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Journalismcapstoneunits:Capstoneunitsforjournalismprogrammestofacilitatethedemonstrationofgraduatecapabilities

Finalreport2017

EdithCowanUniversity

AssociateProfessorTrevorCullen,AustralianLearningandTeachingFellow(ALTF)

www.journalismcapstoneunits.org

Journalismcapstoneunits 2

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AcknowledgementsThis19-monthOfficeforLearningandTeaching(OLT)Fellowshiphasdrawnupontheexpertiseofothers,whohavegenerouslygiventheirtimeandinsightstotheprojectbytakingpartininterviews,conversationsandmeetings.Iwishtothank:

• ProfessorRonOliver,formerDeputyViceChancellor(Education)atEdithCowanUniversity—forhisconstantencouragementandsupport;

• DrSusanHillandDrSallyKnowles—fortheirgenerosityinhelpingtopreparetheFellowshipapplication;

• ProfessorRobynQuin,formerDeputyViceChancellor(Education)atCurtinUniversity—foralwaysbeingavailabletoanswerquestionsandprovidefeedback;

• ThemembersoftheProjectWorkingGroup,ProjectReferenceTeam,ExpertFellowshipTeamandProjectValidationGroup—forengagingsofullyandgenerouslyintheFellowshipactivities;

• TheconferenceorganizersoftheWorldJournalismEducationCongress(WJEC)andtheExecutiveoftheJournalismEducationandResearchAssociationofAustralia(JERAA)—fortheirendorsements;and

• TheAustralianLearningandTeachingFellow(ALTF)staff,especiallyGlenToohey,forbeingsohelpfulandsupportiveduringtheFellowship.


Listofacronymsused

AustralianBroadcastingCorporation(ABC)

AustralianJournalismReview(AJR)

AustralianLearningandTeachingFellow(ALTF)

AustralianQualificationFramework(AQF)

AsiaPacificMediaEducator(APME)

DepartmentofEducationandTraining(DET)

ExpertFellowshipTeam(EFT)

HigherEducationResearchandDevelopmentSocietyofAustralasia(HERDSA)

InternationalAssociationforMediaandCommunicationResearch(IAMCR)

JournalismandMassCommunicationEducator(JMCE)

JournalismEducationandResearchAssociationofAustralia(JERAA)

MediaEntertainmentArtsAlliance(MEAA)

OfficeforLearningandTeaching(OLT)

PacificJournalismReview(PJR)

ProfessionalIndustryPlacement(PIP)

ProjectReferenceTeam(PRT)

ProjectWorkingGroup(PWG)

ProjectValidationGroup(PVG)

PublicRelationsInstituteofAustralia(PRIA)

Question-and-Answer(Q&A)

RoyalMelbourneInstituteofTechnology(RMIT)

TeachingLearningOutcomes(TLOs)

TechnicalandFurtherEducation(TAFE)


TertiaryEducationQualityStandardsAgency(TEQSA)

WestAustralianNetworkforDissemination(WAND)

Work-integratedLearning(WIL)

WorldJournalismEducationCongress(WJEC)


Executivesummary

Fellowshipcontext

This19-monthDepartmentofEducationandTraining(DET)Fellowship,spanningfromJuly2015throughtoJanuary2017,setouttoaddressthelackofagreementofwhatskillsjournalismgraduatesneed,andhowthesecanbedemonstratedandassured.Todevelopsharedunderstandingsofthemostappropriatelearningandteachingapproachesandidentityeffectivemeasuresofgraduatecapabilitiesforthedevelopmentofacapstoneunit,industryandhighereducationprovidersneedtoworkinpartnershiptosupportpositiveoutcomesforjournalismgraduatesandtheirinstitutions.

AimsoftheFellowship

ThisFellowshipaimed:• Toproduceagreedgraduateoutcomesandstandardstoinformthedevelopmentof

ajournalismcapstoneunitforuseamongAustralianuniversitiesofferingundergraduatejournalismdegreesandmajors.

• Tofacilitateimprovedcollaborationwithindustrytoensureuniversitiesfullyunderstandtheneedsofindustrythroughcloseinteractionswithnewseditors.

• Toaddresstheconsiderabledifferencesinthestructure,contentanddeliveryoftertiaryjournalismdegreesasidentifiedinpreviousOfficeforLearningandTeaching(OLT)projects.Thisvariabilityincourseshascontributedtosignificantdifferencesinstandardsanddifficultiesinmeasuringgraduatecapabilities.

FellowshipapproachAttheinceptionofthisFellowship,IestablishedaProjectWorkingGroup(PWG),aProjectReferenceTeam(PRT),anExpertFellowshipTeam(EFT)andaProjectValidationGroup(PVG).ThePWGcomprisedof30journalismacademics,eitherheadsofjournalismprogrammesorcoursecoordinators,from16Australianuniversitiesthateitherofficiallyoffercapstoneunitsorelserununitsthatcouldbeconsideredcapstones.ThePRTcomprisedof3lecturerswhohavereceivedOLTcitations(andOLTgrants),fromjournalismprogrammesinNewSouthWalesandVictoria—wherethemajorityofjournalismprogrammesareconcentrated.Thisemphasiswastoensurebalanceandcomparabilitynationally.TheEFTcomprisedof3respectiveexpertsingraduateoutcomesandcapabilities;standardsassessmentandvalidation;andcapstoneunitsdesignanddevelopment.ThePVGcomprisedof5journalismacademicsfromMelbourneuniversities,whowereconsideredrepresentativeofthediverserangeofthejournalismacademicsinAustralia,especiallyintermsofageandthetimespentworkingasjournalists,teachersorboth.


Phase1(Jul–Dec2015)involvedconsultation.Face-to-facesemi-structuredinterviewswereconductedwiththePWG,toascertaineachuniversity’sundergraduatejournalismcurriculumandtheaims,criteria,strategies,standardsandassessmentsoftheirrespectivecapstoneunits.Thisphasealsoinvolvedindustryconsultation,toseektheirviewsonthecriticalgraduatecapabilitiesthatshouldbedemonstratedandmeasuredinacapstoneunit.

Phase2(Jan–Aug2016)involvedvalidation.ThePVGmetattheVictoriaStateLibrary,withthefollowingagenda:

• TodiscussthefeedbackandfindingsonjournalismcapstoneunitsascollectedinPhase1;

• Todiscussandidentify—inthecontextoftheAustralianQualificationFrameworklevel7criteria—theskillsandknowledgerequiredbystudentstosuccessfullycompleteacapstoneunit;and

• Toexaminevariousmodelsofcapstoneunitsandidentifypossiblemodel(s)appropriatetojournalismcoursesinAustralianuniversities.

Phase3(Sep2016–Jan2017)involveddissemination.Thisincludedtheproductionofpeer-reviewedpublications,participationinjournalismeducationconferences,continualengagementwithprofessionalbodiessuchastheJournalismEducationandResearchAssociationofAustralia(JERAA)andWorldJournalismEducationCongress(WJEC),andproductionofaFellowshipwebsite(www.journalismcapstoneunits.org).

Fellowshipfindings

Therewasgeneralagreementthatajournalismcapstoneunitshould:• resultinapublishableoutcome;• provideanopportunitytodemonstratecorejournalismskills;and• bestudent-centred,requirestudentstoarticulatewhattheywantedtoachieve,and

howtheyproposedtoachieveit.

ThePVGarrivedat6principlesforthejournalismcapstoneunit:• Transition:Assiststudentstodevelopasenseofprofessionalidentityandsupport

themtomanagetheircareerplanninganddevelopment.• Integrationandclosure:Enablestudentstoattainasenseofcompletionandan

understandingofwhatitmeanstobeagraduateandaglobalcitizen.• Diversity:Enhancestudents’capacitytoengagewithdiversityinprofessional

contexts.• Engagement:Requirestudentstoassumeactiverolesandtoapplytheirlearningin

realistic,authenticandunfamiliarcontexts,andtotakeresponsibilityfortheirownwork.

• Assessment:Alignassessmentpracticetoagreedcapstoneprinciples.Askstudentstoreflectontheirowncapabilitiesandperformance.


• Evaluation:Regularevaluationscontributetothedemonstrationofstudentattainmentofdisciplinelearningoutcomes.

• Skills:Identitycorepivotaljournalismskillsfordemonstrationandapplication—writing,story-telling,digitalbroadcastcompetenciesacrossallplatforms,professionalpublishablecontent,producingtodeadlineandreflectiveanalysis.

