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Abstract

This thesis contributes to a growing interest in the deficit between demand for journalistic creativity and supply. 21st-century journalism and journalism education are continually affected by change, but journalism education is informed by 20th-century practice and norms. Industry requires creative, agile practitioners who can innovate, mitigate future disruption and withstand precarious work. In response to this problem, this study is guided by the overarching question: what does a creative culture in journalism and journalism education look like and how can it help 21st-century journalists cope with the realities of the profession? Investigating how a creative approach to journalism pedagogy could encourage journalism students to flourish and better prepare for industry, this project also suggests how creativity could help journalists sustain their careers and find fulfilment in their practice. Previous journalism studies have shown that journalism is a creative industry; this research adds to the literature by exploring the impact creative output has on journalists, and the effects of creative culture on their work and wellbeing. Several studies have investigated creative approaches in higher education more broadly; this research focuses on the contribution creativity makes in the discipline of journalism. The thesis explores three sub-questions: interrogating the role and meaning of creativity in journalism; exploring how we can equip journalists for the future by facilitating a creative pedagogical culture in journalism education; and examining the associated possibilities and risks. These questions offer insight into journalistic creativity, its relationship with journalists and students, and its potential for positive change. To answer them, the research uses a sociocultural constructivist framework to support a qualitative, phenomenological, practice-led methodology. Reflexive accounts throughout the thesis acknowledge the insider researcher’s perspective. Thematic analysis is applied to data collected from semi-structured interviews, a creative digital activity and focus groups with journalists, educators and students. The findings of this study highlight how journalistic creativity is facilitated, the way journalists experience creativity and the creative barriers they face, particularly journalistic orthodoxy. The research reveals the implications of creative practice, suggesting how creative pedagogy and creative culture can initiate profound personal development and a sense of wellbeing, helping educators engage students, enhance their experience and ready them for industry. Overall, this thesis contributes to understanding how to build a creative environment in journalism schools and industry. This knowledge and the methodology used in the research are not limited to journalism education and can be applied to other disciplines.

Publication Type:	Thesis (Doctoral)
Subjects:	N Fine Arts > NE Print media
Departments:	School of Communication & Creativity > Journalism School of Communication & Creativity > School of Communication & Creativity Doctoral Theses Doctoral Theses

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