Evaluation of Eca's Professional Journalism and Media Exchange Programs

Total Page:16

File Type:pdf, Size:1020Kb

Evaluation of Eca's Professional Journalism and Media Exchange Programs EVALUATION OF ECA’S PROFESSIONAL JOURNALISM AND MEDIA EXCHANGE PROGRAMS: INTERNATIONAL VISITOR LEADERSHIP PROGRAM EDWARD R. MURROW PROGRAM FOR JOURNALISTS CITIZEN EXCHANGE PROGRAM March 2012 Prepared for: Prepared by: U.S. Department of State Bureau of Educational and Cultural Affairs Office of Policy and Evaluation Evaluation Division Department of State 2200 C Street, NW Washington, D.C. 20037 1401 New York Avenue, NW Washington, D.C. 20005 TABLE OF CONTENTS Introduction to the Evaluation .................................................................................................... 1 International Visitor Leadership Projects in the Fields of Journalism and Media ............... 2 Executive Summary ................................................................................................................... 3 I. Introduction: Program and Evaluation Overview .................................................................. 8 A. Program Description ................................................................................................. 8 B. Evaluation Methodology ........................................................................................... 9 C. Respondent Profile .................................................................................................. 11 D. Results ..................................................................................................................... 12 II. Participant Objectives for Attending the IVLP ................................................................... 13 Chart 1. Primary Objectives for Attending the IVLP ........................................... 13 III. New Knowledge and Skills ................................................................................................ 14 A. Learning about the U.S. Government, Society and Media..................................... 14 Chart 2. Extent to Which Participants Increased Knowledge/Understanding: U.S. Government & Society .................................................................... 14 Chart 3. Extent to Which Participants Increased Knowledge/Understanding: Media Relations ...................................................................................... 15 B. Learning about Specific Subject Matter ................................................................. 15 Table 1. Themes of Programs Attended by IVLP Respondents ............................ 16 Chart 4. Extent to Which Participants Increased Knowledge/Understanding: Subject Matter ........................................................................................ 16 C. Learning about Journalism Knowledge and Skills ................................................. 17 Chart 5. Extent to Which Participants Increased Knowledge/Understanding: Journalism Knowledge and Skills .......................................................... 17 D. Learning about Alternative Media and New Technologies .................................... 18 Chart 6. Extent to Which Participants Increased Knowledge/Understanding: New Technologies and Alternative Media .............................................. 18 IV. Application of Learning and Skills .................................................................................... 19 A. Application of U.S. Knowledge ............................................................................. 19 Chart 7. Extent to Which Participants Applied Knowledge Gained on Program: U.S. Society and Media Relations .................................... 19 B. Application of Subject Matter Knowledge .............................................................. 20 Chart 8. Extent to Which Participants Applied Knowledge Gained on Program: Subject Matter ................................................................... 20 C. Application of Journalism Knowledge and Skills .................................................. 20 Chart 9. Extent to Which Participants Applied Knowledge Gained on Program: Journalism Knowledge/Skills ........................................... 20 D. Application of New Technology Knowledge and Skills ........................................ 22 Chart 10. Extent to Which Participants Applied Knowledge Gained on Program: Technology ........................................................................ 22 V. Professional Development and Career Advancement ......................................................... 23 Table 2. Career Changes as Result of IVLP Participation ................................... 23 VI. Knowledge-Sharing ........................................................................................................... 26 A. Post-Program Sharing of Knowledge and Experience ........................................... 26 Bureau of Educational and Cultural Affairs • Office of Policy and Evaluation • Evaluation Division Evaluation of ECA’s Professional Journalism and Media Exchange Programs Final Report • InterMedia • March 2012 • Page i Chart 11. Methods of Sharing Experience ............................................................ 26 B. Post-Program Receptivity ....................................................................................... 28 Table 3. Colleagues’ Perceptions of Participants After IVLP Experience ........... 28 VII. Organizational Changes .................................................................................................... 29 Chart 12. Initiatives Undertaken at Work as Result of IVLP ............................... 29 VIII. Increased Linkages and Professional Networking .......................................................... 32 A. Collaboration and Contact Maintained with Other IVLP Participants .................. 