Therewerefoundtobethreemodelsofjournalismcapstoneunitscurrentlyused,eitherinunisonorconjunction,withinAustralianuniversities:

• internships(ProfessionalIndustryPlacements);• newsroomsimulationsorotherin-houseauthenticlearningexperiences,suchas

publishinginaweb-basedpaper/journal;and• projects.

ThePVGthoughtthateachofthesethreemodelshadvalueandshouldberetained,nominallyasCapstone1,Capstone2andCapstone3.

AnagreedlistofskillsforjournalismcapstoneunitswaspresentedtoJERAAforacceptance.

ImpactoftheFellowship

ThisFellowshiphasassistedthe(re)designofjournalismcapstoneunitstoalignwiththegovernment’sAQFlevel7standardsforBachelordegrees.Australianjournalismgraduatesarenowenabledtodemonstrate,tobotheducatorsandemployers,thattheyhaveacquiredagreedskillsandcompetenciesforemploymentinawholerangeofdigitalmediaandcommunicationsindustries.NewseditorswhoparticipatedinPhase1,withcriticalinputontheagreedgraduateskillsandcapabilitiesneededfortheindustry,weresubsequentlypresentedwiththefinaljournalismcapstonemodelandencouragedtoenterintoaprocessofindustryaccreditationwiththoseuniversitieswhoadoptthenewcapstone.

Keyrecommendations

On17December2016,theFellowship’sresearchoutcomesandrecommendations—theagreedprinciples,models,standardsandskills—wereacceptedbytheExecutiveofJERAAforuseinjournalismprogrammesinAustralianuniversities.TheFellowship’sfindingshavebeencirculatedtoallAustralianuniversitiesthatofferjournalismprogrammes,andtheirrespectivejournalismcapstoneunitsarebeing(re)designedandimplementedfrom2017onwards.FollowingtheFellowship,fromMarchtoJune2017,workshopswillbeconductedtosupportjournalismeducatorsinthe(re)designoftheircapstoneunits.Amonitorgroup(comprisedofmembersfromtheWPGandtheEFT)willtrackhowmanyjournalismprogrammesembedthecapstoneandelicitgraduatefeedback,toinformcontinualimprovement.ThiscommunityofpracticewillenablejournalismcapstonedevelopmenttocontinuebeyondthisFellowship,asthevariousunitsareimplementedandtheoutcomesarepeer-reviewed.


Tableofcontents

Acknowledgements..................................................................................................................3

Listofacronymsused...............................................................................................................4

Executivesummary..................................................................................................................6

Fellowshipcontext...............................................................................................................6

AimsoftheFellowship.........................................................................................................6

Fellowshipapproach............................................................................................................6

Fellowshipfindings...............................................................................................................7

ImpactoftheFellowship......................................................................................................8

Keyrecommendations.........................................................................................................8

Tableofcontents.....................................................................................................................9

Tablesandfigures..................................................................................................................12

Tables.................................................................................................................................12

Chapter1:TheFellowshipcontext.........................................................................................13

1.1 Thekeyissue...........................................................................................................13

1.2 TheFellowshipaims................................................................................................13

1.2.1 Measuringgraduateskillsandcapabilities.......................................................13

1.2.2 Fosteringnationalcollaborationandcollegialnetworking..............................14

1.2.3 Ensuringbroadapplicability.............................................................................15

1.2.4 Showingleadershipinlearningandteaching...................................................15

1.2.5 BuildingonpreviousOLTprojects....................................................................15

1.3 Therationaleforjournalismcapstoneunitreform.................................................16

1.3.1 Enhancinggraduateemployability...................................................................16

1.3.1 Addressingtheissueofmeasuringgraduatecapabilities................................17

1.3.2 AddressingtheproblemwithProfessionalIndustryPlacements(PIPs)...........17

1.3.3 Increasingtheconsultationofjournalismeducatorswithindustry.................18

1.3.5 Embeddingnewcapabilities:beingenterprisingandentrepreneurial............18

1.3.6 Drawingonexistingjournalismcapstoneunits................................................19

1.3.7 Tailoringthejournalismcapstoneunit.............................................................20

Chapter2:TheFellowshipapproachandactivities...............................................................21


2.1 Stakeholderengagement........................................................................................21

2.1.1 TheProjectWorkingGroup(PWG)......................................................................21

2.1.2 TheProjectReferenceTeam(PRT)......................................................................21

2.1.3 TheExpertFellowshipTeam(EFT).......................................................................22

2.1.4 TheProjectValidationGroup(PVG).....................................................................22

2.2 Phase1(Jul-Dec2015):Consultation....................................................................22

2.3 Phase2(Jan-Aug2016):Validation.......................................................................24

2.4 Phase3(Sep2016-Jan2017):Dissemination........................................................24

2.4.1 TheFellowshipwebsite....................................................................................24

2.4.2 Peer-reviewedpublications..............................................................................24

2.4.3 Nationalandinternationalmediaandcommunicationconferencepapers....25

2.4.4 Researchpanelsatnationaleducationconferences:.......................................25

Chapter3:TheFellowshipfindingsandoutputs....................................................................27

3.1 Findingsfromtheinterviewquestions....................................................................27

3.1.1 Whatdoyouunderstandbytheterm‘capstoneunit’?...................................27

3.1.2 Whattypeofcapstoneunitsdoyouuse?........................................................27

3.1.3 Whatweretheunderlyingprinciplesforthecapstoneunits?.........................28

3.1.4 Whatdisciplinaryandprofessionalskillsdostudentsneedtodemonstrate?.28

3.2 Agreedaimsofjournalismcapstoneunits..............................................................29

3.3 Agreedprinciplesforjournalismcapstoneunits.....................................................29

3.4 Agreedmodelsofjournalismcapstoneunits..........................................................30

3.5 Agreedlistofskillstodemonstrate.........................................................................31

3.6 Challenges................................................................................................................31

3.7 Successfactors.........................................................................................................31

3.7.1 Industrycollaboration......................................................................................31

3.7.2 JERAAsupport..................................................................................................32

Chapter4:TheFellowshipimpactandevaluation.................................................................33

4.1 Impact......................................................................................................................33

4.1.1 Teammembers................................................................................................33

4.1.2 Immediatestudents.........................................................................................33

4.1.3 Spreadingtheword..........................................................................................33

4.1.4 Narrowopportunisticadoption........................................................................33


4.1.5 Narrowsystemicadoption...............................................................................34

4.1.6 Broadopportunisticadoption..........................................................................34

4.1.7 Broadsystemicadoption..................................................................................34

4.2 Externalevaluation..................................................................................................34

4.3 Conclusion...............................................................................................................34

References.............................................................................................................................35

AppendixA.............................................................................................................................38

CertificationbyDeputyVice-Chancellor............................................................................38

AppendixB.............................................................................................................................39

Listofagreedskillsforjournalismcapstoneunits.............................................................39

AppendixC.............................................................................................................................40

ExternalEvaluator’sreport................................................................................................40

AppendixD.............................................................................................................................41

JERAAletterofendorsement.............................................................................................41


Tablesandfigures

TablesTable1.AQFLevel7criteria(AQF2013)................................................................................16


Chapter1:TheFellowshipcontext

1.1 Thekeyissue

Thekeyissueisthelackofagreementofwhatskillsjournalismgraduatesneed,andhowthesecanbedemonstratedandassured.Todevelopsharedunderstandingsofthemostappropriatelearningandteachingapproachesandidentityeffectivemeasuresofgraduatecapabilitiesforthedevelopmentofacapstoneunit,industryandhighereducationprovidersneedtoworkinpartnershiptosupportpositiveoutcomesforjournalismgraduatesandtheirinstitutions.

1.2 TheFellowshipaims

ThisFellowshipaimedtoproduceagreedgraduateoutcomes,principlesandbestpracticetoinformthedevelopmentofjournalismcapstoneunitsforuseamongAustralianuniversitiesthatofferundergraduatejournalismdegreesandmajors.

Italsoaimedtofacilitateimprovedcollaborationwithindustrytoensureuniversitiesfullyunderstandtheneedsofindustrythroughcloseinteractionswithnewseditors.

TheseaimsaligndirectlywithfivekeyaimsoftheDETFellowshipschemeatlarge:• measuringgraduateskillsandcapabilities;• fosteringnationalcollaborationandcollegialnetworking;• ensuringbroadapplicability;• showingleadershipinlearningandteaching;and• buildingonpreviousOLTprojects.

Thesegreateraimsareidentifiedassignificantissuesrelevantacrossthehighereducationsystem.

