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Multi-platform delivery in today’s modern news organizations: challenges and successes of converging student newsrooms, an assessment study

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Multi-platform delivery in today’s modern news organizations: challenges and successes of converging student newsrooms, an assessment study

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MULTI-PLATFORM DELIVERY IN TODAY’S MODERN NEWS ORGANIZATIONS:
CHALLENGES AND SUCCESSES OF CONVERGING STUDENT NEWSROOMS,
AN ASSESSMENT STUDY

by
Amara Aguilar

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the Requirements for the Degree
DOCTOR OF EDUCATION

December 2020

Copyright 2020 Amara Aguilar
ii

Acknowledgments

In gratitude to all the professors at the University of Southern California Rossier School
of Education, especially the dissertation team: Dr. Cathy Krop, Dr. Alexandra Wilcox, Dr.
Courtney Malloy, and Dr. Laura Castañeda. Thank you very much for your guidance throughout
the dissertation process. I am appreciative too of the faculty members who took the time to
participate in this study and the organization and its leaders who supported this research.
Thank you also to my mom and dad, Mary and Ruben Aguilar, and my sister, Andrea, for
your love and support. A special thanks to my daughter Catalina, who in many instances was
doing her homework along side of me while I worked on assignments for the doctoral program
and this dissertation. I am also grateful to my colleagues at USC Annenberg, especially Dr.
Castañeda, a mentor and colleague who has helped me in so many ways. I also want to thank
many of the professors at Rossier, who shared insights in their classes that I will use in the next
chapter of my career. These include Dr. Anthony Maddox, Dr. Malloy, and Dr. Darlene Robles.
In addition, thank you to the journalism professors who have helped me along the way
and always inspired me to reach for the stars, especially my former student newspaper advisers
from high school, community college and university: Nancy Ballard, Jeff Brody, Dwight
Bustrum, Rich Cameron, and the late C.T. Nelson. It is because of you all that I wanted to
become a journalist and journalism professor, so that I may in some way give back some of what
you gave to me. I’m am continually inspired by my colleagues and friends teaching journalism at
the high school, community college and university level. I also am grateful for all of the
journalists who are continuing to work so hard to hold the powerful accountable, serve their
communities, and tell the important stories of our generation while working in a media
ecosystem that undergone a dramatic transformation. Keep on keeping on. You all make a
iii

difference in this world.
To Rossier’s OCL Cohort 9, you were just the best. To my friend Annette, thank you for
helping me so much with Catalina when I had to finish a paper or work on research. I had the
honor of completing this doctoral program [during a pandemic] with my twin sister, Andrea, and
thank her for being along side of me through not just this program, but through life. #Twinning.
Catalina, mama did it! I love you 3,000. Fight on!
iv

Table of Contents

Acknowledgments ......................................................................................................................................... ii
Table of Contents ......................................................................................................................................... iv
List of Tables ............................................................................................................................................... vi
List of Figures ............................................................................................................................................. vii
Abstract ...................................................................................................................................................... viii

CHAPTER 1: INTRODUCTION ................................................................................................................. 1
Introduction of the Problem of Practice .................................................................................................... 1
Organizational Context and Mission ......................................................................................................... 2
Organizational Performance Goal ............................................................................................................. 3
Related Literature ...................................................................................................................................... 3
Importance of the Study ............................................................................................................................ 5
Description of Stakeholder Groups ........................................................................................................... 6
Stakeholder Group of Focus for the Study ................................................................................................ 9
Purpose of the Project and Questions ..................................................................................................... 10
Methodological Approach and Rationale ............................................................................................... 11
Definitions ............................................................................................................................................... 11
Organization of the Project ..................................................................................................................... 12

CHAPTER 2: REVIEW OF THE LITERATURE ..................................................................................... 13
Historical Perspective on Media and Current Trends and Convergence ................................................ 13
Media Evolution .................................................................................................................................. 13
The Changing Role of the Reporter .................................................................................................... 14
Corporate Media Convergence ........................................................................................................... 15
Shifts in Newsrooms ........................................................................................................................... 16
The Impact of Technology .................................................................................................................. 17
Changing Skill Needs and Related Changes Called for in Academic Preparation of Journalists ......... 19
Changing Skill Needs .......................................................................................................................... 19
Related Changes Called for in Academic Preparation ........................................................................ 20
Challenges for Academia in Preparing Students Through Converged Curriculum and Student
Newsrooms .............................................................................................................................................. 22
Barriers to Change .............................................................................................................................. 22
Challenges and Opportunities in Curriculum Development ............................................................... 24
Stakeholder Knowledge, Motivation, and Organizational Influences on Performance .......................... 26
Knowledge and Skills ......................................................................................................................... 26
Conceptual Knowledge ....................................................................................................................... 27
Procedural Knowledge ....................................................................................................................... 28
Metacognitive Knowledge ................................................................................................................... 28
Motivation ........................................................................................................................................... 30
Utility Value ........................................................................................................................................ 31
Attribution ........................................................................................................................................... 31
Self-efficacy ......................................................................................................................................... 32
Organization ........................................................................................................................................ 35
Cultural Models .................................................................................................................................. 36
Cultural Settings ................................................................................................................................. 38
v

Conceptual Framework: Interaction of Knowledge, Motivation and Organization ............................... 40
Conclusion .............................................................................................................................................. 44

CHAPTER 3: METHODS .......................................................................................................................... 45
Participating Stakeholders ....................................................................................................................... 45
Interview Sampling Criteria and Rationale ............................................................................................. 46
Interview Sampling (Recruitment) Strategy and Rationale ................................................................ 46
Qualitative Data Collection and Instrumentation .................................................................................... 47
Interviews ............................................................................................................................................ 47
Credibility and Trustworthiness .............................................................................................................. 49
Ethics ....................................................................................................................................................... 50

CHAPTER 4: RESULTS AND FINDINGS ............................................................................................... 52
Participating Stakeholders ....................................................................................................................... 53
Results ..................................................................................................................................................... 53
Knowledge Results ............................................................................................................................. 53
Motivation Results .............................................................................................................................. 60
Organizational Results ........................................................................................................................ 69
Conclusion .............................................................................................................................................. 79

CHAPTER 5: RECOMMENDATIONS ..................................................................................................... 81
Purpose of the Project and Questions ..................................................................................................... 81
Knowledge, Motivation and Organizational Recommendations ............................................................ 82
Knowledge Recommendations ........................................................................................................... 82
Motivation Recommendations ................................................................................................................ 86
Organization Recommendations ............................................................................................................. 90
Future Research ....................................................................................................................................... 95
Conclusion .............................................................................................................................................. 96

References ................................................................................................................................................... 98
Appendix A ............................................................................................................................................... 105
Appendix B ............................................................................................................................................... 108

vi

List of Tables

Table 1: Organizational Mission, Global Goal and Stakeholder Performance Goals .................. 8
Table 2: Assumed Knowledge Influences on Performance, Knowledge Types, and Knowledge
Assessment .................................................................................................................................... 29
Table 3: Assumed Motivational Influences on Performance and Assessments ............................ 34
Table 4: Assumed organizational influences ................................................................................ 39
Table 5: Assumed Knowledge Influence ....................................................................................... 54
Table 6: Assumed Motivation Influence ....................................................................................... 60
Table 7: Assumed Organization Influence .................................................................................... 70
Table 8: Summary of Knowledge Influences and Recommendations ........................................... 82
Table 9: Summary of Motivation Influences and Recommendations ............................................ 86
Table 10: Summary of Organization Influences and Recommendations ...................................... 91
Table 11: Evaluation Plan .......................................................................................................... 110
Table 12: Evaluation of the Components of Learning for the Program ..................................... 113
Table 13: Components to Measure Reactions to the Program ................................................... 114

vii

List of Figures

Figure 1. Conceptual Framework ................................................................................................. 43

viii

Abstract

Convergence has been challenging for many professional news organizations and student
newsrooms. Convergence is defined as the blending of media that once was separate, including
print newspapers, broadcast television and radio (Huang et al., 2006). This project seeks to
understand the needs of faculty in a converged student newsroom in the areas of knowledge,
motivation and organizational support using the gap analysis framework by Clark & Estes
(2008). Faculty at a leading journalism school working in converged student newsrooms
participated in this study. Findings suggest that knowledge in a variety of media, new technology
and emerging platforms are critical to the success of faculty in converged newsrooms. It is
important that faculty see the value of blending foundational and digital journalism skills, focus
on modern curriculum, and receive hands-on training focused on convergence. Systems for
evaluation of culture, resources, creating time and space for faculty reflection, creativity and
innovation must be a priority in converged newsrooms. Faculty must feel like they are engaged,
that their voices are heard, and must be recognized for pushing boundaries and creating new,
modern practices for converged newsrooms
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CHAPTER 1: INTRODUCTION

Introduction of the Problem of Practice

The media industry faces many challenges, as well as opportunities, because of the
advancement of digital technology and its effect on news consumption. Convergence has been
challenging for many professional news organizations and student newsrooms. Convergence is
defined as the blending of media that once was separate, including print newspapers, broadcast
television and radio (Huang et al., 2006). Many forms of media that used to stand alone are now
presented together, such as text, video, animation, audio and more (Huang et al., 2006). The
evidence highlights that there is increased demand in the media industry for social media,
multimedia and digital storytelling skills that emphasize multi-platform delivery (Wenger et al.,
2018). Wenger et al. (2018) conducted a study based on a content analysis of job postings from
both 2010 and 2015 by the top 10 U.S. newspaper and broadcast companies. More than 1,800
postings were analyzed. Results showed the increased demand for people with the following
skills: social media and audience engagement, web/multimedia, teamwork, and the ability to
work on deadline.
The Accrediting Council on Education in Journalism and Mass Communications reports
that only one quarter of journalism schools had done anything at all in recent years pertaining to
convergence (Wotkyns, 2018). Ureta and Peña Fernández (2018) stated that no matter the size of
the news organization, professionals are realizing they need to develop multiplatform strategies
and focus on their audience’s needs. Therefore, journalists are realizing that they need to learn
new skills and competencies to thrive in converged newsrooms (Ureta & Peña Fernández, 2018).
According to PEW Research Center, 45 percent of U.S. adults get news on a mobile device and
67 percent of Americans consume at least some news on social media (Pew Research Center,
2

2017). These formats make blended media, such as podcasts, videos, text, animation, and more,
available at the audience’s fingertips. This problem of practice seeks to identify gaps, challenges,
successes and future guidelines for convergence in academic journalism programs. This problem
is important to address because news organizations are becoming more aware of the need for
multiplatform delivery and audience-centered strategies that are a focus of converged newsrooms
(Larrondo, Ureta, & Peña Fernández, 2018). Journalism must change or it will “wither and
decay” (Allen et al., 2015).
Organizational Context and Mission

The “University of Journalism” (a pseudonym used for the purposes of this study) is one
of the top-ranked schools to study journalism. College Factual ranked the school of journalism in
its Top 10 colleges to study journalism in recent years (Stockwell, 2016). In the discipline of
journalism, it strives to lead in academic research, professional practice, and features a state-of-
the-art converged newsroom. Stockwell noted in USA Today (2016) that the journalism school
features a newly built newsroom, along with the statistic that the school graduates some of the
highest paid professionals in the field. The University of Journalism aims to give students the
University of Journalism Advantage, with a multimedia focus that brings together stories told
with audio, video, interactive elements, social media, news products and more. The school
opened its convergence-focused newsroom in 2014, which features an open concept newsroom
with attached television studios, radio studio, editing bays and faculty offices. The University of
Journalism has more than 2,000 students, 80 full-time faculty and 120 adjunct professors. The
school offers undergraduate and graduate degrees. It houses the disciplines of journalism,
communications, public relations and public diplomacy. University of Journalism features a
student-produced media outlet, as a major part of the student media laboratory—which also
3

houses public relations teams, an interactives team, a Spanish-language student team, along with
other multidisciplinary projects. The University of Journalism student newsroom’s goal is to
provide the [campus] community with news that matters to them in thoughtful, deliberate, user-
friendly formats.
The School is at the six-year mark of the launch of the converged student newsroom.
Since its opening, the school has launched a new undergraduate curriculum, increased full-time
faculty assigned to the student newsroom and then decreased faculty, instituted yearly
fellowships and changed the student leadership structure of the newsroom. As part of its new
curriculum, launched in Fall 2016, the University of Journalism school introduced required
courses in converged writing and reporting, data journalism, coding, visual journalism, and
social media and branding. The courses aim to provide students with convergence skills across
platforms, including broadcast, writing and digital journalism skills.
Organizational Performance Goal

The school’s goal is to be a global leader in the areas of public relations and journalism in
a multicultural environment through excellence in research, teaching, professional skills, and
public service. To accomplish its mission, the University of Journalism set several goals,
including: embracing technology, experimentation, collaboration, and prioritizing relevant
professional skills. In addition, the University of Journalism aims to be a world-class, innovative
leader in converged communication and journalism with a foundation of the highest ethics and
integrity. The mission is to prepare the next generation of leaders in the media industry.
Related Literature

The media industry has undergone an evolutionary transformation as technology
continues to advance, creating greater opportunities for communication and news consumption.
Convergence journalism is a term that has emerged as media content continues to be blended. It
4

is important to note that there is not an abundance of research in the area of convergence, since
this is a relatively newer occurrence and term in the media industry. Singer (2008) states that
culture in newsrooms is changing because of convergence, which is defined as moving from a
focus on one platform to cross-platform journalism that may blend text, video and more that
were traditionally separate. However, the word convergence may be misleading because of its
complexity, and many newsrooms may fall into a variety of places within the convergence
spectrum (Singer, 2008). The presentation of news has been deconstructed, according to Wenger
et al. (2018), but the traditional tenets of journalism are still a foundation of the profession.
Accuracy, relevance and timeliness still ground the role of a journalist, but skill sets have
expanded as technology advances (Wenger et al., 2018).
Few academic programs have adjusted curriculum to keep up with technology demands
of journalists (Kraeplin & Criado, 2005), which demonstrates there is a problem. Many academic
programs still use traditional divisions of curriculum, including print, broadcast, and online
(Kraeplin & Criado, 2005). Mensing (2010) states that convergence at many schools involves
teaching new skills in old ways. Curriculum should prepare students to work in the field of
journalism, but new models are needed. Mensing (2010) suggests a community-centered model
of teaching journalism is one approach that may be considered. Defining what community
specifically is can be important in this approach. It could be location-based or interest-based
(Mensing, 2010). Educators need to expand the definition of what constitutes journalism, and
look at journalism as “an act of community” (Mensing, 2010, p. 520). The media industry has
made advancements and professional journalists are going digital, but journalism education has
been slow to adapt even though there has been a vast change in how news is gathered, created,
distributed and consumed (Bright et al., n.d.).
5

Castañeda et al. (2005) states that students at about 60 percent of journalism schools in
the United States are being taught convergence journalism. Few academic programs have
adjusted curriculum to keep up with technology demands of journalists, according to Kraeplin
and Criado (2005). Many academic programs still use traditional divisions of curriculum,
including print, broadcast, and online (Kraeplin & Criado, 2005). Experts say academia must
change. According to Allen et al. (2015),
Journalism education can only survive and succeed if it becomes much more aggressive in
seeking change. It has to become far more innovative than it ever has been. It is not a matter
of thinking outside the box, because the box no longer exists. What is required is deciding
what will replace the box or how to get along without one. (p. 15)
Kuban states that barriers to change in academia include a disconnect between what
educators think they should teach and what they actually teach (n.d.). In addition, challenges
include adding new technology and convergence journalism into an already extensive
curriculum. Some educators also feel focusing on technology will turn journalism schools into
job training schools rather than places of higher learning (Wenger, 2018). Wenger (2018) states
it is also challenging to change curriculum and decide whether to revamp existing courses or
create a whole new curriculum.
Importance of the Study

It is important to understand the organization’s performance in relation to the
organization’s goal of being a world-class, innovative leader in converged communication and
journalism. Huang et al. (2006) found that addressing media convergence in higher education
journalism programs is “an urgent necessity” (p. 2). Without a strong foundation for the press,
democracy could crumble. Examining the organization of newsrooms is essential to their futures
6

and ultimately a thriving democracy. Despite the demands for multimedia skills that come with
converged newsrooms, some say academic institutions are not keeping up with industry trends.
Kraeplin and Creado (2005) stated that only two in 10 journalism department heads said they had
significantly changed their curriculum to keep up with convergence and that many schools still
were focused on more traditional pathways, like print, broadcast, and online sequences.
Convergence journalists are a distinct type of journalist and the industry has been disrupted,
according to Singer (2004).
Wenger et al. (2005) found that there is greater demand for social media, audience
engagement and multimedia skills (2018) in an analysis of more than 1,800 job postings from
2010 to 2015. Hirst and Treadwell (2011) stated that while many students use social media and
are aware of the reach and potentials for storytelling, they aren’t comfortable using these tools
and platforms for journalistic purposes. In addition, Ureta and Fernandez (2018) stated that
current media professionals in journalism need to understand how to thrive in an environment of
convergence. This study examines a converged student newsroom, where future journalists begin
their journey into the media industry. It is important to evaluate the strengths and challenges of a
converged student newsroom in hopes to provide lessons and recommendations to help provide
future journalists with the skills and competencies needed and to help move the industry forward
and allow it to thrive as it faces disruptive changes. This study will also provide guidance for
faculty, administrators and leaders of academic programs as they lead organizations that shape
the next generation of journalists.
Description of Stakeholder Groups

The stakeholder groups that are essential to reaching the organizational performance goal
include faculty, administrators, and students. These are identified as the central group in the
7

organization’s strategic plan and mission statement to be a world-class, innovative leader in
converged communication and journalism. Creating a converged curriculum is a priority and this
involves collaboration among the stakeholders. At the six-year mark of the student newsroom’s
existence, it is important to evaluate where key stakeholders are at in moving the organization
toward its accomplishment of its goal. This study will focus on faculty stakeholders and this
group’s strengths and continuing needs to teach an innovative, converged curriculum as part of
the student newsroom experience.
Lewis (2011) states that stakeholders can be employees, customers or others who depend
on an organization or who are impacted by it. Definitive stakeholders are described by Lewis as
those who have power, legitimacy and urgency (2011). The faculty, administrators, and students
in the organization being studied possess these qualities. Lewis states that organizational leaders
should prioritize the needs of definitive stakeholders (2011).
Students are key stakeholders for the converged student newsroom, as they are the ones
who ultimately need to gain new skills and competencies to thrive in changing newsrooms. The
university currently collects data from students through student surveys that are collected every
semester and reviewed by the journalism school.
Administrators are another stakeholder group in reaching the organizational performance
goal. Administrators make key decisions and provide a framework in the organization to
accomplish goals. Decisions related to leadership, budgets, resource allocation and goals are
handled by administrators.
Faculty are a key stakeholder group in reaching the organizational performance goal as
they are the essential providers of the curriculum related to a converged newsroom and have day-
to-day contact with the student journalists. The strategic plan states that the University of
8

Journalism is committed to teaching traditional skills and new competencies. To work toward
this mission, the strategic goals include creating a converged curriculum and innovative
environment. The focus of this study is on faculty knowledge and motivation and how the
organization supports faculty in working toward these goals. The goal is to have 100 percent
faculty satisfaction of the student newsroom experience. The highest level of faculty satisfaction
in the areas of work environment, curriculum, technology, diversity, and innovation is a goal of
the organization. Measurements in the form of surveys and short-term studies have been used to
measure student satisfaction levels. Faculty have not been surveyed or interviewed. The problem
of practice seeks to focus on faculty in converged newsrooms. This will have implications for
current students, faculty and staff, as well as provide guidance for student and professional
newsrooms moving toward digital convergence.
There has been a lot of change at the organization as the student newsroom moved into a
new, state-of-the-art building in 2014. The space features an open concept newsroom with radio
and television studios directly connected to the main newsroom. In addition, there have been
many curricular and staffing changes to promote convergence and multi-platform journalism.
The study is situated at the six-year mark of the movement to a converged student newsroom and
becoming a world-class, innovative leader in converged communication and journalism.