32 Table 4. Frequency of Contact with Other IVLP Participants ............................. 32 B. Collaboration and Contact Maintained with U.S. Journalists and Media Professionals ......................................................................................................... 33 IX. The Role of Journalists and Media in Society ................................................................... 34 A. The Journalist’s Role and Advocating for Press Freedom ..................................... 34 Table 5. Most Important Role/Function as a Journalist ....................................... 34 Chart 13. How Respondents Used Knowledge/Information Gained on IVLP ...... 35 B. Challenges Faced by Journalists and Media Professionals .................................... 37 Chart 14. Challenges Faced in Trying to Apply Learning from IVLP ................. 37 X. Program Value and Effectiveness in Meeting Participant Objectives ............................... 39 A. Usefulness of IVLP Components ............................................................................ 39 Chart 15. Participants’ Assessments of Usefulness of IVLP Components ........... 39 B. Extent to Which IVLP Met Participant Objectives ................................................ 41 Chart 16. Extent to Which IVLP Met Participants’ Expectations ........................ 41 Chart 17. Extent to Which IVLP Met Participants’ Primary Objectives .............. 42 Conclusion ............................................................................................................................... 43 Edward R. Murrow Program for Journalists .......................................................................... 44 Executive Summary ................................................................................................................. 45 I. Introduction: Program and Evaluation Overview ................................................................ 50 A. Program Description ............................................................................................... 50 B. Evaluation Methodology ......................................................................................... 51 C. Respondent Profile .................................................................................................. 53 D. Results ..................................................................................................................... 54 II. Participant Objectives for Attending the Murrow Program ................................................ 55 Chart 1. Primary Objectives for Attending the Murrow Program ....................... 55 III. New Knowledge and Skills ................................................................................................ 56 A. Learning about the U.S. Government, Society and Media..................................... 56 Chart 2. Extent to Which Participants Increased Knowledge/Understanding: U.S. Government & Society .................................................................... 56 Chart 3. Extent to Which Participants Increased Knowledge/Understanding: Media Relations ...................................................................................... 57 B. Learning about Specific Subject Matter ................................................................. 57 Table 1. Themes of Programs Attended by Respondents ...................................... 58 Chart 4. Extent to Which Participants Increased Knowledge/Understanding: Subject Matter ........................................................................................ 58 C. Learning about Journalistic Standards and Practices ............................................. 58 Chart 5. Extent to Which Participants Increased Knowledge/Understanding: Journalistic Standards & Practices .......................................................
Recommended publications
  • Whither the Civic Journalism Bandwagon?
    Whither the Civic Journalism Bandwagon? by Charlotte Grimes The Joan Shorenstein Center Discussion Paper D-36 PRESS ■ POLITICS February 1999 PUBLIC POLICY Harvard University John F. Kennedy School of Government Copyright© 1999, President and Fellows of Harvard College All rights reserved The Joan Shorenstein Center on the Press, Politics and Public Policy John F. Kennedy School of Government Harvard University 79 John F. Kennedy Street Cambridge, MA 02138 Telephone (617) 495-8269 • Fax: (617) 495-8696 Web Site Address: http://ksgwww.harvard.edu/~presspol/home.htm INTRODUCTION American journalism at the end of the titioners (such as Buzz Merritt) and scholars (such twentieth century finds itself in something of a as Jay Rosen), or of either uncritical celebrations crisis. Even though the population continues to (Arthur Charity’s book, Doing Public Journalism, grow, newspaper circulation is flat. The audi- the first on the subject) or intemperate condem- ences for the nightly news broadcasts have nations of how civic journalism deviates from the shrunk dramatically, while the burgeoning num- longstanding norms and practices of reporters (as bers of all-news television channels seem to be Michael Gartner and others have provided). To be able to have an audience statistically distin- sure, there is much to be skeptical about with guishable from zero only by scandal-mongering civic journalism. The aggressive use of focus and crisis coverage. And while as recently as the groups and surveys of readers and viewers is not 1980s, the public seemed to rate the perfor- so different from what has happened in many mance of the news media more positively than news outlets when the bottom line of huge prof- most other political institutions, poll after poll its displaced a concern with the quality of infor- show disaffection with journalism and journalis- mation.