1.2.1 Measuringgraduateskillsandcapabilities

Currently,itisdifficultfornewseditorstomeasureaskillsetfromagraduate’sjournalismdegreeormajor,andforgraduatestodemonstrateevidencethattheyhaveacquiredcompetenciesforemployment.Previousattemptstomeasurejournalismgraduatecapabilitieswerelinkedmoretoassessmentandlearningoutcomeswithanemphasisonacquiringratherthandemonstratingcapabilities.TherehasneverbeenaspecificnationalstrategyforthepromotionofmeasuringthecapabilitiesofgraduatejournalismstudentsintheAustralianuniversitysystem.Whileno-oneisproposingaunifiedtertiaryjournalismcurriculum,thereisaneedtoensureconsistencyacrosscourseofferings.

AsurveyofAustralia’sundergraduatejournalismdegreesandmajorsasofferedat29(outofatotal39)universitiesrevealedthattherewasawidediversityofunitsonoffer(17inall)andconsiderablediscrepanciesinstructure,content,emphasisanddelivery(Tanner,


O’Donnell,Green&Cullen2014).Somecoursesfocusontheory-basedunits,whileothersfocusonpracticalskills-buildingunits.Ofthose29Australianuniversitiesofferingundergraduatejournalismcourses,only7universitiesofficiallyuseatleastonejournalismcapstoneunitintheirprogramme,whileothersrununitsthatcouldbeidentifiedascapstones.Thesetoovaryincontent,deliveryandlearningoutcomes.SomejournalismcapstonesoptforresearchprojectswhileothersofferProfessionalIndustryPlacements(PIPs)oraselectionfromalistofcoreunits.Hence,itisdifficulttodefineexactlywhatajournalismcapstoneunitisfromwhatiscurrentlyonoffer.Andthereremainsthebasicissueofhowtomeasuregraduatecapabilities.

Inatertiaryjournalismcurriculum,theremustbeawaytoidentifytheminimumstandardsandtestcapabilitiestobemetbyagraduatefromaBachelorleveldegreeorenrolledinamajorinthefieldofjournalism.Thiswaspartiallyattemptedin2011withaSpecialInitiativeOLTGrantentitledDisciplineNetwork:Journalism,MediaandCommunicationNetwork(Breit,Romano,O’Donnell&McLellan2015).OneaimofthatstudywastodevelopsystemicdisciplinestandardsforundergraduateandpostgraduatecoursesinAustraliathatencompassedjournalism,publicrelations,mediaandcommunicationstudies,andtherebyprovidesomeformofbenchmarkingacrosstheuniversitiesinAustralia.Whilethiswasanimportantaim,theoutcomewasdifficulttoachievebecauseoftheimmensevarietyofviewsfromeducatorsacrossthethreedisciplines,andthelackofdisciplinaryguidelineswithwhichtomeasurestandards.TeachingLearningOutcomes(TLOs)providesomeguidancebutdonotdefinethecontent,teachingandlearningapproachesusedtoachieveoutcomes(Romano2014).ThislackofspecificityissupportedbythefindingsofanotherOLTprojectongraduateoutcomes:

Whilemanysuchlistsarenowavailableasexternalreferencepointsfordevelopingstatementsofoutcomes,regardlessofthe‘outcomes’includedonthelist,evidenceofthestandardoftheirachievementrequiresassessmentofstudents’(orgraduates’)abilities(Barrie,Hughes,Crisp&Bennison2014).

ThisFellowshipusedacollaborativeapproachtobuildontheseefforts,butwithamorefocused,practicalandachievableaim—todeliveraseriesofagreedcriteria,strategiesandstandardstoguideteachersinthe(re)designandimplementationofafinal-yearjournalismcapstoneunitthatmeasuresgraduateskillsandcapabilitiesmoreeffectively.

1.2.2 Fosteringnationalcollaborationandcollegialnetworking

ThisFellowshipfosterednationalcollaborationandcollegialnetworkingthroughitswidestakeholderconsultation.Educators,editors,reviewers—andindustry(whoareoftenoverlookedasimportantstakeholders)—wereengagedandofferedinputintowhatthegraduatecapabilitiesmightbeandwhatstandardsweredeemedappropriate.

Industry’sparticipationinthediscussionandconsultationprocessofthisFellowshiphadtwobeneficialimpacts:improvingthe‘distant’relationshipbetweenacademicsandindustry(Cullen,Tanner,Green&O’Donnell2014);andrevitalisingtheprocessofindustry


accreditationforjournalismprogrammesinAustralia,whichiscurrentlyatastandstill.Universitiesthatembedthecapstoneintotheirjournalismprogrammeswillbeinastrongerpositiontodemonstrategraduateskillsandcapabilities,andwilltherebyencourageindustrytoaccredittheirprogramme.

ThisFellowshipnotonlycultivatedpartnershipsattheinstitutionallevel,butalsodevelopedwidereducationalpartnershipswiththeHigherEducationResearchandDevelopmentSocietyofAustralasia(HERDSA),theWorldJournalismEducationCongress(WJEC),theMediaEntertainmentArtsAlliance(MEAA)andtheJournalismEducationandResearchAssociationofAustralia(JERAA).Themajorityofeducatorsfromthe29AustralianuniversitiesthatofferjournalismprogrammesattendtheJERAAannualnationalconference,makingitapractical,proactiveandeffectivedisseminationstrategyforthisFellowship.

1.2.3 Ensuringbroadapplicability

Thisjournalismcapstoneunitcouldbecomeamodelforotherdisciplinessuchaspublicrelationsandadvertising,especiallysincecommunication,socialanddigitalmediacapabilitiesarebecomingincreasinglypartoftherequiredskillsetforthesedisciplines.

1.2.4 Showingleadershipinlearningandteaching

Currently,itisdifficulttodefineexactlywhatajournalismcapstoneunitis.ThisFellowshipshowedleadershipinlearningandteachingbybeingthefirsttoofferapracticalsolution.Itprovidesaseriesofcriteria,strategiesandstandardstoguideteachersinthe(re)designandimplementationofajournalismcapstoneunitfortheircontext.

1.2.5 BuildingonpreviousOLTprojects

ThisFellowshipdrewupon,andaddedto,thefindingsof:• the2013OLTNationalSeniorTeachingFellowshipentitledCapstonecurriculum

acrossdisciplines:Synthesisingtheory,practiceandpolicytoprovidepracticaltoolsforcurriculumdesign(Lee2015b);

• the2011SpecialInitiativeOLTGrantentitledDisciplineNetwork:Journalism,MediaandCommunicationNetwork(Breit,Romano,O’Donnell&McLellan2015);

• the2011OLTFellowshipentitledAssuringgraduatecapabilities:evidencinglevelsofachievementforgraduateemployability(Oliver2015);

• the2011OLTInnovationandDevelopmentGrantentitledGraduatequalitiesandjournalism-curriculumrenewal:Balancingtertiaryexpectationsandindustryneedsinachangingenvironment(Tanner,O’Donnell,Green&Cullen2014);

• the2011OLTGrantentitledAssessingtheimpactofwork-integratedlearning(WIL)onstudentworkreadiness(Ferns,Smith&Russell2014);


• the2010OLTGrantentitledAssessingandassuringAustraliangraduatelearningoutcomes:Principlesandpracticeswithinandacrossdisciplines(Barrie,Hughes,Crisp&Bennison2014);

• the2010OLTGrantentitledCapstonecoursesinundergraduatebusinessdegrees(Baileyetal.2013);

• the2009OLTFellowshipentitledImprovinggraduateemployabilitybyimplementingsubjectbenchmarks(Beck2014);and

• the2009OLTFellowshipentitledCurriculumandpedagogicbasesforeffectivelyintegratingpractice-basedexperiences(Billett2011).

1.3 Therationaleforjournalismcapstoneunitreform

JournalismcapstoneunitsarearelativelyrecentdevelopmentinAustralianjournalismeducation.Universitiesincreasinglyoffercapstonesaspartofcurriculatopreparefinal-yearundergraduatesforemploymentandbridgethegapbetweenacademiclearningandprofessionalwork.Journalismcapstoneunitsmayenhancegraduateemployability,addresstheissueofmeasuringgraduatecapabilities,addresstheproblemwithProfessionalIndustryPlacements(PIPs),andincreasetheconsultationofjournalismeducatorswithindustry.