Table 1

Organizational Mission, Global Goal and Stakeholder Performance Goals
Organizational Mission
In the discipline of journalism, it strives to lead in academic research, professional practice and
features a state-of-the-art converged newsroom. It aims to give students the “’University of
Journalism’ Advantage,” with a multimedia focus that brings together stories told with audio,
9

Stakeholder Group of Focus for the Study

While all stakeholder groups are important for the accomplishment of the organization
performance goal, this study will focus on faculty as the stakeholder group. Faculty are
responsible for guiding future journalists. At the time of this study, there were four full-time
faculty who teach in the student newsroom, along with several adjuncts. Many other faculty have
classes that work directly with the student newsroom. Faculty help shape the experience for
students, including organizational structure and curriculum. The organization already has
collected data on student satisfaction every semester. Previous research has also been done
video, interactive elements, social media, news products and more.
Organizational Global Goal
By 2022 the “University of Journalism” will be a global leader in the areas of public relations
and journalism in a multicultural environment through excellence in research, teaching,
professional skills, and public service
Stakeholder Goal
By January 2023, student newsroom faculty will evaluate the best practices, current
curriculum offerings and their needs to continue to develop new curriculum to improve the
student newsroom experience.

Faculty Goal Student Goal Administrator Goal
By January 2022 student
newsroom Faculty will evaluate
the best practices in the Media
Center, current curriculum
offerings and their needs to
continue to develop new
curriculum to improve the student
newsroom experience.

By September 2022
students will evaluate
the changes to the best
practices, curriculum
offerings and make
recommendations
regarding future
improvements.

By December 2022,
administrators will evaluate the
progress of the student
newsroom and create an updated
mission to reflect its progress.
10

related to curriculum and student satisfaction. Focusing on faculty for this study is critical
because faculty are deeply involved in developing and implementing the converged curriculum
and have the most day-to-day interaction with the students. Data to this point have not been
collected to better define, gather or analyze faculty needs. While student editors change every
semester and then graduate, faculty tend to be more permanent leaders and decision-makers in
the student newsroom.
Purpose of the Project and Questions

This project seeks to understand the needs of faculty in the converged newsroom at the
University of Journalism at the six-year mark of the launch of the student newsroom. This will
have implications for current students, faculty and staff, as well as provide guidance for student
and professional newsrooms moving toward digital convergence. The analysis will focus on
knowledge, motivation and organizational influences related to achieving the organizational
goal. While a complete performance assessment would focus on all stakeholders, for practical
purposes the stakeholder to be focused on in this analysis is faculty.
The research questions guiding this study are:
1. What is the faculty knowledge and motivation related to developing and implementing a
state of the art curriculum and best practices in the area of teaching convergence
journalism?
2. What is the interaction between organizational culture and context and stakeholder
knowledge and motivation?
3. What are the recommendations in the areas of knowledge, motivation, and organizational
resources for organizational practice for effective teaching of convergence journalism?

11

Methodological Approach and Rationale

The Clark and Estes (2008) conceptual framework examining knowledge, motivation and
organizational influences will be used to identify gaps, challenges and successes of the
converged student newsroom. A qualitative research approach will be used for this study. Clark
and Estes (2008) use gap analysis to look at actual performance in comparison to performance
goals. Clark and Estes (2008) state that knowledge and skills are important to accomplish
organizational goals. Further, knowledge “tells us how to do things” and motivation “gets us
going” (Clarke & Estes, 2008). Motivation helps people get going and keep moving toward
goals, according to Clark and Estes (2008). When it comes to organizational influences on
performance, it is important that people not just know how to do something, but also when and
why to do something because this allows them to decide the best course of action (Rueda, 2011).
Each part of the conceptual framework by Clark and Estes (2008) will be examined in
this study. Knowledge, motivation, and organizational influences will be addressed as they
pertain to the converged student newsroom. Looking at these areas will have implications for
current students, faculty, and staff, as well as provide guidance for student and professional
newsrooms moving toward digital convergence.
Definitions

Convergence: The blending of a variety of media, including TV, radio, print newspapers, and
digital news into digital formats for distribution to mass audiences (Huang et al., 2006).
Converged Newsrooms: The blending of TV, radio and newspaper production into one operation
or newsroom.
Multimedia: The use of a variety of media, such as video, audio, graphics, text and more, to
create multi-dimensional stories.
12

Organization of the Project

This dissertation consists of five chapters. Chapter 1 of the dissertation provided an
introduction to the problem of practice, background of the problem, and defined organizational
goals and stakeholders. Chapter 2 explores current literature, including literature on a historical
perspective on media, impact of technology, challenges in journalism in academia and the need
for change. Further Chapter 2 examines the assumed stakeholder knowledge, motivation, and
organizational influences affecting the organizational goal, as well as the conceptual framework
guiding this study. Chapter 3 presents the methodological approach, data collection, and analysis.
An analysis of data is presented in Chapter 4. Finally, Chapter 5 provides research-based
solutions for the problem of practice.
13

CHAPTER 2: REVIEW OF THE LITERATURE

This literature review is presented in four parts. The first part examines historical
perspective of the media with a focus on media evolution and the impact of technology. The
second section looks at academia and converged newsrooms, barriers to change, and curriculum.
Section three examines current skills, culture and changes needed in academic journalism
programs. The final section focuses on the Clark and Estes (2008) gap analysis conceptual
framework and the assumed knowledge, motivation, and organization resources influencing the
faculty at the student newsroom at “University of Journalism’s” ability to reach their
performance goal of developing and implementing a state of the art curriculum in the area of
teaching convergence journalism.
Historical Perspective on Media and Current Trends and Convergence

The historical perspective provides context and background as it pertains to converged
newsrooms. Convergence and advancement of technology has impacted newsrooms
significantly.
Media Evolution
Media and mass communications have evolved over time. Dominick (2012) discusses the
early evolution of the printing press, photography, newspapers, broadcast television and radio
news, the internet and social media. He defines convergence as the bringing together of
operations, businesses or communication technologies (Dominick, 2012). In even more basic
terms, Dominick (2012) states that the dictionary refers to convergence as a process of joining
together. The term convergence refers to using the best parts of different media to reach
audiences and tell stories that break the traditional mold (Brooks, 2013). Convergence has
affected media, specifically journalism, in many ways. In times past, people turned to
14

newspapers for depth in coverage (Brooks, 2013). People watched television for emotional
coverage and turned to both radio and television for breaking news. Online journalism has
brought the strengths of all media into one place and social media is further pushing boundaries
by creating community and conversations (Brooks, 2013). Some form of television, radio and
newscasts still exist. However, the way these media are made and disseminated has changed
because of convergence (Dominick, 2013). In addition, computers, internet, e-mail, search
engines and social media have all impacted the mass media landscape, bringing speed and
capacity to the media industry (Vivian, 2012). In recent decades two screens dominated the
media ecosystem: The television screen and the computer screen (Dominick, 2013). Now
smartphones have been thrown into the mix. The rise of the Internet meant people could
disseminate digital news instantaneously and sparked a revolution in the way content is gathered,
stored and distributed (Dominick, 2013). In addition, Vivian states that that internet startups have
provided more news sources for the public and the aggregation sites have given people an entry
point to more comprehensive coverage (2012). Dominick (2013) states that operational
convergence has affected newsrooms. Print newsrooms formerly had one deadline. Today, a
converged newsroom is at work around the clock and web sites are updated continuously
(Dominick, 2013).
The Changing Role of the Reporter
On an individual level, reporters need to produce content for print, mobile and online
formats (Dominick, 2013). Instead of only being responsible for text, journalists must often
gather audio and video and perform other duties outside of their traditional roles (Dominick,
2013). The converged journalists can write stories, shoot photos, produce video and more
(Dominick, 2013). E-mail, texting, blogs, and social networks have also provided more
15

opportunities for the production of content by journalists and the public (Vivian, 2012). The roles
of text and video journalists have converged to create the “21
st
-century version of the news
correspondent” (Dominick, 2013).
Media convergence blurs the lines between television, print and online journalism. It is
being implemented with various levels of “enthusiasm and speed” by many media organizations
(Huang et al., 2006). Convergence has affected many areas of the media such as broadcast
television news, print journalism and the radio industry. Many forms of media that used to stand
alone are now presented together, such as text, video, animation, audio and more (Huang et al.,
2006). Journalists need new skills and need to be malleable in this new and continuously
emerging arena. Print, broadcast and online journalism jobs now overlap (Brooks, 2013). A print
journalists might produce video and content for the Web. Mobile devices have blended digital
formats bringing together video, text, audio and more into one screen (Brooks, 2013). The
technological revolution has changed the definition of who is a journalist. Journalism has moved
from a one-way experience to an interactive one, but the fundamentals of accuracy and fairness
remain despite changes (Brooks, 2013). Role convergence has also occurred, with copy editors
and designers, as well as photo and video producer roles being combined (Huang et al., 2006).
Form convergence has also occurred with advancements of technology. Digital formats have
allowed for forms of communication to be blended, like text, photography and graphics. This has
impacted the role of the reporter, with journalists being called on to work on multiple story
formats at the same time. For example, a reporter may be working on a Web story, package,
shoot video and other duties (Huang et al., 2006).
Corporate Media Convergence
Corporate convergence has taken place with many major organizations merging. A blend
16

of factors related to audience habits, technological, economic and social factors has made old
business models irrelevant and news organizations have struggled to keep pace and innovate
(Dominick, 2013). For example, traditional media like broadcast stations have to compete with
YouTube and hulu.com (Dominick, 2013). Vivian states that two factors have thrown
newsrooms into transitions: The internet and financial factors. News staffs have shrunk, but are
expected to do more with the 24-hour news cycle established by the Web (2012). Bloomberg
reported that the news business has experienced about 3,000 layoffs or buyouts in the first five
months of 2019 and is looking at some of the worst job losses in ten years (Smith, 2019).
BuzzFeed, Gannett and CNN are among the companies who have made cuts (Smith, 2019).
Bloomberg reported that a shift in advertising to online media, a struggle to increase
subscriptions, and challenges competing with companies like Facebook and Google have
affected jobs in media (Smith, 2019).
Many media organizations began as single entities, but have grown from there. For
example, Time magazine has evolved into Time Life-CNN-AOL (Vivian, 2012). Media mergers
have increased since the 1990s (Jenkins & Deuze, 2008). Media companies have combined in an
effort to extend their brand, reach and content across channels (Jenkins & Deuze, 2008). Media
have also become concentrated in certain cities and companies like Amazon, Snapchat and Apple
are hiring journalists to focus on their media initiatives (Smith, 2019).
Shifts in Newsrooms
Role convergence is also affecting the future of journalism education (Huang et al.,
2006). This is because education needs to model what is happening in the media industry to
effectively prepare students for jobs. Modern journalism students need to bring together all of
their skills to produce content for multiple platforms (Brooks, 2013). Convergence is “the shape
17

of things to come for newspapers” (Huang et al., 2006, p. 4). Media convergence is “shaping the
landscape of the media industry in the news century” (Huang et al., 2006, p. 5). With the
progression of convergence, there have been conceptual and sociological shifts in many
newsrooms (Singer, 2004). Journalists trained in one area, such as print, are being asked to
produce content across multiple platforms, sometimes with resistance to change. For example,
journalists who once produced for print newspapers are confronting the realization that their job
is changing and that they are not performing a singular, distinct job focused on writing and
reporting anymore (Singer, 2004). Singer (2004) found that print journalists are having to
resocialize because they need to take on a wider view of their roles, and change ingrained habits.
Convergence is causing disruption in newsrooms, including affecting the way reporters view
themselves (Singer, 2004). Allen et al. (2015) states that recent decades have shifted part of the
reporting process to citizen journalists and other sources from which journalists can gain
information. The traditional role and function of journalists has evolved. Journalists are not the
only sources of information for media reports. Digital media, blogs and social media may
provide valuable information to the public. While journalists cannot be everywhere all the time,
people in the community have the ability to gather information and media that journalists may
not be able to access because of time or location and other barriers (Allen et al., 2015).
Journalism is a very different environment today and academia must acknowledge this (Allen et
al., 2015). According to Hubbard et al. (2014): “The old business model is at least changing, if
not going away completely. The old delivery mechanisms, for both text and electronic media
content, are giving way to new media” (p. 1).
The Impact of Technology
Audience engagement and social media skills are in demand by employers in the media
18

industry (Wenger et al., 2018). Multimedia skills, teamwork and the ability to work under
deadlines have continued to be important to employers in the media industry (Wenger et al.,
2018). Ureta and Fernández (2018) state that no matter the size of the news organization,
professionals are realizing they need to develop multiplatform strategies and focus on their
audience’s needs. Therefore, journalists are realizing that they need to learn new skills and
competencies to thrive in converged newsrooms (Ureta & Peña Fernández, 2018). Multi-
platform journalists who are also proficient with social media, and understand audience
engagement are in demand in the marketplace (Ureta & Peña Fernández, 2018). Brooks (2013)
states that young people are getting news on mobile and applications rather than print
newspapers. They are watching shows like Stephen Colbert instead of the local television news.
The sweeping advances in technology is leading to a revolution in journalism (Brooks, 2013).
New technology has changed current media, but this has not wiped out early traditional
formats. Media has been in a constant state of pushing boundaries and change. Vivian states that
a digitization revolution, or media convergence, is occurring (2012). Media has changed since its
early beginnings. In the 17
th
century, newspapers began appearing in Europe after the invention
of printing (Dominick, 2013). They were developed in the U.S. during colonial times (Vivian,
2012). The telegraph appeared in the early 19
th
century and helped journalist transmit news
quickly to newspapers. Reporters had to keep stories short and stick to the facts because
telegraph companies made money per word that was transmitted (Dominick, 2013).
Photojournalism developed at the start of the 20
th
century and advances in printing made
newspapers more visual (Dominick, 2013). Harper’s Weekly and National Geographic
magazines used visuals to capture attention of readers in the mid- to late-1800s (Vivian, 2012).
In the 1920s, radio came on the scene and was the first mass medium to deliver sports, music,
19

talk and news right into people’s homes (Dominick, 2013). During World War II, radio news
became very important to the public and reporters like Edward R. Murrow provided live
reporting on location (Vivian, 2012). By the 1950s, television was in about 10 million homes and
television broadcast news became a trusted source of information (Dominick, 2013). Today,
Dominick (2013) states that modern mobile devices have put the power of the camera in most
people’s hands and the Web has brought social media front and center as a way creating virtual
community. Although new technology has changed media, it has not made the features that came
before it disappears (Dominick, 2013).
The web did not erase TV and radio did not wipe out the newspaper (Dominick, 2012).
However, the way these media are used has changed and there has been a shift in the way news
and information reaches audiences (Dominick, 2012). Negroponte’s (1995) viewpoints of the
digital revolution points to the significance of bits and atoms. According to Negroponte (1995),
atoms refers to physical media, such as newspapers, magazines, and film, while bits refer to
media in digital format, like an audio .mp3 file or digital video files. Physical media moves
slower, Negroponte states, while digital media moves extremely fast (1995).
These changes suggest new skills and competencies are in demand. There is a need for
academia to respond to prepare journalists who are able to thrive as media and mass
communication evolves and pushes new boundaries.
Changing Skill Needs and Related Changes Called for in
Academic Preparation of Journalists

The advancement of technology has changed skills required of journalists. These changes
require changes in academic preparation.
Changing Skill Needs
Wenger et al. (2018) conducted a study based on a content analysis of job postings from
20

2010 and 2015 by the top ten U.S. newspapers and broadcast companies. More than 1,800
postings were analyzed. Results showed the growing demand for journalists with the following
skills: social media and audience engagement, web/multimedia, teamwork, and the ability to
work on deadline (Wenger et al., 2018). The way news is presented has been “deconstructed”
and the skills required to work in journalism has grown (Wenger et al., 2018)
While new skills are called for, the media industry has expressed concerns regarding the
need to update staff skills (Huang et al., 2006) Even though many students are on social media,
they do not have proficiency with social media when it comes to reporting and using the
platforms as journalists (Hirst & Treadwell, 2011). Journalists must be trained on new
technology and critical thinking skills (Huang et al., 2006). Knowing and specializing in one
skill is no longer enough (Huang et al., 2006). Reporters are often expected to write for a variety
of formats, shoot video, take photos and more (Huang, et al., 2006). As one editor stated, “It’s a
multimedia world out there. If you’re just being prepared to write newspaper stories, you won’t
be prepared” (Huang et al., 2006, p. 5). While good writing is still a priority, many editors and
news professionals also agree that learning multimedia skills and computer-assisted reporting are
also a priority (Huang et al., 2006). Digital technology has introduced new story forms, including
GIFs, listicles, podcasts, virtual and augmented reality, and more (Zelizer, 2019). News is more
personalized and interactive than ever before (Zelizer, 2019). Skills needed in today’s media
ecosystem include coding, visual journalism and audience engagement skills (Stencel & Perry,
2016).
Related Changes Called for in Academic Preparation
Changes have been called for in academic preparation to meet the new skill needs (Bright
et al., n.d). To that end, one study focused on analyzing journalism job listings suggests that
21

“from 1998 to 2002, about 60% of the J-schools in the United States redesigned their curricula or
developed new courses to prepare students for practicing news in multiple media platforms”
(Huang et al, 2006, p. 28). While eighty-one percent of professors said they were ready as far as
concepts and theory, 53% said they were technologically ready to teach multimedia reporting
skills. At the same time, 84% of professors “added content about media convergence either to
their existing courses or to new courses or participated in cross-media team-teaching in the last
five years” (Huang, et al, 2006). In the study, professors stated that a background in multimedia
or the ability to teach convergence journalism was critical in academia (Huang et al, 2006). At
the same time, tech courses should not “dominate journalism students’ education, and technology
should not be taught for the sake of technology. Technology must serve the purposes of doing
good journalism” (Huang et al, 2006, p. 35). Faculty continue to emphasize that writing needs to
be a priority regardless of areas of focus or specialization (Huang et al, 2006). Many study
participants agreed that they expected future journalists to be able to produce for multiple
platforms, but have a specialized focus in one area of media (Huang, et al, 2006).
Auman and Lillie (2007) agree that changes are needed in curriculum and teaching
models of convergence journalism. Team teaching is one approach to teaching converged
journalism (Auman & Lillie, 2007). Students benefited from faculty collaboration and cross-
platform training in one study evaluating team teaching models of convergence (Auman & Lillie,
2007). The study also suggested that support of administration is needed for team teaching
models (Auman & Lillie, 2007).
Allen et al. (2015) suggest journalism must change or it will “wither and decay,” At the
same time, journalism education should not be about getting people jobs but about shaping their
thinking so that they can navigate the future (Allen et al, 2015). To that end, journalism
22

programs need to teach specialized journalism, community reporting, digital skills, critical
thinking, and interdisciplinary skills (Allen et al, 2015). It can take years to make changes and
advancements in academic journalism programs. This must change (Allen et al, 2015). Change in
academic journalism programs can be challenging, because silos must be broken down. This
involves letting go of deeply rooted culture built on separate media, including radio, television,
and print (Allen et al, 2015). Bright (2017) states that convergence journalism should be part of
most assignments students receive. It helps add credibility, depth, and a nonlinear approach
(Bright, 2017). As stated by Allen et al. (2015), journalism education won’t survive unless it
seeks change aggressively.
It has to become far more innovative than it ever has been. It is not a matter of thinking
outside the box, because the box no longer exists. What is required is deciding what will
replace the box or how to get along without one. (p. 15)
While journalism programs are being called on to develop new student skills and
competencies to meet the current and emerging skill needs, challenges remain.
Challenges for Academia in Preparing Students Through
Converged Curriculum and Student Newsrooms