    [Show full text]
  • How to Best Serve Communities: Reflections on Civic Journalism
    PUBLIC SQUARE PROGRAM How to Best Serve Communities: Reflections on Civic Journalism BY GENEVA OVERHOLSER NOVEMBER 2016 At the Democracy Fund, we believe that creating a stronger future for local news requires us to focus on transforming the relationship between news consumers and news producers. As we develop a new program to support and expand “Engaged Journalism,” we have sought to ensure that our new efforts are informed by the successes and struggles of the past — especially the civic journalism movement of the 1990s. This paper was commissioned for the purposes of understanding that history and what has changed since, so that we will be more likely to succeed today. TOM GLAISYER | PROGRAM DIRECTOR, PUBLIC SQUARE “Want to attract more readers? Try listening to them.” That was the headline on Liz Spayd’s debut as The New York Times’ new public editor.1 That she devoted her first column to the need to pay attention to readers’ views shows how central the idea of engagement has become for journalists. Spayd was building on an emerging trend. Mediashift recently published a series of articles called “Redefining Engagement,” inspired by a conference in Portland last October.2 (They provide a rich trove for anyone seeking to understand the movement.) Consider also: • Conferences are focused on this topic. The ONA London 2016 engagement conference in April examined how audiences discover and interact with the news, and an Engagement Summit in Macon, Georgia, in January that I attended produced this manifesto.3 • Books and reports are being written on the topic. Jake Batsell’s Engaged Journalism: Connecting with Digitally Empowered News Audiences explores how news organizations are experimenting with different approaches.4 In 2015, the same year Batsell’s book was published, a Reuters Institute report looked at engagement and the 2015 UK elections.5 • Universities are exploring the issue.
    [Show full text]
  • Civic Journalism and Community Newspapers
    Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2006 Civic journalism and community newspapers: opportunities for social and civic connections Amy Burroughs Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Mass Communication Commons Recommended Citation Burroughs, Amy, "Civic journalism and community newspapers: opportunities for social and civic connections" (2006). LSU Master's Theses. 3473. https://digitalcommons.lsu.edu/gradschool_theses/3473 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. CIVIC JOURNALISM AND THE COMMUNITY NEWSPAPER: OPPORTUNITIES FOR CIVIC AND SOCIAL CONNECTIONS A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Mass Communication in The Manship School of Mass Communication by Amy E. Burroughs B.A. University of North Carolina at Asheville, 1995 December 2006 ACKNOWLEDGMENTS With appreciation to George Flynn, who was instrumental in getting a long-delayed pro- ject on the road to completion; and to Clark Thurmond, who made several observations about community newspapers that appear
    [Show full text]
  • The Roles of Civic and Traditional Journalism
    UNLV Theses, Dissertations, Professional Papers, and Capstones 12-2011 Comparative and critical analysis: The roles of civic and traditional journalism Kendle Walters University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the Community-Based Research Commons, and the Journalism Studies Commons Repository Citation Walters, Kendle, "Comparative and critical analysis: The roles of civic and traditional journalism" (2011). UNLV Theses, Dissertations, Professional Papers, and Capstones. 1377. http://dx.doi.org/10.34917/3275266 This Thesis is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Thesis has been accepted for inclusion in UNLV Theses, Dissertations, Professional Papers, and Capstones by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. COMPARATIVE AND CRITICAL ANALYSIS: THE ROLES OF CIVIC AND TRADITIONAL JOURNALISM by Kendle Walters University of Nevada, Las Vegas Bachelor of Arts, Communication Studies 2009 A thesis submitted in partial fulfillment of the requirements
    [Show full text]
  • The Contextualization of the Watchdog and Civic Journalistic Roles: Reevaluating Journalistic Role Performance in U.S
    The Contextualization of the Watchdog and Civic Journalistic Roles: Reevaluating Journalistic Role Performance in U.S. Newspapers Lea Hellmueller1 Claudia Mellado2 Lindsey Blumell3 Jennifer Huemmer4 Recibido: 2016-08-26 Aprobado por pares: 2016-09-22 Enviado a pares: 2016-09-01 Aceptado: 2016-10-03 DOI: 10.5294/pacla.2016.19.4.6 Para citar este artículo / to reference this article / para citar este artigo Hellmueller, L., Mellado, C., Blumell, L. & Huemmer, J. (2016). The contextualization of the watchdog and civic journalistic roles: Reevaluating journalistic role performance in U.S. newspapers. Palabra Clave, 19(4), 1072-1100. DOI: 10.5294/pacla.2016.19.4.6 Abstract This study examines the two dominant U.S. journalism models—the wat- chdog and civic-oriented professional performance—in the aftermath of the economic crises. The study, based on a content analysis of 1,421 news stories published by five national U.S. dailies, measures journalists’ role conception through a content analysis of newspaper articles, examining the concept of journalistic role performance. The findings indicate different contextualizations of the two roles: The civic journalism performance was 1 Texas Tech University. Estados Unidos. [email protected] 2 Pontificia Universidad Católica de Valparaiso. Chile. [email protected] 3 Texas Tech University. Estados Unidos. [email protected] 4 Texas Tech University. Estados Unidos. [email protected] 1072 The Contextualization of the Watchdog and Civic Journalistic Roles... - Lea Hellmueller and others mostly found in stories dealing with issues such as human rights, demons- trations, and religion. The watchdog model was found in stories dealing with religion as well, but was found more frequently than the civic model in sto- ries covering the government, police and crime.