1.3.1 Enhancinggraduateemployability

AmajorfactorinfluencingthegrowingemphasisoftheAustralianhighereducationsystemoncapstoneunitsisthegovernment’sincreasingfocusonenhancinggraduateemployabilityandassuringgraduateoutcomes.TheAustralianQualificationFramework(AQF)definestheskillsandknowledgethatAustralianuniversitygraduatesshouldachievewhentheycompleteaLevel7qualification(i.e.aBachelor’sdegree);refertoTable1.HighereducationprovidersarelegislativelyboundbytheAQF.Furthermore,theTertiaryEducationQualityStandardsAgency(TEQSA)willapplyThresholdandQualificationStandardswhendecidingwhethertograntregistrationorrenewaprovider’sregistrationortoaccreditcourses.ItisthusfittingtoframejournalismcapstoneunitswithinthecontextoftheAQFLevel7criteria.

Table1.AQFLevel7criteria(AQF2013).Summary Graduatesatthislevelwillhavebroadandcoherentknowledgeandskills

forprofessionalworkand/orfurtherlearning.Knowledge Graduatesatthislevelwillhavebroadandcoherenttheoreticaland

technicalknowledgewithdepthinoneormoredisciplinesorareasofpractice.

Skills Graduatesatthislevelwillhavewell-developedcognitive,technicalandcommunicationskillstoselectandapplymethodsandtechnologiesto:•analyseandevaluateinformationtocompletearangeofactivities;•analyse,generateandtransmitsolutionstounpredictableandsometimescomplexproblems;•transmitknowledge,skillsandideastoothers.

Applicationof Graduatesatthislevelwillapplyknowledgeandskillstodemonstrate


skillsandknowledge

autonomy,well-developedjudgementandresponsibilityincontextsthatrequireself-directedworkandlearningwithinbroadparameterstoprovidespecialistadviceandfunctions.

Morethantwo-thirdsofthe29Australianuniversitiesthatofferundergraduatejournalismdegreesclearlylinkedtheircoursewithacareerasajournalistintheirpromotionalmaterial,asifthecoursewasatickettoemployment(Cullen&Callaghan2010,126).Ananalysisofthesamepromotionalmaterialin2012revealedthatlittlehadchanged(Cullen2012).Thereisagreementthat,ifeffectivelydesigned,capstoneunitscanimprovestudents’learningandexperience,andenhancegraduateemployability(Lee2015b).

1.3.1 Addressingtheissueofmeasuringgraduatecapabilities

AresearchpaperpresentedatthefirstJourNetinternationalconferenceonProfessionalEducationfortheMediain2004describedjournalismeducationinAustraliaasfragmented.

TAFEs,privateinstitutionsanduniversitiesprovideanunpredictablemixtureofcraftskillsandprofessionalconcepts,rangingfromtheintenselypracticaltotheabstractionsofcommunication,mediaandculturalstudies.Cadetshipsrangefromsourcesofcheaplabourtopedagogicalexcellence.ThereisthereforenoguaranteethatAustralianjournalistsaretrainedandeducatedfortheirroleasdisseminatorsofaccurateinformationandinformedopinion.Forjournalismtobenefitsociety,journalismeducationneedstomovetowardsamoreformalagreementbetweenthenewsindustryandtheacademyonadesirablejournalismcurriculum(JourNet2004).

TheissueofmeasuringgraduatecapabilitiesinjournalismeducationinAustraliahasbeendebated,andunresolved,forwelloveradecade.

1.3.2 AddressingtheproblemwithProfessionalIndustryPlacements(PIPs)

The2011OLTInnovationandDevelopmentGrantincludedinterviews(conductedin2012and2013)with50tertiaryjournalismeducatorsand50newseditorsacrossAustralia.Therewasbroadagreementamongtheeducatorsthatjournalismeducationshouldaimtoachievethreekeyoutcomes:buildabroadknowledgebase;developresearchandanalyticalskills;andteachcoremediaandcommunicationskills(Tanner,O’Donnell,Green&Cullen2014).However,intermsofthelastoutcome,therewasacommonviewthatProfessionalIndustryPlacements(PIPs)wereproblematicfortestinggraduatecapabilitiesasnotonlyweretheydecreasinginnumber,butstudentsenrolledinPIPsdidnotnecessarilyhavetherequiredskillsandoftenendedupperformingmenialtasksinthenewsroom(Tanner,O’Donnell,Green&Cullen2014).MostoftheinterviewednewseditorsrevealedthattheyperceivedgraduatestudentsenrolledinaPIPasbeinggenerallycompetentwithdigitalmedia,butoftenlackinginbasicgeneralknowledge,essentialnewswritingandgrammarskills(Tanner,O’Donnell,Green&Cullen2014).


Infact,aPIPoftenexposed,ratherthanimprovedupon,agraduate’slackofability.Furthermore,editorsandjournalistsareoftenfartoobusytoinstruct,monitororassesstheirworkpracticeskills.Billett’sOLTFellowshipstressedtheneedtobeclearaboutwhatneedstobelearntandtoconsideroptionsotherthansupervisedplacementstosecureintendededucationalpurposes(2011,20).WhilePIPsareuseful,theycanalsobeproblematicinthattheydonotprovideanadequatemeasurementofgraduatecapabilities,andtheypresumethatgraduateshaveactuallyacquiredacertainlevelofcapability.Theycouldformpartofajournalismcapstoneunit,butonlyasoneofanumberofothermeasurementactivities.

1.3.3 Increasingtheconsultationofjournalismeducatorswithindustry

Anotherissuepromptingjournalismcapstoneunitreformconcernsthelackofconsultationofjournalismeducatorswithindustry.Thiswasevidentinthefindingsoftheaforementioned2011OLTInnovationandDevelopmentGrant,whichinvolvedinterviewswith50newseditorsacrossAustralia.Thesekeyindustryemployerswerechosenastheyroutinelyselectandemploygraduatejournalists.However,themajorityofeditorshadlittletonoknowledgeofthejournalismdegreesormajors,evenwithintheirhomestates.ThismightexplainwhytheAustraliantertiaryjournalismcoursesarenotofficiallyaccreditedbyindustry,witheditorspreferringtointeractwithknownindividualsratherthaninstitutions.ThisFellowshipreinvigoratedthedebateastowhetheralljournalismeducationprogrammesshouldbeaccreditedbyindustry,whileseekingtoestablishaccreditationforprogrammesthatembedthejournalismcapstoneunit.

Encouragingly,the50academicsand50newseditorswhowereinterviewedforthe2011OLTInnovationandDevelopmentGrantwereinagreementthatindustryanduniversitiesneededtoworkmorecloselytogether,withabeliefthatindustrycouldhavebroaderinputintoprogrammedesignandrevitalisationofthejournalismcurriculum(Tanner,O’Donnell,Green&Cullen2014).Thisideaisechoedina2011OLTGrantonWILimpact:“Industryanduniversitiesshouldcollaborateoncurriculumdevelopmentanddesign,supervisionofstudentsandfeedbackonassessment”(Ferns,Smith&Russell2014,8).Journalismandthemediaindustryhaveundergonemajorstructuralchangesduetotheintroductionofnewdigitaltechnologies.Thisrapidchangeisnotableinmanyindustriesbutisacuteinthemediasectorandthereforedemandsaparticularlyresponsiveandadaptablecurriculumforjournalismeducation.

1.3.5 Embeddingnewcapabilities:beingenterprisingandentrepreneurial

StClair(2015)pointstoacurrentchallenge:theever-changingworldofjournalismrequiresjournalismstudentstoacquireanddemonstratenewcapabilitiessuchasbeingenterprisingandentrepreneurial.

Theworldofjournalisminthedigitalageischangingfasterthanuniversitycurriculacankeepup.Newsisnowproducedinformsandonplatformsthat


werenon-existent10yearsago.Journalistsmayincreasinglygeneratetheirownworkopportunitiesinentrepreneurialnewsoutletsandstart-ups,ratherthanasemployeesinlegacynewsprintandbroadcastmedia.Substantialworkforcecontractionhasalsooccurredsince2012asrevenueinprintandothertraditionalmediahasfoundnewhomesinsocialmediaandsearchengines,andover1000journalists(or15percentofthejournalismworkforce)weremaderedundant.Journalismgraduatesthereforeneedtobeflexible,innovativeandenterprisingtosurviveprofessionallyinthisevolvingsetting(StClair2015,122).

1.3.6 Drawingonexistingjournalismcapstoneunits

Asmentionedpreviously,itisdifficulttodefineexactlywhatajournalismcapstoneunitisfromwhatiscurrentlyonoffer.Judgingfromexistingcapstones,aninitiallistofcoreskillsthatajournalismcapstoneunitneedstomeasureincluded:research,writing,grammar,digitalandsocialmedia,video,communicationandteamskills.Yettherewasinconsistencyregardingtheinclusion,importanceandassessmentoftheseskills.

