secretariat. (1961). Professional training of journalists in China, India, Indonesia, Japan, Korea, Pakistan, Philippines and Thailand. Presented at the Seminar on Journalism Training Methods in South and East Asia. http://unesdoc.unesco.org/images/0014/001473/147390eb.pdf
Wanta, W. (2003). Preparing graduate students to teach: Obligation and practice. Journalism and Mass Communication Educator 58(3), 209-238.
Webb, A. (2015). How to make J-school matter (again): A blueprint for the future of journalism education. Cambridge, MS: Nieman Foundation for Journalism, Harvard University.
Wojnar, D. and Swanson, K. (2007). Phenomenology: An exploration. Journal of Holistic Nursing 25(3), 172-180.
Woolley, B. (2015). Recognizing the limitations of journalism as academic research while arguing for change. Asia Pacific Media Educator 25(1), 33-40.
Zachary, G. P. (2009). Embedding journalists in the academe. The Chronicle Review, November 20: B10-B11.
Published
17-10-2017
How to Cite
Opiniano, J. M. (2017). A two-nation Asian phenomenological study: Roles and purposes of graduate journalism education through the lens of global journalism. Pacific Journalism Review : Te Koakoa, 23(2), 26-50. https://doi.org/10.24135/pjr.v23i2.27
Section
Articles
Copyright (c) 2017 Jeremaiah M. Opiniano
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