    [Show full text]
  • JOUR 580.01: Graduate Seminar - Journalism and Society
    University of Montana ScholarWorks at University of Montana Syllabi Course Syllabi Fall 9-1-2000 JOUR 580.01: Graduate Seminar - Journalism and Society Michael Downs University of Montana - Missoula Follow this and additional works at: https://scholarworks.umt.edu/syllabi Let us know how access to this document benefits ou.y Recommended Citation Downs, Michael, "JOUR 580.01: Graduate Seminar - Journalism and Society" (2000). Syllabi. 5190. https://scholarworks.umt.edu/syllabi/5190 This Syllabus is brought to you for free and open access by the Course Syllabi at ScholarWorks at University of Montana. It has been accepted for inclusion in Syllabi by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. GRADUATE SEMINAR JOURNALISM AND SOCIETY J 580 T 8:10-10 a.m., JOURNALISM 210 Michael Downs (mdowns@sel way.umt.edu) Office: J 303B Phones: 243 -6720 (office) 327 -0207 (home) OBJECTIVES AND EXPECTATIONS Journalism dies in a vacuum. Broadcasters need viewers, reporters need readers. But the relationships between the journalist and the audience have always been ambiguous. We are government watchdogs and prying gossips. We reveal injustice, and we are muckrakers. Clark Kent is a reporter, but so is Roland Hedley Jr. of Doonesbury fame. We’re the good guys and the bad guys. >, But who defines what a journalist is? The practitioners? The audience? Or some combination? Society is enjoying and enduring dramatic changes thanks to the rapid proliferation of new media, new technology and new corporate models. How is the journalist to behave in the 21st century? Is it important to hold tight to the old role? If so, how do we do it? If not, what is our new role? Maybe we’ll answer these questions.
    [Show full text]
  • CIVIC Journalism
    AEJMC JournalismCIVIC IINTEREST N T E R E S T GROUP G R O U NEWS P N E W S SPRING 2003 Is civic journalism dead? THE SCHEDULE Kansas City, here we come! CJIG’s programming plans came together without a hitch during the Judging by activities, no mid-winter conference in Palo Alto. By Cheryl Gibbs Before the convention, we will hold The result is a schedule of activities Head of CJIG a workshop at which we hope to draw spread neatly throughout the confer- ence, kicking off with a pre-confer- The subject line of her e-mail said, together journalists, researchers and ence session and ending on a high simply, “One question.” educators from throughout the country. note with our research session on “Is civic journalism dead in the Our goal is to think together about Saturday. U.S.?” Ana Maria Miralles wrote in what’s been done so far and to discuss Right in the middle is our mem- August. how we can continue to explore the bership meeting, set for 6:45 p.m. Having invested important ideas and techniques that Thursday, July 31. (A quick digres- countless hours in both have changed the way countless jour- sion to brag a bit! At CJIG’s sugges- teaching and coordi- nalists do their jobs. tion, the former “business meetings” nating public journal- Researchers also are encouraged to have been renamed “membership ism in her home coun- enter papers in the competition that meetings” to better reflect what try of Colombia, she will result in the best papers about they’re all about.
