國立虎尾科技大學 |

Journalism trends and consultants' recommendations : = A case study for a videojournalism communication curriculum design.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Journalism trends and consultants' recommendations :/
其他題名:	A case study for a videojournalism communication curriculum design.
作者:	Cleland, Gladys L.
面頁冊數:	1 online resource (241 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
Contained By:	Dissertation Abstracts International78-02A(E).
標題:	Curriculum development. -
電子資源:	click for full text (PQDT)
ISBN:	9781369035902

Journalism trends and consultants' recommendations : = A case study for a videojournalism communication curriculum design.
Cleland, Gladys L.

Journalism trends and consultants' recommendations :A case study for a videojournalism communication curriculum design. - 1 online resource (241 pages)

Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.

Thesis (D.M.)

Includes bibliographical references

The purpose of this qualitative method explanatory single case study was to document justifications why consultants chose specific newsgathering trends to include in the final curriculum design for a Bachelor of Science degree in Videojournalism Communication during 2007 to 2009, at New York State Public College. Trends comprised current strategies, ethical considerations, and techniques and technologies. Mass communication provided the theoretical framework. This study chronicled the organizational leadership roles of those who shaped a higher education curriculum. Academic consultants, leaders from journalism education and the television industry, served as the primary population. Data triangulation was achieved through interview protocols for each a purposive sample of academic consultants and a secondary population of department faculty representatives, who worked with their own academic consultants, plus case artifacts and archival documents. Data was coded manually and with computer-assisted software. Four prominent themes emerged---Degree Concept, Degree Components, Program Review, and Program Approval and Launch---and documented why consultants recommended seven specific trends for the curriculum. Data interpretation revealed that serving as a consultant or working with consultants during curricula design and review processes led to justified decisions based on education and experience; self-proclaimed expert knowledge and decision-making power; skepticism about administrators' motives; emerging technology and innovative newsgathering practices; influence upon students' educational development; and academic competition. Each area will add a leadership dimension for future research highlighting academic consultants for myriad disciplines.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369035902Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

Journalism trends and consultants' recommendations : = A case study for a videojournalism communication curriculum design.
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520 $a The purpose of this qualitative method explanatory single case study was to document justifications why consultants chose specific newsgathering trends to include in the final curriculum design for a Bachelor of Science degree in Videojournalism Communication during 2007 to 2009, at New York State Public College. Trends comprised current strategies, ethical considerations, and techniques and technologies. Mass communication provided the theoretical framework. This study chronicled the organizational leadership roles of those who shaped a higher education curriculum. Academic consultants, leaders from journalism education and the television industry, served as the primary population. Data triangulation was achieved through interview protocols for each a purposive sample of academic consultants and a secondary population of department faculty representatives, who worked with their own academic consultants, plus case artifacts and archival documents. Data was coded manually and with computer-assisted software. Four prominent themes emerged---Degree Concept, Degree Components, Program Review, and Program Approval and Launch---and documented why consultants recommended seven specific trends for the curriculum. Data interpretation revealed that serving as a consultant or working with consultants during curricula design and review processes led to justified decisions based on education and experience; self-proclaimed expert knowledge and decision-making power; skepticism about administrators' motives; emerging technology and innovative newsgathering practices; influence upon students' educational development; and academic competition. Each area will add a leadership dimension for future research highlighting academic consultants for myriad disciplines.
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