The academic setting for training journalists provides unique opportunities for the
development of needed skills and competencies through converged curriculum and student
newsrooms, although significant challenges remain.
Journalism is changing and journalism educators are facing many challenges. Three big
challenges include: “lack of currency and innovation in curriculum, lack of faculty expertise in
new media, and accreditation standards that protect the status quo” (Wenger et al., 2018, p. 1).
Barriers to Change
Journalism education must change and faculty need to bring current skills to the
23

classroom (Allen, et al., 2015). A study by the Knight Foundation on the future of journalism
education pointed to a variety of challenges and strategies for journalism education (Lynch,
2015). The report stated that tenure can be a barrier to faculty learning new skills, while other
journalism schools have many faculty members with doctorate degrees teaching from a more
academic perspective, rather than focusing on practical skills needed in today’s media ecosystem
(Lynch, 2015). In addition, accreditation may hamper innovation, while other studies state that
accreditation doesn’t make a difference in the quality of journalism programs (Goodman &
Steyn, 2017). Standards in tenure, curriculum and hiring practices also create barriers for
journalism in higher education to keep pace with the industry (Goodman & Steyn, 2017).
While teaching convergence journalism is essential given how media and mass
communication has evolved, there have been challenges, including competition for resources,
self-perception and cultural factors (Hubbard, et al., 2014). Cultural resistance toward
convergence has been one of the biggest challenges as technology advances and media continue
to converge (Singer, 2008). Smith et al. (2007) states that convergence has significantly impacted
the daily work of reporters, who worry about the impact convergence and juggling tasks will
have on the quality of their work. Some of these concerns have been shared by those in
academia. For example, there is a difference in self-perception when it comes to students’ views
of broadcast and print, according to Carpenter et al. (2018). In a recent study, broadcast students
viewed themselves as more extroverted and were more likely to pursue the profession of
journalism because of social prestige. In contrast, print journalists were more likely to obtain a
journalism degree to focus on writing (Carpenter et al., 2018).
Huang et al. (2006) state that cultural resistance may be the biggest challenge for
converging newsrooms. It calls for new roles, responsibilities and new forms of cooperation
24

among professional journalists. Similarly, in academia, it calls for faculty and students to learn to
collaborate in new ways across media platforms and newsrooms (Huang et al., 2006). This
collaboration across media platforms and newsrooms can present challenges related to how one
sees oneself as a journalist and resistance to new identities and collaborations. For example, a
study using self-categorization theory found “print-focused students and faculty embrace the web
more than broadcast students and faculty” (Hubbard, et al., 2014, p. 15). Further, broadcasters
were not as eager to embrace convergence, which may cause tension or competition among
journalists who specialize (Hubbard et al., 2014).
While barriers to change exist, journalism programs are embracing new forms of
curriculum to advance student skills and competencies as media and mass communication
evolves and pushes boundaries.
Challenges and Opportunities in Curriculum Development
Wotkyns (2018) states that educators in journalism need to provide a new curriculum.
Wotkyns (2018) states that journalism education needs to focus not only on digital skills, but
integrate them with writing, reporting and critical thinking skills. Employers support that multi-
platform, digital skills are essential (Wotkyns, 2018). To that end, a converged student
newsroom should focus on multi-platform skills, technical skills for designing effective story
presentation, photo skills, blogging skills, writing skills, intercultural awareness, and awareness
of ethical and legal issues in journalism, among other skills (Wotkyns, 2018). In legacy
newsrooms, reporters would traditionally focus more on one area, such as writing, photography,
radio or television reporting.
To meet current needs, journalism programs have seen some curriculum movement
toward converged media. Northwest Missouri State University, for example, launched a
25

converged newsroom in 2011 featuring open work spaces and glass walls. The converged
newsroom also included television and audio studios and the changes were made because media
faculty and professionals felt the original space was not conducive to a multi-media approach to
covering news (Converged newsroom preparing students for new era in media, 2011). The
University of Southern California made changes in curriculum that focused on converged
journalism. While some students felt that course content was diluted and harder to learn, students
showed significant improvement in skills when being taught print, online and broadcast skills
concurrently (Castañeda et al., 2005). In a newer study at USC, a student survey pointed to
student preference for learning skills sequentially (Castañeda & Haggerty, 2019).
Blom and Davenport (2012) conducted a nation-wide study featuring journalism program
directors in the United States about curriculum priorities. The objective of the study was to look
at what classes all journalism majors should take from the perspective of directors. A sample of
400 program directors in the United States was utilized. Journalism academic program directors
agreed that writing is the foundation of journalism, but visual storytelling is of rising importance
(Blom & Davenport, 2012). Regardless of technology, news judgment is important in journalism.
Critical thinking is also paramount (Blom & Davenport, 2012). The study stated that journalism
program directors overall ranked the following journalism skills as most important: 1. Media law
and ethics; 2. Reporting; 3. Visual communication; and 4. Feature writing (Blom & Davenport,
2012). Interestingly, many directors did not choose to integrate new technology into courses.
Some predict that students will be more familiar with technology as time progresses, minimizing
the need to incorporate training into classes (Blom & Davenport, 2012).
Some in academia are scared that teaching converged journalism will put too much
emphasis on teaching technology, turning journalism schools into training centers. Journalism
26

schools are also grappling with the options to rewrite current curriculum or start over (Wenger et
al., 2018). While barriers remain to change, employers and current media trends suggest
journalism programs have a responsibility to prepare students with the skills and competencies
needed for convergence journalism in the digital landscape (Brooks, 2013).
Stakeholder Knowledge, Motivation, and Organizational Influences on Performance

This section examines knowledge and motivation and organizational influences for the
University of Journalism’s faculty to create an innovative, converged curriculum to improve the
student newsroom experience and enable the student newsroom to reach its performance goal of
being a world-class, innovative leader in converged communication and journalism. The
University of Journalism strives to lead in academic research, professional practice and features a
state-of-the-art converged newsroom. This study seeks to understand the faculty role in the
achievement of the organizational goal at the six-year mark of the launch of the converged
student newsroom. The analysis will focus on faculty knowledge, motivation, and organizational
influences related to achieving the organizational goal. This will have implications for current
students, faculty, and staff, as well as provide guidance for student and professional newsrooms
moving toward digital convergence.
Knowledge and Skills
Faculty need knowledge to develop enhanced curriculum related to converged
newsrooms to best position students for future success. Clark and Estes (2008) state that
knowledge and skills are important to accomplish task-oriented goals. Further, knowledge “tells
us how to do things” (Clark & Estes, 2008). Four types of knowledge and skill enhancements are
described by Clark and Estes (2008). These are information, job aids, training and education.
Clark and Estes (2008) state that information refers to giving people information they need to
know about their job to succeed independently. Job aids consist of self-help information people
27

can use on the job to get their work done (Clark & Estes, 2008). Training consists of acquiring
how-to knowledge with practice and feedback. Education refers to people obtaining conceptual
knowledge that can help them deal with future scenarios (Clark & Estes, 2008).
Krathwohl (2002) describes four levels important to knowledge and skills. These levels
are factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive
knowledge. Conceptual knowledge consists of an understanding of principles, models, and
structures (Krathwohl, 2002). This is important when it comes to how a newsroom is structured
and the role that technology plays in content strategy. Conceptual knowledge is also important as
it pertains to collaboration and innovation in curriculum and teaching. In addition, conceptual
knowledge is part of the education process. Conceptual knowledge and strategies can help people
face challenges and understand why things happen (Clarke & Estes, 2008). According to
Krathwohl (2002), procedural knowledge involves how to do something. It requires knowledge
of subject-specific skills, techniques, and understanding of criteria to perform tasks (Krathwohl,
2002). Clarke and Estes (2008) state that in order for training to be effective, lessons should
feature specific steps trainees need to accomplish a task or performance goal. The student
newsroom at the “University of Journalism” prepares students for careers in media and
journalism. New curriculum and new technology must be taught in journalism schools, and it is
the responsibility of journalism educators to lead these initiatives (Wotkyns, 2018). This involves
information, job aide, training, and education. In the journalism job market, there is an increased
demand for social media, audience engagement, and multimedia skills (Wenger et al., 2018).
Metacognitive knowledge involves understanding and awareness about a person’s own cognitive
abilities, including reasoning and thinking (Krathwol, 2002).
Conceptual Knowledge
28

Faculty in journalism need to understand the foundations of journalism along with the
technology that is changing the industry. The Future Today Institute, led by futurist and former
journalist Amy Webb, states that an understanding of technology is important to the future of
journalism (Future Today Institute, 2018). In the Institute’s top 10 tech trends for 2018, an
understanding of emerging technology, artificial intelligence, mixed reality, voice interfaces and
other technology is defined as critical to the future field of journalism (Future Today Institute,
2018). Addressing convergence in college journalism is necessary and there is strong support for
teaching the fundamentals of journalism while stressing the importance of critical thinking skills
(Huang et al., 2006).
Procedural Knowledge
Faculty need to know how to use new technology to tell stories on multiple platforms to
implement convergence into curriculum. In the field of journalism, procedural knowledge is
important, especially in the digital age. The Accrediting Council on Education in Journalism and
Mass Communications (ACEJMC) defines competencies students at accredited schools must
have. These include digital storytelling skills, the ability to write and report, understand data,
explore diversity, among other skills (ACEJMC, 2018). These skills are important to assess in
the University of Journalism’s converged student newsroom. Journalism and media professionals
are becoming more aware of the fact that they need to increase multiplatform delivery and focus
on the audiences (Ureta & Fernandez, 2018).
Metacognitive Knowledge
Faculty need to know how to reflect on their knowledge of teaching multiplatform
storytelling techniques and create curriculum surrounding professional practice. Self-knowledge
is a component of metacognitive knowledge, according to Krathwohl (2002). Knowing what you
29

know and do not know is essential to growth in an area of work or study. Rueda (2011) states
that metacognitive knowledge “allows one to know when and why to do something” (p. 3). It is
important that people not just know how to do something, but also when and why to do
something because this allows them to decide the best course of action (Rueda, 2011). This
concept can be applied to faculty as they develop curriculum and strategy for the student
newsroom. It’s important to look at where the organization is and where it needs to go. One goal
that the student newsroom has set is to encourage transparency and develop trust within the
community. The faculty advisers worked with the Trusting News project to launch a section on
the student newsroom website entitled “Who We Are”. Table 1 identifies the organizational
mission and goals of the student newsroom at the University of Journalism.
Table 2

Assumed Knowledge Influences on Performance, Knowledge Types, and Knowledge Assessment
Organizational Mission
In the discipline of journalism, it strives to lead in academic research, professional practice and
features a state-of-the-art converged newsroom. It aims to give students the “’University of
Journalism’ Advantage,” with a multimedia focus that brings together stories told with audio,
video, interactive elements, social media, news products and more.
Organizational Global Goal
By 2023, the “University of Journalism” will be a global leader in the areas of public relations
and journalism in a multicultural environment through excellence in research, teaching,
professional skills, and public service
Stakeholder Goal
By January 2022, student newsroom faculty will evaluate the best practices, current
curriculum offerings and their needs to continue to develop new curriculum to improve the
student newsroom experience.

Knowledge Influence Knowledge Type (i.e.,
declarative (factual or
Knowledge Influence
Assessment
30

Motivation
Faculty in the student newsroom need to be motivated to meet the organization’s goals as
well as stakeholder goals. Motivation helps people get going and keep moving toward goals
(Clark & Estes, 2008). There are three motivational indices described by researchers. These
indices are: active choice, persistence, and mental effort (Clark & Estes, 2008). Active choice
involves willingly choosing to pursue a goal. Persistence refers to sticking to a goal. Mental
effort describes sticking to a goal despite distractions (Clark & Estes, 2008). Bandura (2000)
states that people need to believe they can accomplish a goal in order to have a better chance at
achieving those goals. In addition, perceived collective efficacy can affect motivation and foster
positive results (Bandura, 2000). Motivational influences pertaining to utility value, attribution,
self-efficacy and personal motivation will be addressed in this section. Utility value refers to a
person’s connection between duties and his or her personal values and identities (Eccles, 2006).
conceptual),
procedural, or
metacognitive)
Faculty need to understand both
the foundations of journalism and
the new technology that is
changing the industry to tell
stories on multiple platforms
Procedural Faculty will be interviewed
about knowledge surrounding
technology changing the
industry, multiplatform
storytelling and convergence in
curriculum.
Faculty in journalism need to be
able to use new technology to
implement convergence
techniques into their daily
activities.
Procedural Faculty will be interviewed
about knowledge of how to use
technology changing the industry
to implement convergence into
curriculum.
Faculty need to know how to
reflect on their knowledge of
teaching multiplatform
storytelling techniques and create
best practices and curriculum
surrounding professional practice.
Metacognitive Faculty will be interviewed
about reflection surrounding
convergence and curriculum.
31

Attribution theory states that people want to make sense of things around them and understand
why things happen (Anderson, 2009). Pajares (2006) states that self-efficacy refers to how much
people can believe they can do something. Personal motivation also has to do with individual
interest (Shraw & Lehman, 2009).
Utility Value
At the University of Journalism student newsroom, faculty need to see the value of digital
skills and foundational skills blended with real-world experience in curriculum.
To incorporate new types of teaching and curriculum, such as new technologies and
convergence, faculty need to value learning them. Learning is influenced by the personal value
someone attaches to the learning (Eccles, 2006). Do they like the subject? Does learning the
subject contribute to their goals? Does the learning interfere with other things that are perceived
as more valuable? According to Eccles, there are two important queries: “Can I do the task?” and
“Do I want to do the task?” (Eccles, 2006, p. 1). In addition, four factors that can contribute to
learning are: 1) Enjoyment aspects; 2) Attainment value; 3) Utility value; 4) Perceived cost of
engaging in activity (Eccles, 2006). Eccles states that utility value is “determined by how well a
task fits into an individual’s goals or plans” (2006, p. 3). This can be applied to the organization,
gaps, challenges, and successes of the student newsroom. There are mixed views about the
student experience in a converged newsroom, so posing these questions to faculty about the
value they place on new technologies and convergence can help shed light on why and how they
are having a positive or negative experience and what could make things better or what is
working well.
Attribution
32

Faculty need to feel that student newsroom success is due to their efforts and hands-on
approaches.
Anderman (2009) states that people want to know why they are succeeding or failing.
Anderson gives the scenario of a student who fails a test (2009). The student may look for a
specific cause, such as lack of ability, effort, or poor instruction. This can affect the student’s
motivation and learning habits (Anderman, 2009). Weiner’s original model of attribution states
that learners are influenced by environmental and personal factors (Anderman, 2009).
Environmental factors may refer to situations at home or school. Personal factors may refer to
prior experiences or knowledge. Environmental and personal factors can affect how students
deals with situations like failing a test. They want the answer as to why (Anderman, 2009). The
same is true with faculty in the student newsroom. They need to take ownership of success and
areas of growth in order to pursue the organizational goal of being a global leader in journalism
education. Weiner’s theory states that there are three causal dimensions: locus, stability, and
controllability (Anderman, 2009). The locus dimension points to internal or external causes.
Stability refers to stable or unstable causes. Controllability refers to whether the individual
believes he has control over the situation (Anderman, 2009). Attribution can affect future
behavior and motivation. In the student newsroom, attribution is important so faculty can take
ownership of goals in the student newsroom, implementing a converged curriculum and feed on
the success in the student newsroom.
Self-efficacy
Faculty at the student newsroom need to believe they are capable of leading a state-of-the
art student newsroom. This will contribute to the organization’s global goal of being a leader in
journalism and public relations. When people have confidence, they will do well in school,
33

according to Eccles (2006). This confidence can come from past high performance and strong
messages from. In addition, self-efficacy will help the faculty believe they can reach their
stakeholder goal of developing an enhanced, state-of-the-art curriculum related to converged
newsrooms to best position students for future success. Social cognitive theory states that self-
efficacy can be the foundation for “human motivation, well-being, and personal
accomplishment” (Pajares, 2006, p. 1). These factors can affect a lot of people’s lives, including
how they face challenges and if people think optimistically or pessimistically. Four sources help
people form self-efficacy beliefs: “mastery experience, vicarious experience, social persuasions,
and physiological reactions” (Pajares, 2006, p. 2). How people feel about themselves affects self-
efficacy. Success increases self-efficacy, but failure can lower it (Pajares, 2006). This relates to
the student newsroom because it can help examine the culture of the organization, which can
contribute to meeting the organization’s global goal. Do faculty believe they can succeed? Is
there a pessimistic or optimistic climate? Are they mastering experiences and having success?
Bandura states that people need to believe they can do something in order for them to be good at
it and be motivated (Bandura, 2000). They need incentive and they need to believe that their
actions will produce the desired effects. Groups who think they can do something often can.
Perceived collective self-efficacy can help a group with motivation, overcoming adversity and
accomplishments (Bandura, 2000). People are partially products of the environment (Bandura,
2000). Efficacy can influence people and how they think. It can affect their actions and how
much effort they put into a task (Bandura, 2000). This can also relate to the student newsroom;
Do faculty have self-efficacy both individually and as a group? How is the environment playing
a factor?
Personal Motivation
34

Faculty need to be motivated to excel in the area of digital innovation while balancing
fundamentals of journalism. This can contribute to the stakeholder goal of having the student
newsroom faculty develop enhanced, state-of-the-art curriculum related to converged newsrooms
to best position students for future success. Shraw and Lehman (2009) address situational and
personal motivation. Situational interest tends to be spontaneous and activated by environment
(Shraw & Lehman, 2009). Personal interest tends to be deeper, more enduring and internal.
Situational interest can be a novel environment (Shraw & Lehman, 2009). Personal interest
increases when there is more engagement, when you attain expert knowledge, and are in a
challenged environment (Shraw & Lehman, 2009). Shraw and Lehman (2009) also make the
following points: if students are more interested in a topic, they are more likely to engage;
teacher enthusiasm is important to an organization; students need to be active learners; and don’t
overwhelm students.
Personal and situational motivation can be applied to the student newsroom and
especially curriculum and organizational structure and practice. Some questions that may be
considered include: Are faculty being challenged? Do they have personal, situational or a mixed
variety of interest? It is also important to look at faculty engagement in the student newsroom.
Another factor to look at is overload. Some faculty may feel overwhelmed in the student
newsroom. Table 3 shows assumed motivational influences on performance for faculty at the
University of Journalism student newsroom.
Table 3

Assumed Motivational Influences on Performance and Assessments

35

Organization
Faculty in the student newsroom need support from the organization in the areas of time
and space for reflection, vision, engagement and experimentation to reach the organization’s
goal. Kezar states that organizational change can occur if individuals understand the change
broadly and collectively (2001). The journalism industry is changing and journalism schools
Organizational Mission
In the discipline of journalism, it strives to lead in academic research, professional practice and
features a state-of-the-art converged newsroom. It aims to give students the “’University of
Journalism’ Advantage,” with a multimedia focus that brings together stories told with audio,
video, interactive elements, social media, news products and more.