    [Show full text]
  • Pathways to Engagement: Understanding How Newsrooms Are Working with Communities
    PUBLIC SQUARE PROGRAM Pathways to Engagement: Understanding How Newsrooms are Working with Communities BY ANGELICA DAS EDITED BY JESSICA CLARK MARCH 2017 PREFACE Journalists are working with their communities in a range of new ways that are reshaping how newsrooms report, publish, and pay the bills. This emerging trend has roots in past journalism industry movements but has taken on unique contours in the digital age. As Democracy Fund seeks to support new tools and practices that can expand community engagement in journalism, we wanted to understand the landscape of the field in more detail. We commissioned this paper to help us create a taxonomy of engagement practices. In this paper, we have documented a broad spectrum of efforts that help position communities at the center of journalism. Different approaches are outlined, along with useful examples from the field. We don’t seek to prioritize or rank these different models, but rather understand that each meets different newsroom goals and community needs. Together, we refer to the full spectrum of ideas presented here as “Engaged Journalism.” Engagement is an emergent practice in journalism although it has been explored and debated for years in other fields, which have invested greatly in documenting, training, and supporting innovation and best practices. But as newsrooms grapple with these ideas anew, it is to be expected that the language they use will be a bit of a contested terrain. It is in language where we hash out the core ideas that shape how we operate in the world. We undertook this study of engagement to clarify our own thinking, not to enforce a uniformity on others.
    [Show full text]
  • Journalism As Model for Civic and Information Literacies
    Cognition and Instruction ISSN: 0737-0008 (Print) 1532-690X (Online) Journal homepage: http://www.tandfonline.com/loi/hcgi20 Journalism as Model for Civic and Information Literacies Natalia Smirnov, Gulnaz Saiyed, Matthew W. Easterday & Wan Shun Eva Lam To cite this article: Natalia Smirnov, Gulnaz Saiyed, Matthew W. Easterday & Wan Shun Eva Lam (2017): Journalism as Model for Civic and Information Literacies, Cognition and Instruction To link to this article: https://doi.org/10.1080/07370008.2017.1392964 Published online: 21 Dec 2017. Submit your article to this journal View related articles View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=hcgi20 Download by: [207.229.172.148] Date: 21 December 2017, At: 11:08 COGNITION AND INSTRUCTION ,VOL.,NO.,– https://doi.org/./.. Journalism as Model for Civic and Information Literacies Natalia Smirnov, Gulnaz Saiyed, Matthew W. Easterday, and Wan Shun Eva Lam Northwestern University, Evanston, IL, USA ABSTRACT KEYWORDS Journalism can serve as a generative disciplinary context for developing journalism; participatory civic and information literacies needed to meaningfully participate in an politics; connected civics; increasingly networked and mediated public sphere. Using interviews with civic literacies; information journalists, we developed a cognitive task analysis model, identifying an itera- literacies; cognitive task analysis; design-based tive sequence of production and domain-specific cognitive constructs of jour- research nalism expertise. We diagnose common discrepancies between professional practices and typical youth journalism pedagogies, and offer suggestions for teaching participatory politics and civic literacies through journalism. Journalism as model for civic and information literacies Recent technological developments have altered the nature of both literacy and citizenship (Hobbs, 2010; Jenkins, 2009).
    [Show full text]
  • 1 the Print That Binds: Local Journalism, Civic Life and the Public Sphere
    The Print that Binds: Local Journalism, Civic Life and the Public Sphere by Sara Rafsky Submitted to the Department of Comparative Media Studies/ Writing on May 11, 2018 in partial fulfilment of the requirements for the degree of Master of Science in Comparative Media Studies Abstract In the current political climate in the United States, much attention has been paid to the role of the press in our increasingly polarized society and to what extent it exacerbates or mends divisions. While the majority of that analysis is focused on national politics and news outlets, the role of local media and the crucial role it plays in civic life has been often neglected in the wider debate. In this thesis, I argue that local journalism is critical as a tool for informing citizens so they can be civically engaged and hold the powerful accountable, as well as keeping communities together. Methodologically, this thesis seeks to incorporate the worlds of both media theory and journalism practice. To understand the role local news plays in society, I utilize various theoretical frameworks, but particularly that of James Carey and his explanation of the “transmission” and “ritual” functions of communication. In my more expansive understanding of these theories, I suggest the transmission role encompasses the ways in which local journalism informs citizens on matters of public interest so that they can participate in democracy and keeps the powerful in check. The ritual model highlights the often-ignored but significant manner in which local media serves a vehicle for community identification and maintaining societal bonds. After explaining the decades-long economic decline of the local media industry, I survey the various projects and experiments in the fields of journalism and philanthropy that are seeking to revive or at least prevent local news outlets from disappearing.
