Assessing Entrepreneurial Competencies in the Journalism Curriculum
A Case Study of Journalism teaching institutions in Cameroon
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The media industry has witnessed significant transformation that has largely been facilitated by the influx of technology and changes in the definition and characteristics of a journalist. The quest for self-sustenance, the need for business acumen and the changing complexion of media landscape have far-reaching consequences for journalistic pursuits. Nonetheless, the relevance of innovative and entrepreneurial skills has been identified as an increasingly important component that will condition journalistic ventures in the future. The previous assertion projects perplexing questions: Does the...
The media industry has witnessed significant transformation that has largely been facilitated by the influx of technology and changes in the definition and characteristics of a journalist. The quest for self-sustenance, the need for business acumen and the changing complexion of media landscape have far-reaching consequences for journalistic pursuits. Nonetheless, the relevance of innovative and entrepreneurial skills has been identified as an increasingly important component that will condition journalistic ventures in the future. The previous assertion projects perplexing questions: Does the journalism curriculum in Cameroon impart skills for innovation and entrepreneurship? Are journalism students adequately prepared for an industry which emphasizes innovation and entrepreneurship? This study made use of a qualitative technique based on the Learning-by-doing approach advanced by Lackeus to gauge the type of entrepreneurial education and the method of transmitting entrepreneurial, as well as technological competencies to journalism students. The works of Lackeus (2015), Berrets and Philips (2016) and Çatal (2017) were used to formulate an interview guideline.
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