Organizational Global Goal
By 2023, the “University of Journalism” will be a be a global leader in the areas of public relations
and journalism in a multicultural environment through excellence in research, teaching,
professional skills, and public service

Stakeholder Goal
By January 2022, student newsroom faculty will evaluate the best practices, current curriculum
offerings and their needs to continue to develop new curriculum to improve the student newsroom
experience.

Assumed Motivation Influence Motivation Influence Assessment
Utility Value – Faculty at the University of
Journalism student newsroom need to see the
value of digital skills and foundational skills
blended with real-world experience in
curriculum.
Faculty will be asked about the value
they place on digital skills blended with
foundational skills in their curriculum.

Attributions – Faculty need to feel that student
newsroom success is due to their efforts and
hands-on approaches.
Faculty will be asked about the how they
relate the success of the converged
newsroom approach and curriculum to
their own efforts.

Self-Efficacy - Faculty at the University of
Journalism student newsroom need to believe
they are capable of leading a state-of-the art
converged newsroom.
Faculty will be asked about their level of
confidence in creating new curriculum
and teaching in the converged Student
newsroom.

36

must keep up. Wenger et al., state that universities need to teach the fundamentals of journalism,
but there are new demands for audience engagement and social media skills (2018). This type of
change in an organization, such as a professional or student newsroom, can be challenging.
Change involves cultural models and settings. Culture can define a group and remains even after
members of a group have left (Schein, 2017). It is defined as what an organization has learned to
grow, survive and organize itself (Schein, 2017). Gallimore and Goldenberg (2001) introduced
the concepts of cultural models and cultural settings as the two dimensions of organizational
culture that impact the individuals within the organizations. Cultural models mean the shared
understanding of how things work or should work within an organization. Cultural models are
dynamic, often invisible and expressed through cultural practices (Gallimore & Goldenberg,
2001). Cultural settings can be understood as the visible, specific and concrete aspects or
contexts of an organizational culture (Rueda, 2011). It is important to understand how an
organization’s cultural model and cultural settings influence the realization of stakeholders’
goals.
Cultural Models
Organizational culture can affect performance goals, according to Clark and Estes (2008).
There can also be deeper effects on employees. Change affects purpose, identity and mastery
(Moran & Brightman, 2000). These three areas deeply affect employee behavior. Moran and
Brightman (2000) state that “managing change is about managing people” (p. 1). Having open
discussions about the impact of change is important and can alleviate fear of change (Moran &
Brightman, 2000). Creating opportunities for people in an organization to learn and evolve is
also important during a process of change (Moran & Brightman, 2000). Journalism professionals
need to cope with change in the industry and understand that convergence is affecting their jobs
37

deeply (Ureta & Fernandez, 2018). Auman and Lillie (2007) suggest that team teaching is one
way to help educators move forward and this could be an opportunity for educators to evolve.
Castañeda et. al (2005) states that only about 60 percent of journalism schools are preparing
students for multimedia platforms. From this statistic, we can see change is still needed. The
University of Journalism launched a converged curriculum and results were mixed pertaining to
learning processes, but students improved in key skills.
In terms of cultural models, for the faculty in the student newsroom to be able to create
state-of-the-art curriculum related to converged newsrooms, the organization needs to provide
faculty new opportunities for learning so they can embrace change in the area of convergence
journalism. This includes time and space for reflection and experimentation. Time and space are
important for organizations that are adjusting to new settings (Schein, 2017). The student
newsroom is a relatively new setting, with a new open concept newsroom in a building
approaching its six-year anniversary. Creating an environment for experimentation is also
critical, according to Moran and Brightman (2000). Garvin et. al, states that institutions need to
be learning organizations (2008). This can help organizations be more adaptable to change.
Garvin et. al (2008) state that building blocks for a supportive learning environment in
organizations include the following: 1. Psychological safety; 2. Appreciation of differences; 3.
Openness to new ideas; and 4. Time for reflection. Huang et. al, state that training in
convergence journalism is essential (2006) and an “urgent necessity” (p. 2). Training can help
journalism departments at universities become learning organizations that keep up with
technology and industry demands. In addition, the learning process involves having time and
space for experimentation, keeping track of technological trends, identifying and solving
problems, and training for employees (Garvin, et. al, 2000). If academic institutions do not
38

provide these, the organization could suffer.
Cultural Settings
Clark and Estes (2008) state that “inefficient processes” or “inadequate materials” can
adversely affect performance goals. One key process within an organization is communication.
Organizational culture is important to communication in an organization (Berger, 2014). Berger
(2014) states that good communication in an organization improves job performance and
employee satisfaction. Leaders set the example for how things are communicated in an
organization. Communicating a clear vision and empowering employees is important, according
to Berger (2014). Organizations with engaged employees are more productive (Berger, 2014)
According to Berger (2014), culture is defined as “a deeply rooted, shared system of
knowledge, symbolic communication, patterns of behaviors, values, and assumptions. Culture is
how things get done, and it is created, sustained, and changed by its members and subcultures.
Communication and culture share a reciprocal relationship” (p. 6). Burke (2002) states that
climate is defined by looking at how employees perceive how things are managed and how
employees work together. Climate in in the foreground while culture is in the background,
according to Burke (2002). Berbary and Malinchak (2011) state that engaged employees
understand and relate to their organizations goals and know how they can contribute. They have
a shared sense of purpose and are empowered in the organization. Singer (2004) states,
“Newsroom experiments with convergence—a sharing of news staffs, technologies, products,
and geography—disrupt not just the norms and routines of newspaper news work hut, more
profoundly, the professional socialization of print journalists and their perception of themselves
as a distinctive kind of news worker.” (p. 838) Buckingham and Coffman (1999) state that
people will be high performing employees when they know what is expected of them, are given
39

opportunities to learn and grow, and feel as though their voices are heard, among other things.
Giving employees opportunities for development is critical for organizational success
(Buckingham & Coffman, 1999). These factors may be considered when examining
organizational change in the context of converged student newsrooms. Table 4 features assumed
organizational influences and methods for assessment.
Table 4

Assumed organizational influences
40

Conceptual Framework: Interaction of Knowledge, Motivation and Organization

Clark and Estes (2008) provide a conceptual framework for knowledge, motivation and
organization. Merriam and Tisdell (2016) state that a conceptual framework can be derived from
literature, concepts and themes from the specific area of study. Maxwell (2013) states that
conceptual framework can consist of a visual product that shows relationships in a study and
Organizational Mission
In the discipline of journalism, it strives to lead in academic research, professional practice and
features a state-of-the-art converged newsroom. It aims to give students the “’University of
Journalism’ Advantage,” with a multimedia focus that brings together stories told with audio,
video, interactive elements, social media, news products and more.

Organizational Global Goal
By 2023, the “University of Journalism” will be a be a global leader in the areas of public relations
and journalism in a multicultural environment through excellence in research, teaching,
professional skills, and public service

Stakeholder Goal
By January 2022, student newsroom faculty will evaluate the current curriculum offerings and their
needs to continue to develop new curriculum to improve the Student newsroom experience.

Assumed Organizational Influences

Organizational Influence Assessment
(Cultural Models)
The organization needs to create opportunities
for people to learn and change in the area of
convergence journalism.
Faculty will be asked about training and
opportunities for learning of new skills.
(Cultural Models)
The organization needs to provide time and
space for reflection and experimentation.
Faculty will be asked about time and space
given to them for experimental projects and
initiatives and reflection.
(Cultural Settings)
The organization needs to have a clear vision
and communicate that vision.
Faculty will be asked if they understand the
vision of the organization.
(Cultural Settings)
The organization needs to engage faculty in
decision making around convergence and
changes in curriculum so that their voices are
heard.
Faculty will be asked if they feel involved and
engaged.
41

points to the focus of a study.
The Clark and Estes (2008) framework can be used to identify gaps, challenges and
success of an organization. Part of gap analysis includes examining goals with actual
performance (Clarke & Estes, 2008). Alkin (2011) also points to evaluation as a method of
appraising an organization. The process of assessing the value of an organization may include
looking at formative and summative evaluations (Alkin, 2011). Formative evaluations happen
early in a process, while summative happens after a process has been completed, according to
Alkin (2011). This may help identify gaps, success and challenges an organization faces.
Goals are examined in both Clark and Estes framework as well as formative and
summative evaluations. In addition, Malloy (2011) states that data can be very important when it
comes to the focus of an organization. A focus of inquiry is also important as an organization is
setting priorities (Malloy, 2011). The inquiry process can be important to define goals, find out
where improvement is needed, solve or identify problems and more (Malloy, 2011).
When it comes to conducting research, good research design is paramount (McEwen,
2003). it is important to ask several questions, including the following: 1. The causal question:
Does it work?; 2. The process question: How does it work?; 3. The cost question: Is it
worthwhile?; 4. The usability question: Will it work for me?; 5. The evaluation question: Is it
working for me? (McKewen, 2003).
The conceptual framework points to the stakeholders’ relationship in meeting the
organizational goal of being a global leader in journalism. The knowledge of faculty plays an
important role in creating a newsroom environment where a culture and curriculum of
convergence can thrive. In addition, motivation of these groups is important. Faculty need to
know they have what they need to succeed in a converged newsroom and should be motivated to
42

do so. This can also contribute to the stakeholder goal of faculty satisfaction. While knowledge,
motivation, and organizational influences on performance are often looked at separately, Figure
1 suggests that they interact with each other. For example, without organizational learning,
faculty will not build self-efficacy in their ability to teach in a converged newsroom. Similarly,
involving faculty in decision making will likely increase the value they place in the new
curriculum. Figure 1 shows the interactions between knowledge, motivation, and organizational
influences on performance.

43

Figure 1. Conceptual Framework

44

Conclusion

This research seeks to identify gaps, challenges, successes and future guidelines at the
six-year mark of the launch of the converged student newsroom at University of Journalism. The
student newsroom has combined radio, television and digital producers into one space and one
student media brand.
The literature discussed in Chapter 2 highlighted the skills and competencies needed for
future journalists, the need for universities to rethink their curriculum and training to better
prepare journalists for the future through converged newsrooms, and the current movements and
challenges in doing that. The industry has been disrupted, according to Singer (2004), calling for
new types of journalists. Wenger et. al found that there is greater demand for social media,
audience engagement and multimedia skills (2018). The Clark and Estes (2008) conceptual
framework examining knowledge, motivation and organizational influences on performance was
also discussed in Chapter 2 to identify faculty needs at the University of Journalism student
newsroom to develop a state-of-the art converged curriculum and for ASCJ to be a world-class,
innovative leader in converged communication and journalism. Chapter 3 will present the
study’s methodological approach.

45

CHAPTER 3: METHODS

The study sought to examine faculty needs within the converged student newsroom
experience at the “University of Journalism” to develop and implement enhanced, state-of-the-art
curriculum related to converged newsrooms to best position students for future success. Chapter
three will provide the research design and methods for data collection and analysis to better
understand their needs. Credibility, validity and ethics will also be addressed.
Participating Stakeholders

The student newsroom hosts around 200 students every semester along with about 30
faculty and staff. Faculty are key stakeholders in University of Journalism’s converged
newsroom. Unlike students, who can change every semester, faculty remain for the most part as
a constant in the student newsroom. They develop curriculum and work with students on a daily
basis. The focus of this study were faculty assigned to the student newsroom as research on
student satisfaction with a converged student newsroom has already been conducted. Participants
were full-time journalism faculty assigned to work in the student newsroom, along with some
faculty from the communications and public relations major who were also engaged with the
student newsroom. It was important to interview all faculty in the student newsroom, since it
serves the entire school, consisting of journalism, public relations and communications. A mix of
faculty who were relatively new to the student newsroom as well as those who had worked in the
student newsroom for some time were selected. All faculty interviewed had served at least one
year in the student newsroom at the University of Journalism. All faculty interviewed were non-
tenure track, professional practice faculty who focus on teaching and service to the campus,
community and media industry. Ranks ranged from assistant professor to full professor. To
protect the identity of participants, additional descriptors were not used because of the small
46

sample size. Malloy (2011) states that the right data, people and interpretation are important keys
to good data-driven decisions. Key stakeholders are critical, according to Malloy (2011). In the
University of Journalism student newsroom, the key stakeholder group of faculty was chosen
because they are the ones who are the life blood of the environment. They have daily contact
with students and are a more permanent fixture in the student newsroom, since students regularly
graduate and move on from the university.
Interview Sampling Criteria and Rationale

Criterion 1. Full-time University of Journalism faculty with assignment to the student
newsroom, who have served at least one year in the newsroom.
Criterion 2. Full-time PR/Comm faculty who teach in the student newsroom and have
done so at least one year.
Interview Sampling (Recruitment) Strategy and Rationale
At the time of the study, there were seven active full-time faculty members who had been
assigned to work in the student newsroom, all of whom had served at least one year in the
newsroom This included one full-time PR/Comm faculty who taught in the newsroom.
Interviews were conducted with all seven faculty members to obtain open-ended, in-depth
responses and to gather anecdotes from the student newsroom experience. Qualitative research
utilizes interviews with open-ended questions to look for deeper meaning of a problem
(Creswell, 2014). Johnson and Christensen (2015) state that the interviewer should develop
rapport and ask follow-up questions to conduct effective interviews. Being empathetic but
neutral is also important (Johnson & Christensen, 2015). Data is typically gathered in the
sources’ setting and then data is analyzed (Creswell, 2014). Themes and interpretations are made
by examining the data collected (Creswell, 2014).
47

Qualitative Data Collection and Instrumentation

Qualitative research can help researchers dig deeper, find multiple perspectives, and
gather details and interpretations (Weiss, 1994). Qualitative research can be collected in a variety
of ways, including through documents, observation, or interviews (Creswell, 2008). This study
used interviews as a method of research. Bogdan & Biklen (2007) states that interviews can be
used to compile rich data and gather information in the source’s own words. In essence, the
researcher becomes a key instrument (Creswell, 2008). Interviewing was the main chosen
method for this study because interviewing can allow us to understand the source’s perspective
(Merriam & Tisdell, 2016). It also provides a way to compile stories and experiences (Patton,
2002) and takes us to places we may not otherwise be able to go (Weiss, 1994).
The main stakeholders for this study were faculty in the converged student newsroom at a
major university. There were approximately seven full-time faculty members assigned to the
student newsroom. This included one full-time public relations faculty member who taught in the
student newsroom. All of the stakeholders, full-time faculty assigned to the Student newsroom,
were interviewed utilizing structured, face-to-face interview methods. This allowed for an in-
depth examination of the faculty’s knowledge, motivation, and organizational resources toward
developing an enhanced, state-of-the-art curriculum related to converged newsrooms to best
position students for future success.
Interviews
The interviewing method used was structured, face-to-face interviews. Patton describes
structured interviews as standardized open-ended interviews that include a set of questions used
in all interviews (2002). In addition to a standardized approach, some techniques of an informal
conversational interview were used (Patton, 2002). Patton states that it is possible in some cases
48

to combine interview approaches for more effective data collection (Patton, 2002). Informal
conversational approaches can allow for the interviewee to guide the conversation and uses the
natural flow of topics to direct the interview (Patton, 2002). Bogdan and Biklen (2007) states that
effective interviews allow for subjects to speak freely about their perspectives. Knowledge
questions, background questions, and opinion and value questions (Patton, 2002) were used
during the interviews in order to help examine knowledge, motivation, and organizational needs.
Open-ended questions were used during interviews. Merriam and Tisdell (2016) state that
effective questions may be open-ended so that descriptive data and stories may be gathered.
Probes were used during the interview to follow up and dig deeper during the interview
(Merriam & Tisdell, 2016). An interview guide, or a list of questions, in Appendix A, was used
during the interview (Merriam & Tisdell, 2016).
Interview Procedures. Interviews of seven faculty members occurred in faculty
members’ offices on site during the month of November 2019. Interviews lasted approximately
one hour each and were conducted individually. The one hour length of interview was selected to
have time for in-depth discussions but not to make excessive demands on the subject (Bogdan &
Biklen, 2007). The month of November was chosen because full-time journalism faculty were
back on campus in August after the summer break and interviews took place in person. Faculty
are actively involved in campus and student newsroom activities, and by November, they had
time to be embedded in their activities in the student newsroom. Bogdan & Biklen (2007) state
that subjects need to feel comfortable during an interview and discuss what they normally talk
about, so November is a good time to conduct interviews about the organization as respondents
are back on campus and geared up for classes. Permission to conduct the study was granted by
the organization’s director, and specific interview requests were made that were short, direct and
49

honest (Bogdan & Biklen, 2007). Bogdan & Biklen (2007) also recommend persistence,
creativity and flexibility when gaining permission for interviews. Therefore, formal interviews
were conducted with dates and times that would not disrupt the subjects’ planned work
schedules. Interviews took place in respondents’ offices on campus. Creswell (2008) states that
qualitative research should take place in a subject’s natural setting, where people may have
experiences related to the issues being studied. Notes were taken during the interview and if
respondents agreed to it, each interview was recorded using a digital audio recording device.
Creswell (2008) states that even if an interview is being recorded, notes should be taken in case
the recorder fails, and this was followed.
Credibility and Trustworthiness

There are many aspects of credibility and trustworthiness that need to be taken into
consideration as data are collected and analyzed during research. Creswell (2008) states that it is
important to gather data from multiple sources. In this study, all full time faculty at the student
newsroom were interviewed to gather the fullest picture possible. Interviews were conducted on
site. It is important to spend time in the field to understand the environment and bring rich
descriptions to the study (Creswell, 2008). Seven interviews were conducted for this study in the
subjects’ environment.
Creswell (2008) states that reflexivity is important during research. This involves
reflecting on the researcher’s role in the study and considering how background and experiences
shape findings and interpretations (Creswell, 2008). The researcher has worked at the
organization being studied for six years and has spent dozens of hours in the newsroom being
examined. Before the interviews, the researcher was not specifically assigned to work in the
student newsroom and is a peer of those working in the newsroom. The researcher also has about
50

15 years of journalism academic experience and has worked as a journalism faculty adviser for
student publications. Creswell states that it is important to be explicit about how past experience
could influence interpretations (2008). Notes were taken during the interview and analysis of
data as recommended by Creswell (2008) to assist in the reflection process. The research that
occurred for this study constitutes “backyard research” (Creswell, 2008), which includes
studying one’s own organization. Interviews were used for data collection for the study. Johnson
& Christensen (2015) state that the interviewer should develop rapport and ask follow-up
questions to conduct effective interviews. Being empathetic but neutral is also important
(Johnson & Christensen, 2015).
Ethics

Researchers have an obligation to protect human subjects and do no harm (Rubin &
Rubin, 2012). Human subjects must have enough information to understand what their
participation in a study means, and that they can withdraw at any time without negative
consequences (Glesne, 2011). In addition, Glesne states that unnecessary risks to people
participating in a study should be eliminated and experiments should be conducted by qualified
investigators (2011).
The researcher conducting this study was CITI certified and the study was processed
through USC’s Institutional Research Board (IRB) as required by the researcher’s academic
institution. As recommended by Rubin and Rubin (2012), participants were made aware of the
purpose of the research. The participants were verbally informed and given a written consent
form, along with the opportunities to ask questions or leave the study at any time. Human
subjects were treated respectfully and an ethics checklist outlined by Merriam (2016) was
adhered to. This checklist included explaining the purpose of the study to the subject, risk
51

assessment, covering issues of confidentiality, making sure the subject had informed consent,
and going over who has data access, among other issues (Merriam, 2016). Questions for the
qualitative study were reviewed by the IRB to ensure the questions posed no harm to the
participants. Permission was obtained when recording qualitative interviews and collecting data.
Recordings were kept confidential and stored in a secure space.
The principal investigator is an employee of the organization being studied and a peer to
those who participated in the study. The organization’s director was interested in the results of
the study, as well as recommendations that were made. As a journalism educator, the principal
investigator is also interested in how faculty in converged newsrooms are handling rapid change
in academia and the media industry. As someone who teaches digital journalism and has a focus
on emerging technology, the principal investigator needed to be aware that technology does not
always a positive impact on an organization. Being aware of this specific background was
important as the principal investigator (myself) worked to navigate the study in a balanced way.

