Educating the competition out of journalism
Over the last month my department has had a number of accreditation visits. Two of the training councils that, in the UK at least, inspect, accredit and generally rubber stamp what we do, the BJTC and the NCTJ, have both been in looking at our courses. Thanks to a lot of hard work by colleagues all of our courses get the seal of approval. Hurray!
Both visits included a lengthy session of questions for the course team around the why and how of what we do. For the most part, they are always useful and constructive; lots of things to reflect on and change to keep improving what we do. But sitting through the process raised a bit of a point to ponder for me.
Given the relative focus of each of the accrediting bodies (Broadcast for the BJTC and print for the NCTJ) it was interesting that both asked about the public facing provision and 24/7 nature of our output. The question really amounting to* ‘do you have a 24/7 public facing news operation?’*
Learning by doing is something that we pride ourselves (and something we are told to do more of) on but when we learn we make mistakes and mistakes in journalism, in public, can be a learning experience. It has real impact on people and, well let’s be frank, it can cost money – not one of the learning outcomes of our course the last time I looked! So we try to give as many public facing opportunities as we can but often keep what we do, though with no less of demand that the stories are real and newsworthy, internal.
Within the university world there are also opportunities for people to engage in other media – student newspapers and media have always been traditional stomping grounds for our students. But as a division, apart from the usual advice and support for those working on stories, we don’t have any involvement in the paper. It’s (rightly so in my view) a student union publication and independent from us.
More recently we have also come under pressure to make what we do more entrepreneurial. Making students aware of the opportunities of social media and how they can use things like blogs etc. to promote themselves and reach a niche is, I think part of that. We’ve seen that work (and all credit to the students here) in things like blog preston, the preston messenger and more. The burgeoning hyperlocal/local media market could and should be a rich vein for students to explore and develop their carrear chances.
Just because we can…
So when I hear the question about 24/7 news operations here is what I ponder – should we really be doing that?
- Should we as a public funded body (unless the government really get the claws out) plonk ourselves in to that landscape and risk flattening or at the very least skewing the local media economy? Even a relatively small journalism school represents an effective staff far in excess of most local newsrooms.
- If we make it self-sustaining and sell ads (and measure success in a business like way encouraging that business focus many say we lack) then don’t we simply add more weight to that flattening effect? If I added our marketing and business courses to the mix of numbers…
What I’m also pondering is why organisations that claim to represent the interests of media organisations are also advocating that education organisations do that. Yes, on the face of it students will gain experience (although I don’t see that it’s the only or best way to do it) but at what costs to the organisations or media landscape the students are looking to work in?
Having sat in many a room listening to regional and local news orgs bemoan the impact the BBC has on competition, it feels like a very strange day when I sit in a room and hear more than one regional news editor advocating the setting up of direct competition.