AtSwinburneUniversityofTechnology,thefinal-yearjournalismcapstoneunitisdividedintotwosections:CapstoneA–JOU30002andCapstoneB–JOU30003.ThedescriptionoflearningoutcomesforCapstoneA,whichinvolvesajournalismprojectandreflectiveessay,statethatthestudentswillgainexperience,completeajournalismprojectandreflectonethicalandlegalissuesconnectedwiththepracticeofjournalism.ThedescriptionoflearningoutcomesforCapstoneBissimilar,andthelearningoutcomesincludetheabilitytoidentifyaudiences,gainexperienceinbuildingaudiences,becomepartofaninternet-basedplatform,andreflectonjournalismpracticeincludingtheethical,legalandpracticalproblemsencountered.Thereisanabsenceoftermssuchas“measure”or“demonstrate”inrespecttocapabilities.“Should”ispreferredto“can”.

ItisasimilarstoryatMonashUniversity.Thefinal-yearjournalismunitisinfactaPIPunitwhereentrydependsonnegotiationwiththeunitcoordinator.Learningoutcomesareexpressedwithphraseslike“studentsshouldbeableto”.

AttheUniversityofCanberra,thejournalismcapstoneunitisbasicallyaPIP,butitistheonlyuniversitytostateinthelearningoutcomesthatstudents“willbeabletodemonstrateability”.Thisoffersconcretelearningoutcomesincontrasttothemoreoptimisticmodalverb“should”,whichcreatesanimpressionthatitismoreaspirationalthanactual.

AlloftheAustralianuniversitieswithexistingjournalismcapstoneunitsagreedtocollaborateinthisFellowship.Workingwiththeirrelevantacademics,thisFellowshipinvestigatedwhatsubstantivecomponentsneededtobeinajournalismcapstoneunitand—ratherthandesignastandardisedunit—offeredaseriesofcriteria,strategiesandstandardstoguideteachersinthe(re)designofajournalismcapstoneunittailoredtotheircontext.


1.3.7 Tailoringthejournalismcapstoneunit

Arecentarticlein HigherEducationResearchandDevelopmentarguesthat“thereisaclearneedforthecapstoneexperiencetobetailoredsuitablytostudent(andworkplace)needs”(Thomas,Wong&Li2014,13).ThispointisreiteratedbyapreviousOLTNationalSeniorTeachingFellow,ProfessorNicoletteLee,whonotesthatwhilethecapstonecurriculumhasbecomeincreasinglyimportantinAustraliatoassessdisciplinestandardsandAustralianQualificationFramework(AQF)levels,thecapstonecurriculumisextraordinarilydiverseand“mustmeetanarrayofstudent,institutionalandsectorneeds,includingthresholdstandards”(Lee2015b).


Chapter2:TheFellowshipapproachandactivities

2.1 StakeholderengagementAttheinceptionofthisFellowship,IestablishedaProjectWorkingGroup(PWG),aProjectReferenceTeam(PRT),anExpertFellowshipTeam(EFT)andaProjectValidationGroup(PVG).ProfessorRobynQuin,formerDeputyViceChancellor(Education)atCurtinUniversity,wasappointedtheexternalevaluatorforthisFellowship.

2.1.1TheProjectWorkingGroup(PWG)

ThePWGcomprisedof30journalismacademics,eitherheadsofjournalismprogrammesorcoursecoordinators,from16Australianuniversitiesthateitherofficiallyoffercapstoneunitsorelserununitsthatcouldbeconsideredcapstones,asfollows:

• SwinburneUniversityofTechnology;• MonashUniversity;• TheUniversityofMelbourne;• RMITUniversity;• UniversityofCanberra;• UniversityofSouthAustralia;• TheUniversityofSydney;• UniversityofWollongong;• TheUniversityofQueensland;• CurtinUniversity;• MurdochUniversity;• TheUniversityofNewcastle;• UniversityofTechnologySydney;• CharlesSturtUniversity;• QueenslandUniversityofTechnology;and• TheUniversityofAdelaide.

2.1.2TheProjectReferenceTeam(PRT)

The3membersofthePRTassistedthisFellowshipbyactingasindependentandobjectivecriticalfriends,reviewersandevaluatorsofthematerialsgeneratedwithintheproject.IchoselecturerswhohavereceivedOLTcitations(andOLTgrants),fromjournalismprogrammesinNewSouthWalesandVictoria—wherethemajorityofjournalismprogrammesareconcentrated.Thisemphasiswastoensurebalanceandcomparabilitynationally.ThePRTcomprisedasfollows:

• ProfessorStephenTanner,ProfessorofJournalism,UniversityofWollongong—formerJERAApresident,2008OLTCitationrecipientfortheengagementofmedia


professionalsandlocalcommunityinongoingreview,implementationandrefinementofaresponsiveandcreativecurriculumforjournalismstudents;

• DrColleenMurrell,SeniorLecturerofJournalism,MonashUniversity&DeakinUniversity—2008OLTCitationrecipientforfundingcreativestudentlearningtoindustrybestpracticethroughthedesignofauthenticandengagingcurriculaandrelevantassessmenttasksinjournalism;and

• JennaPrice,SeniorLecturerofJournalism,UniversityofTechnologySydney—2013OLTCitationrecipientforasustainedcommitmenttoimprovingstudentretentionandengagementforjournalismstudentsfromdayonetoemployment.

2.1.3TheExpertFellowshipTeam(EFT)

The3membersoftheEFTassistedthisFellowshipbysharingtheirideasandexpertise.TheEFTcomprisedasfollows:

• ProfessorBeverleyOliver,DeakinUniversity—withexpertiseingraduateoutcomesandcapabilities;

• ProfessorHeatherAlexander,QueenslandUniversityofTechnology—withexpertiseinstandardsassessmentandvalidation;and

• ProfessorNicoletteLee,SwinburneUniversityofTechnology—withexpertiseincapstoneunitsdesignanddevelopment.

2.1.4TheProjectValidationGroup(PVG)

Toavoidextendingtheresearchprocesswithmoredatacollectionanddiscussions,IselectedjournalismacademicsfromfiveuniversitiesinMelbournewhowereconsideredrepresentativeofthediverserangeofthejournalismacademicsinAustralia,especiallyintermsofageandthetimespentworkingasjournalists,teachersorboth.ThePVGcomprisedasfollows:

• ProfessorLawrieZion,HeadofJournalism,LaTrobeUniversity;• AssociateProfessorJohnLidberg,HeadofJournalism,MonashUniversity;• AssociateProfessorAndrewDodd,HeadofJournalism,SwinburneUniversityof

Technology;• DrColleenMurrell,SeniorLecturerofJournalism,MonashUniversity&Deakin

University;and• DrAlexWake,SeniorLecturerofJournalism,RMITUniversity.

2.2 Phase1(Jul-Dec2015):Consultation

TheintentionofPhase1wastoconsultwiththeProjectWorkingGroup(PWG)andotherkeystakeholderstodevelopanagreedsetofgraduateattributesthatindustryexpectsfromjournalismgraduates,whichthecapstoneunitsoughttodemonstrateandassess.Idrewon


theOLTFellowshipworkofProfessorBeverleyOliver,whohasdevelopedresourcesandactivitiesassociatedwiththefollowinggraduatecapabilities:

• Writtenandoralcommunication;• Criticalandanalytical(andsometimescreativeandreflective)thinking;• Problem-solving(includinggeneratingideasandinnovativesolutions);• Informationliteracy,oftenassociatedwithtechnology;• Learningandworkingindependently;• Learningandworkingcollaboratively;and• Ethicalandinclusiveengagementwithcommunities,culturesandnations(Oliver

2015).

Ibeganbyconductingface-to-faceinterviewswiththePWG.Thesemi-structuredinterviewsincluded,butwerenotlimitedto,thefollowingopen-endedquestions:

• Whatdoyouunderstandbytheterm‘capstoneunit’?• Whattypeofcapstoneunitsdoyouuse?• Whatweretheunderlyingprinciplesforthecapstoneunits?• Whatdisciplinaryandprofessionalskillsdostudentsneedtodemonstrate?

Eachparticipantsignedaconsentformbeforetheirinterview,whichlastedatleastonehour.Interviewswererecordedandlatertranscribed.Severalfollow-uptelephonecallsweremadetoobtainbothclarificationsandfurtherinformation.This‘audit’later,inPhase2,underwentavalidationprocessandinformedadiscussionpaper,wherebyIreviewedeachuniversity’sundergraduatejournalismcurriculumandtheaims,criteria,strategies,standardsandassessmentsoftheirrespectivecapstoneunits.

