Written by Nicola Goc, School of English, Journalism & Media Studies

Introduction

The aim of unit is to provide students with workplace experience in the media and public relations industries. Students are assigned to a placement in the media industry either in private institutions or government approved by the University where they learn the practical skills necessary for the media practitioner. Students are given the opportunity to see how the theory they have learnt translates into the practical working world. The unit is offered in both semesters and enrolment is restricted to third year students.

The optimal number of students placed each year is approximately 35. All of the placements provide a meaningful experience, which leads to each student compiling a personal portfolio.

Industry practitioners want to know - what does employing a graduate as a cadet mean in specific terms? Since the inception of this unit, local industry is aware that employing a graduate means employing someone who is information literate, has strong research skills, can absorb and distil information quickly and accurately and appreciates the social responsibility shouldered by all media.

Linking attributes and objectives

Students are provided with a detailed unit outline which provides the aims of the unit and HEJ306 and HEJ318 attempts to instil many of generic graduate attributes. The following provides a list of the targeted generic graduate attributes for the unit.

• Knowledge
  
• Communication Skills
  
• Problem-solving Skills
  
• Social Responsibility.

For this case study we will examine Social Responsibility attribute.

Attribute (5) Social Responsibility

The unit covers this attribute through encouraging students to act ethically, with integrity and social responsibility. They are constantly reminded of the social and ethical implications of their actions as journalists. They of course must appreciate the value of social change, and demonstrate responsibility. Students are made aware of access and equity principles in the media arena and in the law. Information provided to students states that:

Students engage critically with a range of issues confronting the professional journalist, including intellectual, ethical, legal and political considerations and the growth of the information society.

The unit outline also states that at the completion of the unit students should:

gain an understanding of the ethical and legal issues that confront journalists.

Linking attributes and assessment

Reflective journal (10%)

This journal is an informal document in which the student records activities, comments, observed work practices, significant events, feelings, opinions and ideas whilst on placement. It is a personal cumulative record of reactions and responses to the learning process. The journal serves several purposes, for example:

• It is a valuable way of engaging students in the personal dimensions and processes of learning.
  
• It serves to display to staff the student's progression in gaining better communication skills.
  
• It assists the staff member to assess for generic graduate attributes through the reflection of the student on the job.
  
• It results in the student implicitly showing the staff member their proficiency in using critical thinking in the workplace.
  
• Depending on the placement situation, this assessment might require the student to learn to omit certain things from their journal, but to also explain their rationale for doing so. For instance, a student placed in a political media office may be obliged to keep certain confidences or respect the privacy of others. This is important as critical issues within journalism pertain to confidentiality, privacy and freedom of information.

Student portfolio (30%)

At the end of the unit students must submit a collection of samples of material produced, investigated, prepared and carried out whilst on placement. This portfolio can include: newspaper stories, press releases; radio and television scripts; articles; tapes (audio and visual); newsletters etc, whether published/used or not.

Submitted material must include the original copy if possible, any edited copies, and the published material. This practice has several benefits:

• It allows staff to see improvement in the student's communication skills, and also to know just how heavily copy has been sub-edited before it is included in the portfolio.
  
• It also allows the student to have first-hand experience of sometimes heavy-handed editing.
  
• It is also important for students to learn that journalists must accept that not all of what they produce gets published, and that this is often due to circumstances rather than ability.

Placement provider's reports (30%)

Students must to give their placement provider two report forms during their first week of placement. It is the student's responsibility to see that the forms are returned to the lecturer (in the sealed envelope provided) no later than two weeks after the end of placement. The 'performance assessment report' asks the placement provider to evaluate the student's performance on a scale of poor, fair, good, very good and excellent for these factors:

• Written communication skills (clear concise writing, understands the target audience and target media);
  
• Initiative (offers services, suggestions, ideas and solutions);
  
• Professionalism (punctuality, delivers work as promised, thoroughness, presentation/demeanour); and
  
• Interpersonal communication (tactful and straightforward, ability to relay instructions to suppliers and take instructions).

