Journalism has been growing more and at a faster rate during the 1990s than almost any other subject in British higher education. This growth is all the more surprising because the UK was late in accepting journalism as a university field of study. Yet journalism courses, Peter Cole, the professor of journalism at the University of Central Lancashire, has observed, are "the fashion of the 90s".
The major innovation has been the establishment of undergraduate courses, whether within more general media or communications studies programmes, or as named whole or part degrees on their own. City University’s BA, the first to be offered in the UK, combines journalism with a social science.
Such courses represent a potential significant departure from the British journalism tradition, in which education (to whatever level) was in theory separated from training, undertaken principally in or from the workplace.
As a result, the involvement of higher education was restricted to postgraduate courses which were highly vocational. The model was effectively set by the by University of Wales at Cardiff when it initiated university journalism education in 1970.
In almost every case, the courses were accredited by the industry training bodies, and the curriculum reflected the view that intensive training at a relatively high academic level, accompanied by, in the main, simulated practical training, did not produce qualified journalists.
This alternative, which was adopted by UNESCO in the 1950s based on the university journalism school established in the USA since 1908, was aimed at producing journalists, many believed, who were unsuited for the routine local newspaper (and later, radio) reporting with which virtually all trainee journalists in the UK began their careers.
In the rest of Europe, the UNESCO model produced academic "analysis and dissection", until recession in the 1970s concentrated minds on preparing students for jobs, according to a European Journalism Training Association survey published in 1990.
This appeared to validate the British approach. More critically, increased student demand which has led to the expansion of journalism courses has overwhelmingly been for vocational training. As a result, academic communications and media studies courses have felt increasing pressure to adopt more vocational elements.
Nevertheless, professional journalists and employers in the UK often remain sceptical about the value of journalism education. The industry training bodies insist that teachers on accredited courses are experienced journalists. Unlike journalism schools in America, few in the UK hire staff on the basis of their advanced academic qualifications and research potential.
Yet the growth of courses from a mere handful to more than 100 has come at a time when the media industries have themselves displayed a lack of clarity over what they want from journalism education. At one level, local newspaper employers have eagerly grasped the opportunity to re-establish workplace apprenticeships. Others, particularly in broadcasting, say they prefer recruits with the kind of critical awareness and transferable, rather than specific, skills which are developed in universities.
Similarly, the profile of the British journalist is changing. The numbers of graduates entering journalism has risen from 30% in 1981 to 83% today. Far more begin their careers in the national media, such as the BBC and the Fleet Street newspapers. Technology-associated developments, including multi-media and multi-skilled journalism, are having an impact. So, too, are concerns about ethics and the increasing commercialism of the media.
An attempt to establish clearer advice and guidance for students, as well as employers, is now regarded by many as a priority. A system is likely to be introduced indicating whether students will be taught practical journalism, and to distinguish such courses from those with a different approach. One benefit of the rapid expansion of even vocational journalism courses is that this kind of training is now on offer at a far wider variety of universities in England, Scotland and Wales.
Most vocational journalism courses provided by UK universities are broadly similar, offering training to equip graduates for first jobs in print and/or broadcasting. The postgraduate model normally involves at least 80% practical journalism. An undergraduate course might consist of 50% or more practical journalism. Each is likely to include periods of working attachment (internships) in the media.
Although designed principally for domestic students, vocational courses can also cater specifically for overseas students, including experienced journalists, seeking training in British-style journalism. There is, of course, a long association with the countries of the Commonwealth, and organisations such as the Commonwealth Press Union and Commonwealth Broadcasting Association offer scholarships. The British Council and the Foreign Office also support non-UK students.
The traditional alternative is the USA (and, for francophone journalism, France). Some of the advantages of the UK are prosaic - courses are generally cheaper and shorter, an MA in journalism being completed in a calendar year. Others are more substantial. The UK is a major global media centre, and the influence of British journalism is, if anything, spreading in many areas of the world.
Moreover, journalism education in UK universities is consolidating the solid values of vocational training with the changing demands of new media landscapes. After a delayed start, it has become not only a rapidly expanding but also a highly dynamic part of higher education.
It is not surprising, therefore, that degrees and diplomas in media studies are now the most sought-after in Britain and the US.