Exploring effective pedagogies for delivering journalism work-based learning in UK higher education

Work placement opportunities in the United Kingdom are coming under increasing scrutiny in the delivery of journalism degree courses as students focus on employability and industry connections as a measure of value for their money. However, there are challenges around the approaches to take in delivering effective work-based learning across higher education (HE) institutions in the United Kingdom. This article draws on survey and interview data derived from students at University College Falmouth and a cross section of academics at the United Kingdom's HE journalism courses, as well as from industry, to closely examine issues around providing and supporting work-based learning opportunities that facilitate the development of critical skills and competencies among undergraduate journalism students. Particular focus is placed on the challenges of engendering critical self-reflection and reflexivity among students on work placement through striking a balance between ‘theory’ and ‘practice’. While examining the practicalities of delivery, we explore the extent to which students learn from their placement experiences as well as look closely at whether practice meets theory in the reflective and reflexive process that we aim to encourage in the work-based learning module. From our findings, we argue that the best approach is not simply teaching students what working journalists do, but to take a more holistic approach that facilitates students’ engagement with their practice through actions underpinned by intrinsic intellectual processes. The study concludes by suggesting ways of delivering and managing the placement module, which we think have a wider resonance across journalism training institutions in the United Kingdom