Ithenvisitednewspaper,broadcastandonlinenewseditorsinPerthandSydney—SydneyMorningHerald,TheConversation,Crikey,TheWestAustralian,AustralianBroadcastingCorporation(ABC)720,EdithCowanUniversityMedia—toseektheirviewsonthecriticalgraduatecapabilitiesthatshouldbedemonstratedandmeasuredinacapstoneunit.

IheldameetingwiththeProjectReferenceTeam(PRT)inlateOctober2015,todiscussfeedbackfromthePWGinterviews.IthenconsultedwitheachmemberoftheExpertFellowshipTeam(EFT)todiscusstheproject’sprogress.

IpresentedapaperonthisFellowshipataTeachingandLearningconferenceatEdithCowanUniversity,Joondalup,on4November2015.IpresentedaposteronthisFellowshipattheWestAustralianNetworkforDissemination(WAND)SharingDayattheUniversityofWesternAustraliaon6November2015.

Ithenorganisedandchaireda45-minuteQuestion-and-Answer(Q&A)paneldiscussion,andpresentedapeer-reviewedpaper,onjournalismcapstoneunitsattheannualJERAAconferenceatCharlesSturtUniversity,Bathurst,1-5December2015(Cullen2015).


2.3 Phase2(Jan-Aug2016):Validation

Iorganisedaone-dayworkshoponjournalismcapstoneunitsattheUniversityofWesternAustraliaon1February2016,withjournalismeducatorsfromfourPerth-baseduniversities:EdithCowanUniversity,MurdochUniversity,CurtinUniversityandNotreDameUniversity.Interestingly,noneoftheseuniversitiesusedtheterm‘capstone’intheirjournalismcourses.TheparticipantswereaskedthesamefourquestionsasthePWGinthePhase1interviews,butthesessionwasconductedasanopenforumratherthanasquestionsdirectedatindividualinstitutions.Theseuniversitieswerethenpairedupandinvitedtotrialthedevelopmentofanewcapstoneunitfortheirjournalismcourses.Byworkinginpairs,theteamscollaboratedtodevelopamutuallyagreeableunit,whichwouldthenbepeer-reviewedinitsimplementationandbenchmarked.Thejournalismcapstoneunitwastobeembeddedintheirjournalismprogrammesfrom2017onwards.

InlateJune2016,IcirculatedthefirstdraftofadiscussionpapertitledJournalismcapstoneunitsinAustralianuniversities toalloftheFellowshipstakeholdersforfeedback.Itincludedfindingsandexamplesofbest-practicebasedontheface-to-faceinterviewsconductedinPhase1.

On27August2016,ProfessorRobynQuinandIfacilitatedameetingoftheProjectValidationGroup(PVG)attheVictoriaStateLibrary,withthefollowingagenda:

• TodiscussthefeedbackandfindingsonjournalismcapstoneunitsascollectedinPhase1;

• Todiscussandidentify—inthecontextoftheAQFlevel7criteria—theskillsandknowledgerequiredbystudentstosuccessfullycompleteacapstoneunit;and

• Toexaminevariousmodelsofcapstoneunitsandidentifypossiblemodel(s)appropriatetojournalismcoursesinAustralianuniversities.

ProfessorBrendaCherednichenko,ExecutiveDean(ArtsandEducation)atDeakinUniversity,wasalsoinvitedtotheproceedings.

2.4 Phase3(Sep2016-Jan2017):Dissemination

2.4.1 TheFellowshipwebsite

IdevelopedtheFellowshipwebsite,www.journalismcapstoneunits.org,toshowcasethejournalismcapstoneunitresources.Itwillremainliveforatleastfiveyears.

2.4.2 Peer-reviewedpublications

OverthecourseoftheFellowship,Iachievedthreepeer-reviewedpublications—inPacificJournalismReview(PJR),Journalism&MassCommunicationEducator(JMCE)andAsiaPacificMediaEducator(APME)respectively:


• Cullen,T.(2017b)Journalismcapstoneunitsbasedonagreedprinciplesandstandards.PacificJournalismReview,(22)2,172-184

• Cullen,T.(2016a)Designingcapstoneunitsthatdemonstratestudentskills.JournalismandMassCommunicationEducator,71(3),360-370

• Cullen,T.(2015c)Acapstoneunitfortertiaryjournalismprogramsthataimstofacilitatethedemonstrationofgraduatecapabilities.AsiaPacificMediaEducator,25(2),297-304

2.4.3 Nationalandinternationalmediaandcommunicationconferencepapers

OverthecourseoftheFellowship,Ipresentedresearchpapersatfivenational/internationalmediaandcommunicationconferences,asfollows:

• Cullen,T.(2017a)Agreedprinciples,modelsandskillsforcapstoneunits.ResearchpaperpresentedattheFirstWorldSummitofNationalTeachingFellows,RadissonBluHotel,Birmingham,England,19thFebruary

• Cullen,T.(2016b)Journalismcapstoneunitsthatdemonstratekeyresearch,communicationandentrepreneurialskillsfornewmediajobsandmarkets.ResearchpaperpresentedattheInternationalAssociationforMediaandCommunicationResearch(IAMCR),LeicesterUniversity,England,29thJuly

• Cullen,T.(2016c)Journalismcapstoneunitsbasedonagreedprinciplesandstandards.ResearchpaperpresentedattheWorldJournalismEducationCongress(WJEC),AucklandUniversityofTechnology,Auckland,NewZealand,16thJuly

• CullenT.(2016d)Anoverviewoftertiaryjournalismcapstoneunitsandtheneedforagreedprinciplesandstandards.ResearchpaperpresentedattheHigherEducationResearchandDevelopmentSocietyofAustralasia(HERDSA)conference,EsplanadeHotel,Fremantle,Australia,7thJuly

• Cullen,T.(2015b)Capstoneunitsandwaystodemonstrateacquiredknowledgeandskills.ResearchpaperpresentedattheTeachingandLearningconference,EdithCowanUniversity,Joondalup,Australia,4thNovember

2.4.4 Researchpanelsatnationaleducationconferences:

OverthecourseoftheFellowship,Ideliveredresearchpapersasapanelmemberattwonationaleducationconferences,asfollows:

• Cullen,T.(2016e)Whywehaven’tfinishedwithemployability.ResearchpaperdeliveredasapanelmemberattheHigherEducationResearchandDevelopmentSocietyofAustralasia(HERDSA)conference,EsplanadeHotel,Fremantle,Australia,6thJuly

• Cullen,T.(2015a)Acapstoneunitforjournalismprogramstofacilitatethedemonstrationofgraduatecapabilities.Researchpaperdeliveredasapanelmember


attheJournalismEducationandResearchAssociationofAustralia(JERAA)conference,CharlesSturtUniversity,Bathurst,Australia,2ndDecember


Chapter3:TheFellowshipfindingsandoutputs

3.1 Findingsfromtheinterviewquestions

3.1.1 Whatdoyouunderstandbytheterm‘capstoneunit’?

Generally,theintervieweessaidthataprimeaimofthecapstoneunitwastoimprovetheemployabilityofthestudent.Thiswasoftenachievedthroughtheuseofaportfoliothatshowedvariousskillssuchaswritten,audio,visual,photographic,onlineandsocialmediaskills.Anotherwidelysupportedviewwasthatacapstoneunitshouldbeathird-yearunit,andthatitshouldenablestudentstodemonstratetheskillstheyhadacquiredoverathree-yearjournalismcourse.Commonphrasesusedtodescribeacapstoneunitincluded:“bringingtogetherofskillsandknowledgeacquiredoverathreeyearperiod”,“afullstopontheircourse”,“athrowbacktothefuture”,“roundingofftheirdegree”and“makingsuretheyarejobready”.Thesedescriptionsandunderstandingsresonatewiththeviewsofseveralprominentresearchersinthefieldofcapstoneresearch,suchasLee(2015b)whoemphasisestransitionandindependence,andMcNamaraetal.(2012)whohighlighttheaspectoflookingbackandalsoforward:

[...]anopportunityforfinalyearstudentstobothlookbackontheirundergraduatestudyinanefforttomakesenseofwhattheyhaveaccomplished,andtolookforwardtoaprofessionalexistencewheretheycanbuildonthatfoundation.Itisduringthecapstoneexperiencethatstudentscompletethetransitionfromtheirprimarilystudentidentitytoembracethebeginningoftheirprofessionalidentity(McNamaraetal.2012).

3.1.2 Whattypeofcapstoneunitsdoyouuse?

Lee(2015b)identifiessixcommoncapstonemodelsusedacrossdisciplines:• Externally-orientedprojects;• Academicinquiryprojects;• Practice-orientedsimulations;• Practice-basedconsultancies;• Task-orientedsimulations;and• Professionalplacements.

Theinterviewsrevealedthattherewerethreetypesofthird-yearcapstoneunitsinuse:internships,newsroomsimulationsandprojects;thatis,professionalplacements,practice-orientedsimulationsandexternally-orientedprojects,tousethenomenclatureofLee(2015b).Theeducatorsusedatleastone,andoftentwoorthree,capstoneunittypesforeachoftheirrespectivejournalismcourses.

Internships(alsoreferredtoasProfessionalIndustryPlacements)werethemostpopular,followedbynewsroomsimulationsand,lastly,projects.Theinternshipusuallylastedfour


weeksfull-timeatamediaorganisation.Thisinvolvedconsultationwiththejournalismcoordinatoraboutthesuitabilityoftheplacement.Itwascommonpracticetoselecthighperformingstudentsratherthanthosewhowereaverageorstrugglingwiththecourse.Thenewsroomsimulationhelpedstudentstodemonstratewhattheyhadlearntduringtheirthree-yearundergraduatecourse.Partofthisincludedaportfolioofpublishedworkandachievements.Theprojectrequiredstudentstocoveraweek-longeventoralocalsocialorpoliticalissue.Studentswereexposedtoawiderangeofjournalisticskillssuchasinterviewing,writing,editingandkeepingproductiondeadlines.Criticalreflectionwasconsideredakeypartoftheproject.

Generally,theintervieweesweresatisfiedthatthebenefitsofacapstoneunitfaroutweighedthenegatives.Forexample,severaleducatorssaidthatthecapstoneunitsenabledstudentstoproduceportfoliosorshowreels,whicharenowbasicrequirementswhenstudentsapplyforjobsatmediaorganisations.Othersdescribedhowtheirstudents,especiallyintheinternshipandnewsroomsimulationcapstoneunits,hadstartedtothinkandactlikejournalistsandhowtheydevelopedaconfidentandprofessionalapproachtotheirwork.Theycouldalsoidentifygapsintheirlearning.Onthenegativeside,theuniversitytimetableoftenlackedtheflexibilitytocaterforanintensivevocationalcourse,andonlyRMITUniversitywasabletostructureitsnewsroomsimulationunitintoawholeday,onceaweek.Weakstudentsstruggledwithinternships,asindustrywaskeentoemployhighlymotivated,intelligentanddeterminedstudents.

3.1.3 Whatweretheunderlyingprinciplesforthecapstoneunits?

Theintervieweesstressedthefollowingfiveprinciplesforaneffectivejournalismcapstoneexperience,buttheydidnotratetheminorderofpreference:

• Transitiontoworkandprofessionalpractice;• Integrationandextensionofpriorlearning;• Authenticandcontextualisedexperiences;• Studentownershipandindependence;and• Continueddevelopmentofcriticalinquiryandcreativity.

TheseprinciplesshowclosesimilaritiestothelistofgeneralprinciplesthatLee(2015b)foundinherresearchoncapstonecurriculum.Shearguesthatgeneralprinciplesthatcaterfordiversecoursessuitawidevarietyofdisciplinarycapstoneunits.However,itmustbenotedthatnotalltheintervieweeswereinfullagreementwiththesefiveprinciples,andthereisaneedforfurtherdebateanddiscussiontoarriveatanagreedlist.

3.1.4 Whatdisciplinaryandprofessionalskillsdostudentsneedtodemonstrate?

Inbrief,theskillsrequiredbyjournalismstudentstosuccessfullypassthecapstoneunitweredividedintotwosections—disciplinaryandprofessional.


Disciplinaryskills:

Disciplinaryskillsincludednewswriting,audio,online,television,photographic,video,editing,verification,anddigitaltechnicalskills.Also,thestudenthadtobeateamplayer,possessanextensivesocialmediapresence,researchandanalyticalskills,andanabilitytopublishacrossplatforms.Theyhadtobeabletogeneratestoryideasandcommunicateaccurately,vividlyandmemorably.Severaleducatorsaddedthattheabilitytogenerateandpitchideastoeditorswasessential,alongwithhighlycompetentinterviewskills.

Professionalskills:

Severalintervieweesspokeabouttheneedforethicalpractitionerswithasolidknowledgeofmedialaw,andforjournalismstudentstoseekthetruth,accuracy,balanceandfairnessinnewsreporting.Also,therewasacallforareflectiveandmindfulpractitionerwhocouldseetheconsequencesoftheirprofessionalwork.

Itisinterestingtonotethatthetwolists—disciplinaryandprofessionalskills—closelycorrespondtowhattheacademicsandnewseditorsrecommendedintheCullen(2014)study.Therewasbroadagreementamongbotheducatorsandnewseditorsthat,attheendoftheircourses,journalismstudentsshouldbeabletodemonstrateresearch,writing,grammar,digitalandsocialmedia,video,communicationandteamskills.Thetwolistsprovidewhatneedstobedemonstrated,buttherewasaninconsistencyregardingtheexactassessmentoftheseskills.‘Entrepreneurial’wasatermconstantlyrepeatedbytheinterviewees,withjournalistsincreasinglygeneratingworkopportunitiesastheworldofjournalismevolvesinthedigitalage.

3.2 Agreedaimsofjournalismcapstoneunits

ThisFellowshipinvolvedanextendeddiscussionastowhatwas,andshouldbe,thenatureofajournalismcapstoneunit.Atissuewaswhetherthecapstoneunitshouldbeprimarilyameansoflearningnewknowledgeandskillsor,whilestillalearningexperience,achanceforstudentstoapplytheirmasteryandsynthesisoftheknowledgeandskillsgainedoverthecourseoftheirdegreeormajorinjournalism.Therewasgeneralagreementthatajournalismcapstoneunitshould:

• resultinapublishableoutcome;• provideanopportunitytodemonstratecorejournalismskills;and• bestudent-centred,requirestudentstoarticulatewhattheywantedtoachieve,and

howtheyproposedtoachieveit.

3.3 Agreedprinciplesforjournalismcapstoneunits

TheProjectValidationGroupagreedonasetof7principles,withtheunderstandingthatprinciplesprovideaguidetothenatureanduniqueimportanceofthecapstoneexperienceinthestudentjourneytograduationandbeyond.Theseprinciplesweresimilartothe5


principlesmentionedduringPhase1interviewsbythemajorityofthe30journalismacademicscomprisingthePWG.However,itwasagreedthatthislistprovidesclearercontentanddirection.

Transition:Assiststudentstodevelopasenseofprofessionalidentityandsupportthemtomanagetheircareerplanninganddevelopment.

Integrationandclosure:Enablestudentstoattainasenseofcompletionandanunderstandingofwhatitmeanstobeagraduateandaglobalcitizen.

Diversity:Enhancestudents’capacitytoengagewithdiversityinprofessionalcontexts.

Engagement:Requirestudentstoassumeactiverolesandtoapplytheirlearninginrealistic,authenticandunfamiliarcontexts,andtotakeresponsibilityfortheirownwork.

Assessment:Alignassessmentpracticetoagreedcapstoneprinciples.Askstudentstoreflectontheirowncapabilitiesandperformance.

Evaluation:Regularevaluationscontributetothedemonstrationofstudentattainmentofdisciplinelearningoutcomes.

Skills:Identitycorepivotaljournalismskillsfordemonstrationandapplication—writing,story-telling,digitalbroadcastcompetenciesacrossallplatforms,professionalpublishablecontent,producingtodeadlineandreflectiveanalysis.

3.4 Agreedmodelsofjournalismcapstoneunits

Asmentionedearlier,therearethreemodelsofjournalismcapstoneunitscurrentlyusedwithinAustralianuniversities:

• internships(ProfessionalIndustryPlacements);• newsroomsimulationsorotherin-houseauthenticlearningexperiences,suchas

publishinginaweb-basedpaper/journal;and• projects.

TheProjectValidationGroupconsideredinternshipstobevaluable,butincreasinglydifficulttosecure,ofvariablequalityandnon-inclusive.Newsroomsimulationsofferedanauthenticlearningexperienceandanopportunitytodemonstratestrengths,yettheywereresourceintensive.Projectswereseentoofferscopeforplatform-neutralandacross-platform


journalismpractice,plustheopportunitytoengageinextendedresearchandanalysis.Theywerealsoameansbywhichstudentscoulddemonstratecourselearningoutcomes,knowledge,skillsandabilities.

Insummary,thePVGthoughtthateachofthethreemodelshadvalueandshouldberetained,perhapsasCapstone1,Capstone2andCapstone3.Therewasgeneralagreementthataprojectunitshouldbesupportedbyrigorousintendedlearningoutcomeswhich,whilenotoverlyrestrictingstudentchoiceoftopic,shouldensurethatunitoutcomeswerecomparableforallstudents.

3.5 Agreedlistofskillstodemonstrate

TherangeofskillssuggestedbythisFellowship’sProjectWorkingGroupandbythe50newseditorsinthe2014researchreportonindustryneedsandgraduateattributes(Cullen,Tanner,Green&O’Donnell)wasseenbytheProjectValidationGroupascomprehensive.Nonetheless,theybelievedthatstudentswouldnothavetodemonstrateeveryskill—writing,researchandanalysiswereconsideredthecoreskills.ThePVGnotedthattheessentialjournalismskillsshouldbeplatform-neutral.

Additionalsuggestionsforskillstobeaddedtothelistwere:• Audio(toreplacethemedium-specific‘radio’);• Advancedmedialiteracyskills;and• Knowledgeofthecontemporaryandemergingmedialandscape.

RefertoAppendixBforthelistofagreedskillsforjournalismcapstoneunits.ThislistwaspresentedtoJERAAforacceptance.

3.6 Challenges

Asmentionedearlier,notalloftheintervieweeswereinfullagreementwiththefiveprinciplesofajournalismcapstoneunit,andsothereisaneedforfurtherdebateanddiscussiontoarriveatanagreedlist.Alsounresolvedwaswhetheracapstoneunit,orindeedanyotherunitinthecourse,shouldnecessarilyincludeskillsdevelopmentrelatedtofutureemploymentoptions;forexample,freelanceoperations,start-upenterprises,contractnegotiationandfeesetting.Givenconcernsaboutacrowdedcurriculumandthevaryingpolicyrequirementsofthedifferentuniversities,thismatterisprobablybestlefttoindividualuniversitiestodecide.

3.7 Successfactors

3.7.1 Industrycollaboration

Industry’sparticipationinthediscussionandconsultationprocessofthisFellowshiphadtwobeneficialimpacts:improvingthe‘distant’relationshipbetweenacademicsandindustry


(Tanner,O’Donnell,Green&Cullen2014);andrevitalisingtheprocessofindustryaccreditationforjournalismprogrammesinAustralia,whichiscurrentlyatastandstill.

3.7.2 JERAAsupport

JERAA’ssupport,andeventualendorsement,oftheFellowshiphasbeencriticaltoitssuccess.Themajorityofeducatorsfromthe29AustralianuniversitiesthatofferjournalismprogrammesattendtheJERAAannualnationalconference,makingitapractical,proactiveandeffectivedisseminationstrategyforthisFellowship.


Chapter4:TheFellowshipimpactandevaluation

4.1 Impact

4.1.1 Teammembers

TheProjectWorkingGroup(PWG),ProjectReferenceTeam(PRT),ExpertFellowshipTeam(EFT),ProjectValidationGroup(PVG)andtheExternalEvaluatorwereconsultedthroughouttheFellowship,fromitsinception,andplayedanintegralroleinitsprogress.

FollowingthisFellowship,fromMarchtoJune2017,Iamconductingworkshopstosupportjournalismeducatorsinthe(re)designoftheircapstoneunits.Amonitorgroup(comprisedofmembersfromtheWPGandtheEFT)willtrackhowmanyjournalismprogrammesembedthecapstoneandelicitgraduatefeedback,toinformcontinualimprovement.ThiscommunityofpracticewillenablejournalismcapstonedevelopmenttocontinuebeyondthisFellowship,asthevariousunitsareimplementedandtheoutcomesarepeer-reviewed.

TheFellowshipwillseektohaveon-goingimpactthroughtheactivitiesoftheseparticipants.

4.1.2 Immediatestudents

DuringtheFellowship,apreliminarycapstonemodelwasdevelopedandtrialledinjournalismprogrammesinAustralia.Thevariouscapstoneunitswereembeddedinjournalismprogrammesbyfirstsemester2017and,bytheendofthatyear,finalyearstudentswillexperiencethebenefitsofaredesignedandnationallyimplementedcapstoneunitthatallowsthemtodemonstratetheirskillsandcapabilitiesmoreeffectively,therebyincreasingtheirchancesofemployabilityinarangeofcommunicationandmediaprofessions.Throughthesemeans,theimpactonstudentswillcontinuebeyondthelifeoftheFellowship,astheresourcescontinuetobeimplementedandrevised.

4.1.3 Spreadingtheword

TheFellowship’sdisseminationstrategieswerevastandmulti-dimensional.Theyincludedwideconsultationwitheducatorsandeditorsinallthreeprojectphases,productionofpeer-reviewedpublications,participationinjournalismeducationconferences,continualengagementwithprofessionalbodiessuchasJERAAandWJEC,andproductionofaFellowshipwebsite.

4.1.4 Narrowopportunisticadoption

MyinvolvementasanAustralianLearningandTeachingFellow(ALTF)hasenabledmetopartakeintheactivitiesandinteractwithotherFellowsonanongoingbasis.ThroughtheFellowswhohaveagreedtoworkwithme,IamabletosharetheoutcomesandoutputsoftheFellowshipatthevariousforumsandbecomepartoftheacademiccommunitythatis


interestedinthisaspectofuniversitylearningandteaching.TheseactivitiesenableanimpactbeyondthelifeoftheFellowship.

4.1.5 Narrowsystemicadoption

OverthecourseofthisFellowship,thenumerousparticipatinguniversitieshavebeentriallingandadoptingthejournalismcapstoneunits,andembeddingthemintotheircurricula.Australianjournalismgraduatesarenowenabledtodemonstrate,tobotheducatorsandemployers,thattheyhaveacquiredagreedskillsandcompetenciesforemploymentinawholerangeofdigitalmediaandcommunicationsindustries,aligningwiththegovernment’sAQFlevel7standardsforBachelordegrees.

4.1.6 Broadopportunisticadoption

Newseditorsparticipatedinthefirstphaseoftheproject,withcriticalinputontheagreedgraduateskillsandcapabilitiesneededfortheindustry.Theyweresubsequentlypresentedwiththefinaljournalismcapstonemodelandencouragedtoenterintoaprocessofindustryaccreditationwiththoseuniversitieswhoadoptthenewcapstone.

4.1.7 Broadsystemicadoption

Thecapstonemodelwillalsobemadeavailabletootherdisciplines,suchaspublicrelationsandadvertising,especiallysincecommunication,socialanddigitalmediacapabilitiesarebecomingincreasinglypartoftherequiredskillsetforthesedisciplines.AftertheFellowship,aconferencepaperonitsoutcomesandthefinalmodelwillbedeliveredatthePublicRelationsInstituteofAustralia(PRIA)annualconferencein2017.Thesesystemicmeasuresbeyondparticipatinginstitutionswillpotentiallyleadtochangesforallrelevantstudents.

4.2 ExternalevaluationProfessorRobynQuin,formerDeputyViceChancellor(Education)atCurtinUniversity,wastheexternalevaluatorforthisFellowship.RefertoAppendixCforherevaluationreport.

4.3 Conclusion

On17December2016,theFellowship’sresearchoutcomesandrecommendations—theagreedprinciples,models,standardsandskills—wereacceptedbytheExecutiveofJERAAforuseinjournalismprogrammesinAustralianuniversities.RefertoAppendixDfortheJERAAletterofendorsement.Thissupporthasassistedthe(re)designofjournalismcapstonestoalignwiththegovernment’sAQFlevel7standardsforBachelordegrees.Australianjournalismgraduatesarenowenabledtodemonstrate,tobotheducatorsandemployers,thattheyhaveacquiredagreedskillsandcompetenciesforemploymentinawholerangeofdigitalmediaandcommunicationsindustries.


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AppendixA

CertificationbyDeputyVice-ChancellorIcertifythatallpartsofthefinalreportforthisDETFellowshipprovideanaccuraterepresentationoftheimplementation,impactandfindingsoftheproject,andthatthereportisofpublishablequality.

Signature:…………………………………………......…..............................

Name:…………………………………………......…....................................Date:……............………


AppendixB

Listofagreedskillsforjournalismcapstoneunits


AppendixC

ExternalEvaluator’sreport


AppendixD

JERAAletterofendorsement

journalism capstone units: ournalism programmes to ... · journalism capstone units: capstone units...

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