52

CHAPTER 4: RESULTS AND FINDINGS

The purpose of this study is to identify gaps, challenges and successes surrounding
convergence in a higher education academic journalism program. Goals include identifying
strategies for supporting faculty working in or with converged newsrooms. The Clarke and Estes
(2008) gap analysis conceptual framework was used in this study to examine the following
research questions:
1. What is the faculty knowledge and motivation related to developing and implementing
best practices and a state of the art curriculum in the area of teaching convergence
journalism?
2. What is the interaction between organizational culture and context and stakeholder
knowledge and motivation?
3. What are the recommendations in the areas of knowledge, motivation, and organizational
resources for effective teaching of convergence journalism?
As explained in Chapter 3, the methodology employed for this study focused on
qualitative design. Faculty working in a converged university newsroom were interviewed in
person for this study, with seven faculty members invited to participate and seven interviewed
(see Appendix A for interview protocol). Data collection occurred over three weeks, according to
availability of subjects. Interviews lasted 35 minutes to just over one hour. Twelve questions
were asked of the participants and interviews were recorded with permission, transcribed and
coded according to the assumed knowledge, motivation, and organizational influences on
performance, as presented in Chapter 2.
This chapter begins by outlining the participating stakeholders. Results and findings in
the areas of knowledge, motivation and organizational support are then examined.
53

Participating Stakeholders

Seven faculty members participated in the study. Faculty are key stakeholders in
newsrooms because unlike students, who progress through a program and graduate, faculty can
have a more consistent presence in newsrooms, and they are in a position to change and improve
curriculum and determine best practices in the newsroom. Curriculum and best practices are a
key factor affecting the effectiveness of converged newsrooms and journalism programs. Five
female faculty members and two male faculty members were interviewed, with a range of
professional and teaching experience. Faculty members who were interviewed had worked at
metropolitan newspapers, public radio stations, public television stations and digital-only
publications. Faculty interviewed had a minimum of two years of experience teaching at the
university level to decades of university teaching experience. Participants were all full-time
journalism faculty assigned to work in the student newsroom, along with one faculty member
from the communications and public relations major who is also engaged with the student
newsroom. It was important to interview all faculty in the student newsroom, since it serves the
entire University of Journalism school—consisting of journalism, public relations and
communications. A mix of faculty who were relatively new to the student newsroom, as well as
those who had worked in the student newsroom for some time were interviewed. All faculty
interviewed had served at least one year in the student newsroom at University of Journalism.
Some were recently assigned to the student newsroom and others have since received other
assignments.
Results

Knowledge Results
54

Knowledge and skills are essential to accomplish organizational goals (Clark and Estes,
2008). An evaluation was conducted of faculty knowledge needs to accomplish their goal to
revise and develop curriculum to improve the student newsroom experience in alignment with
the organization’s goal to be a global leader in the areas of public relations and journalism in a
multicultural environment through excellence in research, teaching, professional skills, and
public service (USC Annenberg, 2016). Participants were asked questions pertaining to
procedural and metacognitive knowledge. Assumed knowledge needs listed in Table 5 were
considered validated if over 50 percent of the participants indicated continuing needs in an area
to achieve their goal. It is the validated needs that will be the focus of recommended solutions in
Chapter 5 to close current knowledge gaps.
Table 5
Assumed Knowledge Influence
Assumed Knowledge Influence Validated as a
Gap?
Yes or No
(Y, N)
Faculty need to understand the importance of both
the foundations of journalism and the new
technology that is changing the industry to tell
stories on multiple platforms
N
Faculty in journalism need to able to use new
technology to implement convergence techniques
into their daily activities.
Y
Faculty need to know how to reflect on their
knowledge of teaching multiplatform storytelling
techniques and create curriculum surrounding
professional practice.
Y

Faculty need to understand both the foundations of journalism and the new
technology that is changing the industry to tell stories on multiple platforms: Gap not
55

validated. First, participants were asked about their professional background. Experience in
multiple forms of media is an asset to faculty leading a converged newsroom. Five of the seven
participants stated they had experience in multiple media—such as print, television broadcast,
digital formats, radio and video. Two participants identified with only one medium, television
broadcast news or documentary filmmaking.
All participants stated that their professional experience positively influenced their
teaching ability in a converged newsroom. One participant stated:
There was a real divide there between kind of the digital web team which was you know,
for young and, and very forward thinking and kind of are very good, but very traditional
reporters and producers and TV and I also ended up getting promoted there…So in some
ways, I felt like the coming here and working as we were trying to integrate, the TV, the
broadcast and some of the tech side, you know, I felt like it really was very similar to
experiences I had had in the in the working world.
Professional experience is essential for teaching practical skills in journalism. Practical
skills refer to skills students need to be taught to work as a professional journalist. These skills
include writing, reporting, interviewing, producing video, reporting and producing broadcast
packages, recording and distributing radio and podcast content, social media skills, and
community engagement skills, among others. In addition, culture shifts and changes in real-
world newsrooms translate to student newsrooms. Media convergence has blended the lines
between media such as television, radio, digital and print content, and it is shaping the future of
the media industry (Huang, 2011). Smith (2010) states that although journalism educators are not
able to teach the future, it is educators’ responsibility to assist students in navigating and
interpreting it. Many journalism schools have been slow to adapt (Smith, 2010). Therefore, as
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Huang states, media convergence in journalism education is an “urgent necessity” (2011). The
study participants, through their professional experience, understood the importance of the
foundations of journalism, as well as new technologies.
One participant stated that in their professional experience, everything was striving to be
converged and “nothing was siloed.” Journalism professors also have the responsibility to teach
students how to produce on multiple platforms (Smith, 2010). Knowing one skill is not enough,
according to Huang (2011). Journalists need to be experienced in multiple media. One
participant added that they had to learn a lot of different skills to bridge gaps, especially with the
development of websites alongside television news, “I had to learn a lot of different things and ...
think about how we were going to get more of our content that we were making for TV out in
different ways.”
While research suggests that in many instances, faculty relate more to the medium they
have experience in and are not trained in multiple media themselves (Lowery, 2005), the faculty
included in this study had diverse experiences that allowed them to appreciate the significance of
the fundamentals of journalism and new technology changing the industry.
Faculty in journalism need to able to use new technology to implement convergence
techniques into their daily activities: Gap validated. More than half of the participants
identified a variety of technology shaping journalism and expressed the need for additional
knowledge in these areas. Some also expressed the desire for more training related to technology.
Digital presentation, mobile phone technology, podcasts, cloud technology, streaming services,
artificial intelligence, augmented and virtual reality, bots, and social media were mentioned by
participants as areas that must be explored. One participant said:
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I would say the two interesting things I have my eye on are probably like artificial
intelligence and machine learning… I think augmented reality is actually something to
keep an eye on maybe in a different context than we think of it now. I think that AR
actually provides journalistic value whereas like, I think some other kind of toys that we
get distracted by don't provide as much journalist environment isn't in as many contexts.
The capabilities of video and technology were discussed by more than half of the
participants, including one participant who stated, “I feel like now with all the streaming going
on, we need to be more like fluent and comfortable with that. We do stream our show, but it's a
little bit funky and we're not really where we want to be. I just feel like we're not as equipped as
we could be with that...”
Others cautioned that while it is important to keep an eye on changing technology and
platforms, you have to be cautious not to invest too heavily in one platform because things
change so quickly. To this point, a participant stated,
I think we have to constantly be aware of technology. I think we have to also avoid the
trappings of very quick adoption. Quick adoption doesn't help us, quick awareness does.
So I think that you know, I think having a little bit of time while we watch things start to
change, and decide with a with a thoughtful hand, a thoughtful mind at what we need to
adopt. I think that that's really important. We have to be aware of the notion that
technology changes every 15 seconds.
Faculty described their roles in the converged newsroom in different ways. One said they
viewed themself as a publisher. Another said it was their job to oversee television production.
Another said radio was their focus. Documentary was the focus of another faculty member.
Digital culture and editing was the focus of another faculty member, who stated they were able
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to launch new digital projects through their role in the newsroom. These perceptions are
important because convergence focuses on connections, collaboration and blending of media and
this often happens with advancements in technology. While it is important to have areas of
expertise, convergence focuses on blending of media. Wenger states that journalism education
must focus on a blend of old and new skills (2018). Audience behavior has changed the news
industry and job postings are asking for skills related to experience working with mobile apps
and online content production (Wenger, 2018). These newer skills are specifically related to
technology and faculty need to have an understanding of these technologies.
In summary, more than half of the participants identified a variety of technology shaping
journalism and expressed the need for more knowledge in these areas. Therefore, this gap was
validated. Some said daily deadlines impacted their time and ability to focus on new
technologies. A cultural focus on television as the biggest platform in the newsroom was also a
barrier to focusing on new technology. Although many faculty stated that they had previous
professional experience in a variety of media, many identified themselves with one area of focus
and expressed the need for knowledge in new areas driven by technology, along with training
aimed to foster trust in news, fight disinformation and address privacy concerns.
Faculty need to know how to reflect on their knowledge of teaching multiplatform
storytelling techniques and create curriculum surrounding professional practice: Gap
validated. Participants were asked about reflecting on their knowledge of convergence in a
newsroom. Five out of seven faculty members said they found it challenging to find time to
reflect on teaching and curriculum. One faculty member said they reflected on needs in the
newsroom and organized a panel in response to those needs. Another faculty member said they
used summers and breaks in the semester to catch up on readings, short trainings and research.
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Two participants stated they think about how to reach audiences and the next iteration of
television news. Another faculty member said they was focused on teaching practices.
One faculty member commented on why they found it difficult to reflect stating:
I think that it can be really hard to teach in the student newsroom on digital, because not
only are you sometimes teaching skills from scratch or concepts from scratch, because
they're not always supported by the curriculum. You're teaching them on the fly. And
then you sometimes they're actually unteaching bad habits... This job for me has often felt
like just like surviving day to day. So sometimes it is hard to have room for reflection in
that way.
Digital aspects of journalism are often undergoing the most change and transformation in
the news industry. The pace of digital technology, keeping up with daily deadlines, staying up to
date with new best practices in digital journalism can be overwhelming, leaving little time for
reflection. One faculty member stated:
Sometimes this job has felt like drinking from a firehose, and it is really hard to like, have
brain space to think about to think about what's next, but I also feel like I read intensely...
I'm very easily excited by ideas, if you will. So I feel like I'm always like, we should try
this, we should try this and like, so I am keeping it moving forward in that way, but it can
be hard to have time for that for sure. It's also a different brain function than reacting to
things in a newsroom. So it's sometimes hard to slip into that after you're like react, react,
react all day.
Another participant similarly stated, “I probably don't reflect if I'm being honest. I
probably don't. It's time. The time thing is really, really hard.”
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In summary, most participants found it difficult to find time to reflect in the midst of
daily deadlines, teaching, and helping students cover breaking news. When it comes to
knowledge needs pertaining to reflection and curriculum, the majority of faculty expressed
concerns and this gap was validated. Many participants stated they need more support and time
for reflection, especially in the midst of other daily responsibilities incurred by the converged
newsroom.
Motivation Results
Motivation is important to help keep people moving toward their goals in an organization
(Clark and Estes, 2008). Participants were asked about motivation relating to self-efficacy, utility
value and attribution. Table 6 refers to the assumed faculty motivation influences on their
performance organized according to these categories. Influences were considered validated if
more than half of the participants indicated continuing needs in each area.
Table 6
Assumed Motivation Influence
Assumed Motivation Influence