    [Show full text]
  • Journalism and Community: a Case Study of the Milwaukee Neighborhood News Service (NNS) Herbert J
    Marquette University e-Publications@Marquette Master's Theses (2009 -) Dissertations, Theses, and Professional Projects Journalism and Community: A Case Study of the Milwaukee Neighborhood News Service (NNS) Herbert J. Lowe Jr. Marquette University Recommended Citation Lowe, Herbert J. Jr., "Journalism and Community: A Case Study of the Milwaukee Neighborhood News Service (NNS)" (2014). Master's Theses (2009 -). Paper 251. http://epublications.marquette.edu/theses_open/251 JOURNALISM AND COMMUNITY: A CASE STUDY OF THE MILWAUKEE NEIGHBORHOOD NEWS SERVICE (NNS) by Herbert J. Lowe Jr., B.A. A Thesis Submitted to the Faculty of the Graduate School, Marquette University, in Partial Fulfillment of the Requirements for the Degree of Master of Arts Diederich College of Communication Milwaukee, Wisconsin May 2014 ii 2 ABSTRACT JOURNALISM AND COMMUNITY: A CASE STUDY OF THE MILWAUKEE NEIGHBORHOOD NEWS SERVICE (NNS) Herbert J. Lowe Jr., B.A. Marquette University, 2014 This is a case study of the Milwaukee Neighborhood News Service (NNS) – a three-year-old, award-winning, online-only journalism source at www.milwaukeenns.org. A longtime journalist and communications professional leads a small team of part-time reporters, interns and volunteers as NNS seeks to provide professional and objective reporting about 17 low-income communities in America’s 30th largest city. This research examines the extent to which NNS has achieved its goals by analyzing and interpreting a significant sample of the 750-plus stories published on its website. It also focuses on the individual and shared experiences of the news service’s staff as it uses journalism to help construct a sense of community.
    [Show full text]
  • Media and Anti-Corruption
    U4 Helpdesk Answer 2019:3 Media and anti-corruption Author(s): Wasil Schauseil Reviewer(s): Nieves Zúñiga, Tranparency International, and David Jackson, U4 Anti-corruption Resource Centre Date: 13 May 2019 The media can play a paramount role in exposing corruption and initiating legal, political and penal action against it. Different media genres unfold their respective strengths and show their limits as anti-corruption tools depending the different levels of on which they take effect, on the audiences they address and on the broader media ecosystem on which they rely. U4 Anti-Corruption Helpdesk A free service for staff from U4 partner agencies Query What are the linkages between various genres of media and anti-corruption? To the extent possible, please include the nexus between gender equality and media. Contents Main points 1. The power of media in fighting corruption 2. Prerequisites for media’s effectiveness as an — The media can inform and educate anti-corruption tool people about the detrimental effects 3. Examples of media types and genres and anti- of corruption and, through exposure, corruption increase the political risk of those 4. Media, anti-corruption and gender involved in corrupt practices. 5. References — Fierce competition for audiences The power of media in fighting means some media outlets aim to corruption entertain and amuse than to inform and mobilise people for reform. There is a general agreement among researchers — Professional ethics and skills, and practitioners alike that the media has a pivotal role to play in strengthening processes of protection from oppression and democratisation (Norris 2008), quality of physical abuse, independence, government, (Färdigh 2013), economic sufficient resources and accessibility development (Besley & Prat 2006) and anti- are necessary for the media to have an corruption (Brunetti & Weder 2003, Färdigh 2013).
    [Show full text]