The New Global J-School: Issues Arising from the Internationalization and Monetization of Journalism Education

Abstract

The researchers examined the curriculum, assessment, and teaching practices of fourteen institutions running linked programs between the United Kingdom, the United States, Canada, Australia, and New Zealand on the one hand, and Egypt, the United Arab Emirates, Qatar, Singapore, and China on the other. Researchers examined the extent to which staff members were free to teach what they would in the Anglo-Saxon universities, adhered to or adapted the curriculum for local constraints, and felt they were being permitted to maintain the ideological stance that is inherent in the teaching and practice of journalism in that world.