The placement provider is also required to complete the 'written response form'. This second form is intended to give the provider the opportunity to report on the student's performance in a more individualised manner. These reports clearly reflect several of the generic graduate attributes. The lecturer provides the student with individualised feedback on their reports. This allows the students to be aware of their own strengths and weaknesses.

The placement provider is asked to:

• Give a brief evaluation of the student's performance;
  
• Outline the areas in which the student could improve their skills;
  
• Outline the student's strengths; and
  
• State whether in their opinion the student has the necessary skills for a career in (where appropriate) newspaper, television, radio, public relations, or journalism.

Student oral presentations (10%)

The student must present a ten-minute oral report to the class about their placement experience. The oral presentation gives the student the opportunity to tell others about what they have achieved and learnt while on placement. They also present their portfolio to the class. This allows students to benefit from seeing one another's work. Student Evaluation of Teaching and Learning (SETL) reports concerning this component are very positive.

Essay/report (20%)

The essay must be written in a formal essay style and is a reflection on, and self-evaluation of, the student's placement. It is therefore written in first person. The student is asked to include factors such as their:

• Discoveries/observations of workplace culture, including ethical dilemmas and observations;
  
• View of the connection between the work experiences and theories and subject content they have learnt from the journalism course;
  
• Examination of the learning outcomes from their work placement i.e., field related knowledge, specific skills, attitudes and values that underpin job competency.

The teaching pattern

Students attend a one-hour lecture per week. After the weekly lecture, students attend a one-hour seminar that is used as a forum for presentations and discussions of placements. Students are required to attend 75% of these weekly seminars.

The media profession has its own Code of Ethics. The journalists' union, the Media, Entertainment and Arts Alliance (MEAA), drafts the Code of Ethics.

Students are introduced to this code in lectures. After their placement, students are asked to reflect on the ethical and editorial standards they have witnessed in the work place. Students are asked to reflect on what they observe and whether, given the same situation, they would act similarly. This is why exposure to the journalists' Code of Ethics is so important for students. The preamble to the Code notes that:

Respect for truth and the public's right to information are overriding principles for all journalists. "

Seminars also include workshops centring on ethics in the media industry. In these workshops students are confronted with ethical dilemmas and asked how they would use their personal judgement to proceed in such a situation. Students are also exposed to different types of journalism, for instance in the print area - tabloids and broadsheets. Workshops include hands on discussions of national and international newspapers and magazines. The main learning experiences are as follows:

• The placement itself is the main learning experience in this unit.
  
• Students undertake a minimum of ten placement days, and a maximum of one hundred hours in placement (unless otherwise agreed to by the unit coordinator).
  
• Each student must attend a weekly ten-minute debriefing session with the unit coordinator, as well as a one-hour debriefing session at the end of their placement period. This individualised contact is invaluable for student's self-monitoring and personal reflection. It allows the student to recognise the generic attributes and skills they are acquiring. Students also have the opportunity to discuss portfolio contents, work-place experiences, writing skills, news values, news currency, and so on.

Conclusion

Providing the opportunity for students to participate in a professional placement enables the student to transfer the theory of the unit into everyday practice. Students are able to see and experience first hand the importance of social responsibility as it relates to the role of a journalist.

The University's Policy on Generic Attributes of Graduates refers to the transparency achieved and the potential outcomes for students developing their own portfolios, it states:

. It opens the possibility to introduce ways in which students can demonstrate to employers how they have developed these attributes. This could be achieved through strategies such as students compiling portfolios .

Since the unit was first offered in 2001 18 students have gained employment  directly from placement. As a result of the two placement units (HEJ306 and HEJ318) six students have been employed by The Advocate, two by The Mercury, one by The Examiner, two by WIN Television and one by the ABC.

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