With the rise of innovation and entrepreneurship as avenues for journalists to take in their search for journalistic work, we need to critically interrogate how these terms are understood. Various journalism institutions are pushing a particular understanding of journalism, and of what constitutes meaningful and innovative journalism. In this paper, we review the literature on these themes and draw on experimental research done by one of the authors to argue for a more process-oriented approach to journalistic innovation and entrepreneurship. As a researcher-maker, one of the authors created an innovative journalistic project and tried to develop a business model for this project. She participated in an accelerator process organised by one of the main funds aimed at journalism innovation in the Netherlands. We show that one existing, and prevalent, understanding of innovation in journalism is one that is linear, rational and outcome-oriented. We challenge this understanding and draw on process-oriented theories of innovation to introduce the concepts of effectuation, improvisation and becoming as new lenses to reconsider these phenomena. These concepts provide clearer insight into the passionate and improvisational nature of doing innovative journalistic work.
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Over the past decades, journalism schools and journalism training programmes have been trying to keep up with the constant technological and societal developments. Numerous studies have been done about what knowledge and skills should be taught and several on how they should be taught, to be more adaptive to this changing environment and media landscape. Meanwhile, also media companies are increasingly becoming educators, with their own learning academies to make journalists become lifelong learners. In this study, which was conducted in the Netherlands, we take a holistic approach to understanding the uncertain future journalism education is currently dealing with. We use the method of scenario planning to systematically analyse the current debate on journalism education. By collecting opinions and views of fifty different experts from the broad field of journalism and (journalism) education, we deducted certain and uncertain trends that led to two axes, answering the following questions: What type of journalism do we educate for and Who is in charge of the learning process? Crossing these axes, four scenarios for the future of journalism education appear. With this study, we intend to facilitate the debate on the future of journalism education.
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In this article, we call for a critical reflection on the lens that we adopt when researching journalism and communication. Adopting a lens of wonder can enhance our ability to consider the rich diversity that can be found in the field. Through a variety of research projects, we show how through wonder we cannot only understand how journalism is becoming but also make space for “becoming with”: we show how we are complicit in journalism’s future. Focusing on the paradoxical nature of journalistic practices as something we learned from our work with journalists, we illuminate and open up the much-at-onceness of journalistic life.
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Blog about media, communication and the freedom of speech. But dr. Elving also discusses the drawback; the messages coming from our TV, internet or newspapers might not always be telling the truth.
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Purpose - Focusing on management training, this study aimed to establish whether identical elements in a training program (i.e. aspects resembling participants' work situation) can improve training transfer and whether they do so beyond the contribution of two well-established predictors -- motivation to learn and expected utility. In an effort to establish mechanisms connecting identical elements with training transfer, we proposed and tested motivation to transfer as a mediator. Design/methodology/approach - Data were collected online from 595 general managers who participated in a management training program. Structural equations modeling was used to test the model. Findings - Identical elements, expected utility and motivation to learn each had a unique contribution to the prediction of training transfer. Whereas motivation to learn partly mediated these relationships, identical elements and expected utility also showed direct associations with training transfer. Research limitations/implications - Identical elements represent a relevant predictor of training transfer. In future research, a longitudinal analysis from different perspectives would be useful to better understand the process of training transfer. Practical implications - Participants may profit more from management training programs when the training better resembles participants' work situation. Organisations and trainers should therefore apply the concept of identical elements in their trainings, in order to increase its value and impact. Originality/value - This study contributes to the training literature by showing the relevance of identical elements for transfer, over and above established predictors.
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We investigated to what extent correctional officers were able to apply skills from their self-defence training in reality-based scenarios. Performance of nine self-defence skills were tested in different scenarios at three moments: before starting the self-defence training programme (Pre-test), halfway through (Post-test 1), and after (Post-test 2). Repeated measures analyses showed that performance on skills improved after the self-defence training. For each skill, however, there was a considerable number of correctional officers (range 4–73%) that showed insufficient performance on Post-test 2, indicating that after training they were not able to properly apply their skills in reality-based scenarios. Reality-based scenarios may be used to achieve fidelity in assessment of self-defence skills of correctional officers.Practitioner summary: Self-defence training for correctional officers must be representative for the work field. By including reality-based scenarios in assessment, this study determined that correctional officers were not able to properly apply their learned skills in realistic contexts. Reality-based scenarios seem fit to detect discrepancies between training and the work field. Abbreviations: DJI: Dutch National Agency for Correctional Insitutes; ICC: Intraclass Correlation Coefficient.