Validated as a Gap
Yes, No
(Y, N)
Utility Value – Faculty at University of Journalism’s
Student newsroom need to see the value of digital
skills and foundational skills blended with real-world
experience in curriculum.
N
Attributions – Faculty need to feel that Student
newsroom success is due to their efforts and hands-
on approaches.
N
Self-Efficacy - Faculty at the Student newsroom at
University of Journalism need to believe they are
capable of leading a state-of-the art Student
newsroom.
N
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Faculty at University of Journalism’s Student newsroom need to see the value of
digital skills and foundational skills blended with real-world experience in curriculum. Gap
not validated. All of the faculty interviewed recognized the value of foundational and digital
journalism, therefore, this gap was not validated. This illustrates the concept of utility value,
which refers to learning being influenced by the personal value someone attaches to the learning
(Eccles, 2006). One participant stated:
I force everyone from the art director who creates the graphics on the TV show, to the
Alexa producer for the radio programs to take a news judgment test, and they also tested
on AP style. But, you know, we want everybody to understand like, what our policies are,
what our ethics are, particularly if they're not all journalism students, they might not be
getting that in the classroom at all. We have to make sure that we know kind of where
they are on the fundamentals, and the skills they can learn that and workshops, they can
improve upon that as they go. That's part of the point.
This statement indicates the importance of a variety of experiences in the newsroom,
from traditional copy editing to understanding ethics policies to building content using new
technology and platforms. These experiences can complement what students learn in a classroom
setting. The connection and differences between the classroom setting and converged newsroom
are important because students may learn how to use appropriate style, learn what good
interview techniques are, and write a story in a classroom setting, but they actually get to practice
these skills in real life in the converged newsroom—which focuses on the practical application of
blending foundational and digital skills. Wenger (2018) points to the importance of a journalism
education that features old and new skills. Core skills, such as writing, are in demand, but the
need for multi-platform skills is growing (Wenger, 2018).
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Participants emphasized that the connection between curriculum and the newsroom is
especially important as it relates to convergence. Regarding curriculum, one participant stated,
“We don't want them to learn in silos—the platforms as silos. Sometimes I feel like what they
learned in the classroom and what they learned in here is, you know, day of air and different than
working on a on a longer piece. That’s not to say they're both not valuable. But it's hard.
Sometimes I feel like that the curriculum doesn't help us in here often that very much.” Another
participant agreed and stated, “There's a value in classroom learning, and there's a value in hands
on experiential learning. I'm a big believer in that, but they don't always match up.” One
participant proposed more integration with the classroom and converged newsroom. “I think it
would make it a better experience for everybody,” the participant stated.
Ureta and Fernandez (2017) state that what students focus on in the classroom can give
them the opportunity to work in social media and interact with audiences. The more students saw
their projects were replicated in the professional world, the more motivated they were (Ureta &
Fernandez, 2017). Professional environments also contribute to connections with instructors.
Students know how to use technology from a consumer point of view, but they need to be trained
on how to focus on the audiences’ needs (Ureta & Fernandez, 2017).
One professor, whose formal education primarily focused on writing and reporting, stated
foundational skills were more important than ever—even though this faculty member’s focus in
the converged student newsroom was on digital journalism and new platforms. The participant
stated:
Foundational skills are sometimes in some ways more important than ever. I could even
see an argument that that's what we should just focus on that because foundational skills
carry you through all the different platforms.
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In addition, faculty stated that their goal was to give students a good foundation in
reporting and understanding different platforms. Real world experience, including digital
experience, is important to how the converged newsroom functions. One participant said, “I
think, you know digital is everything. You know if you're podcasting, whatever you're doing, it's
going to be digitally based. So yeah, I think it's everything.”
While both foundational and digital journalism were considered by all participants to be
important, one faculty member expressed concern about lack of depth and critical thinking skills
in the student newsroom. This corresponds to research by Haiman (2001), who found that some
are concerned teaching too many skills can cause students to be familiar with a lot of areas,
without developing enough depth and honing skills in a specific form of storytelling. Creating
synergy among media outlets is critical and developing multimedia journalists is essential
(Abraham, 2001).
Another area of concern is that some participants felt that the newsroom is still somewhat
separated internally. A participant stated, “I think that we feel most days like we are a TV show
or radio show and then there's those people that do digital and then the many other things we ...
Our TikTok account, everything sort of feels very bifurcated.” One participant stated that it was
far off in the real world that people would abandon the media platform they originated with. “I
still think that news organizations, legacy news organizations are going to have roots in the
channel where they started,” the participant stated. These statements reflect the friction that can
result from convergence, where traditional media are almost forced to move farther away from
where they originated.
Another participant stated that a converged newsroom starts with story, not platforms. He
added that a modern newsroom wouldn’t have “legacy concerns” and people would understand
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how to execute on each platform with best practices. These statements again point to the changes
that occur as newsrooms experience convergence. Another participant stated that students should
specialize, but be familiar with a variety of media formats and platforms and understand what
works best, suggesting “I think that in a perfect world, it would be very cohesive in terms of
people's familiarity with other mediums. There shouldn't be a competition between radio, TV,
web, social. It all should be we're all working for the same thing.”
In summary, while all faculty recognized the importance of foundational and digital
skills, there are still areas of growth that may be considered as it pertains to the converged
newsroom. This gap was not validated because more than half of participants understood the
importance of foundational and digital skills blended with real-world experience in the
curriculum. However, some felt the newsroom was still dominated by television and more
resources needed to be distributed evenly, especially to support the growth and culture of digital
journalism. Connections to curriculum also were suggested as needing to be stronger when it
comes to learning objectives that blend old and new skills for students. Further, there was a
suggested need for further depth and critical thinking skills to be emphasized in the converged
newsroom as well as new workflows and technologies explored.
Faculty need to feel that student newsroom success is due to their efforts and hands-
on approaches: Gap not validated. Participants were asked to reflect on their attitudes toward
success, motivation and personal growth in the converged newsroom. Anderman (2009) states
that people want to know why they are succeeding or failing. Personal growth in the converged
newsroom can directly impact attribution and feelings of success or failure. In the student
newsroom at University of Journalism, attribution is important so faculty can take ownership of
goals in the student newsroom, including personal growth that can impact feelings of
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accomplishment and progress in the student newsroom. More than half of the participants
expressed motivation around their efforts and related personal growth in the converged
newsroom.
Several participants pointed to learning that takes place in a converged newsroom
through seeing how students consume news, learn new skills, become familiar with new
platforms and keep up with changes in the news industry. One participant stated, in particular,
that they were grateful to learn from colleagues and to be in their role during a “huge transition
in journalism.” Another participant agreed and stated, “I feel like I've grown so much. I mean,
you know, some of it is, as an instructor, you get so much energy from students and I've
benefited so much from getting to know students and working with them and seeing their
perspective toward news, you know, something that I wouldn't have as much access to. So that I
feel has been very helpful.” These participants expressed how their personal growth and success
motivated them in hands-on approaches in the student newsroom.
Others expressed more mixed feelings. One participant said they have grown, but wanted
more opportunities to learn and stay motivated. They said:
I've grown a lot because I, we have to, because things keep changing. I would say I
would like to grow more. I mean, I feel like I always have more to learn and I really
crave growing and … but I feel like there's more that I could learn, like through
workshops or through opportunities, you know, even webinars, right. Obviously, my time
is limited, but I feel like if they were a little bit more accessible, I would love that.
This statement indicated the need for more opportunities for growth and exploration of
more hands-on approaches in the student newsroom, illustrated by another faculty member who
stated, “It's been an exhausting and emotional experience. I love working with my students. I feel
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like seeing a student thrive and learn is like, you don't really match that joy in any other context
in the professional world.” Despite the joy of teaching and giving back to students, the
participant expressed feelings of frustration and exhaustion, which can contribute to a lack of
motivation in the newsroom.
Another specific challenge related to motivation and attribution included the culture in
the newsroom, where one participant stated that the newsroom needed to demonstrate a better
culture when it comes to convergence. The participant stated that while the television program is
very strong and should be celebrated, other students in the newsroom could feel that it
overpowers everything else. Digital programs should be just as strong, the participant stated.
Regarding digital initiatives, one participant stated:
If you don't will things to happen, they're not going to happen because there's just not the
momentum and infrastructure around it... It has felt very, it has felt a lot of times, like a
lonely journey. A lot of these things I've done, have never, has often not felt like
institutional priorities because I mean, a lot of these other things were already here
before. If you think about it, right, TV was here before.
These findings indicate balance is needed in the newsroom when it comes to support of
different media so professors in all areas can feel motivated and feel they are part of the student
newsroom success as a whole. Several participants mentioned that while they were very proud of
the television program, it utilizes most of the resources of the newsroom and is most visible. One
participant acknowledged that it was particularly difficult to create equity among platforms,
stating, “Transitioning culture is really hard and I think that ... I think that digital just doesn't
have a physical presence, like radio and broadcast do, and hard culturally compared to when
there's a studio and their staff and there's all this physical infrastructure around a platform.”
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Cultural resistance is one of the biggest challenges for converged newsrooms and
students and leaders need to work together and collaborate across the newsroom (Huang, 2011).
This is important because this can directly affect motivation. Professors particularly play a key
role in driving the direction of journalism schools and converged newsrooms (Huang, 2011).
Huang found in surveying professors, editors and news professionals that writing for multiple
platforms, visual journalism skills, and convergence skills were important. Feelings of equity
among these platforms in the dedication or resources and culture is important to motivation.
Cultural factors affect motivation, feelings of success, frustration, and failure in the
newsroom. Other participants agreed that change was hard and convergence and organizational
culture are difficult things to navigate. Ureta and Fernandez (2018) state that journalists with
training on multiple platforms, especially social media, are strongly desired in the current media
landscape. Students need to be able to work in multiple formats across platforms, and thrive in
convergent and collaborative environments (Ureta & Fernandez, 2017). A multi-platform
approach is critical in journalism schools (Bradshaw, 2012).
In summary, faculty overall felt positive about their personal growth and positive impact
on the success of the student newsroom through their efforts. This is important because
Anderman (2009) states that people want to know why they are succeeding or failing and this
can affect motivation and future behavior. In the student newsroom at University of Journalism,
attribution is important so faculty can take ownership of goals in the student newsroom,
implementing a converged curriculum and feed on the success in the student newsroom.
However, there is room for growth. There were still a few faculty who found it challenging to
stay motivated and grow in the context of the converged newsroom. This was especially true for
those who work in the digital space, as these participants felt overshadowed and not as supported
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as other forms of media. Minor areas of improvement for the organization include the need for
more opportunities for faculty learning and growth, including exploration of more hands-on
approaches in the student newsroom.
Faculty at the student newsroom at University of Journalism need to believe they
are capable of leading a state-of-the art student newsroom. Gap not validated. More than
half of the participants stated they felt confident in their abilities to lead a converged newsroom.
One participant stated, “So I feel confident in terms of saying, okay, here's best practices on
social platforms. Here are some principles you know, about, you know, how to tell stories on
those platforms. Here's how you should be thinking about telling stories on those platforms.”
This indicates some feel like they are aware of new platforms and technology, but perhaps they
could feel more confident in these areas if they had hands-on, practical skills in these areas.
Another participant stated, “I feel I have the skills. I think what I struggle with is the
instructional design where it feels like an endless number of skills we're trying to teach just
keeps expanding and we don't have more time. Right. So that I think is a challenge.” Another
participant stated, “I feel very confident. But part of that is I am constantly in continuing
education on technology. How we are doing a variety of things is not how we did it a year ago,
two years ago, three years ago. The technology changes and I have to learn it.”
These statements indicate confidence in abilities, but also shed light into the rapid pace of
change and the need to continue to learn and have time to apply that learning to instructional
design in a converged newsroom. Participants indicated they felt comfortable talking about other
media, but do not necessarily have hands-on experience working in those areas. More knowledge
and training in technology and instructional design could help increase self-efficacy. One
participated said, “I sometimes I guess I feel like I wish I could, I had more hands-on experience
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with like the editing software or whatever. So I could like help students troubleshoot better and
just more experience in general being a visual storyteller, which I never have been and never
tried to make my career in that way.” Another participant agreed, stating, “I would love more
workshops. I would love more, more education.”
While faculty recognized the importance of a converged newsroom, many said they
recognized they were not experts in everything and an open mind was important. To this point,
one participant stated, “I know print. I know TV. I know radio, but I think also the fact that I
understand I'm not one of those people that is like I don’t understand why we are on social … I
understand that it is a part of how people get their news and that we need to engage in it.”
In summary, the majority of participants believe they are capable of leading curriculum
development and design in a converged newsroom. With that said, several participants expressed
the desire for additional training in technology-related areas and instructional design. Some
faculty would also benefit from the allocation of time and space to focus on incorporating
convergence and leading a state of the art converged newsroom
Organizational Results
The organization’s support is critical if faculty are to help achieve the organizational goal
of becoming a leading, converged newsroom. Faculty need support from the organization in the
form of time and space for reflection, growth and experimentation. Table 7 refers to cultural
models and settings that were assumed to influence the achievement of the faculty’s goal to
revise and develop new best practices and curriculum to improve the student newsroom
experience and lead to a state of the art converged student newsroom. Specifically, the following
areas were examined: Opportunities to learn within the organization, time and space for
experimentation, communication of the organization’s vision, and engagement of faculty in
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curriculum decisions. Influences were considered validated if more than half of the participants
pointed to continuing needs in an area.
Table 7
Assumed Organization Influence
Assumed Organization Influence

Validated as a Gap
Yes, No
(Y, N)
(Cultural Models)
The organization needs to create opportunities for
people to learn and change in the area of convergence
journalism.
N
(Cultural Models)
The organization needs to provide time and space for
reflection and experimentation.
Y
(Cultural Settings)
The organization needs to engage faculty in decision
making around convergence and changes in curriculum
so that their voices are heard.
Y
(Cultural Settings)
The organization needs to have a clear vision and
communicate that vision.
N

The organization needs to create opportunities for people to learn and change in the
area of convergence journalism. Gap not validated. Participants were asked about
opportunities provided by the organization to learn and change in the area of convergence
journalism. All of the participants said they felt supported by the organization in a variety of
ways, including opportunities to attend conferences, to do research, to launch projects, and to see
premiere guest speakers. As one participant stated, “I've had multiple people say if I wanted to
go to other schools to observe what they're doing, I could do that. I haven't really had time to go
do that, but those are available. I know that I could go to conferences if I wanted to.”
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While participants stated that they felt supported by the organization, many pointed to
having to take the initiative on their own to identify opportunities for learning. This requires time
and active pursuit on the part of faculty. For example, one participant stated, “My opportunities
are all things that I'm self-identifying and pursuing on my own.” Another participant similarly
said, “I would say that I really do make an effort to try to keep up with industry, like NeimanLab,
like sort of this space of where people are talking about changes. And I do try to go to
conferences, you know, to meet other people and kind of see how people are talking about things
in this space.” Bright (2018) states that to meet shifting needs, journalism programs need training
for faculty to keep current and broaden skill sets.
Other faculty members felt that opportunities for people to learn and change in the area of
convergence journalism would be aided by more regular faculty interaction in the newsroom.
The converged newsroom has gone from seven full-time faculty members assigned to work in
the space to two full-time faculty members. Three participants identified the need for more
faculty oversight. “People don't realize how exhausting it is,” one participant stated. Another
added:
Some of the biggest challenges are resources in terms of faculty oversight...It's different
when you have people coming and going and they're part time. You know, having people
that are here consistently that know from day to day what's being done, I think is makes a
huge difference because the students and the reporters and the producers and the editors
they're changing every day, but to have that consistency with some faculty ... I think,
really important.
Although other people have been added to support students, these roles do not replace
full-time faculty oversight and interaction. Therefore, even though most people in the
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organization feel as though they are being supported by the organization when it comes to
learning, the organization may consider adding more human resources to the converged
newsroom to support others who feel they do not have time to learn and grow.
Overall, the organization seems to be providing support or opportunities for faculty
learning and training, and thus, this is not validated as a gap. At the same time, there are areas to
be addressed by the organization to reach their goal of a becoming a leading, converged
newsroom, as will be discussed under recommendations in Chapter 5.
The organization needs to provide time and space for reflection and
experimentation. Gap not validated. Participants were asked if and how the organization
provides time and space to engage in reflection and experimentation. While four out of seven
participants stated that the organization does support them in these areas, some said they had to
carve their own path.
Those participants who said they felt supported by the organization emphasized that they
were able to find time to reflect while students were covering stories and they found time to
think about what went right and what went wrong. Another faculty member said they were
always trying to reflect and improve when it came to teaching digital classes because things
move forward very quickly. Others said they found time during holiday breaks and winter and
summer break to catch up on reading and research. One participant said, “I think one of the
greatest things that has made this place an incredible experience has been we can always try
something great.”
While most participants stated they felt supported by the organization overall, they felt
they had to really work hard to identify opportunities to reflect and grow. One participant said,
“They give me the freedom, but there's not always a ton of institutional support and hard
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resources behind it, but I have over time had to have those developed. So I've had to be a self-
starter.”
Another participant said, “Reflection, I would say no. I feel like we're very busy, and we
don't have a lot of time to reflect on things.” Similarly, another participant said:
I think experimentation is what we should be doing and I think that's what this should be
all about. So yes, experimentation, but reflection? Well, I mean a little bit of it. I mean we
have discussions. We talk about issues. We, you know, sometimes a little of it, but you
know, we're going at such a frenetic pace that there's not a ton of time for that.
Notably, all participants were professional practice faculty members who focus on
teaching and service to the campus, community and media industry. Many professional practice
faculty at the school have heavy teaching loads and service requirements that may limit their
ability to take time for reflection. This contrasts with many tenure-track faculty who may teach
one course per semester and focus on academic research. Typically, professional practice faculty
teach three courses a semester, but those assigned to the student newsroom may have teaching
loads reduced by one class per semester.
Overall, the organization is supporting reflection. This gap is validated because just over
half of the participants felt they were supported by the organization. However, some felt the
hectic pace of the newsroom made this challenging. Berger states that employees who are more
engaged are more productive (2014). The organization may be able to better support its faculty
by offering resources, time and space for reflection.
The organization needs to engage faculty in decision making around
convergence and changes in curriculum so that their voices are heard. Gap validated.
When asked about whether their voice is heard, three out of seven participants felt their
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voice was heard when it came to making decisions that impact the organization. These
decisions may include newsroom standards and policies, curriculum requirements,
direction of the newsroom, launch of new initiatives, and other areas.
This is important because a key process within an organization is communication.
Organizational culture is important to communication in an organization (Berger, 2014).
Berger (2014) states that good communication in an organization improves job
performance and employee satisfaction. Leaders set the example for how things are
communicated in an organization. Leaders need to make sure all voices are heard in the
organization and all employees are empowered, not just those in positions of authority.
Berbary and Malinchak (2011) state that engaged employees understand and relate to their
organizations’ goals and know how they can contribute. They have a shared sense of
purpose and are empowered in the organization. Employees in the organization need to
have the opportunity to express their views and feel involved with the direction of the
organization. Within the context of the converged newsroom, this could apply to the
direction of the newsroom, curriculum decisions, and policies and best practices in the
newsroom. If faculty feel their voices are not heard, the organization will struggle to
achieve its goal of becoming a leading converged newsroom.
The evidence suggests that people feel heard if they are in positions of authority.
Those not in positions of authority and women working in the newsroom felt their voices
were not heard or people were not interested in what they had to say. One female
participant said she felt minimized and stated:
I have had experiences here where I felt like why did you hire me? I actually really
feel like for the most part everyone in the student newsroom has been receptive to
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my expertise and to my direction and all these things, but when it comes to
curriculum sometimes or dealing with the full faculty I truly had been like if you
don't want to listen to me on this like why am I here?
Another female participant stated, “I feel like I can talk to [the director] if and when
I need to. It's not a lot. And then I feel like I feel like honestly, I feel like other faculty
outside here really aren't interested in what I have to say.”
A male participant stated, “Yes, I feel heard and oftentimes even sought out for
comments. I think especially the current director of the school and the dean are very good
at seeking input and guidance. At least from my point of view, I was always included.”
In summary, more than half of the participants in this study felt their voices were
not heard when it came to making decisions that impact the organization. Therefore, this
gap is validated. The data indicates that women do not feel as empowered as men in the
converged newsroom, unless they are in positions of authority. Therefore, the organization
may need to put systems and mechanisms in place to make sure all voices are heard.
The organization needs to have a clear vision and communicate that vision.
Gap not validated. Most of the participants described a similar vision of the converged
newsroom. One participant described the student newsroom as an incubator, classroom and
news outlet. Another said the newsroom should “continue to be a modern forward thinking
newsroom.” The newsroom should be responsive to students and to what is happening in
the world and in the industry, one participant stated.
While definitions of the vision of the newsroom varied slightly, most pointed to
similar characteristics. They said the newsroom should be educating the next generation of
storytellers. Participants were in agreement that the student newsroom should be a learning
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environment and a real-world laboratory.
Communicating a clear vision and empowering employees is important, according
to Berger (2014). The organization leaders seem to be communicating a clear vision to its
stakeholders. Most of the participants described the converged newsroom in similar ways
with the goal of training journalists to enter the professional media landscape with practical
and modern skills. Buckingham and Coffman (1999) state that people will be high
performing employees when they know what is expected of them, are given opportunities
to learn and grow, and feel as though their voices are heard, among other things. A clear
vision that is communicated effectively helps stakeholders to know what is expected of
them. As a result, this can help employees contribute to the organizational goal of
becoming a leading, converged newsroom.
Other findings
The need for trust, serving audiences, privacy concerns, media literacy, critical
thinking and worries about disinformation were areas of importance for some participants.
“To be to be effective in a converged newsroom, you need to understand what the goals
are, and that's goals from the audience perspective...You would need to have a big picture
goal in mind, that's audience-focused and understanding that relationship, and then
knowing how to like deploy your resources properly,” a participant stated.
Research by Bright (2018) points to faculty at other institutions, especially smaller ones,
facing similar challenges. The limitations in training, lack of interest, speed of changing
technology, attitudes towards digital-focused curriculum, inflexibility of long-time professors,
and need for more faculty were some areas professors expressed concern over (Bright, 2018).
Some professors felt threatened by those with digital expertise, because long-time professors are
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more comfortable teaching what they already know (Bright, 2018). Some faculty were flexible,
but the challenges surrounding change were a factor (Bright, 2018).
While all participants felt the student newsroom could be described as a converged
newsroom, challenges were described by several participants in implementing convergence
techniques into daily activities. As stated by one participant, “The challenge was taking all of our
individual outlets and trying to, in some way, make them one organization with different parts.”
This is not surprising as culture changes are hard at many organizations. In news, traditions in
media are strongly entrenched. Carpenter (2018) found that print and television journalism
students perceived themselves in different ways. Broadcast students perceived themselves as
more extraverted and valued social status (Carpenter, 2018). Print students wanted to focus on
writing and strongly desired self-fulfillment (Carpenter, 2018). Convergence could result in
“turmoil” for some broadcast students because of their apparent motivations (Carpenter, 2018).
Participants described the challenges of focusing on daily deadlines and changing culture
to focus on modern digital best practices and experimentation. “I had to culturally transition us
from that on digital as well as set up a more modern infrastructure for editing for digital,” a
participant stated. Wenger (2018) states that modern jobs in journalism illustrate the need for
digital journalism skills, specifically social media skills. Strong writing skills were referenced in
71 percent of job listings in Wenger’s study, with social media skills following at 70 percent
(2018). While journalism schools must teach social media, many are lagging behind, with some
creating social media courses as electives rather than required courses (Wenger, 2018).
Participants also discussed the weight of daily deadlines, especially for television and
radio broadcasts, and how this impacted the implementation of convergence techniques. As one
participant stated, “Like if you have a 5:30 p.m. broadcast, you know your whole day, you're just
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working backwards until you make your deadline and then you go home. That's just not the way
it works. For me it's not the way it works for any news organization now, to be honest, and it's
not the way it works for platforms that have no beginning or end.” Two out of seven participants
stated daily deadlines and television was the main focus of the newsroom and potentially took
away from the focus on other areas or more in-depth reporting projects. This is very important
when it comes to implementing convergence techniques. If one or two media dominate the
newsroom, it could crowd out the focus on other forms of media, creating tunnel vision for some.
In addition, daily deadlines can affect time needed to innovate, learn about new technology, and
implement new technology and convergence practices. These factors can also affect attitudes and
culture in the newsroom towards convergence.
Participants stated that challenges in a converged newsroom include lack of support for
digital journalism, student turnover, the need for more faculty oversight, being stuck in legacy
media workflows, lack of faculty knowledge of modern technology, managing the needs of
people, tending to day of air requirements, and aligning classroom instruction with the newsroom
experience. Huang (2011) states that some journalism schools face challenges because of lack of
expertise and lack of time, among other factors. However, many editor and reporters said schools
provide practical experience and opportunities for students to explore different areas of media,
gain technical skills, build confidence and develop an understanding of the broader media
industry (Huang, 2011).
Another participant added, “The workflows, I think are going to change dramatically in
the next three to five years. I think that that's definitely a challenge for us. We're still to me what
in legacy media flows and workflows, especially on our video and photography and production
like that, and that is that is changing dramatically.” This is another area of potential growth for
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the newsroom. Considerations of tools that use artificial intelligence, augmented reality and
cloud-based technology are some areas that may be explored.
Conclusion
Overall, faculty in the converged newsroom have the knowledge, motivation and
organizational support to develop new curriculum and best practice to improve the student
newsroom experience and help the newsroom achieve its goal to be a leader in converged student
newsrooms. However, there were several areas that need improvement as indicated by the gaps
identified in this study. The following is an overview of research question results based on the
qualitative study.
What is the faculty knowledge and motivation related to developing best practices
and implementing a state of the art curriculum in the area of teaching convergence
journalism? All of the faculty who participated in the study felt they were qualified to teach in a
converged newsroom and pointed to their varied professional experience in multiple media. The
majority of faculty also felt positive growth through their role in the student newsroom. Many
said they learned from students and each other. While two of the seven participants felt a fully
converged newsroom would look like the current student newsroom, the other participants felt
there was room for improvement. Siloes still exist in the newsroom and television dominates,
especially when it comes to time and resources. Participants stated that challenges in a converged
newsroom include lack of support for digital journalism, student turnover, the need for more
faculty oversight, being stuck in legacy media workflows, lack of faculty knowledge of modern
technology, managing the needs of people, tending to day of air requirements, and aligning
classroom instruction with the newsroom experience.
When it came to motivation, there were no gaps validated in the organization. Faculty
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overall felt they valued the importance of both foundational and real-world skills in the
curriculum. They agreed overall that their hands-on approach is helping the student newsroom
succeed, and they know they are capable of leading a world-class converged newsroom.
What is the interaction between organizational culture and context and stakeholder
knowledge and motivation? Most of the faculty felt confident in their ability to teach in a
converged newsroom and recognized the value of blending digital and foundational skills in the
newsroom. However, some did express the desire for more training and workshops. The majority
of participants also said they found it challenging to find time to reflect on their growth because
of the hectic pace of the newsroom, lack of time and daily deadlines. While many felt that they
were supported by the organization, motivation was affected because of what many referred to as
lack of time and the intense daily deadline environment in the newsroom. Participants stated they
felt the organization would support them if they wanted to attend a conference or had an idea. In
addition, only certain participants felt their voice was heard. Those in leadership positions felt
their voices were heard and male professors felt their voices were heard. However, women who
were not in a director position did not feel their voices were heard.
Based on the findings in this chapter, the following chapter will provide research-based
recommendations for practice to help the organization reach its goal of becoming a leading,
converged newsroom.

