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An interrogation of concepts of journalistic professionalism within (HE level) journalism education in the context of ethics learning and teaching
Erzan-Essien, Ato
Erzan-Essien, Ato
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2023
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Abstract
The journalism field continues to undergo a significant transformation impacting on practitioners and their place within the public sphere. These changes are also apparent in the way journalists perceive themselves as well as their audiences (actual and potential) in particular. The impact of audience news consumption from online platforms has been especially significant during the last decade with characteristics traditionally associated with journalistic professionalism, such as gatekeeping and autonomy diminishing and their association with the field called into question. Professionalism however, has long been a
contested notion in journalism. This research begins with an exploration of its various sociological definitions and their relevance to the field of practice. A hypothesis then emerges from a review of key learning and teaching resource material which suggested the paucity of clear meanings in the documentation reflected a broader understanding of professionalism in
the journalism field and rendering the ascription of terms such as ‘professional’ and ‘professionalism’ to practice as problematic. This set the groundwork and rationale for the identification and interrogation of concepts of professionalism through interviews with journalism educators at HE level. The resulting isolation of characteristics of journalism practice in teaching and learning could be reflective of journalistic professionalism. The subsequent interview data was then analysed using a realistic evaluation approach which established a set of indicative themes considered to be key notions of journalistic professionalism. The findings confirmed the idea of journalistic professionalism was problematic because of the fluid contemporary environment of the journalism field. Perceived notions of professionalism however, were primarily driven by academization which, it was concluded, were intrinsic to an overarching definition of journalistic professionalism. Furthermore, when examined through the theoretical framework of social responsibility, three new themes were derived from the amalgamation of interview data with the ‘dimensions’ outlined by Singer (2003) and Larson (1977). These themes – the COAd theme (normative dimension, organizational theme and academic driver), NOE theme (the normative dimension, organizational and ethical themes) and EE theme (the evaluative dimension, existential theme), provided a set of clearly identifiable notions by which to differentiate between those in the field – ‘professionals’, adhering to normative journalistic practices, ethical behaviour and organizational obligation, and ‘non-professionals’, who identify as journalists but are not tied to any specific requirements, ethical or otherwise.
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Erzan-Essien, A. (2023). An interrogation of concepts of journalistic professionalism within (HE level) journalism education in the context of ethics learning and teaching [Unpublished doctoral thesis]. University of Chester.
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University of Chester
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Thesis or dissertation
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en