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The Utrecht School of Journalism has a long tradition in international higher education. The School’s European Culture & European Journalism (ED&EJ) programme is an example of a pedagogical practice in higher education where advanced students learn how to perform in an international context. Journalism students from Moscow to Ottawa and from Helsinki to Bilbao learn alongside Dutch students. It is not only the content of the programme and the reporting for the Web Magazine that makes the EC&EJ programme an inspirational educational experience. The programme demonstrates the importance of sharing different professional and cultural values. This sharing and confronting of professional standards contributes to an important new qualification for all higher educated professionals: awareness of cultural differences and similarities
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Virtual training systems provide highly realistic training environments for police. This study assesses whether a pain stimulus can enhance the training responses and sense of the presence of these systems. Police officers (n = 219) were trained either with or without a pain stimulus in a 2D simulator (VirTra V-300) and a 3D virtual reality (VR) system. Two (training simulator) × 2 (pain stimulus) ANOVAs revealed a significant interaction effect for perceived stress (p =.010, ηp2 =.039). Post-hoc pairwise comparisons showed that VR provokes significantly higher levels of perceived stress compared to VirTra when no pain stimulus is used (p =.009). With a pain stimulus, VirTra training provokes significantly higher levels of perceived stress compared to VirTra training without a pain stimulus (p <.001). Sense of presence was unaffected by the pain stimulus in both training systems. Our results indicate that VR training appears sufficiently realistic without adding a pain stimulus. Practitioner summary: Virtual police training benefits from highly realistic training environments. This study found that adding a pain stimulus heightened perceived stress in a 2D simulator, whereas it influenced neither training responses nor sense of presence in a VR system. VR training appears sufficiently realistic without adding a pain stimulus.
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This paper reports on the EU-project 'Professionally Networking Education and Teacher Training' (PRONETT). The key objective of the PRONETT project (2001-2004) is to develop a regional and cross national learning community of pre- and in-service teachers and teacher educators supported by webbased resources and tools to collaborate and to construct shared understandings of teaching and learning in a networked classroom. The reasons for the initiative and the design principles of the PRONETT portal offering a virtual infrastructure for the collaboration of participating students and teachers at www.PRONETT.org are presented. The initial pilots carried out by the project partners are described, highlighting the co-ordinating partners activities targeted at contributing to the local realisation of ICT-rich, competence based Teacher Education Provision. Results are reported of the evaluation and implementation efforts aimed at validating the original portal design and collecting information to inspire further project development and implementation strategies. We conclude by summarising the lessons learned and providing recommendations for improved and extended use and further dissemination of the project results and facilities.
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This paper presents how the application of the STPA method might support the evaluation of fighter pilots training programs and trigger procedural and technological changes. We applied the STPA method by considering the safety constraints documented in the Standard Operating Procedures (SOPs) of a South European Air Force and regard a flight of a two F-16 aircraft formation. In this context, we derived the control actions and feedback mechanisms that are available to the leader pilot during an Aircraft Combat Maneuver (ACM) mission, and we developed the control flow diagram based on the aircraft manuals. We compared the results of each analysis step with the respective flight training program, which is based on a mixed skill and rule-based decision-making, and we examined the role of the feedback mechanisms during multiple safety constraints violations. The analysis showed that: the flight training program under study does not structurally include cases of infringement of multiple safety constraints; the maintenance of some safety constraints are not supported by alerts, or rely on only one human sense; the existing procedures do not refer to the prioritization of pilot actions in cases of violation of multiple safety constraints; operation manuals do not address the cases of possible human performance deterioration when simultaneous information from feedback mechanisms is received. The results demonstrated the benefits of the STPA method, the application of which uncovered various inadequacies in the flight training program studied, some of them related to the F-16 cockpit ergonomics. The analysis lead to recommendations in regard to the amendment of the corresponding fighter pilots training program, and the conduction of further research regarding the aircraft – pilot interaction when multiple safety constraints are violated. The approach presented in this paper can be also followed for the (re)evaluation of flight training schemes in military, civil and general aviation, as well by any human-machine interface intensive domain.
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