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CHAPTER 5: RECOMMENDATIONS
Purpose of the Project and Questions
This project sought to evaluate the converged student newsroom at University of
Journalism’s six-year mark of the launch of the converged student newsroom. This has
implications for current students, faculty and staff, and provides guidance for student and
professional newsrooms moving toward digital convergence. The analysis focused on
knowledge, motivation and organizational influences related to achieving the faculty goal of
continuing to develop best practices and curriculum to improve the experiences in the student
newsroom and ultimately the organizational goal to be a global leader in journalism in a
multicultural environment through excellence in research, teaching, professional skills, and
public service. While a complete performance evaluation would focus on all stakeholders, for
practical purposes the stakeholder for this analysis was faculty assigned to the converged
newsroom.
The research questions guiding this study were:
1. What is the faculty knowledge and motivation related to developing and
implementing best practices and a state of the art curriculum in the area of teaching
convergence journalism?
2. What is the interaction between organizational culture and context and
stakeholder knowledge and motivation?
3. What are the recommendations in the areas of knowledge, motivation, and
organizational resources for organizational practice for effective teaching of convergence
journalism?
Research questions 1 and 2 have been addressed in previous chapters. This chapter will
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address research question number 3.
Knowledge, Motivation and Organizational Recommendations
Knowledge Recommendations
Data analysis revealed that, overall, faculty understood the importance of foundational
and digital journalism skills. In addition, faculty realized the importance of new technology in
daily activities of a converged newsroom. However, a gap was validated when it came to
reflection on teaching within the organization. The knowledge influences in Table 8 represent the
assumed knowledge influences and validated gaps based on interviews, the review of literature
and data collected pertaining to the study. Both those influences that were validated as current
gaps and those that were not are associated with context-specific, research-based
recommendations. While those that were not validated as current gaps suggest stakeholders have
knowledge in those areas, there was additional knowledge that could be gained and future faculty
may not have the same knowledge as those there at the time of the interviews. Recommendations
in these areas will assure all faculty have the needed knowledge into the future to teach in a
converged newsroom and enable the school to become a model of practice.
Table 8
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Validate
d as a
Gap?
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Faculty need to
understand the
importance of both the
foundations of journalism
and the new technology
that is changing the
N Clark and Estes
(2008) state that
knowledge and
skills are
important to
accomplish task-
Consistently conduct
training on blending
instruction with new
technology and
foundational
journalism.
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industry to tell stories on
multiple platforms
oriented goals.
Further,
knowledge “tells
us how to do
things” (Clark &
Estes, 2008).
Faculty in journalism
need to able to use new
technology to implement
convergence techniques
into their daily activities.
Y According to
Krathwohl
(2002),
procedural
knowledge
involves how to
do something. It
requires
knowledge of
subject-specific
skills,
techniques, and
understanding of
criteria to
perform tasks
(Krathwohl,
2002).
Provide training and
professional
development
opportunities focused
on using new
technology in
convergence.
Faculty need to know
how to reflect on their
knowledge of teaching
multiplatform
storytelling techniques
and create curriculum
surrounding professional
practice. (M)
Y Self-knowledge
is a component
of metacognitive
knowledge,
according to
Krathwohl
(2002). Knowing
what you know
and do not know
is essential to
growth in an area
of work or study.
Rueda (2011)
states that
metacognitive
knowledge
“allows one to
know when and
why to do
something” (p.
3).
Prioritize time and
space for reflection
and reflective
practices.
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Knowledge Recommendation #1: Consistently Conduct Training on Blending Instruction with
New Technology and Foundational Journalism.
Increasing procedural knowledge of journalism skills that are both traditional and digital
will help stakeholders achieve their goals. Clark and Estes (2008) state that knowledge and skills
are important to accomplish task-oriented goals. Further, knowledge “tells us how to do things”
(Clark & Estes, 2008). Although this gap was not validated, some faculty did state they would
like more training on blending instruction with new technology and foundational journalism.
Faculty in journalism need to have procedural knowledge in using new technology to
implement convergence techniques—such as streaming interactive newscasts, social media,
multimedia storytelling—into their daily activities. For example, current faculty could meet to
discuss ideas of how to integrate new technology into curriculum and class exercises that feed
into the converged newsroom. An advisory group or community may be created that includes
faculty and professionals outside the organization. A repository can be created to house ideas,
sample syllabi, exercises and trends in the news industry specifically focused on the student
newsroom. Webinars could be conducted and posted for easy access that focus on some of these
areas. Digital faculty at the organization could also conduct short, in-person workshops for the
faculty of the converged newsroom. These strategies will provide opportunities for consistent
training on blending instruction with foundational and new technology.
Knowledge Recommendation #2: Provide Resources, Training and Professional Development
Opportunities Focused on New Technology
In-person and online training focused on new technology—such as artificial intelligence,
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cloud-based workflows, advancements in video streaming, podcasting, social media and other
areas—are recommended for faculty. According to Krathwohl (2002), procedural knowledge
involves how to do something. It requires knowledge of subject-specific skills, techniques, and
understanding of criteria to perform tasks (Krathwohl, 2002). In addition, creating a hub or
digital idea board for faculty resources to discuss and share new ideas, tips and resources would
be helpful to faculty. Curation of training and conferences may also provide an easily accessible
resource for faculty. These initiatives all contribute to providing resources, training and
professional opportunities focused on new technology.
Knowledge Recommendation #3: Prioritize Time and Space for Reflection and Reflective
Practices
Faculty need to have the metacognitive knowledge to reflect on their knowledge of
teaching multiplatform storytelling techniques and create curriculum surrounding professional
practice. This gap was validated as faculty did not feel that they had sufficient time or
opportunities for reflection. Self-knowledge is a component of metacognitive knowledge,
according to Krathwohl (2002). Knowing what you know and do not know is essential to growth
in an area of work or study. Rueda (2011) states that metacognitive knowledge “allows one to
know when and why to do something” (p. 3). Therefore, a recommendation is to provide time
and space for reflection and training on reflective practices. To do so, the organization could set
aside time for personal and group reflection, following best practices, and the leadership could
model reflective practices and embed them in the culture. For example, research suggests that
reflective practice is critical in academia (Gaiamo-Ballard & Hyatt, 2013). Teaching reflection
may include strategies such as note-taking, requesting feedback, and making adjustments to
improve teaching practices through observation in practice (Gaiamo-Ballard & Hyatt, 2013). In
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newsrooms, journalists who “reflect in action” are critical despite obstacles in the newsroom,
such as complexities of duties and need for accountability (Ranamaker, et. al, 2015). Further,
faculty could be trained on how to conduct reviews of their own and each other’s curriculum and
best practices related to convergence, and how to set and achieve new goals in this area. Related,
the organization could provide the opportunities for incentives in merit review to recognize
active reflection with tangible outcomes. Collectively, these practices could contribute to the
prioritization of time and space for reflection within the organization.
Motivation Recommendations

Data analysis indicated that all participants recognized the value of foundational skills
blended with real-world experience. Most participants also felt positive about their personal
growth in their role in the converged newsroom. They also felt confident in their ability to lead a
converged newsroom using a hands-on approach. No gaps were validated in the area of
motivation. The motivation influences in Table 9 represent the motivation influences and their
validation based on the literature review and interviews conducted related to this study. Clark &
Estes (2008) states that motivation is critical in meeting goals, such as the stakeholder goal of
evaluating best practices and current curriculum offerings to improve the student newsroom
experience. Table 9 indicates recommendations for the motivation influences on performance
based on motivational theory. Although no gaps in motivation were revealed among current
faculty, there were several areas in which some faculty expressed need for support. Therefore,
context-specific recommendations are discussed to be sure that all faculty feel confident in this
area.
Table 9
Summary of Motivation Influences and Recommendations
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Assumed Motivation Influence

Validate
d as a
Gap
Yes, No
(V, N)
Principle and
Citation
Context-Specific
Recommendatio
n
Utility Value – Faculty at
University of Journalism’s
Student newsroom need to see
the value of digital skills and
foundational skills blended
with real-world experience in
curriculum.
N Learning is
influenced by
the personal
value someone
attaches to the
learning
(Eccles, 2006).
Create stronger
connections in
curriculum when
it comes to
learning
objectives that
blend old and
new skills for
students.
Attributions – Faculty need to
feel that Student newsroom
success is due to their efforts
and hands-on approaches.
N Anderman
(2009) states
that people want
to know why
they are
succeeding or
failing.
Provide a system
for recognizing
accomplishments
of MC faculty
Self-Efficacy - Faculty at the
student newsroom at
University of Journalism need
to believe they are capable of
leading a state-of-the art
Student newsroom.
N Social cognitive
theory states
that self-
efficacy can be
the foundation
for “human
motivation,
well-being, and
personal
accomplishment
” (Pajares, 2006,
p. 1).
Provide coaching
and mentorship
or exchanges
with other
universities who
lead state-of-the-
art Student
newsrooms and
evenly distribute
resources in the
Student
newsroom.

.
Motivation Recommendation #1: Create Stronger Connections in Curriculum When it Comes
to Learning Objectives that Blend Old and New Skills for Students
Faculty at University of Journalism’s student newsroom see the value of digital skills and
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foundational skills blended with real-world experience in curriculum. Eccles states that learning
is influenced by the personal value someone attaches to the learning (Eccles, 2006). Clark &
Estes (2008) state that there are several types of initiatives that can help the change process in
organizations. There should be a connection between a vision, goals, and support, among other
factors. Goals may include the formal assessment of learning objectives in curriculum and an
assessment of objectives and outcomes in the student newsroom. Looking to see how these two
areas compliment and build on each other is important, so there are not gaps in preparing
students to work as professionals in journalism. Some faculty stated that depth and critical
thinking skills need to be emphasized in the converged newsroom. New workflows and
technologies should be explored. These endeavors can help create stronger connections in
curriculum when it comes to learning objectives that blend old and new skills for students.
Motivation Recommendation #2: Provide a System for Recognizing Accomplishments of
Newsroom Faculty
Faculty do feel that student newsroom success is due to their personal growth, efforts and
hands-on approaches. Anderman (2009) states that people want to know why they are succeeding
or failing. Although most faculty said positive things about personal growth, some found it
difficult to evaluate their growth. Therefore, the organization may consider providing a system
for setting goals around personal growth and then recognizing accomplishments of newsroom
faculty. Perhaps this could be an area added to the merit review process. There could be an
opportunity for faculty to write about personal growth and set goals. The goals would need to be
supported by opportunities for personal growth, for example, through training in technology-
related areas and instructional design. Another strategy could be to honor student newsroom
faculty with internal awards for their accomplishments in the area of personal growth. Some
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faculty may also benefit from the allocation of time and space to focus on incorporating
convergence which may involve course relief or financial incentives to develop curriculum,
special projects, or new practices related to convergence.
Clark & Estes (2008) state that consistent communication about progress is important.
This helps create trust and a recognition of a need to change. Feedback also helps people make
adjustments to reach their goals (Clark & Estes, 2008). Therefore, both more consistent formal
and informal feedback mechanisms could aid faculty in assessing and guiding their personal
growth. Feedback should be timely, concrete and focused (Kluger & DeNisi, 1996). Collectively,
these endeavors would add more systems for recognizing accomplishments of newsroom faculty.
Motivation Recommendation #3: Provide Coaching and Mentorship or Exchanges with Other
Universities who Lead State-of-the-art Student Newsrooms and Evenly Distribute Resources
in the Student Newsroom
Faculty at the student newsroom at University of Journalism do believe they are capable
of leading a state-of-the art Student newsroom. Social cognitive theory states that self-efficacy
can be the foundation for “human motivation, well-being, and personal accomplishment”
(Pajares, 2006, p. 1). Although many felt they were confident in their abilities, some expressed
that they would like more training in the area of new technology and convergence journalism.
Specific areas mentioned by participants included artificial intelligence, cloud-based technology,
streaming services, and augmented reality. One suggestion for the benefit of those participants is
to provide coaching and mentorship or exchanges with other universities who lead state-of-the-
art student newsrooms. This could include on-site visits to other newsrooms, virtual meetups,
webinars, and other activities. Knowledge sharing is important in academia, and mentorship is
one way that transfer of experience and skills to others can take place (Tan, 2015). Research by
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Tareefs (2013) indicated most faculty participants, about 92 percent, indicated their career was
influenced by mentors. Motivation was especially challenging for those who work in the digital
space, as these participants felt overshadowed, overwhelmed, and not as supported as other
forms of media. More resources, such as funding and personnel, could be allocated to endeavors
in the area of digital and emerging technology. Together, these recommendations would help the
organization in increasing motivation and in providing coaching and mentorship or exchanges
with other universities who lead state-of-the-art student newsrooms and evenly distribute
resources in the student newsroom
Organization Recommendations

Data analysis found that overall the organization is supporting faculty by being open to
opportunities for people to learn and change, providing time for experimentation, and
communicating a clear vision around a converged curriculum and newsroom. However,
interviews suggested the organization could improve in making sure all voices are heard. Culture
can define a group and remains even after members of a group have left (Schein, 2017). It is
defined as what an organization has learned to grow, survive and organize itself (Schein, 2017).
The findings suggested that the organization needs to improve on providing time and space for
reflection. Cultural models mean the shared understanding of how things work or should work
within an organization. Cultural models are dynamic, often invisible and expressed through
cultural practices (Gallimore & Goldenberg, 2001).
The results in the Table 10 show that the interviewees believe the organization does have
a clear vision and leaders do communicate that vision. Cultural settings can be understood as the
visible, specific and concrete aspects or contexts of an organizational culture (Rueda, 2011). At
the level of cultural settings, the interviews suggest that the organization does not engage all
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faculty, especially those not in positions of authority, in decision making around convergence
and changes in curriculum so that their voices are heard. While some gaps were not validated,
some faculty stated they had continuing needs when it came to organizational aspects of this
study. Therefore, organizational recommendations are made below to ensure all faculty are fully
supported.
Table 10
Summary of Organization Influences and Recommendations

Assumed Organization
Influence

Validated
as a Gap
Yes, High
Probabilit
y, No
(Y, N)
Principle and
Citation

Context-
Specific
Recommendati
on
(Cultural Models)
The organization needs to
create opportunities for people
to learn and change in the area
of convergence journalism.
N Culture can
define a group
and remains even
after members of
a group have left
(Schein, 2017). It
is defined as
what an
organization has
learned to grow,
survive and
organize itself
(Schein, 2017).
Provide
resources, time
and space to
learn and create
new ideas
together.
(Cultural Models)
The organization needs to
provide time and space for
reflection and
experimentation.
N Cultural models
mean the shared
understanding of
how things work
or should work
within an
organization.
Cultural models
are dynamic,
often invisible
Provide time
and space for
reflection and
experimentatio
n.
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and expressed
through cultural
practices
(Gallimore &
Goldenberg,
2001).
(Cultural Settings)
The organization needs to
have a clear vision and
communicate that vision.
N Cultural settings
can be
understood as the
visible, specific
and concrete
aspects or
contexts of an
organizational
culture (Rueda,
2011)
Revise and
adapt a clear
vision with
opportunities
for stakeholders
to provide
input.
(Cultural Settings)
The organization needs to
engage faculty in decision
making around convergence
and changes in curriculum so
that their voices are heard.
Y Cultural settings
can be
understood as the
visible, specific
and concrete
aspects or
contexts of an
organizational
culture (Rueda,
2011)
Provide regular
opportunities
for detailed
faculty input on
decision
making in
changes on
curriculum and
best practices in
the newsroom.

Organization Recommendation #1: Provide Resources, Time and Space to Learn and Create
New Ideas Together
Data show that the organization is supporting opportunities for people to learn and
change in the area of convergence journalism. Culture can define a group and remains even after
members of a group have left (Schein, 2017). It is defined as what an organization has learned to
grow, survive and organize itself (Schein, 2017). Although most participants felt supported to
learn and create, some wanted more ways to create new ideas together. Faculty stated they
wanted to explore more areas of new technology, including augmented reality, social media, and
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advancements in video editing and streaming. Participants also stated that beyond technology,
areas of trust in news, privacy and disinformation were important to explore together. Even
though most participants felt as though they are being supported by the organization when it
comes to learning, the organization may consider adding more opportunities to come together
around the converged newsroom to support others who feel they do not have time to learn and
grow.
Clark & Estes states that new knowledge is important as organizations evolve (2008).
Providing resources, time and space for new ideas to be created together can be an important
process as the organization adopts modern convergence journalism practices.
Organization Recommendation #2: The Organization Needs to Provide Time and Space for
Reflection and Experimentation.
Cultural models mean the shared understanding of how things work or should work
within an organization. Cultural models are dynamic, often invisible and expressed through
cultural practices (Gallimore & Goldenberg, 2001). Most participants stated they felt
supported by the organization in this area. This can contribute to a positive environment in the
workplace.
While most participants stated they felt supported by the organization overall, others felt
they had to really work hard to identify opportunities to reflect and grow. The organization
may consider creating more concrete opportunities for experimentation and reflection. There
could be specific activities or creative gatherings that focus on reflection and experimentation.
There could be dedicated time built in to daily work for reflection and discussions about
convergence journalism practices. Further, perhaps these areas could be recognized either
formally or informally to incentivize their prioritization.
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Organization Recommendation #3: Revise and Adapt a Clear Vision with Opportunities for
Stakeholders to Provide Input
The interviews suggested that the organization has a clear vision and leaders are
communicating that vision. Cultural settings can be understood as the visible, specific and
concrete aspects or contexts of an organizational culture (Rueda, 2011). Clark & Estes (2008)
state that a clear vision that is regularly communicated is important in being successful in
organizational change. Kotter (1995) adds that a lack of vision and sense of urgency can
contribute to failing changes in organizations. Creating a picture of the future is important and
essential in guiding employees toward the finish line (Kotter, 1995). Although there were no
gaps validated in this area, the organization may consider updating its vision, examining what
others in the industry are focusing on, and looking at research on how converged newsrooms are
serving their communities in the digital age. In addition, making sure activities are aligned with
the organization’s mission are important. Research suggests that focusing on vision helps create
better results in student learning outcomes (Waters, Marzano & McNulty, 2003). In addition,
people are more motivated when they see how important information, a request, or task (the
“why”) connects to their own circumstances (Knowles, 1980). These strategies may assist the
organization in revising and adapting a clear vision with the opportunities for stakeholders to
provide input.
Organization Recommendation #4: Provide Regular Opportunities for Detailed Faculty Input
on Decision Making in Changes on Curriculum and Best Practices in the Newsroom
One area of expressed improvement was for the organization to fully engage faculty in
decision making around convergence and changes in curriculum so that their voices are heard.
Some faculty felt their voices were not heard, leading to the recommendation to provide
95

opportunities for faculty input on decision making in changes on curriculum. Faculty mentioned
opportunities to serve on committees, such as curriculum, however there was interest in having
other avenues for people to share ideas and voice input as positions are limited on this one
committee and there are other ways to contribute besides serving on committees. For example,
perhaps a digital space could be created for sharing ideas related to the newsroom, courses and
best practices in convergence journalism so there are other avenues to be creative and share
ideas. This could also serve to support communication and listening. Clark and Estes (2009)
emphasize the importance of listening with empathy when people express their concerns in an
organization. Further, involvement in decision making has been closely linked through research
to employee engagement (Buckingham & Coffman, 1999). Shared experiences and memberships
contribute to organizational culture (Schein, 2004). To that end, there are opportunities for the
organization to explore additional avenues and processes for faculty to provide decision-making
input.
Appendix B details a potential training program to address gaps that may be implemented
by the organization. Also included in Appendix B is a corresponding evaluation plan of the
proposed training program.
Future Research
This study focused on successes, challenges and gaps in a converged student newsroom.
Stakeholders were faculty. This research took place before the COVID-19 pandemic, which has
impacted journalists globally since early 2020. Future research on how converged newsrooms
were affected by the pandemic is important to examine the changes that have impacted the
industry in a fundamental way, from financial strains on news organizations (Ingram, 2020) to
the rise of remote reporting. In the case of academia, many students reported on COVID-19
96

while living through the pandemic (Anderson, 2020). In addition, movements in professional
newsrooms calling for diversity and a greater focus on social justice and Black Lives Matter
have sparked a reckoning within many newsrooms (Allsop, 2020). Diversity in newsrooms is an
important area for the future and the evaluation model used in this study could be applied to
diversity research in both student and professional newsrooms.
Additional research would be useful to understand the effectiveness of converged
newsrooms from the perspective of other stakeholders, including students, audience and
community as stakeholders. In addition, content evaluation may be important to analysis of
converged newsrooms to examine the use of multiple media. Areas impacting converged
newsrooms are needed for further research, including artificial intelligence, new workflows,
resource allocation, business models, and curriculum.
Conclusion

This study aimed to examine successes, challenges and gaps from the perspective of
faculty working in a converged student newsroom. Findings suggest that knowledge in a variety
of media, new technology and emerging platforms are critical to the success of faculty in
converged newsrooms. It is critical that faculty see the value of blending foundational and digital
journalism skills, focus on modern curriculum, and receive hands-on training focused on
convergence. Systems for evaluation of culture, resources, curriculum and organizational goals
are important. Creating time and space for faculty reflection, creativity and innovation must be a
priority in converged newsrooms. Faculty must feel like they are engaged, that their voices are
heard, and must be recognized for pushing boundaries and creating new, modern practices for
converged newsrooms.
The advancement of technology, changes in the media ecosystem, evolution of the role of
97

journalists, audience behaviors and other factors have deeply impacted converged newsrooms in
academia and the media industry. The examination of converged newsrooms is critical to the
future of journalism, survival of the news industry, and ultimately to the future of our democracy
involving a free press.

98

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Appendix A

Scripted Introduction
Hello. As you know, my name is Amara Aguilar and I am doing research on converged student
newsrooms, specifically the student newsroom, for my dissertation in organizational change
and leadership through USC Rossier. I would love to ask you a few questions about what it’s
like to be a faculty member working in the Student newsroom and our needs and our needs
and assets to build a more converged curriculum. Your name will be kept confidential for this
study. Pseudonyms will be used in the study. You may skip any of the questions I ask or leave
the study at any time. May I please have permission to record this interview so that I can have
this transcribed for the purpose of accurate notes? The recordings will be saved on a secure
computer. The interview today will take no more than an hour. Thanks so much and I really
appreciate your time. Let’s get started.

1. Tell me about your background. Where does convergence fit in?
2. Describe your experience in the student newsroom.
3. What would a really effective fully converged newsroom look like?
a. Probe: How successful do you think the student newsroom has been in
convergence?
b. What are the student newsroom’s current assets here?
c. What are the biggest challenges in getting to a converged curriculum? How
do you think these barriers might be overcome or mitigated here?
4. What key knowledge do you think is needed to be an effective journalism educator
teaching in a converged newsroom? How equipped do you feel in this knowledge?
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a. Probe: (if it hasn’t been raised): what new technologies are changing the
industry and what knowledge is needed here?
Transition: Now let’s focus on your role as a faculty member in the student newsroom
5. How confident do you feel to implement a converged curriculum in your classroom
(e.g. teaching foundational skills blended with digital skills; creating new
curriculum)?
a. Probe: What do you see as your assets in developing curriculum around
convergence and where do you feel are your continuing needs?
6. How do you reflect on your teaching in a converged curriculum?
7. How much value do you see in blending digital skills, foundational skills, and real-
world curriculum at the student newsroom?
8. How do you view your own personal growth within the context of the student
newsroom?
Now I want to turn to a few questions about how the organization is supporting you in
your role
9. What opportunities are made available to you to learn in the area of convergence
journalism?
10. Does the organization provide time and space for you to engage in reflection and
experimentation—when and how?
11. What are your opportunities to engage in decision making around convergence and
changes in curriculum?
12. Do you feel your voice is heard?
a. Probe: Is there a cultural of trust among those at all levels of the student
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newsroom?
13. Is there anything else that I didn’t cover that you would like to add?
Thank you so much for your time and insights. I really appreciate and value your
responses. May I follow up if I have further questions? Thanks again and talk to you soon.

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Appendix B

Integrated Implementation Program and Evaluation Plan

This section presents an implementation program and evaluation plan for the
recommendations discussed above. The New World Kirkpatrick Model, consisting of four levels
of evaluation, was utilized for the evaluation plan (Kirkpatrick, 2016).
Program to be Implemented
The proposed program to address recommendations is named the “Converged Newsroom
Action Plan.” The program would feature several components, including an on-site, hands-on
training program that offers practical workshops, guest speaker visits/mixers, innovation
sessions, off-site visits to other academic/professional newsrooms, and other activities. The year-
long program, as proposed, would consist of two activities per month.
Hands-on training could include hour-long workshops on practical topics identified by
participants related to convergence, such as social media, artificial intelligence, augmented
reality, streaming advancements in media, mobile journalism, designing across platforms, and
experimenting on emerging platforms. All of these were areas of need identified by participants.
In addition, brainstorming sessions could be held to discuss innovation in the newsroom. Time
and resources would need to be set aside for activities that explore the evaluation of resources,
merit review incentives pertaining to the converged newsroom, learning objectives and
outcomes, and mission. It is also suggested that guest speakers from other newsrooms visit and
interact with faculty. In addition, faculty could visit other converged academic and professional
newsrooms as an opportunity to make new contacts and get inspiration. To support reflection, it
is suggested that faculty be given the time to create a blog or journal of what they have learned
from their collective experiences from the program. This would provide a place to reflect and
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write about their ideas and how the program will affect their teaching and practices in the student
newsroom.
Evaluation Plan
Reaction, learning, behavior and results make up the four levels of the New World
Kirkpatrick Model, and they are utilized in reverse order. First, Level 4 refers to results to
targeted outcomes and how much they happen because of support and accountability
(Kirkpatrick, 2016). Level 4 results are based on organizational purpose and mission along with
sustainability and success of the organization (Kirkpatrick, 2016). Second, Level 3 refers to
behavior and how people apply what they have learned in their workplace after receiving
instruction or training. Critical behaviors, which refer to specific actions, will have the greatest
impact on the organization (Kirkpatrick, 2016). Required drivers are critical when it comes to
application. Required drivers point to the systems that follow, encourage and reward behaviors in
the workplace (Kirkpatrick, 2016).
The third process in the New World Kirkpatrick Model, Level 2, refers to how much
participants gain knowledge and skills while taking advantage of opportunities for learning
(Kirkpatrick, 2016). Level 2 learning components consist of knowledge, skill, attitude,
confidence and commitment (Kirkpatrick, 2016). The final part of the New World Kirkpatrick
Model is Level 1. Reaction is the main component of Level 1 and refers to the participant’s
satisfaction measurement of training (Kirkpatrick, 2016).
The goal of the University of Journalism is to be a global leader in the areas of public
relations and journalism in a multicultural environment through excellence in research, teaching,
professional skills, and public service. The student newsroom is a major part of the media
laboratory—which also houses public relations teams, an interactives team, a Spanish-language
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student team, along with other multidisciplinary projects. The student newsroom’s goal is to
provide the community news that they care about. This study examined the knowledge,
motivation and organizational influences on faculty of the University of Journalism student
newsroom in achieving their goal to create best practices and curriculum that will allow the
student newsroom to be a world-class, innovative leader in converged communication and
journalism. The recommendations for practice included conducting and providing more training
opportunities and providing time for reflection and experimentation. In addition, it was
recommended that an action plan be created for integrating digital skills, providing a system for
recognizing faculty accomplishments, and providing mentorship or exchanges with other
converged newsroom faculty. Further recommendations involved the organization providing
time for experimentation, updating a clear mission statement, and providing opportunities for
faculty input on decision making in changes on curriculum. Table 11 gives a summary of
evaluation of the implementation of the “Converged Newsroom Action Plan.”
Table 11
Evaluation Plan
Intervention
proposed
Reaction
(Level 1)
Learning
(Level 2)
Transfer
(Level 3)
Impact
(Level 4)
1. On site, hands-on
workshops
Faculty will fill
out evaluation
surveys
Faculty will
write a blog or
journal
documenting
what they
learned, or
build an
activity or
lesson plan
Faculty will
share what they
have learned and
implement it in
the newsroom
and curriculum
Faculty will
evaluate and
assess
activity,
project or
lesson plan.
2. Participate in a
plan for
curriculum and
best practices
evaluation
Participation will
be recorded to
assess interest.
Faculty will
document
learning
objectives and
assess learning
Faculty will
share what they
have learned
with their peers
in the newsroom
Based on
assessment of
learning
outcomes,
faculty will
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outcomes in
curriculum and
best practices
to ensure they
are in line with
modern,
converged
newsroom
practices.
by contributing
to a repository to
house curriculum
and best
practices
assessments
through in
person or virtual
meetings.
make
changes in
curriculum
and
newsroom
practices.
3. Assessment of
student work in
the Student
newsroom
Faculty will
discuss process in
person.
Faculty will
assess student
work.
Faculty will
share data and
look for themes.
Faculty will
make
changes
based on
themes, gaps
and
successes.
4. Meet with leaders
in convergence
Faculty will give
written feedback
on the meeting
experience.
Faculty will
write a blog
post on ideas
from meetings.
Faculty will
share via virtual
or in person
meetings.
Faculty will
implement
feasible
ideas.
5. Regular faculty
meetings focused
on innovation
Attendance will
be recorded.
Faculty will
identify
actionable
items from
discussions.
Faculty will
share ideas via
digital
communication
or virtual/in-
person meetings
Faculty will
implement
innovative
projects and
experiments.
6. Collaborative
meetings with
peers and
mentors.
Attendance will
be recorded.
Faculty will
use a digital
whiteboard to
document
ideas.
Faculty will
share via digital
message board.
Faculty will
put into
practice ideas
learned from
others.
7. Analysis of
incentives and
compensation for
innovation
Faculty will give
feedback on
process through
surveys.
Faculty will
document
analysis.
Faculty will
share results of
analysis via a
digital report.
Faculty will
propose
changes
based on
evaluation.
8. Share success
stories
Participation will
be recorded.
Faculty will
contribute to
shared blog.
Faculty will
share via public
presentation to
celebrate
success.
Faculty will
receive
awards for
successful
projects.
9. Evaluation of
resource
allocation
Feedback form
will be given to
faculty.
Faculty will
write a report
of evaluation
of resource
allocation
Faculty will give
report to
directors
Faculty will
propose
changes
based on
analysis.
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10. Creative
hackathons for
faculty and
students together
Participation will
be evaluated
Faculty and
students will
propose the
development
of a project
during the
hackathon
Faculty and
students will
create an action
plan for project
Faculty and
students will
implement
project.
11. Creative
gatherings that
focus on reflection
and
experimentation
Faculty will give
feedback on
process through
surveys.
Faculty will
use a digital
whiteboard to
document
ideas.
Faculty will
share via digital
message board.
Faculty will
implement
innovative
projects and
experiments.
12. Creation of digital
space for sharing
ideas related to
the newsroom,
courses and best
practices in
convergence
journalism so
there are other
avenues to be
creative and share
ideas.
Faculty will give
feedback on
process through
surveys.
Faculty will
use a digital
whiteboard to
document
ideas.
Faculty will
share via digital
message board.
Faculty will
implement
innovative
projects and
experiments.

Level 4: Results and Leading Indicators
Level 4 featured in Table 11 features impact of the training plan. This will lead to changes in
best practices and curriculum, implementation of new ideas, launch of innovative projects and
experiments, among other outcomes.
Level 3: Behavior
Level 3 indicators in Table 11 show transfer of knowledge. Methods for this include sharing
ideas on digital whiteboards, creating action plans, and transferring of knowledge via virtual or
in person meetings, among other techniques.
Level 2: Learning
Learning is emphasized in Level 2 of Table 11. Methods of learning include writing blogs,
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building a lesson plan or activity, assessment of learning outcomes and best practices in the
newsroom, evaluation of resources and participation in a hackathon.
Learning Goals

● Knowledgeable about convergence journalism. Story/audience first thinking
● The mobile mindset: Mobile journalism
● Design basics across platforms and design thinking
● Best practices for social media
● Emerging technology in a converged newsroom
● Communication and collaboration in a converged newsroom
● Experimentation and inspiration in a converged newsroom
● Creating a mission for a converged, community-centered newsroom
● Best practices from other newsrooms

Evaluation of the Components of Learning
It is important that stakeholders have knowledge and motivation as it relates to the
training program. Participants should understand the concepts presented and be able to execute
skills. In addition, they should be able to see the value of the training and be confident they can
implement strategies and skills discussed. Knowledge checks, demonstration of skills, instructor
observations, pre- and post-surveys and the development of action plans are some of the methods
that will be used to evaluate learning components for the program.
Table 12
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks using group sharing During training
Knowledge checks using blogs Within one week of training
Procedural Skills “I can do it right now.”
Demonstration of skills during hands-on training
sessions
During training
Implementing strategies in the newsroom Within one month of training
Group feedback quality During training
Attitude “I believe this is worthwhile.”
Instructor observations of participants During training
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enthusiasm and attitude
Pre- and post-surveys Before and after training
Discussion of the value of training and concepts
learned
During training
Confidence “I think I can do it on the job.”
Likert scale survey Post-training
Discussion of initiatives and implementation Post-training
Commitment “I will do it on the job.”
Create an individual action plan During the training
Create a newsroom action plan During the training

Level 1: Reaction
Level 1 in Table 11 refers to methods that will be used to gauge faculty response to learning
through workshops and implementation programs. Workshop attendance, instructor
observations, surveys and pulse-checks are among the methods that will be used during training
and on an ongoing basis. Table 13 elaborates on components to measure reactions to the program
Table 13
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Completion of workshops Ongoing
Observation of instructor During the workshops
Surveys and questionnaires Before and after the workshops
Training feedback During the workshops
Relevance
Verbal pulse-checks with participants During
Written pulse-checks with participants Ongoing
Customer Satisfaction
Course evaluation After each session
Overall program evaluation Ongoing

Evaluation Tools
Immediately following the hands-on practical workshop, attendees will complete a
115

survey that blends likert scale questions and open-ended, qualitative questions. The survey will
be under 10 questions and administered through a service such as Qualtrics or Survey Monkey.
The instrument will address knowledge and motivation. It will also focus on self-efficacy and
confidence in implementation of the materials, as well as the effectiveness and value of the
training program they have attended.
After the program implementation, a review of goals and milestones will take place.
Faculty blogs will also be assessed. Faculty blogs give the opportunity for faculty to reflect and
write about what they have taken away from training, what has inspired them, goals, challenges
and strategies for collaboration and innovation in a converged newsroom.
Level 4 will include overall program evaluation. This evaluation will be in the form of an
electronic survey that provides the opportunity for feedback on the program. Survey questions
will utilize a likert scale and open-ended, qualitative questions to gauge the value of the program.
Findings will be reported on the effectiveness of the training, value, implementation of
strategies, a content analysis of stories that illustrate converged, innovative methods, and more.
A digital report will be created that will be given to the director of the organization.

Abstract (if available)

Abstract Convergence has been challenging for many professional news organizations and student newsrooms. Convergence is defined as the blending of media that once was separate, including print newspapers, broadcast television and radio (Huang et al., 2006). This project seeks to understand the needs of faculty in a converged student newsroom in the areas of knowledge, motivation and organizational support using the gap analysis framework by Clark & Estes (2008). Faculty at a leading journalism school working in converged student newsrooms participated in this study. Findings suggest that knowledge in a variety of media, new technology and emerging platforms are critical to the success of faculty in converged newsrooms. It is important that faculty see the value of blending foundational and digital journalism skills, focus on modern curriculum, and receive hands-on training focused on convergence. Systems for evaluation of culture, resources, creating time and space for faculty reflection, creativity and innovation must be a priority in converged newsrooms. Faculty must feel like they are engaged, that their voices are heard, and must be recognized for pushing boundaries and creating new, modern practices for converged newsrooms.

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Asset Metadata

Creator Aguilar, Amara (author)

Core Title Multi-platform delivery in today’s modern news organizations: challenges and successes of converging student newsrooms, an assessment study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 09/22/2020

Defense Date 08/26/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag convergence,faculty,journalism,leadership,newsrooms,OAI-PMH Harvest

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Krop, Cathy (committee chair)

Creator Email amara.aguilar@gmail.com,asaguila@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-376257

Unique identifier UC11665843

Identifier etd-AguilarAma-9009.pdf (filename),usctheses-c89-376257 (legacy record id)

Legacy Identifier etd-AguilarAma-9009.pdf

Dmrecord 376257

Document Type Dissertation

Rights Aguilar, Amara

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA