Cultivating Entrepreneurial Changemakers Through Digital Media Education 2020049640, 2020049641, 9781799858089, 9781799868521, 9781799858096

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Cultivating Entrepreneurial Changemakers Through Digital Media Education

Copyright © 2021. IGI Global. All rights reserved.

Leslie Simone Byrd Alabama State University, USA

A volume in the Advances in Higher Education and Professional Development (AHEPD) Book Series

Cultivating Entrepreneurial Changemakers Through Digital Media Education, edited by Leslie Simone Byrd, IGI Global, 2021. ProQuest Ebook Central,

Published in the United States of America by IGI Global Information Science Reference (an imprint of IGI Global) 701 E. Chocolate Avenue Hershey PA, USA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: [email protected] Web site: http://www.igi-global.com Copyright © 2021 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication Data Names: Byrd, Leslie Simone, 1976- editor. Title: Cultivating entrepreneurial changemakers through digital media education / Leslie Simone Byrd, editor. Description: Hershey, PA : Information Science Reference, 2021. | Includes bibliographical references and index. | Summary: “This edited book investigates how the role of the journalist has been significantly altered moving far beyond that of being just a “reporter” of news. The book advances the discussion and addresses developing improved teaching methods, assessment, information delivery, and technological tools used to facilitate and support the social entrepreneurship and digital journalism education space”-- Provided by publisher. Identifiers: LCCN 2020049640 (print) | LCCN 2020049641 (ebook) | ISBN 9781799858089 (hardcover) | ISBN 9781799868521 (paperback) | ISBN 9781799858096 (ebook) Subjects: LCSH: Journalism--Study and teaching (Higher) | Online journalism--Study and teaching (Higher) | Social entrepreneurship. Classification: LCC PN4785 .C8725 2021 (print) | LCC PN4785 (ebook) | DDC 070.407--dc23 LC record available at https://lccn.loc.gov/2020049640 LC ebook record available at https://lccn.loc.gov/2020049641 This book is published in the IGI Global book series Advances in Higher Education and Professional Development (AHEPD) (ISSN: 2327-6983; eISSN: 2327-6991) British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library.

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All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher. For electronic access to this publication, please contact: [email protected].

Cultivating Entrepreneurial Changemakers Through Digital Media Education, edited by Leslie Simone Byrd, IGI Global, 2021. ProQuest Ebook Central,

Advances in Higher Education and Professional Development (AHEPD) Book Series Jared Keengwe University of North Dakota, USA

ISSN:2327-6983 EISSN:2327-6991 Mission

As world economies continue to shift and change in response to global financial situations, job markets have begun to demand a more highly-skilled workforce. In many industries a college degree is the minimum requirement and further educational development is expected to advance. With these current trends in mind, the Advances in Higher Education & Professional Development (AHEPD) Book Series provides an outlet for researchers and academics to publish their research in these areas and to distribute these works to practitioners and other researchers. AHEPD encompasses all research dealing with higher education pedagogy, development, and curriculum design, as well as all areas of professional development, regardless of focus.

Coverage

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• Adult Education • Assessment in Higher Education • Career Training • Coaching and Mentoring • Continuing Professional Development • Governance in Higher Education • Higher Education Policy • Pedagogy of Teaching Higher Education • Vocational Education

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The Advances in Higher Education and Professional Development (AHEPD) Book Series (ISSN 2327-6983) is published by IGI Global, 701 E. Chocolate Avenue, Hershey, PA 17033-1240, USA, www.igi-global.com. This series is composed of titles available for purchase individually; each title is edited to be contextually exclusive from any other title within the series. For pricing and ordering information please visit http://www.igi-global.com/book-series/advances-higher-education-professional-development/73681. Postmaster: Send all address changes to above address. © © 2021 IGI Global. All rights, including translation in other languages reserved by the publisher. No part of this series may be reproduced or used in any form or by any means – graphics, electronic, or mechanical, including photocopying, recording, taping, or information and retrieval systems – without written permission from the publisher, except for non commercial, educational use, including classroom teaching purposes. The views expressed in this series are those of the authors, but not necessarily of IGI Global.

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Titles in this Series

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New Models for Technical and Vocational Education and Training Moses Makgato (Tshwane University of Technology, South Africa) and George Afeti (Skills Initiative for Africa, Ghana) Information Science Reference • © 2021 • 305pp • H/C (ISBN: 9781799826071) • US $175.00 Overcoming Fieldwork Challenges in Social Science and Higher Education Research Abir El Shaban (Innovate Your Classroom (IC) Consulting, Canada) Information Science Reference • © 2021 • 306pp • H/C (ISBN: 9781799858263) • US $195.00 Transforming Curriculum Through Teacher-Learner Partnerships Pradeep Nair (Taylor’s University, Malaysia) Michael James Keppell (Taylor’s University, Malaysia) Chee Leong Lim (Taylor’s University, Malaysia) TamilSalvi Mari (Taylor’s University, Malaysia) and Nurhanim Hassan (Taylor’s University, Malaysia) Information Science Reference • © 2021 • 378pp • H/C (ISBN: 9781799864455) • US $195.00 Facilitating Adult and Organizational Learning Through Andragogy A History, Philosophy, and Major Themes John Arthur Henschke (Lindenwood University, USA) Information Science Reference • © 2021 • 385pp • H/C (ISBN: 9781799839378) • US $185.00 The Emotional Self at Work in Higher Education Ingrid Ruffin (University of Tennessee, Knoxville, USA) and Charissa Powell (University of Tennessee, Knoxville, USA) Information Science Reference • © 2021 • 302pp • H/C (ISBN: 9781799835196) • US $195.00 Higher Education Challenges in South-East Asia Christian Kahl (Beijing Jiaotong University, China) Information Science Reference • © 2021 • 293pp • H/C (ISBN: 9781799844891) • US $175.00 Introducing Problem-Based Learning (PBL) for Creativity and Innovation in Chinese Universities Emerging Research and Opportunities Chunfang Zhou (Aalborg University, Denmark) Information Science Reference • © 2021 • 252pp • H/C (ISBN: 9781799835271) • US $145.00

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Cases on Engineering Management Education in Practice Despo Ktoridou (University of Nicosia, Cyprus)

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Cultivating Entrepreneurial Changemakers Through Digital Media Education, edited by Leslie Simone Byrd, IGI Global, 2021. ProQuest Ebook Central,

Table of Contents

Preface..................................................................................................................................................xiii Chapter 1 Technological Digital Disruption in the Age of Artifcial Intelligence: A New Paradigm for Leadership................................................................................................................................................ 1 Sharon L. Burton, Grand Canyon University, USA Chapter 2 The University Connection as an Impulse to Entrepreneurship in Young People................................. 36 Jovanna Nathalie Cervantes-Guzmán, Centro Universitario de Ciencias Económico Administrativas, Universidad de Guadalajara, Mexico Chapter 3 Mass Communication Education: Using the Tenants of Social Entrepreneurship to Disrupt Social Equilibrium............................................................................................................................................ 53 Anthony Adams, Kentucky State University, USA Chapter 4 Creating Social Justice-Minded Digital Media Entrepreneurs: An Analysis of University Entrepreneurial Pedagogy and Syllabi................................................................................................... 64 Natasha Winston Clarke, SUNY Plattsburgh, USA

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Chapter 5 So They Might Tell Their Own Stories: Enhancing Entrepreneurial Journalism Strategies for HBCUs................................................................................................................................................... 78 Jayne Cubbage, Bowie State University, USA Chapter 6 Defning Multimedia: A Toolkit for Online Education.......................................................................... 95 Caran Kennedy, University of Alabama at Birmingham, USA Chapter 7 The Intellectual Soul Food Lunch Bufet: The Classroom to Student Media Entrepreneurship......... 108 W. Russell Robinson, North Carolina Central University, USA

Cultivating Entrepreneurial Changemakers Through Digital Media Education, edited by Leslie Simone Byrd, IGI Global, 2021. ProQuest Ebook Central,



Chapter 8 Using Digital Music Production as a Culture Catalyst........................................................................ 122 Emery Kidd, Alabama State University, USA Chapter 9 Reimagining the Internship and Practicum Program: Using Innovative Social Entrepreneurship Applications to Shape Personal Brands............................................................................................... 140 Jasmine Hunter, Southern University Law Center, USA Chapter 10 Fostering Community Agents Through Health Communication: Integrating Digital Media and Social Entrepreneurship to Confront Health Inequities....................................................................... 156 Emuni E. Sanderson, University of Alabama at Birmingham, USA Chapter 11 Cultivating Health Policy Changemakers Through Communication Training and Digital Media Education............................................................................................................................................. 165 Deanna Richards, George Washington University, USA Chapter 12 Historically Black Colleges and Universities Access to Digital Media: An Intersectional Content Analysis of Black Women Social Entrepreneurs................................................................................. 171 Ashla C. Hill Roseboro, Alabama State University, USA Chapter 13 No More War Stories: Transitioning From Journalist to Instructor in This Modern Age................... 190 Hamil R. Harris, The University of Maryland, College Park, USA Chapter 14 At the Intersection of Media Innovation and Solutions Journalism: Applying the Solutions Journalism Model to Develop Socially Conscious Entrepreneurs....................................................... 208 L. Simone Byrd, Alabama State University, USA

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Chapter 15 Future Forward: Assessing the Potential of Post-Pandemic Expansion of Experiential Learning and Assessment Trends........................................................................................................................ 223 L. Simone Byrd, Alabama State University, USA Compilation of References................................................................................................................ 237 About the Contributors..................................................................................................................... 266 Index.................................................................................................................................................... 271

Cultivating Entrepreneurial Changemakers Through Digital Media Education, edited by Leslie Simone Byrd, IGI Global, 2021. ProQuest Ebook Central,

Detailed Table of Contents

Preface..................................................................................................................................................xiii Chapter 1 Technological Digital Disruption in the Age of Artifcial Intelligence: A New Paradigm for Leadership................................................................................................................................................ 1 Sharon L. Burton, Grand Canyon University, USA Thirty years of debating best journalism models has led to a needed academic business integrated conceptual framework to be developed into distinct models. This chapter ofers evidence-based data of needed change for journalism education to meet departmental requirements plus support needs in this technological digital artifcial intelligence new media age. Learning must refect new approaches for data receipt. Readers will review education, practitioner, and learner perspectives to study arguments and experiences, plus probe the manner this data describes the formation, and exercise of journalism, expertise, traditions, determinations, happenstances, objectives, agreements, and learning. Through literature review and ethnography, detailed is a forward-looking framework founded on continuous process improvement which should better prepare learners to compete in this technologically digitized society. This research adds to the journalism, strategy, artifcial intelligence, and business process improvement bodies of knowledge for academics, practitioners, and learners.

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Chapter 2 The University Connection as an Impulse to Entrepreneurship in Young People................................. 36 Jovanna Nathalie Cervantes-Guzmán, Centro Universitario de Ciencias Económico Administrativas, Universidad de Guadalajara, Mexico It is necessary for university students to be trained with real cases so that they experience experiential learning, where they have a concrete experience and learn from it. Integrating training, education, and soft skills to arm them with the necessary tools to develop an entrepreneurial intention, this will be done by training multidisciplinary work using business models adapted to teaching entrepreneurship, thus achieving avoiding drifting talent trained in universities, which does not fnd a stimulus to knowledge to achieve the development of their venture. Providing it from schoolwork can lead to potential businesses through the association of diferent university careers to generate and enhance multidisciplinary professional student-student relationships.

Cultivating Entrepreneurial Changemakers Through Digital Media Education, edited by Leslie Simone Byrd, IGI Global, 2021. ProQuest Ebook Central,





Chapter 3 Mass Communication Education: Using the Tenants of Social Entrepreneurship to Disrupt Social Equilibrium............................................................................................................................................ 53 Anthony Adams, Kentucky State University, USA This chapter ofers an enlivened mass communication education approach adaptive to traditionally taught, face-to-face, and hybrid delivery systems. Aimed at preparing students for active participatory and responsible global citizenship, this tripartite approach bridges mass communication and social entrepreneurship mediated through service-learning. The proposed teaching application encourages students to challenge status quo arrangements, provoke disruption, and promote societal change using disproportionality in school discipline, K-12, and challenges related to executive-level search committees and the failure to diversify college administrations as illustrations. Chapter 4 Creating Social Justice-Minded Digital Media Entrepreneurs: An Analysis of University Entrepreneurial Pedagogy and Syllabi................................................................................................... 64 Natasha Winston Clarke, SUNY Plattsburgh, USA Industry-wise, colleges and universities are currently facing a unique set of circumstances which will last quite some time even after the 2020 Coronavirus pandemic begins to wane. Among those challenges will be questions related to the increased necessity of course design quality and innovation. This is particularly true for programs planning to integrate increased social justice characteristics to their academic/program curricula. Therefore, the purpose of this chapter is to review existing mass communication education scholarship by incorporating a qualitative-focused, content analysis of materials related to course design, evident teaching practices and avenues which facilitate social justice and media entrepreneurship. Also, this chapter seeks to demonstrate how these pedagogical designs difer from those outside of the communication discipline and what can be gleaned from these similarities and diferences. To close, this analysis will make recommendations to beneft students and highlight and distinguish academic program and institutional identity for the future.

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Chapter 5 So They Might Tell Their Own Stories: Enhancing Entrepreneurial Journalism Strategies for HBCUs................................................................................................................................................... 78 Jayne Cubbage, Bowie State University, USA For students studying journalism at HBCUs, there is a need for increased training in entrepreneurial journalism to ofset the vastly changing media landscape and to train future media practitioners to become enterprising and to tell their own stories. However, in light of the ongoing challenges faced by many HBCUs, students receive a variety of entrepreneurial experiences ranging from moderate to sparing to none. In light of the new demands of the 21st century and the current shift to an entrepreneurship based economy, particularly within the media industries, this study using institutional theory examines the largest HBCUs by undergraduate enrollment to fnd that most schools with JMC programs ofer either a course in entrepreneurship and or some business or entrepreneurship access on their campus. In order to ensure that all students who wish to become entrepreneurs receive adequate training during the foundational years of an undergraduate program, this study examines some of the barriers and challenges facing some universities and outlines suggestions and best practices.

Cultivating Entrepreneurial Changemakers Through Digital Media Education, edited by Leslie Simone Byrd, IGI Global, 2021. ProQuest Ebook Central,



Chapter 6 Defning Multimedia: A Toolkit for Online Education.......................................................................... 95 Caran Kennedy, University of Alabama at Birmingham, USA Multimedia systems have revolutionized the traditional means of communication that have ultimately enhanced the learning styles in online education. With the advancement of technology, online education has become available to students who would like to pursue a higher education. It has also played an important role in how humans consume, transmit, and process information to one another in the online classroom. This chapter analyzes the importance of integrating multimedia in online education and how it can create students to pursue media entrepreneurship. Consequently, this chapter will show its support of the integration of multimedia tools in communication education by discussing the benefts of these systems and how they are used as a stepping stool to the phenomenon, entrepreneurship. Chapter 7 The Intellectual Soul Food Lunch Bufet: The Classroom to Student Media Entrepreneurship......... 108 W. Russell Robinson, North Carolina Central University, USA This chapter explores the intersections of media entrepreneurship and pedagogy, vis-à-vis a student-driven curriculum. The author uses an exploratory case study methodology to obtain frst-hand accounts from students, instructors, and technical professionals to share experiences from within the academic enterprise. This chapter shares from the ground up how a class created and improved upon a student-driven media platform which was rooted in a pop culture studies curriculum. It is the hope that lessons gleaned from this chapter will inspire best practices within the communication/media studies space while at the same time promote future collaborations among historically minority-serving institutional (HMSI) scholars within the curriculum sphere of project-based learning.

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Chapter 8 Using Digital Music Production as a Culture Catalyst........................................................................ 122 Emery Kidd, Alabama State University, USA Digital music production is an invaluable marketing tool for entrepreneurs and academic institutions alike. Digital music production can universally cultivate academic success and foster entrepreneurial leadership. Using technological advances in inexpensive digital audio workstations, educators can produce educational content from student expression. Educators can encourage entrepreneurs by facilitating a creative culture within the academic environment. Entrepreneurs can promote a culture willing to support entrepreneurial pursuits by attracting target audiences to the entrepreneur’s products’ culture. The beneft of royalty payments from entrepreneurial endeavors solidifes an estate for the producer. Additionally, academic institutions have an opportunity to capitalize on the educational benefts of cultural inclusion associated with student self-expression while teaching skills that will beneft the student and institution alike.

Cultivating Entrepreneurial Changemakers Through Digital Media Education, edited by Leslie Simone Byrd, IGI Global, 2021. ProQuest Ebook Central,



Chapter 9 Reimagining the Internship and Practicum Program: Using Innovative Social Entrepreneurship Applications to Shape Personal Brands............................................................................................... 140 Jasmine Hunter, Southern University Law Center, USA In this chapter, the author will touch on the necessity of social entrepreneurship within the communication program curriculum. Higher education institutions, especially historically Black colleges and universities (HBCU), commit themselves within their mission and vision statements to producing and molding the leaders of today. Since their inception, well-rounded leaders and entrepreneurs have been birthed from those historic halls and navigated their way to the highest heights of society. Therefore, it is imperative that students turned leaders must have an entrepreneurial skillset to make it within the courtroom, boardroom, classroom, and beyond. Chapter 10 Fostering Community Agents Through Health Communication: Integrating Digital Media and Social Entrepreneurship to Confront Health Inequities....................................................................... 156 Emuni E. Sanderson, University of Alabama at Birmingham, USA Specifc felds of communication have transformed due to the advancement of digital communication and utilization of technological tools. Health communication is an emerging feld and consists of practical communication strategies used in the feld of health and medicine that has expanded as digital media and social entrepreneurship were adopted as key conceptual factors in confronting health disparities of diverse populations. This chapter aims to demonstrate health communication’s usage of digital media education and social entrepreneurship in cultivating the next generation of community agents to challenge social injustices and inequities; and create policy-level change.

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Chapter 11 Cultivating Health Policy Changemakers Through Communication Training and Digital Media Education............................................................................................................................................. 165 Deanna Richards, George Washington University, USA Americans still continue to sufer the everyday efects of the government not taking the time to understand how important communication is and make the most sound decisions on behalf of its citizens. Public health in the US has taken a beating from the efects of COVID-19. The coronavirus has exposed many issues that must be addressed, from the issues of equity of allocation of funds for each state, to the way the general public received conficting information from US leaders who are supposed to be working together. Initial communication information and tactics concerning the virus from the administration as well as other agencies were not cohesive or fuid. This chapter will analyze how implementation of communications training and media education within the feld of public policy/public health can be more efective when it comes to handling unpredictable health crises. Inserting this information early on, possibly within curriculum or class form, will help future US leaders, policy practitioners be more equipped and successful at serving the American citizens.

Cultivating Entrepreneurial Changemakers Through Digital Media Education, edited by Leslie Simone Byrd, IGI Global, 2021. ProQuest Ebook Central,



Chapter 12 Historically Black Colleges and Universities Access to Digital Media: An Intersectional Content Analysis of Black Women Social Entrepreneurs................................................................................. 171 Ashla C. Hill Roseboro, Alabama State University, USA Black women entrepreneurs have invested in and supported HBCUs since their inception. Communication and technologies are not neutral carriers of information, but transport messages that are embedded in histories of capitalism, exploitation, and inequality. Black women social entrepreneurs view education as a liberating force, with the potential to bring equality within social and political culture. This study will investigate (1) the role of HBCUs in broadband internet access, (2) distance learning at HBCUs, (3) Black women entrepreneurs as charitable givers, and (4) Black alumnae social networking for economic gains. Findings will identify how Black women social entrepreneurs can develop strategies for broadband digital connectivity in conjunction with HBCUs, where digital media communication technologies are used for instruction. Chapter 13 No More War Stories: Transitioning From Journalist to Instructor in This Modern Age................... 190 Hamil R. Harris, The University of Maryland, College Park, USA At a time when the feld of journalism has radically changed, news veterans have opportunities to enter classrooms to marry traditional journalism and history with multi-platform technology and social media. But to be successful, journalist educators must retool themselves and work with a new generation of students who hold up members of the fourth estate, the press, and news media with high regard. Despite challenges, news veterans still have the potential to impact this new generation of journalists because so many college students simply don’t know the role and purpose of journalists. Chapter 14 At the Intersection of Media Innovation and Solutions Journalism: Applying the Solutions Journalism Model to Develop Socially Conscious Entrepreneurs....................................................... 208 L. Simone Byrd, Alabama State University, USA

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Ongoing social transformation and rapid technological change have ushered in a new frontier which ofers a plethora of opportunity for what the future of higher education could potentially look like. And, for media education in particular, these shifts, while casting a wave of uncertainty and caution, outweigh the costs and are ripe with opportunity. When it comes to cultivating media savvy entrepreneurs, particularly those who are interested in using digital tools and approaches to solve societal issues, the marriage of solutions journalism and media entrepreneurship presents a host of opportunities. This study seeks to examine how the solutions journalism framework and accompanying standards can be used as a foundation to teach media entrepreneurship from a social enterprise philosophy/approach.

Cultivating Entrepreneurial Changemakers Through Digital Media Education, edited by Leslie Simone Byrd, IGI Global, 2021. ProQuest Ebook Central,



Chapter 15 Future Forward: Assessing the Potential of Post-Pandemic Expansion of Experiential Learning and Assessment Trends........................................................................................................................ 223 L. Simone Byrd, Alabama State University, USA The examination presented in this chapter asserts that the global Coronavirus pandemic presents an opportunity, rather than a delay, to promote and accelerate widespread campus implementation of experiential learning pedagogical and assessment practices across disciplines, particularly in mass communication programs. In doing so, this work posits that the adoption of modern practices in media education in tandem with changes in contemporary society are critical to positioning students for the creation of their own entrepreneurial endeavors. Compilation of References................................................................................................................ 237 About the Contributors..................................................................................................................... 266

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Index.................................................................................................................................................... 271

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xiii

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Preface

Traditional media, as we know it, is experiencing a tremendous change which is long overdue. From the influx and increasing popularity of Virtual and Augmented Reality (VR/AR) to video-based storytelling, podcasting, drone usage, artificial intelligence, and strategic social media in general, the accelerated pace of technological advancements are helping to further fuel the disruption of news itself and the traditional media business model. Moreover, this disruption has resulted in how we interact with and consume information. For instance, authentic relationships are needed—not necessarily between citizens and the news organizations, but more so between citizens and how they relate to and connect with various forms of media content and their supporting platforms. In other words, the role of communication practitioner has been significantly altered. Also, the lines which used to clearly separate the diverse professions across the media landscape are now blurred. For instance, many of the tasks and skills that a Radio/Television Broadcast major learns through their course curriculum are also valuable skills that can benefit an aspiring public relations practitioner. Therefore, this project seeks to explore the role of media innovation and how the landscape is ripe for the influx of social entrepreneurs; or the rise of the “social newspreneur”. Social entrepreneurship is rooted in a venture that seeks to create revenue while being anchored in providing social value to the communities the enterprise serves. The concept of a social newspreneur is one that takes elements from the old business media models which have become commonplace and are accustomed to creating and scaling new opportunities. In short, this is about reforming the media; not through large media conglomerates, but from everyday people who have workable vision for restoring trust, facilitating alternative activities to inspire civic engagement in new and unique ways, as well as a passion for combining entrepreneurship and media education. As it relates to higher education institutions, most media communication program administrators have realized that the time has come to significantly alter their program curricula and provide innovative educational opportunities that prepare students for careers outside of traditional employment. As such, entrepreneurship education across the disciplines is quickly becoming the status quo on today’s college campuses. However, in making these curricular changes, faculty must engage in significant assessment of these new approaches to ensure that students are obtaining a return on their investment in the college education/degree that they seek. These are careers that primarily do not yet fully exist and which no one can readily predict. Thus, what avenues can be taken to create new, inventive ways to educate and prepare today’s 21st Century college student for the future of work that will be largely dependent on the knowledge and learning economies? The future is very bright; particularly, for those practitioners in fields which are heavily influenced by the expeditious infusion of communication and technological advances. With this notion in mind, it is imperative to take note of how these new technologies and approaches drive the needed curriculum changes

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Preface

for colleges and universities to stay viable, but also recruit and retain ambitious, entrepreneurial-minded students. Moreover, it will be necessary to explore what methods should be undertaken to generate new models for learning; one that provides today’s college students with a positive return on their investment no matter where in the world they may be geographically located. As higher education professionals, moving away from the “way we have always done it” and quickly pivoting to try something new is often difficult, but inescapable; particularly given that it involves moving students toward an entrepreneurial mindset in the communication discipline. Moreover, these changes are essential for the media industry just as much as they are for institutions of higher learning. Due to the sustained and unyielding competition among colleges and universities for the best and the brightest students, communication program administrators and faculty have a shared responsibility to seek new and innovative ways to train students for their respective fields. Simply put, it is not enough to prepare students to memorize and regurgitate facts and concepts, nor to continue to facilitate traditional, and sometimes outdated teaching methods. In short, students must be trained to create and contribute to the body of knowledge and societal innovations. Overall, this body of work desires to stimulate and advance the discussion and address the following themes, as well as contribute to the body of knowledge, by cultivating timely and relevant practices around the following areas: developing improved teaching methods, assessment, information delivery, and technological tools used to facilitate and support the social entrepreneurship and digital media education space. The following questions will guide the development of this work: (1) How are these methods integrated within the actual journalism or mass communication programs, (2) How can these programs not only be immersive, but also how do they specifically support social entrepreneurship in course design and outcomes, (3) What technological (i.e., multimedia) tools are used and how are these related to the program’s student learning outcomes; (4) What steps are taken to assess the student learning outcomes and experiences for the purpose of continuous improvement; and (5)How should these programs approach establishing and/or restoring value and fostering civic engagement, in an appropriate, representative manner, among the people who were the focus of the university’s projects after the initiatives are completed; implicitly or explicitly? The primary target audience for this book is the academic community; specifically, university faculty who are responsible for formulating curriculum and or/course design, as well as well as those who engage in developing their own course assessments to gauge student learning. Additionally, university academic administrators are also a desirable target audience due to the increasing importance placed on meeting mandatory standards of regional accrediting agencies, being in the role to advocate on behalf of faculty and individual units to senior administration for resources and other program changes, but also those responsible for overseeing departments within their college or schools as it relates to all the components associated with academic program review, curriculum quality and change, as well as recruitment and retention. At an ancillary level, the text is appropriate for leaders within media organizations. Ideally, these are individuals who have substantial decision-making power within their own organizations and they now seek to build strategic relationships with university administrators, department heads, individual faculty members and students to propose and facilitate a multitude of learning opportunities that will lead to increased civic engagement and professional development. Finally, from this path, it is possible to also target external funding opportunities which seek to enhance and revamp diverse academic programs as well as the contribute to the improvement of local and/or regional industry-related business communities.

xiv

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Preface

Generally, this topic is both timely and relevant as the Digital Age has already existed for some time. Any and everything for which we want access is easily accessible with a simple swipe on a mobile device. News is a 24-hour industry for some time and there is a consistent race to be the first to ‘break’ the latest story. With the onset of the novel Coronavirus (Covid-19) pandemic, human beings were caught off guard, but were existing on borrowed time before and event of this magnitude occurred. Every facet of life has been affected and there is no clear indication of when the pandemic will be officially declared as over. Although every organization which exists has been impacted by the societal changes, one of the hardest hit industries was higher education. University officials had no playbook to work from when they had to make the decision to cease operations, send students home, and migrate to emergency online education. That move alone was fraught with numerous complications and challenges, but most of these institutions were able to weather the storm. The time between the end of the spring term and the summer and fall 2020 terms allowed for a more organized, comprehensive approach to training faculty and preparing students to face the realities of another mostly or fully online semester. Colleges and universities also faced widespread economic losses tied to refunds for an abrupt end of the spring 2020 term, declines in enrollment and further shrinking of already stressed academic budgets. Higher education was already under the microscope. Student loan debt, not maintaining program consistency with real world organizational needs, keeping pace with sometimes stringent standards from state and/ or regional accrediting agencies, as well as dwindling state government funds are all issues that continue to plague the industry and there is no easy fix as many factors are outside of the control of most seniorlevel administrators. What is more, as the spring morphed into summer, the world watched as the U.S. experienced a summer of social unrest, months of protests and reckoning with many remnants indicative of dark periods in the country’s past. Social justice-related reform emerged as a significantly prevailing issue that could no longer be ignored or swept aside. In a sense, one could argue that the revolution was indeed “televised” on numerous platforms as people took to the streets to exercise their Constitutional right. The world watched as these protests quickly went global. And although we saw some superficial, yet immediate, progress, it will take a solid commitment and consistent effort to undo centuries of systemic inequities. To add, as if this year could not have been more spontaneous and unpredictable, we also endured a highly divisive and controversial national election where we saw both the best and the worst of humankind. What we know from these events is that, combined, these events created the perfect storm and now, we find ourselves as the crossroads. While that may sound somewhat bleak, it presents an opportunity for innovation and change as we move forward. At some point the pandemic will end, but hopefully new best practices will materialize, and innovation will become the standard. Considering these events and the moment in time that we currently occupy, this text seeks to offer diverse perspectives and viewpoints related to media and communication education and entrepreneurship. And thanks to that perfect storm, we have a real opportunity to create, innovate and move the discussion forward which hopefully, will translate into expeditious, yet tangible action. The thought leaders presented here offer a glimpse into how they view the past, present and future of media education and the role that entrepreneurial preparation and training plays in reforming and adding critical changes across the communication discipline pedagogy and landscape. The book’s opening chapter, “Technological Digital Disruption in the Age of Artificial Intelligence: A New Paradigm for Leadership”, engages in an investigation of the primary technical drivers that have, over a thirty-year period, helped to push the evolution of media and communication education. The work also encompasses evidence-based data which recommends the tenets of needed change in the

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communication discipline so that it can adequately meet unit and curriculum requirements as well as support the advances presented by artificial intelligence which can further the shame and identity of the new media age. In this chapter, readers will be presented with new approaches for student learning, industry practitioners and other committed life-long learners. While Chapter 1 acts as a type of bookend to provide a starting point into the space which we currently occupy in society, as well as provided some insights into what the future educational practices may be in the future, Chapter 2, “The University Connection as an Impulse to Entrepreneurship in Young People”, posits that case studies are central to the learning experience. Moreover, the author endorses and suggests an approach which includes extensive training, education, and soft skills, so that students can effectively equip themselves with the necessary tools if entrepreneurship is a viable, future option. To meet its goal, the chapter inspects a variety of multidisciplinary work using business models adapted to teaching entrepreneurship. Next, Chapter 3, “Mass Communication Education, Using the Tenants of Social Entrepreneurship to Disrupt Social Equilibrium”, offers an analysis focused on a mass communication education approach adaptive to traditionally taught, face-to-face, and hybrid delivery systems. Aimed at preparing students for active participatory and responsible global citizenship, this tripartite approach merges the areas of mass communication, social entrepreneurship, and Service-learning. In addition, the chapter makes succinct recommendations related to teaching application which are critical to encouraging students to challenge status quo arrangements, provoke disruption, and promote societal change using disproportionality. Shifting to a review of pedagogical research and syllabus review, Chapter 4, “Creating Social Justice-Minded Digital Media Entrepreneurs: An Analysis of University Entrepreneurial Pedagogy and Course Syllabi”, endorses the perspective that institutions of higher learning are facing a unique set of circumstances in terms of course design quality and innovation; something which has become the norm in the Covid-19 pandemic era. Thus, the purpose of this chapter is to engage in a cursory review of the existing body of knowledge in the mass communication education scholarship space through a targeted examination of evident course syllabi, teaching practices and avenues which facilitate social justice and media entrepreneurship. This chapter also makes pertinent suggestions to benefit students and highlight and distinguish academic program and institutional identity for the future. In Chapter 5, “So They Might Tell Their Own Stories Enhancing Entrepreneurial Journalism Strategies for HBCUs”, the author probes the topic from the perspective of a Historically Black College and University (HBCU) faculty member and the associated challenges that are unique to these minority-serving institutions (MSIs). Specifically, this work focuses on addressing the long-term needs of students who elect to situate their studies in the more popular areas of media, such as broadcast journalism, but have no intention of pursuing professional careers in those areas and are, instead, electing to pursue professional work in the digital media, public relations realm. Because of this phenomenon, the chapter explores such topics as upgrades to the curriculum to dovetail with today’s ever-changing news and media landscape, and the need for enhanced strategies for teaching relevant media skills and practices to communications. Chapter 6, “Defining Multimedia: A Toolkit for Online Education Multimedia Systems”, inspects the traditional means of communication that has ultimately enhanced the learning styles in online education. The chapter’s author argues that with the advancement of technology, online education has become available to students who would like to pursue a higher education. Furthermore, it has also played an important role in how humans consume, transmit, and process information to one another in the online classroom. Therefore, this chapter analyzes the importance of integrating multimedia in online education and how it can create opportunities for students to pursue media entrepreneurship. Consequently, xvi

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this chapter will show its support of the integration of multimedia tools in communication education by discussing the benefits of these systems and how they are used as a stepping stool to the phenomenon, entrepreneurship. Chapter 7, “The Intellectual Soul Food Lunch Buffet: The Classroom to Student Media Entrepreneurship”, suggests that the advent of social media ushered in another “new frontier” for the disciplines of mass communication and media studies. Additionally, key phrases, such as legacy media, new media, followers, and platforms, have contributed to a common language within the fiber of our media ecosystem, also known as our everyday life. The various platforms offer innovative and robust means of sharing information and promotes a healthy dialogue on new media entrepreneurship at the micro level of production. With media, the discussion centers on the constant state of evolution, which begs the question from university curriculum coordinators, as well as accrediting bodies in the discipline, “Are mass communication and media studies programs teaching a programmatic model of obsolescence?” In Chapter 8, “Using Digital Music Production as a Culture Catalyst”, the author touts and highlights the benefits of music production skills to the modern student majoring in a digital media area/curriculum. Currently, students are still exposed and subjected to antiquated teaching methods that routinely ignore society’s technological advances. However, the integration of music in the learning routine is usually abandoned after the primary years of instruction. The opportunity for students to create learning materials for future students is non-existent in general educational policy. Although the academy is increasingly reliant on digital media creation in the learning process, digital media creation skills and career benefits are often overlooked. Digital music production can universally cultivate and foster academic and entrepreneurial success. Moreover, it can be invaluable in producing competent digital professionals and has unlimited potential for a dominant role in popular culture. Chapter 9, “Reimagining the Internship and Practicum Program: Using Innovative Social Entrepreneurship Applications to Shape Personal Brands”, offers concrete recommendations on how to transform the traditional internship program to ensure that our students are prepared for an ever-evolving workforce. While the route to traditional employment remains strong, it is giving way to more innovative and emerging career pathways. College and university communication programs have a responsibility to shift the focus of the curriculum and mindset among students to one that accentuates and encourages students to create their own paths, as well as to build and shape their personal brand. Within the curriculum, the internship program is an opportunity for students to receive hands-on and real-world work experience. Moreover, the internship program serves as an experiential learning method for students to exposes them to the harsh realities of entering the workforce, either through traditional employment and/or entrepreneurship. Chapter 10, “Fostering Community Agents through Health Communication: Integrating Digital Media and Social Entrepreneurship to Confront Health Inequities”, seeks to expand the conversation around the emergence of health communication and what it means for the structure and execution of information to enhance the well-being of the communities served. To do this, the author campaigns for the development of healthcare practices to shift and improve public health advancements, as well as emphasize the available storytelling and advocacy-focused entrepreneurial opportunities where communication practitioners can thrive. From a health policy and communication standpoint, Chapter 11, “Cultivating Health Policy Changemakers Through Communication Training and Digital Media Education”, contends that, due to the daily outcomes from not having clear, concise communication from government officials, public health is an area in critical need of improved strategic communication practices and policies. Using the ongoing

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Coronavirus pandemic as the context for the chapter, the work addresses the lack of cohesive and fluid communication about the virus from numerous governmental agencies. Furthermore, this chapter dissects the implementation of communications training and media education within the field of public policy/public health and makes significant recommendations on how future practitioners working in the health communication realm can more effectively handle a future health crisis event. By addressing and incorporating these elements into a variety of media communication courses, practitioners will be better positioned to shape leaders, policy personnel and communication entrepreneurs who desire to serve the best interests of American citizens. The query presented in chapter 12, “Historically Black Colleges and Universities Access to Digital Media: An Intersectional Content Analysis of Black Women Social Entrepreneurs”, examines the role of Black women in advancing economic development relative to educational attainment. Specifically, the chapter posits how Black women, as a cohesive group, view education as an intentional liberation tactic. What is more, this work integrates the perspectives of critical theory and intersectionality, to serve as a reminder that communication and technologies are not neutral carriers of information, but transport messages which are embedded in histories of capitalism, exploitation, and inequality. In that light, some of the elements covered in this study seeks to bring about and discuss the role of Historically Black Colleges and Universities (HBCUs) HBCUs in broadband Internet access, distance learning mechanisms and protocols at HBCUs, a deep dive into how Black women entrepreneurs are often attracted to opportunities which allow them the agency and space to act as charitable givers. Outcomes will identify and deliberate how Black women social entrepreneurs can develop strategies for broadband digital connectivity in conjunction with HBCUs, where digital media and new communication technologies are being used for instruction. Chapter 13, “No More War Stories: Transitioning From Journalist to Instructor in this Modern Age”, examines the professional pursuits and experiences of a former full-time journalist turned educator, during a period in which the field of journalism continues its radical transformation. The author argues that news veterans must pivot from traditional journalism and be prepared to teach multi-platform technologies to prepare their students for today’s evolving media world. Also, the chapter employs a lengthy discussion about what successful educators in this realm must do to understand their tasks in the educational landscape and that, regardless of the challenges which may emerge, these practitioners have the potential to impact college students’ learning capabilities. Also covered in this entry is a discussion pertinent to journalists/educators of color. Additionally, the author covers how to integrate essential journalism teaching tools, as well as how to set and cultivate the entrepreneurial spirit within their students. Seeking to understand how social transformation and brisk technological change have brought about a new space of abundant opportunity for how higher education can remodel teaching and learning aspects of the media entrepreneurship course, Chapter 14, “At the Intersection of Media Entrepreneurship and Solutions Journalism: Applying the Solutions Journalism Model as a Foundational Approach to Developing Socially Conscious Entrepreneurs”, argues that while we do need to exercise caution in how changes are executed, the costs of change easily outweigh continuing to make the same decisions and embrace the same protocols. To demonstrate this viewpoint, the chapter engages in and champions the integration and use of the solutions journalism model as a foundation for media entrepreneurship courses to encourage and develop more socially aware entrepreneurs who can use their skill and talent to solve complex community problems through digital media expertise and tools.

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As the text concludes, the final chapter, “Future Forward: Assessing the Potential of Post-Pandemic Expansion of Experiential Learning and Assessment”, raises the chief question of “Where do we go from here?” as it relates to the potential changes in higher education against the backdrop of the Coronavirus pandemic. The narrative argues that while some may view the current situation as a negative event to simply be endured and overcome, there are others who advocate from the lens of the potential, positive outcomes which the pandemic presents. For example, one of the most glaring effects is that it has helped to fuel a concerted, massive move to online education. Certainly, this shift was not without challenges, but it demonstrated that higher education institutions do have the ability to pivot and do so quickly when the situation warrants. Moreover, because of this ability, it is vital to maintain momentum as it applies to program offerings, delivery and shaping student academic experiences. Finally, there are opportunities that will emerge and create unique, innovative opportunities in terms of pedagogical practices in the media and communication discipline if we are willing to self-reflect and make the necessary mindset changes among faculty and students alike. In conclusion, this book effectively contributes to the knowledge base of media education and entrepreneurship in three, key ways. First, these diverse perspectives emphasize the need for greater awareness of critical, cultural and technological changes as a force field of the space in which the academic study of media communication and entrepreneurship operate. Second, it further extends the ongoing exploration and analysis of factors such as teaching methods and influencing change in the Digital Age. Finally, because of the challenging employment market, the improvements suggested by the myriad of voices presented advocate for education that is as much grounded in knowledge and practice, but also that it is transformative in a manner which is vital for students to know how to critically analyze, diagnose, process, and solve industry-specific problems as well as seek to tackle societal problems in a proactive and creative way.

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Chapter 1

Technological Digital Disruption in the Age of Artificial Intelligence: A New Paradigm for Leadership Sharon L. Burton https://orcid.org/0000-0003-1653-9783 Grand Canyon University, USA

ABSTRACT Thirty years of debating best journalism models has led to a needed academic business integrated conceptual framework to be developed into distinct models. This chapter ofers evidence-based data of needed change for journalism education to meet departmental requirements plus support needs in this technological digital artifcial intelligence new media age. Learning must refect new approaches for data receipt. Readers will review education, practitioner, and learner perspectives to study arguments and experiences, plus probe the manner this data describes the formation, and exercise of journalism, expertise, traditions, determinations, happenstances, objectives, agreements, and learning. Through literature review and ethnography, detailed is a forward-looking framework founded on continuous process improvement which should better prepare learners to compete in this technologically digitized society. This research adds to the journalism, strategy, artifcial intelligence, and business process improvement bodies of knowledge for academics, practitioners, and learners.

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LIMITATIONS AND DELIMITATIONS The limitations of this research are those features of design or methodology that predisposed the comprehension and explanation of the findings from the research. This article does not focus on the specifics of accreditation, effecting law, code of ethics, or the canons of journalism.

DOI: 10.4018/978-1-7998-5808-9.ch001

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Cultivating Entrepreneurial Changemakers Through Digital Media Education, edited by Leslie Simone Byrd, IGI Global, 2021. ProQuest Ebook Central,

 Technological Digital Disruption in the Age of Artificial Intelligence

Delimitations denote markings considered as limits or borderlines to form boundaries (BrownJackson, 2017). The boundaries set for this chapter comprise information directly related to disruptions in journalism affecting academics, practicing journalists, and learners. Also, differentiated are generations, precisely, matures, X-1944; Baby Boomers, 1945-1964; Generation X, 1965-1978; and Generation Y, 1979-1995 (Burton, 2007). Delineating individual generation groups do affect the explanation of disruption in journalism. Data subsist on the journalism codes of ethics (Cuillier, 2014; GJA launches revised code of ethics, 2017; Guzmán, 2014; Pande, 2017). Adding the same information would be a redundant capture for this chapter.

PURPOSE AND SIGNIFICANCE OF THIS CHAPTER This chapter’s purpose and significance are to understand disruption and its reshaping of journalism education to meet technological digitization news media needs in the age of artificial intelligence. Initially, the research had to lead to what is continuing to disrupt journalism. Next, the research focused on how to advance the journalism of today. After all, through the ubiquitous world-wide-web, information delivery continues to evolve. This researcher postulated that a literature examination (Charumbira, 2018), in addition to an ethnography (Astalin, 2013) of a journalism practitioner plus academic could inform the formation of an academic business integrated conceptual framework for journalism schools with an overall focus on process improvement and artificial intelligence. With this said, journalism departments need to restructure their curriculums and methods to meet today’s societal needs instead of the waning cries of yesterday. This examination accentuates the need for change and what change looks like in education and practice. Over the decades, taunting by the media and stifling by colleges and universities have unveiled themselves unwaveringly. Examples include journalism and mass communication educators not knowing the latest skills to advance students’ careers, as well as how to modify educating strategies to maintain pace with the industry’s brisk advancement to avoid obsolescence (Roush, 2018). Other examples are wide divergence between professionals and educators in their thinking on the importance of core journalism skills (Finberg, 2014), journalism teaching devoid of innovation and creative disruption (Finberg, 2012), and academes archaic teaching data (Nguyen, 2006). Analysis, technological digitization, and artificial intelligence are critical components in today’s manner of delivering the news.

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METHODOLOGY AND DESIGN Employing qualitative methodology unveils trends in thoughts and opinions, as well as drive intensely into the concern. Qualitative research is a technique of investigation used conventionally in the social sciences (Burton, 2014). This researcher uses qualitative research because it helps to gain comprehension of underlying reasons, opinions, and motivations. This methodology offers intuitions into the concern (Daniel, 2019). Quantitative is not used because this researcher focused on lived experiences and phenomenology as opposed to quantifiable data. This research unraveled how individuals experience a particular phenomenon, the premise of reality consisting of objects and events (Nigar, 2020). Data was collected and studied using details to construct a data-driven conclusion. Out of qualitative methodology, this researcher will employ two designs, literature review and ethnography.

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INTRODUCTION The ubiquity of the internet allows more and more people to consume news on a digitized technological scale. With this said, the future of journalism has never been brighter. On the other hand, future journalists are facing challenges. Communication is a significant key to understanding the evolving nuances Per Looney (2011), the need for formal journalism education is questionable when individuals can suddenly propel themselves as journalists with extraordinary blogs. The needed change is more vital than in the past (S. HRG. 111-428: The Future of Journalism, 2009). Currently, a specific focus is being placed on new business models, fortifying exploratory reporting, guarding press freedom, pushing news literacy, as well as relating with hearers and onlookers via civic engagement and technology (John S. and James L. Knight Foundation, 2019). The drive for change has been a long-term conversation. As given by Hirst (2010), conversations with educators found themselves to be in contradictory positions between those who favor greater industry involvement in curriculum matters, including accreditation of courses, as well as others who want less involvement. For educators at every academic level quiet debates and calls to change the mission of education continue (Newton, 2013). Another question is how professors evolve to meet the advancing demands of the journalism industry (Lynch, 2014a). Other questions raised are as follows. How should instructors continue to be relevant at a time when a new generation of consumers (i.e., generation X, and Generation Y (millennials) have their distinctive tastes in terms of news consumption? This question can be understood in research to comprehend generational consumption habits (Williams & Page, 2014). Does this transition in how news is consumed push a need to understand scholarly identity and practitioner identity, and if so, why? (Lynch, 2014b). These questions and others were addressed during an international journalism conference in Toronto, Canada. More than one hundred people from Canada, the United States, Europe, and Australia attended the conference. The details of the presented papers addressed many current issues in terms of the future of journalism education Allen (2015). Business as usual is no longer an option, and the need for change in journalism is predominant (Allen, 2015; Khan, 2019). For example, more listicle writing, a short-form of writing using a list as its thematic structure, is being developed, published as articles, and read; examples can be understood through numerous journalist (Borpuzari, 2016; Novak & Flaherty, 2016; Relf, 2017; Riker, 2014). News consumers seek information through blogs, broadsheets, Facebook, mobile phone applications, tabloids, Twitter, YouTube, etc. (Khan, 2019). We have entered an asynchronous age wherein millennials and generation Z have moved past their parents’ method of receiving and consuming news. By combing through the data, this researcher found other salient questions driving future journalism needs for learners and educators, such as should there be pre-journalism departments to establish competence (University of Oregon, 2020). What type of curriculum should be crafted, and what type of people should be hired to fulfill the required academic needs to support practitioner requirements (Soukup, 2017)? Is academic training needed in this digital age (Soukup, 2017)? What skills are needed now that newspapers are closing down, news outlets are combining, and information is broadly accessible on the internet (Rice University, 2019)? Moreover, if teaching candidates are academic or professors of practice, what does that mean in this technological digital and artificial intelligence age? This data will create a framework for today’s journalism departments in this technical digitized and artificial intelligence age.

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Literature Review Design This literature review should be used to attain scholarly data, which comprises the current knowledge, substantive findings, in addition to theoretical and methodological contributions to the topic. Applying literature review is essential because this design is used to examine past information as well as trace prevailing tides of thought (Chun-Yao, & Pinh-Yu, 2016; Salleh, Thokala, Brennan, Hughes, & Booth, 2017). Through literature review, this researcher offers essential information on topics, pinpoints irregularities: data gaps in exploration, differences in past examinations, and unlocked inquiries left from erstwhile (Boell, & Cecez-kecmanovic, 2015; Torraco, 2016; the University of North Carolina at Chapel Hill, 2019). Conversely, a literature review contains data forms of critique. Precisely, a literature review is a form of critical review in which the researcher analyzes and assesses a host of sources on the specific subject matter (Queensland University of Technology [QUT], 2018). Critiques offer readers an overview of the research conducted on focus areas and assess to the sources for review (QUT, 2018). A useful literature review does more than recapitulate sources; the literature review’s target is to analyze, interpret and critically evaluate the literature (Department of Sociology at Harvard, n. d.; Hunter College, 2020). Today, literature reviews encompass machine learning and computer processing, both increase reliability and reduce the cost of time (Claus & Møller, 2019). In other words, a literature review is an impartial, critical summary of researched literature applicable to the subject matter under consideration for research (Fry, n.d).

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Ethnography Design The final research design is ethnography. Ethnography has been attributed to realism, which remains active, are confessional stories which reduced in popularity over the years, yet have been replaced with confessional practices, and finally, impressionism (1867 – 1886; Encyclopedia Britannica, 2019), which split into a number of different styles, but materialized into what is known as advocacy ethnographies (John, 2006). The merit of using ethnography is that this design grounds the examination of means in an explicit time and space (Ganti, 2014). Ethnography presents discernment information into a series of actions taken for the purpose of realizing a particular end, that which may happen or be the case, and limitations of the phenomenon that are not obvious from readings or inquest of macro-level data about outcomes (Ganti, 2014). Further, ethnography is the study of culture (John, 2006). Also, ethnography is entrenched in the first-hand experience of the investigation venue, and it is dedicated to deciphering the standpoint and perspective of those being examined (Longo & Zacka, 2019). Moreover, ethnography will be used to witness and interact with the examination’s participants in their actual real-life environment (Craffert, Visser, Claassen, & van Audenhove, 2017. Further, AI, coupled with ethnography, presents machine human-like reasoning, which can combine theories about an individual’s progressions, socially constructed actions, reasonings, and learning, plus the manner in that individuals observe. On the other hand, ethnography does not exist without critiques. The researcher cannot be sure that the specific ethnographic findings are able to be used broadly for an entire population; however, this generalizable approach is not the aim of ethnographic research (ReaHolloway, 2019). As given by TESOL International Association (2019), ethnography is about descriptions of culture as molded by the needs of researchers, sponsors and subsidizers of projects, intended audiences, in addition to prevailing communities; consequently, cultural representations are recognized as rather one-sided. However, when ethnography is conducted appropriately, researchers can be sure to 4

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 Technological Digital Disruption in the Age of Artificial Intelligence

have attained a categorically profound, meaningful, culturally, and contextually grounded understanding Rea-Holloway (2019). A key question is whether the combination of ethnography and AI will be logical, or could the outcome possibly lead to destructive outcomes with a void of mortality in decision-making.

BACKGROUND AND LITERATURE REVIEW This chapter examined the historical and current literature related to journalism and the development of a framework that can be used to guide journalism in the academic setting. Scholarly research provided theoretical and conceptual insight into the development of an academic, journalistic framework in settings where academic environments are associated with the practice. The chapter closed with a brief synopsis of current problems that stresses the importance of future research. Journalism studies are generally noted in three major categories according to the medium - Print, Broadcast, and Multimedia/Digital journalism (Nieman Journalism Lab, 2019). Print journalism entails reporting, photographing, or editing news stories for newspapers or magazines. Broadcast journalism is presented electronically or by radio. Media in broadcast journalism includes television, radio, and the Internet. Multimedia journalism, leveraged through digital tools and social media, comprises the utilization of images/graphics, sound, text, and video clips to express stories engagingly. Key literature reviewed was the digital technological disruption in journalism, communication, and culture in journalism, what are journalistic scholarly identity, journalistic practitioner identity, and continuous process improvement.

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Digital Technological and Artificial Intelligence Disruption in Journalism Digital disruption in journalistic TV/film/video businesses (Doctor, 2014), plus newspaper and radio (Fischer, 2018) remains a primary driver during the current industry upheaval in this time of continuous consolidations and mergers (Thomas, & Hindman, 2015). The television industry is experiencing a consolidation race wherein two paths of thought exist. These paths are (a.) the latest types of competition in news and entertainment where viewers hear fewer numbers of voices, yet, these voices reach more people, and (b.) consolidation and a merger is the solitary manner for local broadcasting to contend with big technological powerhouses (Aiello, 2018). Streaming, the new way to watch, is outpacing the old way of watching broadcast television (Doctor, 2014). The data shows that Americans are 57% of the people are streaming in contrast to 43% of the population who do not stream (Liesman, 2018). Thirty-six percent of the public state using a streaming service plus cable or satellite, whereas 30 percent report the usage of only cable or satellite (Liesman, 2018). Additional data shows that individuals in the United Kingdom are devoting to a decrease in television viewing time: “average daily broadcast viewing on the television set fell by nine minutes in 2017 – and is down 38 minutes since 2012” (Ofcom, (2019, para 3). Newspapers have been gobbling up others to keep pace with digital disruption. The Daily Globe of Ironwood, Mich., was sold to a newspaper group based in Sheridan, Wyoming by the publisher of The Janesville Gazette and parent company of Globe Publishing, Bliss Communications (McClatchy - Tribune Business News, 2009). Gannett, in an effort to increase its presence, purchased two New Jersey newspapers - the Herald News and their affiliated digital properties, plus The Record in Bergen County (Smith, 2016). Also, Gannett purchased the Journal Media Group chain together with the Milwaukee Journal Sentinel and The Commercial Appeal in Memphis for $280 million (Arbel, 2019). Later, Gannett Co., Inc. sold four daily newspapers (i.e., the Norwich (CT) Bulletin; the Rockford (IL) Register Star; the 5

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 Technological Digital Disruption in the Age of Artificial Intelligence

Observer-Dispatch in Utica, NY; and The Herald-Dispatch in Huntington, WV.) to GateHouse Media, Inc. for $410 million (Business Wire, 2017). Gannett’s strategy is to purchase mid-size newspapers with robust news-gathering as well as community backing (Smith, 2016). Sales and mergers of newspapers continue into 2019 as GateHouse Media proclaimed the purchase of Gannett Company-owned USA Today for approximately $1.4 billion (Arbel, 2019). Digital technological and artificial intelligence disruption in journalism is essential to this research because information concentrated entrepreneurial ventures in digital domains have the propensity to develop as tomorrow’s digital disruptors. Digital disruptors are people, processes, or technologies which bring about the change that happens when innovative digital technologies and business models influence the value proposition of current goods and services (Lassen, Ljungberg, & McKelvey, 2018). An example of this change is (a.) how the digital age made the usage of mobile technology, social media, and video personal as well as flexible, (b.) the increase of people using mobile technology to get news and information, plus (c.) the decrease in the number of people purchasing printed newspapers (RISJ, 2015). Artificial intelligence is well-positioned in journalism, and this disruption is expected to increase. Let us look at some instances. Artificial intelligence, as a tool, crawls through millions of archived photos by the New York Times newspaper to locate unuttered stories (Peretti, 2019). Journalists are using voice recognition software Trint to transliterate interviews in multiple languages (Peretti, 2019). Organizations such as front-runner Bloomberg use AI to write specific stories (Martin, 2019), a technique called automated journalism, algorithmic journalism, or robot journalism. In 2018, Bloomberg’s AI Cyborg program prepared thousands of articles with a financial and business twist (Martin, 2019). However, AI is not believed to replace journalists’ needs but will redirect the journalists’ work to analysis, data-driven journalism, feature interviews, investigative, and longer articles with more massive amounts of content journalism (White, 2020). Disruptive digitization and AI advancements continue as rapid technological breakthroughs. The noted changes are reasons to focus on entrepreneurial ventures in terms of digital technological and artificial intelligence disruption. The new technological changes can render previous work models and process obsolete (Lassen et al., 2018; Pega, 2020).

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Communication and Culture in Journalism Communication is vital to the expansion, preservation, and transmission of culture, comprising cultural resistance, insubordination, and change. Communication transpires throughout innumerable contexts and multiple perspectives such as family, gender, interpersonal, intrapersonal, intercultural communication, media, organizational, small group, and technologically mediated communication (University of Southern Maine, 2020). Additionally, communication is the outcome of cultural run-through (Annenberg School of Communication University of Pennsylvania, 2017, Culture and Communication). Culture specifies the common interpretations of a social setting that apprises a collection of people of particular behaviors that are preferred or should be circumvented (Guido, Subramanian, & Mavlanova, 2015). A multifarious relationship subsists amid communication and cultural practices; this association exudes inferences on life (Annenberg School of Communication University of Pennsylvania, 2017). As postulated by Dr. Albert Mehrabian, developer of the communication model 7-38-55, there are three fundamental elements that subsist about communication and explicitly, accounting for how individuals deliver messages to others (Mehrabian, 1980a, 1980b, 1972; What’s Your Signature Style?, 2011). The essential elements are (1) effectual face-to-face communication of expressions, (2) non-verbal behavior (i.e., facial expressions, signs, and symbols), and (3) voice tone (British Library, 2018, para 1). Note 6

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that communication covers seven percent of the literal substance of the message (Weiss, 2016). Thirtyeight percent is about voice tone, in addition to intonation and volume, whereas 55 percent entails body language (MacLeod, 2012). Communication and culture in journalism are essential to this research because of three notions. Journalism, like communication, has the favored significant role in terms of data gathering and information distribution. The magnitude of communication in journalism has increased due to changes in how people digest information through social media (Kemp, 2019), explicitly blogging, live-tweeting, and video streaming (Kitschke, 2017). Communication, in terms of journalism as culture, concentrates on the function of journalism to convey value preferences along with refereeing significance and the manner in which the world actually and should function. Note that cultural journalism is about current conversations in journalism theory and practical exploration (Skulte, 2015). Kemp (2019) revealed significant global Internet data, review Table 1.

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Table 1. Global Internet Usage

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What is Journalistic Scholarly Identity The concern of journalistic identity was discussed during the spring of 2009 during a congressional hearing chaired by Senator John Kerry; the topic was the present crisis in journalism, explicitly deciphering the differences between new media forms and the existing media (S. HRG. 111-428: The Future of Journalism, 2009). Noteworthy is that the hearing did not call upon any journalism school professors to testify (S. HRG. 111-428: The Future of Journalism, 2009; Wilson, 2009). This void in faculty participation divulged a considerable fundamental crisis with journalism schools to include the profession; journalism schools are not sufficiently involved with the significant public conversations regarding the future of Journalism’s essential sector, business ethics, and economic performance (S. HRG. 111-428: The Future of Journalism, 2009; Wilson, 2009). Later, Allen (2015) postulated that the participants of the Toward 2020: New Directions in Journalism Education conference, held at Ryerson University in Toronto on 31 May 2014, were not conscious of Picard’s journalism analysis. Numerous research papers detailed the like conclusion – as opposed to focusing on the direction of journalism education as a best practice to include business ethics and economic performance, some journalism educators continue to display a propensity in the direction of self-satisfaction regarding their role in society as well as their established professional practices. Significant was the understanding that journalism educators must become more insistent in seeking assertive change. Conference data unturned several significant points.

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(a.) Students’ focus is on content, and they are bypassing media organizations and going straight to the content, (b.) Arguments continue regarding whether journalism should be housed in higher education; this is a reoccurring conversation until after the Second World War, when Ryerson, Western Ontario, and Carleton universities started offering journalism programs (c.) Development of fundamental knowledge for journalism education is problematic and debatable, and (d.) Avenues to educate journalists are baked in professoriate generational angst about the creation of journalism practices and identities, along with the function of journalism education in this technological digital era when the journalism educators have disparate practice and comprehension in the field of digital media (Allen, 2015). Allen provided that conference-goers concluded that the old adage of ‘business as usual’ was at the end of its ropes due to technological disruption. Finberg (2012) held that journalism education instructors could not continue teaching the old antics of academic journalism as the only way for new journalists to comprehend the manner of effectiveness as journalists in tomorrow’s journalism world. Journalism education is in the cross-hairs of disruptive digital change wherein innovation has to have a significant part, even though the citizenry continues to hinge on fair and correct reporting of information (Finberg, 2012). Creech and Mendelson (2015) furthered the idea of decreasing curriculums focused on teaching, but the essence of endeavoring to grasp needed skills compulsory for journalists to succeed in this new technological digital environment. The idea is to concede technology, depending upon the aid of mobile devices, internet service hot-spots, and portable routing devices (Bessette, LeClair, Sylvertooth, &

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Burton, 2015) as the single factor for the future of journalism. Technological intercessions must target journalism education as well as the make-up news work (Creech & Mendeldon, 2015). Understanding journalistic scholarly identity and how it fits into today’s technologically disruptive world is essential because today’s journalistic approaches are driven by means to ascertain customers’ tastes. The specific means are algorithms, clear-cut conditions for accomplishing calculations, data processing, automated analyses, and other undertakings (Dawson, 2016). The journalism professoriate has to become bullish on understanding the new skills needed by learners to become successful as journalists. According to Roush (2018), to avoid becoming antiquated, journalism and mass communication educators are obligated to absorb the new skills and alter their individual teaching approaches to remain abreast of the industry’s precipitous development and growth. Academic professionals’ failing to develop and grow in this age of technological digitization disruption will lead to being ill-prepared to properly guide journalism students in education, appropriate practice, or suitable tools.

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Journalistic Practitioner Identity The data shows a clear and distinct need for differences between education and training and between journalism and the news industry (Looney, 2011; Soukup, 2017). These distinctions have to be clear amid markets and publics, as well as among production and distribution. The Journalist must understand change as it is more significant to comprehend strategy in this modern day media community. Kramp & Loosen (2018) said that in this age of digital journalism, institutions are experiencing fundamental change, crafting distinctive challenges for legacy media. Further, in terms of adopting an appropriate journalism business model, prodigious uncertainty remains (McBride, 2019). For decades, people gained information via radio, television, and newspapers. Next came cable, satellite, and eventually the World Wide Web. Today google Hangouts, podcasts, Twitter, and Instagram are significant news distribution outlets; the concern is that journalists are no longer the gatekeepers of information (Vos & Ferrucci, 2018; Williams, 2000). Journalistic practitioner identity is essential to this research because of rapid changes in this digital era (Khan, 2019; Lynch, 2014b; Soukup, 2017). In the early 1990’s the Air Force reorganized and merged its three major aerial commands that had been known as (SAC) Strategic Air Command, (TAC) Tactical Air Command, and (MAC) Military Airlift Command, and then later united the missions and assets in two new commands: (ACC) Air Combat Command, and (AMC) Air Mobility Command (Canan, 1991; Wilson, 2019). From the military to journalism education, institutions are being forced to change. Frankly, institutions have been required to change how they do business or at the least disrupt their work, as usual, to succumb to technological digitization in this digital era of the 21st century (Burton, 2016). This disruption includes an interdisciplinary approach to journalism wherein there is a business and academic understanding. Learners must attain not just the knowledge but the attitude and skills compulsory to flourish in the evolving news environment.

CONTINUOUS PROCESS IMPROVEMENT Continuous process improvement is founded on the concept of managing the process of methodically obtaining improvement actions and strategic decisions through business processes and detailing actions that will add to the ever-present pursuit for performance augmentation (Burton, 2020; Hollingworth & 9

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Valentine, 2014). Specific to this research is the need for the attainment of updated journalism education to meet departmental requirements plus support the practitioner needs for this technological, new media age. Continuous process improvement (CPI) methodologies endure expanding through the years for the purpose of improving products, services, or processes (Hollingworth & Valentine, 2014). Note that every process or service development is varied in method. To apply process improvement, everyone in the intended journalism area of academic edifices will employ a segment of their time to help solve problems or create occasions for improvement by relating their knowledge, skill, and experiences via a logical method of analysis (Formento, Chiodi, Cusolito, Altube, & Gatti, 2013). Process improvement builds on the best practices and involvements of prior methods. Combining best practices about customer focus, emboldened teams, process definition, and data analysis was derived from methods out of the 20th century led by guru’s including but not limited to Walter A. Shewhart (1891-1967), who wrote a public book describing the basic principles of quality control (Shewhart, 1931). Shewhart, because of his work, inspired William Edwards Deming (1900-1993) to develop the Shewhart Learning and Improvement Cycle of “plan, do, check, act,” which combined statistical analysis with management thinking (Lovitt, 1997). Also, Deming magnified the relevance of this model to “plan, do, study, act” to comprise all learning and enhancement endeavors (Lovitt, 1997), and also presented the Total Quality Management (TQM) philosophy. Next is Kaoru Ishikawa (1915-1989), the primary backer of TQM in Japan. Ishikawa announced the Ishikawa, or fishbone diagram, a cause-and-effect diagramming tool. The tool is utilized to exemplify the diverse influences or causes of particular effects and how they may be congregated together (Daliri, Bekker, Buurman, Wilma, J. M., Scholte op Reimer, van den Bemt, Çarkit, 2019). In this setting, every cause for imperfection views as a source of variation and falls into six categories -man, methods, machines, materials, measurements, and environment (Burton, 2014). Ishikawa’s cause-and-effect diagram is used to help ascertain the root causes of concerns in which solutions may then be created and progressed. This text sought a solution to the void of a framework that can be used to update journalism education for the purpose of meeting departmental requirements plus supporting practitioner needs in this technological and digitized, new media age. The Ishikawa tool was used to produce the framework.

ETHNOGRAPHY DATA SOURCE

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The Ethnography of Hamil R. Harris: The Life and Context of a Journalist Employing the style of (Smith, 2010), this depiction of Hamil R. Harris, writer, is swathed in ethnography. Ethnography is a critical and intimate method of inquiry that lingers close to lived realities and prepares scholars with a distinctive methodological angle on social phenomena (Mauksch, Dey, Rowe, & Teasdale, 2017). Hamil R. Harris, whom many have known as a Washington Post newspaper reporter, was born in Los Angeles, California, at Hoover Street Hospital on April 9, 1960. His mother, Barbara, and his father, Henry, met on the campus of the University of Southern California. After his parents divorced, Hamil and his mother moved to Pensacola, Florida. In 1978, Hamil graduated from Pensacola’s W.J. Woodham High School at the age of 18; it was at W.J. Woodham High School when journalistic writing ignited Hamil’s interest. Educators like Mrs. Beverly S. Baines, Mrs. Sandy Young, and Mr. Les Humphry, and other conscious journalists had a substantial impact on the young aspiring mind of Hamil R. Harris. He began to study 10

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and understand the styles of the journalists he admired. Some of the writing styles (e.g., the varying techniques that individual authors employ when writing, which are contingent on individual author’s syntax, word choice, and tone) sent Hamil to seek references to gain additional information. He did not have to look too far for clarity because of his grandfather, Air Force Chief Master Sgt. (Ret.) Miles N. Mathews was a writer who was eager to feed Hamils’ hungry mind. Hamil gratefully remembers that it was the Pensacola Voice newspaper that published his first bi-line story. Harris matriculated at Florida State University (FSU) in Tallahassee, Florida, and began writing for the Florida Flambeau newspaper, owned by the Gannett Company. He wrote stories about faith, FSU, race, and racism, FSU’s Head Coach, Bobby Bowden, as well as Florida’s 38th Governor Bob Graham. During this time, Hamil took on as many stories as possible in order to hone his writing skills. The year was 1984. A young Hamil found himself in Washington, D.C. and working the night shift as an orderly at the Washington Hospital Center and stringing for several news services for as little as $10 a story. Harris’ stories began to be published by United Press International, the Associated Press, CBS News Radio, the National Black Network, and Sheridan Broadcasting. Oh, what a welcomed change! The key to comprehending Harris’ development and his growth in print journalism is grasping his relationship with the Washington, D.C. community; and how he came to be a well-recognized journalist amid the print journalistic talents in the DC area. Harris talks about his involvement with various aspects of the Washington, D.C., Maryland, and Virginia communities. Some of the later influencers in the development of his personal style were Francis Murphy, Milton Coleman, and E. R. Shipp. These professionals were some of the biggest inspirations when he honed his research, writing skills, and learning to commentate for radio. Another key in the development of Harris’ style is his love for storytelling, which seems to be an intervening element in his slant to print journalism. Generally, storytelling in print journalism follows a convention, the lead (an opening sentence that briefly specifies the subject and action of the story and lures audiences to read the story). Next is the nut grafe, which is after the lead, but not always right after. It explains who, what, what, when, and why of the story. Following is the vital information, what is the story. Subsequent is background information, the location of additional information, as well as possible reactions to the story. Lastly, the conclusion jogs readers’ thoughts about the story’s substance, as well as speaks to the future of the story’s topic. The environment for print storytelling emerged as early as the Sumerian cuneiform script, a sequence of wedge-like symbols etched on wooden tablets; however, this art evolved when Johannes Gutenberg, a German goldsmith, invented the movable printing press in 1439. Harris, in addition to remaining a favorite writer and commentator in his communities, unrelenting focused on making stories come to life through words. He bylined hundreds of stories. One website that posted information on Hamil and his style is NABJ Digital Blog. Harris, author of “Career Diary of a Newspaper Reporter: Gardner “Guide Series,” covers individuals and issues in communities around the greater Washington, D.C., area as well as religion and race relations. NABJ Digital: I attended a sunrise service so I was awake early Sunday morning and noticed your tweets before 6 a.m. Hamil Harris: I have never missed reporting and writing about President Obama going to church since he was elected. I guess it is like a self-appointed beat. It all started on the eve of the inauguration when the President attended 19th Baptist Church. I knew that the church would be packed because our people

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cannot keep secrets. The key is getting there early because the fire marshal will stop people from going in at a certain point. Usually, the President goes to church at least twice a year, the Sunday before MLK Day and Easter. In January, he worshipped at the Metropolitan AME Church, and last Easter, he worshipped at Allen AME in Southeast [both in Washington, D.C.]. In both cases, I got to the church before 7 a.m. because some people arrive as early as 4 a.m. Another interesting bit of information comes from C-Span. Hamil R. Harris is a Staff Writer for The Washington Post with three videos in the C-SPAN Video Library; the first appearance was a 1991 CallIn as a Correspondent for the Washington Afro-American. The year with the highest average number of views per program was 2006 with an average of 66 views per program. In 2006, Harris, employing his style of delivering information, participated in a panel to discuss America’s inner cities. Subject matter included media involvement in events, as well as identifying concerns and policies in the inner cities. Along with other panelists, Harris responded to questions from students in the audience. On January 20, 2009, right before his journey to gather information for his story on President Obama’s inauguration, I talked to Harris about some of his experiences in journalism. The transcript of the session is included to show how Harris thinks and organizes words. Dr. Burton: Hamil, talk to me about some of your stories that you believe helped to shape America’s thinking in a positive and forward-looking manner. Hamil: I will never forget covering the Million Man March on October 16, 1995, the September 11, 2011 terrorist attack, and the Inauguration of President Barack Obama. In all three stories, I was reporting and writing American history. Dr. Burton: What are the names of other print writers with whom you have had the opportunity to develop stories?

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Hamil: I got the chance to work with some of the best journalists and editors on the planet at the Afro American Newspaper, the American Urban Network, CBS News, and the Washington Post. Some of the people I have worked with have included: Francis Murphy, daughter of the founder of the Afro; SBN White House and Capitol Hill correspondent Bob Ellison, and George Wilson. Further, I have had the pleasure to work with many noted journalists and managers at The Washington Post: Katherine Graham, Ben Bradlee, Milton Coleman, Dorothy Gilliam, Leon Dash, Michael Fletcher, Deneen Brown, and E. R. Shipp. Dr. Burton: I know that your grandfather was a writer. What did he say when you talked to him about your work for this historical Tuesday, January 20, 2009? Did he offer any advice? Hamil: My grandfather, Air Force Chief Master Sgt. Miles N. Mathews believed this day was historical. He always told me, it is nice to be important, but it is more important to be nice. He learned that from grandmother Johnny Mae Mathews.

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Dr. Burton: Hamil, I know that writing has been your passion for a long time. What keeps you going in this field? Hamil: I met the famous New York crime reporter Jimmy Breslin who wrote in his biography that reporters simply hold up a lens so people can see the world a little more clearly. My task is to hold up a mirror so that people in all walks of life can see themselves and be moved. I stand on the shoulders of a strong people of color who overcame so much by faith. I am driven to cover my people and be an example for my children and others coming after me. This drive is not my choice but my mission. Dr. Burton: What, if any, in 2020, changes have you seen in the field of print journalism? Hamil: Too many journalists talk more than they write. They react to news instead of gaining its understanding. We have more technology and devices than ever before but less understanding about how to maneuver the technology to get the best from the news. Our country is more divided and confused than ever before. At one time, there was a certain level of honor and dignity among our branches of the United States government. Today we are in the midst of confusion and strife. In this dialogue, Hamil is talking through some of his biggest stories. Also, he is recanting some experiences in writing with other print journalists. His conversation is serious yet loaded with informative information. While observing and talking with Hamil, his physical gestures are animated. They draw me in as he drives home his points. He delivers his messages using words that create tone. As we can glean from this messaging, storytelling plays a significant part in getting messages across even in everyday communication.

Hamil Harris’ Organizational Approach When Hamil writes, first, he seeks to get the words’ feeling and energy on paper to assure the messaging is appropriately couched. Then he doubles back to caress the wording. Whether Harris writes in chronological, logical, climactic, random, or spatial order, he writes with a purpose. For a writer, writing with a purpose is very important for effectiveness.

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Dr. Burton: Hamil, how have you written so many great stories that keep people talking about your work? How do you come up with just the right words each time? Harris: I learned from the famous Washington Post writer, Mike Ruane. He always said to write the stories that people will remember. My favorite editor, Monica Norton, was tough but so supportive. She would say, what is the “So what graph?” or say, “Why are we writing about this?” Dr. Burton: How do you know that the stories will touch the hearts of the readers? Hamil: When I start to cry, I write down what I see. I still remember Marshall Hull, a man with a disability who stood to salute when Bill Clinton became President or looking at the toys children placed near one of the child victims of the September 11 victims who was aboard the plane that crashed into the Pentagon.

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Dr. Burton: Do you ever sit down to write because you know the information is what the readers need to see? Hamil: I have been blessed to write about what I want to write and not what I had to write. In most cases, I love finding information and stories and then hearing people say, “I did not know that.” Whether Hamil is writing in chronological, climactic, random, or spatial order, he delivers compelling prose because he writes with a purpose. Effective and organized writing may be by location, ordered alphabetically, developed as a timeline, or scripted according to category. Hamil spoke about the changes he sees in print journalism. Dr. Burton: It is now 2020. I have been following your writing for more than 20 years. What do you see as the changes for print journalism? Will only the style change? Will only the medium change? Or will both change? Hamil: News reporting and stories are coming more from non-traditional institutions, and often, the news is exported without editing and fact-checking. There will be more changes because style appears to be as important as substance with many current news consumers. Nevertheless, there will be new legends that will be made, and I hope to meet them. Dr. Burton: Over the years, journalism professionals have entered the field through numerous avenues. Do you see this changing? Hamil: There are many doors into journalism, because like myself, I walked into journalism in 1975 when I read an article about a school administrator criticizing a school in Pensacola, Florida. Change is inevitable. Institutions are holding on to old ways of performing. We need to research and learn the right mixture of knowledge and skills for journalism to survive in this digital age. Dr. Burton: Hamil, you have a long history in journalism. What, if any, has this experience and observations done for you? Hamil: As one who has worked at The Washington Post, I, Hamil Harris, have been at the pinnacle of print media. However, I am first to say that the time has come for those who continue to teach journalism from yesteryears viewpoint to change with the current times.

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Dr. Burton: What role should colleges and universities play in journalism of the future? Hamil: Colleges must be on the front line to teach, correct, and critique the training journalists. In order to teach, educators must retool themselves. Specifically, educators will need to understand the changes and advances in technology used in journalism. In the near future, colleges and universities must note the medical model and have students fully delving into journalistic prose and putting teaching to action. We have to look at using innovative centers to help drive learning and to help shape actions. Dr. Burton: How do you see artificial intelligence (AI) affecting the field of journalism?

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Hamil: First, journalists must understand their roles, as well as the purpose impact of AI. No longer is the term AI used to define secret spooky stuff. Journalists must see AI as a critical tool to expand this profession. As documented by The Washington Post, Hamil R. Harris is an award-winning journalist, who in 1992, began his career working with The Washington Post. This inspiring writer has written hundreds of news stories about the faith, government, people, and communities in the metropolitan Washington, D. C. area. Through continued writing and seminars, he continuously developed his talent. During the hundreds and hundreds of calls to write stories, Hamil understood that his writing was more than a job; it was a mission, a charge, and a devotion to the public. A great feeling was knowing that the public wanted to read his work. Today, Hamil R. Harris serves as a dedicated journalist. His adjunct professor work has been with the University of Maryland and with Morgan State University. The prolific writer is the author of Diary of a Newspaper Reporter. Also, he is a contributor to two books published by The Washington Post, “Being a Black Man” and “President Barack Obama” (The Undefeated, 2019).

FINDINGS Finding of the literature review and ethnography exposed the need for an academic business integrated conceptual framework for journalism schools, which includes AI. Research uncovered included practitioner’s participatory development journalism frameworks, Hemedes and Virtudes’ Participatory Development Journalism Framework, Layson and Nisperos’ Participatory Development Journalism Framework, plus the Palle and Zaldua’s Participatory Development Journalism Framework, all noted by (Zaldua, 2016). However, these frameworks focus on practitioner skills. Findings include the current and future state of the research. The current state of a project is its present set of contexts (Lu, 2015; Topi & Spurrier, 2019). The future state of a project is the ‘to-be’ state wherein the analysis goal is to explain how the new process will work once changes are made (Lu, 2015; Topi & Spurrier, 2019).

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Current State In the current state, ‘as-is,’ of this research, the researcher did not have an academic business integrated conceptual framework for addressing the questions about Why, What, and How. These questions help stakeholders (e.g., journalism administrators, journalism faculty, journalism practitioners, and journalism students) understand why strategic goals matter to them and how they can be active participants in achieving the strategic goals. Without an academic business integrated conceptual framework, journalism schools could run the risk of inconsistent messaging, disjointed strategies, and a void in direction. The current state, ‘as-is’ of the research bared the problem that as a whole, journalism schools are not sufficiently involved with the significant public conversations regarding the future of Journalism’s essential sectors, specifically, business ethics and economic performance (S. HRG. 111-428: The Future of Journalism, 2009). This researcher developed an Ishikawa fishbone diagram, termed a cause and effect diagram (Lu, 2015; Topi & Spurrier, 2019). This cause and effect diagram is a graphic tool for categorizing likely 15

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causes of a problem to identify its root causes (Desai, Desai, & Ojode, 2015; Suárez-Barraza, & Rodríguez-González, 2019). Characteristically utilized for root cause analysis, a fishbone diagram joins the practice of brainstorming. The salient problem was ascertained through the development of the problem statement and then brainstorming the chief categories of the causes of the problem (Desai et al., 2015; Suárez-Barraza, & Rodríguez-González, 2019). Business ethics and economic performance connect to numerous categories. Data exposed can be ascertained from Figure 1, the Ishikawa fishbone. Categories are the boxes at the end of the bones Figure 1. Ishikawa Fishbone

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Future State The future state of this research, called, ‘to-be’ is the technique that explains the future state of the business process. Characteristically, the analysis goal in organizing the future state process is to elucidate, after the change is made, how the business processes will work in the future (Burton, 2019; University of New Hampshire, 2019). This section of the chapter identified information categories needed to develop an academic business integrated conceptual framework. Gathered data for each category are summarized below in the respective tables. These categories and their associated understanding were gleaned from the Ishikawa fishbone. The categories used to develop the academic business integrated conceptual framework are documented in Tables 2 through 7.

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Category 1; Technology: Table 2 1. How does artificial intelligence (AI) affect the field of journalism? 2. How to understand the distinctive tastes, and news consumption taste of matures, X-1944; Baby Boomers, 1945-1964; Generation X, 1965-1978; and Generation Y, 1979-1995 (Burton, 2007)? 3. What can be done in terms of technical skill development to ensure students graduate with the needed knowledge, skills, and abilities to gain employment? Leveraging innovative technologies such as AI to empower and prepare learners to work in journalism is important for journalism schools. According to Marshall (2018), new journalists encroaching today’s news business, for the most part, have advanced technical knowledge, skills, and abilities in terms of operating video, audio, plus understanding social media and web skills, as opposed to learners from five years ago. However, this is not the case for all learners, whether they be students, faculty, or administrators. Keep in mind that technology includes more than the noted. Today’s graduates must understand AI and business analytics because this technology is currently being used to document short stories (Siarri, 2019). Also, journalists at all levels need the AI knowledge to prepare them to help mold the future of society as a whole, as well as the field of journalism Siarri, 2019). Whether knowledge and skills are developed in the classrooms or through campus innovation centers, emerging technology must remain a focus.

Category 2; Process: Table 3

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1. What is the manner of selecting the types of teaching candidates, terminal degreed professors or professors of practice, in this technological digital age? 2. What type of journalism academic business integrated curriculum should be crafted? 3. How should process and procedure data be maintained for internal stakeholders? Polarizing profound retorts and reflections regarding the spurred shifts in enrollment for undergraduate and graduate journalism schools have affected changes in the process. Concerns exist regarding changes in the field of journalism, quality of education, as well as the understanding of measurable outcomes (Lynch, 2014c Over the years, journalism schools have been focused on the industry instead of ensuring that all professors have an orientation on the college/university setting (Lynch, 2014c). One train of thought is that there has not been a massive push on research, an area that helps to enlighten what is happening with the industry’s future and how academes should prepare and disseminate knowledge. Another school of thought is that academic qualifications and full-time, tenured status should not be the standard-bearing metrics of quality for journalism faculty (Lynch, 2014c). Nevertheless, the third school of thought to meet today’s rapid changing content is a curriculum that supports communities in meeting their goals and solving problems by employing a broad range of innovative tools, AI, and skills comprising relationship-building, data, social media, and business (Lynch, 2014c; Wharton School of Business, 2019). Also, Significant is the need to document standards regarding required knowledge, skills, abilities, handling of equipment, the direction of the institution (Journalism CUNY, 2019). Significant is the understanding of processes and procedures and ensuring they remain current. Next is the need to verify that information is disseminated - to include online approaches to the right people.

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Category 3; People: Table 4 1. How should all journalism instructors remain relevant in the technological digital new media age? 4. Does the transition in how news is consumed push a need to understand scholarly identity and practitioner identity. And if so, why? 5. What type of people should be hired to fulfill the required academic needs that will support practitioner requirements? The people category is about ensuring the right people, at the right time, and in the right place. Business perspectives continue to evolve, particularly in this technical, digital, new media, and artificial intelligence age. Because of the business evolutions, so too must peoples’ knowledge, skills, abilities, and capabilities shift forward to be effective within the evolutions. Honing knowledge and skill is significant for growing abilities. Learners could be required to use the medical teaching model to train learners to secure experience doing journalism work; this model is employed at the Walter Cronkite School of Journalism and Mass Communication (Leonard, 2019). An example is Kent State University’s requirement for learners to work 150 hours to attain one credit-hour of Internship, however, be allowed to complete up to an additional five hours of internship, meaning 750 hours of work (Kent State University, 2015). No matter the business, having the right people, supports the attainment of real business.

Category 4; Sustainability: Table 5

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1. What are the academic training needs in this digital age that will support journalism programs’ goals? 2. What skills are needed now that newspapers are closing down, news outlets are combining, and information is broadly accessible on the internet? 3. What can be done to transition toward the digital age Sustainability in journalism is the ability to maintain information output, knowledge output, and monetary input at a pre-determined level (e.g., $20 million endowment to the CUNY J-school from Craig Newmark; Flamm, 2018) to ensure against program decline. Akin to the United Nations’ understanding of sustainability, sustainable development is change, growth, and expansion that will meet journalism schools’ needs for today without forfeiting the ability to meet institutions’ future needs (United Nations, 2016). Education delivered by journalism schools and the learners’ execution of such learning and development drive sustainable economic value. In the book, Democracy’s Detectives: The Economics of Investigative Journalism (Hamilton, 2018), Hamilton calculates the long-term economic value to society when peoples’ lives are protected plus tragedies are forestalled and prevented due to news reporting (CISM; Center for Innovation and Sustainability in Local Media, 2019). Hamilton (2018) transcribed that it is the citizenry of communities who are the actual recipients of investigative journalism, regardless of whether these audiences are payers or non-payers of written or broadcast media outlets that spend large amounts of time and money in investigative and reporting efforts that emerge societal conundrums as well as dissect the sources (CISM, 2019). Due to its construct lending to future needs, sustainability will continue to exist as a critical factor in journalism schools’ survival.

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Category 5; Operating Framework: Table 5 1. How should leadership view operations in terms of advancing journalism schools? 2. How should change be addressed in schools of journalisms? Operating budgets are significant in higher education, for this chapter about journalism schools. The strength of the individual budgets affects things such as the quality of faculty members that can be hired, tools the journalism school can offer students from which to learn, plus stipends and scholarships. Increases in operating budgets through endowment funds allow for healthy and sound financial bases from which to continue to grow (Flamm, 2018). Organizations, including journalism schools, are pressed with three significant risks – an aging workforce, increasing competition, and threatening cyber-attacks on growth and innovation. One in five Americans in the United States will reach age 65 or older by 2030; this change will impact every facet of business operations (Irving, 2018). This influence will change how the business operates (Irving, 2018; North, 2017). Needed are longevity strategies encouraging, nurturing, and promoting vivacious multigenerational workforces.

Category 6; Exposure: Table 5

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1. What should happen with print and broadcast journalism in journalism schools? 2. What role should colleges and universities play in journalism of the future? 3. Once the change occurs, how can higher learning institutions depict this information to key external stakeholders (e.g., other colleges and institutions, government leaders, etc.) to learn of the change? Leaders within journalism schools need to be visible to the newspapers, broadcast stations, professional organizations, as well as government officials. Such a presence helps to ensure that journalism schools are invited to major events. For example, in the spring of 2009, journalistic identity was discussed during a congressional hearing chaired by Senator John Kerry; the topic was the present crisis in journalism, explicitly deciphering the differences between new media forms and the existing media (S. HRG. 111428: The Future of Journalism, 2009). Noteworthy is that the hearing did not call upon any journalism school professors to testify (S. HRG. 111-428: The Future of Journalism, 2009; Wilson, 2009). Journalism schools’ reputations are essential in terms of students’ perspectives (current and incoming), possible employers of graduates, and organizations, which rank journalism departments. Of course, journalism departments with many noteworthy alumni indicate a noteworthy alumni network plus a robust journalism program; all of these points can uplift journalism departments’ reputations and play a positive part in employment (Fulciniti, 2019). According to Fulciniti, top journalism schools have vital programs that make them noticeable; the programs are noted as follows: • • •

Journalism Residency Programs – Learners work as reporters or public relations specialists at media outlets nationally and internationally. Mobile Journalism – Learners work as mobile journalists and learn to update information on events promptly. Justice Programs – Learners examine potentially wrongful convictions and look into criminal justice issues. 19

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• • • • • • •

Hands-on opportunities – Learners work in real-media labs. Join Student Groups – Join professional student groups, which advances learners’ areas of interest. Industry Partnerships, Internships, Co-ops, and Volunteerism – Learner can increase their knowledge, skills, and abilities through such programs. Print and Digital Skill Labs – Learners participate in such labs to strengthen their skills in preparation for employment. Alumni Partnerships – Learners participate in workshops held by practicing alumni and must be required to deliver an approved fnal product. Investigative Journalism Workshops and Practicums – Learner participate in these workshops and practicum and must deliver an approved fnal work product. Public Broadcast Stations – Learners can work at public broadcast stations to bring to life knowledge gain in classrooms.

Developing An Academic Business Integrated Conceptual Framework Conceptual frameworks offer an overall structure for work and projects based on theory and research (Brown-Jackson, 2017; Burton, 2014; Lu, 2015). Also, conceptual frameworks for integrated journalism education research in integrated media can inform Journalism education stakeholders to recognize barriers as well as conclude best practices. Further, a conceptual framework is beneficial for documenting a research agenda that will, in turn, inform Journalism stakeholders to realize the maximum potential of integrated journalism education. Frameworks have been used for more than 30 years to provide a basis on which models can be built (Raval & Kant, 2017). A key point about frameworks is that they are structures, which allow room for other constructs/elements to be encompassed. However, it specifies the majority of the essential components. Borrowing from two other types of frameworks, this conceptual framework envelopes constructs/ elements to include, waste reduction and prevention, plus continuous process improvement from the lean six sigma framework (Raval & Kant, 2017) as well as costs evaluation from the medical framework (Taylor & Burton, 2016). Review Figure 2: Academic Business Integrated Conceptual Framework for Journalism Schools.

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Deciphering Conceptual Integrated Frameworks Constructs/Elements Eight constructs/elements comprise the Academic Business Integrated Conceptual Framework for Journalism Schools. These constructs/elements are continuous process improvement, best practices in journalism learning and development, standard operating procedures, costs evaluations, organizational change management, knowledge management, partnership, in addition to technology, digitization, and artificial intelligence. This conceptual framework shows how each construct/element are connected to implementation in a journalism school (Raval & Kant, 2017). Continuous process improvement. Eight constructs/elements comprise the Academic Continuous process improvement is the enduring development of products, services, or processes via gradual improvements overtime or an innovative improvement at once (American Society for Quality [ASQ], 2020). According to Kahloun & Ayachi-Ghannouch (2019), continuous process improvement comprises the business procedure of identifying, analyzing, and improving overall business processes to augment performance, perform consistently to meet best practice standards, or enhance quality as well as the 20

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user experience for customers and end-users. Improving the quality of business processes and protecting acceptable performance quality levels are meaningful goals for businesses (Burton, 2014). Continuous process improvement was used in the framework because it is a strategy that can withstand and persist in being competent in an energetic environment. This vital construct/element operates behind the scenes to nurture growth and innovation for long-term business success (Joshi, Narwankar & Calvo-Amodio, 2017).

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Figure 2. Academic Business Integrated Conceptual Framework for Journalism Schools

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Best Practices in journalism learning & development. Best practices have to include a broad stroke of people, processes, and technology. Best practices are significant to gather to understand the needed processes that should be employed correctly. Such practices include those vetted by organizations and practitioners through trial and error and determined to be the most appropriate. Researchers should know if the researched practices were investigated to determine whether they are best practices in reality or best practices in name only when searching for best practices. Included in learning and development should be assessment (Wao, Romano, & Hardin, 2020). According to Wao et al. (2020), assessment is significant to determine if learners are grasping the program’s prescribed competencies and can demonstrate the required skills. Overall, best practices are employed to preserve quality and can be grounded on benchmarking and self-assessment. Standard operating procedures. Standard operating procedures (SOPs) are documents that offer specific courses of action about how groups and individual people within an organization are necessitated to complete specific processes (Oukem-Boyer, Nchangwi, & Tangwa, 2016). Standardized operating procedures influence organizations’ procedures and diminish the likelihood of new or neglected steps or other mistakes that affect the completions’ quality (Winder, 2017). Precisely applied, SOPs safeguard that journalism departments, product or service, is developed and applied in the same way from beginning to end. Costs evaluations. Cost evaluation is a construct/element from the field of healthcare. Cost evaluations value marking different outcomes and is measured in terms of product and service users are agreeable or prepared to pay for the purpose of attaining various outcomes (van Holland, Reneman, Soer, Brouwer, & de Boer, 2018). Journalism stakeholders can use cost evaluation to determine conclusions founded on if there is a net benefit or cost to the method, such as total benefits less total costs (Vincent, 2016). Organizational change management. Organizational change management, addressing the people side of change management, is a construct/element for controlling the effect of new business processes, modifications in organizational make-up, or cultural changes within a business (Burton, 2016). Change is a disruption. An example of change is how journalism schools were focused on the following changes in the industry (Sivek, 2013); however, the new focus has to include people, processes, and technology. Information technology continues to evolve rapidly. Learners have to be prepared. Journalism trends are altering. Newmarket regulations are regularly unveiling. Also, organizations have to manage extraordinary comprehensive crises. Change is reflected at three levels – (a.) change in job mission, transfer, change in job maturity level, (b.) changes because of inadequacies, voids in communication, and (c.) changes because of acquisitions, mergers, repositioning, and reorganization. Journalism programs must be ready to lead employees and learners through the daunting and difficult challenges ahead. A specific example of change is the technological digitized artificial intelligence new media age. Knowledge management. Running a knowledge-based business is a fresh concept. In journalism, accomplishments are contingent on operative, effectual data, and knowledge management regarding the latest pertinent subject matter (Guseinova, Zayni, & Afanasyeva, 2016). Knowledge management (KM) is significant for sustaining central organizational processes (Ing-Long & Hu, 2018). In other words, according to Ing-Long & Hu, knowledge management is a tactic to refining and enhancing business outcomes and organizational learning and development by presenting into the business a plethora of explicit processes and practices for identifying and categorizing knowledge. Partnerships. Partnerships in journalism are essential for the honing and advancement of learner skills (e.g., faculty members and students), as well as remaining atop of technology (Seale, 2019). Partnerships can support internships, co-ops, volunteerism, and more in terms of students’ successes (Kent 22

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State University, 2015). Partnerships exist between journalism departments and print, broadcast, and multi-media organizations. According to Alcorn (2017), alliances with and among nonprofit newsrooms habitually yield excellent journalism works with national significance and local value for identifying and categorizing knowledge. Technology, digitization, & artificial intelligence. Technology, digitization, and artificial intelligence are essential because they are driving the direction of journalism. The field of Journalism is maneuvering through ubiquitous technology, digitization, and AI’s intelligence. This maneuvering includes but is not limited to genres like news, reports, and investigation reviewing a wide variety of subject matter, together with communications technologies, the internet, information technology, social media, robotics, plus laws and policies (Doctor, 2014; John S. and James L. Knight Foundation, 2019; Thomas & Hindman, 2015).

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FUTURE RESEARCH DIRECTION Research will remain a constant for the remainder of the 21st century for research will help journalism schools and organizations remain abreast of changes and work in a forward-thinking direction. This chapter has covered evidence-based data detailing necessitated change for journalism education in order for journalism schools to meet strategic departmental requirements plus support needs in this technological digitized artificial intelligence new media age. Learning must continue to reflect new approaches for information receipt. In addition to what is detailed in this chapter, other research must gain a full realm of understanding. The first area needing more research is the increased focus on technology. Journalism schools need to conduct research about enhancing classrooms (e.g., face-to-face and online) and innovation centers so that learners have robust laboratories from which to learn. According to Siarri (2019), a Reuters Institute research document showed that 78% of participants thought that investing in AI is necessary to safeguard journalism’s future; however, this change is not an option to hiring more editors. Included in technological advancement should be audio and voice-activated technologies. News consumers are listening and viewing podcasts and listening to news being read to them (Martin, 2019). Also, algorithmic journalism is becoming a significant player in the media. Disruptive digitization and artificial intelligence advancements must be embraced by journalism schools so that graduates will be sufficiently equipped to meet new demands. The second area needing more research is the understanding of subscription and membership for online news. News outlets are consolidating and shifting from print media to online media; however, there is no real study of the real expected outcomes of this change. For example, the buzz is that millennials are not reading papers but consuming news online. The data shows that Generation Y, Generation Z, and Baby Boomers continue to consume news differently. However, Generation Y and Generation Z do read printed magazines or newspapers, and Baby Boomers read more than print copy. Data shows that 88% of Generation Y consume news through newspapers or magazines (Kirk & Sethi, 2017). According to Kirk & Sethi, even though 59% of Generation Y use a mobile device to read. Of this Generation Y group who read the newspaper, 77% read a print copy on average during the week (Guaglione, 2018). Generation Z prefers print newspapers at 83% and print magazine at 34%. This data shows the need to understand just what is happening and prepare leaders for the needed direction. With more informed knowledge, journalism schools can shape information for the public instead of the public speaking to assumptions.

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The third and final recommendation regards exposure. Journalism schools are suffering from a lack of exposure in important meetings. For example, the 2009 congressional hearing chaired by Senator John Kerry was void of any journalism schools’ leadership of faculty members (S. HRG. 111-428: The Future of Journalism, 2009; Wilson, 2009). Salient was the topic of the present crisis in journalism, explicitly deciphering the differences between new media forms and the existing media (S. HRG. 111-428: The Future of Journalism, 2009). To be a significant player, journalism schools must have a seat at the table of all critical events affecting the industry’s future.

CONCLUSION The academic business integrated conceptual framework for journalism schools was developed as a guide for those on the front lines of journalism and who care about the direction of today’s news media in this technologically disruptive age, including artificial intelligence. Functioning as a map to explain how journalism business processes or initiatives are expected to work, this framework underpins progression in research and practice (Bellew, Bauman, Freeman, & Kite, 2017). This framework may help journalism administrators, academics, practitioners, and learners who are developing or testing interventions and recruiting journalism practices for such change efforts. Schools of Journalism must produce a network of uninhibited, professional, and forthright thinking to connect this technological digitized age and media divide; therefore, enhance, further, and drive competencies in techniques, cultures, and diverse perspectives.

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Department of Sociology at Harvard. (n.d.). The critical literature review. https://sociology.fas.harvard. edu/files/sociology/files/literature_review.pdf Desai, K. J., Desai, M. S., & Ojode, L. (2015). Supply chain risk management framework: A fishbone analysis approach. S.A.M. Advanced Management Journal, 80(3), 34-56,2. https://proxy.cecybrary.com/ login?url=https://search-proquest-com.proxy.cecybrary.com/docview/1725174906?accountid=144459 Digital Blog, N. A. B. J. (2011). NABJ Digital profiles The Washington Post’s Hamil Harris. Author. https://nabjdigital.wordpress.com/2011/06/15/1689/ Doctor, K. (2014). The newsonomics of the new quest for big, big, big. NiemanLab. https://www.niemanlab.org/2014/07/the-newsonomics-of-the-new-quest-for-big-big-big/

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Finberg, H. (2012). Journalism education cannot teach its way to the future. Poynter Institute. https:// www.poynter.org/reporting-editing/2012/journalism-education-cannot-teach-its-way-to-the-future/ Finberg, H. (2014). Journalism needs the right skills to survive. Poynter Institute. https://www.poynter. org/reporting-editing/2014/journalism-needs-the-right-skills-to-survive/ Fischer, S. (2018). The local TV consolidation race is here. Axios. https://www.axios.com/the-local-tvconsolidation-war-is-here-7c65f3fb-eaab-43c4-9a00-81303867dbee.html Flamm, M. (2018). CUNY J-School gets $20 million, and a new name. Crain’s New York Business. https://www.crainsnewyork.com/article/20180611/NEWS/180609916/cuny-j-school-gets-20-millionand-a-new-name Formento, H. R., Chiodi, F. J., Cusolito, F. J., Altube, L. A., & Gatti, S. P. (2013). Key factors for a continuous improvement process. Independent Journal of Management & Production, 4(2), 391–415. com.proxy.cecybrary.com/docview/1505321551?accountid=144459. doi:10.14807/ijmp.v4i2.76 Fry, P. (n.d.). Literature review template. Thomas Rivers University. https://www.tru.ca/__shared/assets/ Literature_Review_Template30564.pdf Fulciniti, F. (2019). The 12 best journalism schools. PrepScholar. https://blog.prepscholar.com/bestjournalism-schools Ganti, T. (2014). The value of ethnography. Media Industries Journal, 1(1), 16–20. doi:10.3998/ mij.15031809.0001.104 GJA launches revised code of ethics. (2017, Mar 14). Ghana News Agency (GNA). https://proxy.cecybrary.com/login?url=https://search-proquest-com.proxy.cecybrary.com/docview/1876953093?accoun tid=144459 Guaglione, S. (2018, May). Study: Gen Z favors magazines, newspapers. PublishersDaily. https://www. mediapost.com/publications/article/318987/study-gen-z-favors-magazines-newspapers.html Guido, L., Subramanian, R., & Mavlanova, T. (2015). Perceptions and use of anonymous communication across cultures. Journal of International Technology & Information Management, 24(1), 53–64.

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Guseinova, A. A., Zayni, R. L., & Afanasyeva, A. N. (2016). Information management in the field of journalism: Information selection procedure and evaluation methods. Academy of Strategic Management Journal, 15, 15-20. https://proxy.cecybrary.com/login?url=https://search-proquest-com.proxy.cecybrary. com/docview/1826881732?accountid=144459 Guzmán, M. (2014). Citizen code. The Quill, 102(2), 24-26, 28. https://proxy.cecybrary.com/ login?url=https://search-proquest-com.proxy.cecybrary.com/docview/1519061770?accountid=144459 Hamilton, J. T. (2018). Democracy’s detectives: The economics of investigative journalism. Harvard University Press. Hirst, M. (2010). Journalism Education: Down Under. Journalism Studies, 11(1), 83–98. doi:10.1080/02615470903217345

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Hollingworth, D., & Valentine, S. (2014). Corporate social responsibility, continuous process improvement orientation, organizational commitment and turnover intentions. [doi:http://dx.doi.org.proxy.cecybrary.com/10.1108/IJQRM-09-2012-0131]. International Journal of Quality & Reliability Management, 31(6), 629–651. Hunter College. (2020). The writing process: Writing a critique. The City University of New York. http:// www.hunter.cuny.edu/rwc/handouts/the-writing-process-1/invention/Writing-a-Critique Ing-Long, W., & Hu, Y. (2018). Open innovation based knowledge management implementation: A mediating role of knowledge management design. Journal of Knowledge Management, 22(8), 1736–1756. Irving, P. (2018). The aging workforce. Harvard University Press. John, S., & James L. Knight Foundation. (2019). Knight Foundation focuses on building the future of local news in $300 million, five-year commitment. https://www.knightfoundation.org/press/releases/ knight-foundation-focuses-on-building-the-future-of-local-news-in-300-million-five-year-commitment John, V. M. (2006). Ethnography then and now. Qualitative Research in Organizations and Management, 1(1), 13–21. Joshi, S. P., Narwankar, C. S., & Calvo-Amodio, J. (2017). Organizational problem solving in continuous process improvement. Huntsville: American Society for Engineering Management (ASEM). https:// proxy.cecybrary.com/login?url=https://search-proquest-com.proxy.cecybrary.com/docview/20102786 80?accountid=144459 Journalism, C. U. N. Y. (2019). Craig Newmark Graduate School of Journalism Handbook 2018-2019. Author. https://www.journalism.cuny.edu/wp-content/uploads/2018/08/StudentHandbook2018-2019Final.pdf Kahloun, F., & Ayachi-Ghannouchi, S. (2019). A prototype for continuous improvement of processes and their results in the field of higher education. Business Process Management Journal, 25(1), 168–190. Kemp, S. (2019). Digital 2019: Global internet use accelerates. WeareSocial.com. https://wearesocial. com/blog/2019/01/digital-2019-global-internet-use-accelerates

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Kent State University. (2015). Self-Study Report for Accreditation in Journalism and Mass Communications Undergraduate site visit during 2014-2015. https://www.kent.edu/sites/default/files/file/KSU%20 JMC%20Self%20Study%20Complete-1.pdf Khan, A. (2019). Influence of technology on journalism - working model digital clout. International Journal of Knowledge Management and Practices, 7(1), 77–80. https://proxy.cecybrary.com/login?url=https:// www-proquest-com.proxy.cecybrary.com/docview/2241044280?accountid=144459 Kirk, T., & Sethi, R. (2017). 7 ways Millennials, Boomers read news differently. International News Media Association. https://www.inma.org/blogs/value-content/post.cfm/millennials-boomers-still-readprinted-newspapers-magazines

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Kitschke, Z. (2017). Why Visual Communication Is the Most Important Skill for Journalists in 2015. HuffPost. https://www.huffpost.com/entry/post_9445_b_7456664?guccounter=1&guce_referrer=aHR0cHM6Ly93d3cuYmluZy5jb20vc2VhcmNoP3E9d2h5K2lzK2NvbW11bmljYXRpb24raW1 wb3J0YW50K2luK2pvdXJuYWxpc20lM0YmZm9ybT1FRE5USFQmbWt0PWVuLXVzJmh0dHBzbXNuPTEmbXNuZXdzPTEmcGx2YXI9MCZyZWZpZz02OTA1NDQzMzI4MzE0MDNjOTE5ZTk1NjQ0ZjRmYzhkZiZzcD0tMSZwcT13aHkraXMrY29tbXVuaWNhdGlvbitpbXBvcnRhbnQraW4ram91cm5hbGlzbSUzRiZzYz0wLTQ1JnFzPW4mc2s9JmN2aWQ9NjkwNTQ0MzMyODMxNDAzYzkxOWU5NTY0NGY0ZmM4ZGY&guce_referrer_sig=AQAAAAelIXZ4ONZAd9VEU2MQ_ lJrYM4yXoVVY2Oy3hn7hxyjBRJv4yp7fgoFbi9FYDoZs4lmyECFfnfZr1HRLTcrcNu8M7gPWsVkIAV4hx9MWvXL-_32w7N5p60gFE1h31jDiqksa2isY21AbWDFYKisrcCxjdPiTMBVx2vIa0bLiyho Kramp, L., & Loosen, W. (2018). The Transformation of Journalism: From Changing Newsroom Cultures to a New Communicative Orientation? In A. Hepp, A. Breiter, & U. Hasebrink (Eds.), Communicative Figurations. Transforming Communications – Studies in Cross-Media Research. Palgrave Macmillan. https://doi.org/10.1007/978-3-319-65584-0_9. Lassen, A. H., Ljungberg, D., & McKelvey, M. (2018). Digital disruptors: On the potentials and characteristics of digital knowledge intensive entrepreneurial ventures. Manchester: The International Society for Professional Innovation Management (ISPIM). https://proxy.cecybrary.com/login?url=https://searchproquest-com.proxy.cecybrary.com/docview/2186206630?accountid=144459 Leonard, C. (2019). Care about the future of journalism? Maybe you should teach it. Poynter Institute. https://www.poynter.org/business-work/2019/cohort14/ Liesman, S. (2018). Nearly 60% of Americans are streaming and most with Netflix: CNBC survey. CNBC: All American Economic Survey. https://www.cnbc.com/2018/03/29/nearly-60-percent-of-americans-arestreaming-and-most-with-netflix-cnbc-survey.html Longo, M., & Zacka, B. (2019). Political theory in an ethnographic key. The American Political Science Review, 113(4), 1066–1070. Looney, M. (2011). How journalism education needs to change. International Journalist Network. https:// ijnet.org/en/story/how-journalism-education-needs-change Lovitt, M. R. (1997). The new pragmatism: Going beyond Shewhart and Deming. American Society for Quality, 30(4), 99–105.

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Lu, S. (2015). Developing workforce-staffing models: path toward an operational sustainabilty plan for a regulatory financial cyclical environment (Doctoral dissertation). ProQuest. Order No. 13853907. Lynch, D. (2014a). The state of American journalism education. Knight Foundation. https://knightfoundation.org/features/je-the-state-of-american-journalism-education/ Lynch, D. (2014b). Interviews from the field. Knight Foundation. https://knightfoundation.org/features/ je-interviews-from-the-field/ Lynch, D. (2014c). Multiple Missions, Basic Skills. Knight Foundation. https://knightfoundation.org/ features/je-the-state-of-american-journalism-education/

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MacLeod, L. (2012). Commentary: The inside story of presenting. Daily Journal of Commerce. https:// proxy.cecybrary.com/login?url=https://search-proquest-com.proxy.cecybrary.com/docview/11520584 21?accountid=144459 Marshall, L. (2018, January 23). Incoming journalists are tech savvy but lack ‘the basics’. CU Bolder Today. https://www.colorado.edu/today/2018/01/23/incoming-journalists-are-tech-savvy-lack-basics Martin, N. (2019, February 8). Did a robot write this? How AI is impacting journalism. Forbes. https://www.forbes.com/sites/nicolemartin1/2019/02/08/did-a-robot-write-this-how-ai-is-impactingjournalism/#73d8a0247795 Mauksch, S., Dey, P., Rowe, M., & Teasdale, S. (2017). Ethnographies of social enterprise. Social Enterprise Journal, 13(02), 114–127. McBride, K. (2019). The dark side of journalism’s fairy godmother business model. Poynter Institute. https://www.poynter.org/reporting-editing/2019/the-dark-side-of-journalisms-fairy-godmother-businessmodel/ McClatchy - Tribune Business News. (2009, April 2). Bliss communications sells daily globe newspaper. Author. https://proxy.cecybrary.com/login?url=https://search-proquest-com.proxy.cecybrary.com/docvi ew/462134399?accountid=144459 Mehrabian, A. (1972). Silent messages: Implicit communication of emotions and attitude. Wadsworth Publishing Company. Mehrabian, A. (1980a). Silent Messages: Implicit Communication of Emotions and Attitudes (2nd ed.). Wadsworth. Mehrabian, A. (1980b). Nonverbal communication. Transaction Publishers. Newton, E. (2013). Field notes from the digital age of journalism: Journalism education. Searchlights and Sunglasses. http://www.searchlightsandsunglasses.org/evolution-or-revolution/ Nguyen, A. (2006). The status and relevance of Vietnamese journalism education: An empirical analysis. Asia Pacific Media Educator, 17, 41-55. https://ro.uow.edu.au/apme/vol1/iss17/5/

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Nieman Journalism Lab. (2019). U.S. journalism really has become more subjective and personal — at least some of it. Chatham: Newstex. https://proxy.cecybrary.com/login?url=https://search-proquest-com. proxy.cecybrary.com/docview/2224408871?accountid=144459 Nigar, N. (2020). Hermeneutic phenomenological narrative enquiry: A qualitative study design. Theory and Practice in Language Studies, 10(1), 10–18. https://doi.org/10.17507/tpls.1001.02 North, M. S. (2017), Engaging the multigenerational workforce: research insights and best practices. SHRM: Harnessing the Power of a Multigenerational Workforce. https://www.shrm.org/foundation/ ourwork/initiatives/the-aging-workforce/Lists/Curated%20source%20for%20page%20The%20Aging%20 Workforce/Attachments/17/2017%20TL%20Executive%20Summary-FINAL.pdf Novak, B. J., & Flaherty, D. (2016, May). B.J. Novak and Dev Flaherty appify the listicle. TechCrunch. https://techcrunch.com/video/b-j-novak-and-dev-flaherty-appify-the-listicle/

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Ofcom. (2018). TV streaming services overtake pay TV for first time. Author. https://www.ofcom.org. uk/about-ofcom/latest/media/media-releases/2018/streaming-overtakes-pay-tv Oukem-Boyer, Nchangwi, & Tangwa. (2016). Small is beautiful: Demystifying and simplifying standard operating procedures: A model from the ethics review and consultancy committee of the Cameroon bioethics initiative. BMC Medical Ethics,17. doi:10.118612910-016-0110-8 Pande, S. (2017). Ethics in citizen journalism: Incident of teenage girl molestation in India. Journal of Information, Communication & Ethics in Society, 15(1), 2-16. doi:http://dx.doi.org.proxy.cecybrary. com/10.1108/JICES-05-2016-0017 Pega. (2020). How the future of work changed in 2020: A Pega report. Author. https://www.pega. com/future-of-work?&utm_source=google&utm_medium=cpc&utm_campaign=Global_NonBrand_ Broad&utm_term=%2Bartificial%20%2Bintelligence&gloc=9002274&utm_content=pcrid%7c39829 0046129%7cpkw%7ckwd-297351945584%7cpmt%7cb%7cpdv%7cc%7c&gclid=CjwKCAjwiaX8BR BZEiwAQQxGx8h7lsuN_fKGw4KYCohpmVLuHC6EhtMPdBO3yOAkjN2boul8vTlXsRoCpgQQAvD_BwE&gclsrc=aw.ds Peretti, M. (2019). How AI could shape the future of journalism. Google News Initiative. https://www. blog.google/outreach-initiatives/google-news-initiative/how-ai-could-shape-future-journalism/ Queensland University of Technology (QUT). (2018). Writing a literature review. Author. https://www. citewrite.qut.edu.au/write/litreview.jsp Raval, S. J., & Kant, R. (2017). Study on lean six sigma frameworks: A critical literature review. International Journal of Lean Six Sigma, 8(3), 275–334. Rea-Holloway, M. (2019). Ethnographic sample size. Innovation Global Network. https://www.innovationglobalnetwork.com/pov/468/Ethnographic_sample_size.html Relf, T. (2017). Web whizz sought by FW for new ‘community’ role. Farmers Weekly, 167(18), 73. https://proxy.cecybrary.com/login?url=https://search-proquest-com.proxy.cecybrary.com/docview/192 4503060?accountid=144459

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Rice University. (2019, June 27). What journalism professors are teaching students about their futures: Students advised to look beyond news media for jobs, according to new research. ScienceDaily. www. sciencedaily.com/releases/2019/06/190627164758.htm Riker, M. (2014, Nov 28). Not your average listicle; an irrepressible literary experimenter’s attempt at a memoir in list form. Wall Street Journal (Online). https://proxy.cecybrary.com/login?url=https://searchproquest-com.proxy.cecybrary.com/docview/1628538378?accountid=144459 RISJ. (2015). How journalism faces a second wave of disruption from technology and changing audience behaviour. Reuters Institute for the Study of Journalism, and University of Oxford. https://reutersinstitute. politics.ox.ac.uk/risj-review/how-journalism-faces-second-wave-disruption-technology-and-changingaudience-behaviour Roush, C. (2018). 5 Takeaways on the state and future of journalism education. Media Shift. http:// mediashift.org/2018/01/5-takeaways-state-future-journalism-education/

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S. HRG. 111-428: The future of journalism: Hearing before the Subcommittee on Communications, Technology, and the Internet of the Committee on Commerce, Salleh, S., Thokala, P., Brennan, A., Hughes, R., & Booth, A. (2017). Simulation modelling in healthcare: An umbrella review of systematic literature reviews. PharmacoEconomics, 35(9), 937–949. Science, and Transportation, United States Senate, 111th Cong. 1. (2009). Washington, DC: Government Printing Office. Seale, S. (2019). The rise of partnership journalism in nonprofit news organizations. State of Digital Publishing. https://www.stateofdigitalpublishing.com/audience-development/the-rise-of-partnershipjournalism/ Shewhart, W. A. (1931). Economic control of quality of manufactured product. D. Van Nostrand Company. Siarri, P. (2019). Teaching AI to journalism students. Medium. https://medium.com/artificial-intelligencenetwork/teaching-ai-to-journalism-students-83d1e6b05f81 Sivek, S. (2013, August 12). Do journalists need a journalism degree? Educators, practitioners disagree. MediaShift. http://www.pbs. org/mediashift/2013/08/do-journalists-need-a-journalism-degree-educatorspractitioners-disagree/ Skulte, I. (2015). The concept of cultural journalism: What the editors in Latvia think they do when doing cultural journalism. Science Journal (Communication and Information). https://pdfs.semanticscholar. org/e5d2/872240082f2e0e6bd7dc9f9f0022ad8abd02.pdf Smith, G. (2016, March 29). Newspapers gobble up one another to survive digital apocalypse. The Chicago Tribune: Bloomberg. https://www.chicagotribune.com/business/ct-newspaper-consolidation20160329-story.html Smith, W. E. (2010). Hip hop as performance and ritual: Biography and ethnography in underground hip hop. CLS Publications. Soukup, P. A. (2017). Becoming a journalist: Journalism education in the Nordic countries. Communication Research Trends, 36(2), 31-35. https://proxy.cecybrary.com/login?url=https://search-proquest-com. proxy.cecybrary.com/docview/1916119277?accountid=144459

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Suárez-Barraza, M. F., & Rodríguez-González, F. G. (2019). Cornerstone root causes through the analysis of the ishikawa diagram, is it possible to find them? International Journal of Quality and Service Sciences, 11(2), 302–316. Taylor, C., & Burton, S. L. (2016). Advanced certified telemedicine/telehealth professional (A-Cttp) course manual. Glasstree Academic Publishing. TESOL International Association. (2019). Qualitative research: (Critical) ethnography guidelines. Author. https://www.tesol.org/read-and-publish/journals/tesol-quarterly/tesol-quarterly-research-guidelines/ qualitative-research-(critical)-ethnography-guidelines The Undefeated. (2019). Hamil R. Harris. https://theundefeated.com/contributors/hamil-harris/ The Washington Post. (2017). Hamil R. Harris. https://www.washingtonpost.com/people/hamil-r-harris/

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Thomas, R. J., & Hindman, E. B. (2015). Confusing roles, uncertain responsibilities: Journalistic discourse on Juan Williams, NPR, and fox news. Journalism & Mass Communication Quarterly, 92(2), 468–486. Topi, H., & Spurrier, G. (2019). A generalized, enterprise-level systems development process framework for systems analysis and design education. Journal of Information Systems Education, 30(4), 253–265. https://proxy.cecybrary.com/login?url=https://www-proquest-com.proxy.cecybrary.com/docview/2327 876864?accountid=144459 Torraco, R. J. (2016). Writing integrative literature reviews: Using the past and present to explore the future. Human Resource Development Review, 15(4), 404–428. United Nations. (2016). Global Sustainable Development Report 2016. New York, NY: Department of Economic and Social Affairs. https://sustainabledevelopment.un.org/content/documents/2328Global%20 Sustainable%20development%20report%202016%20 (final).pdf University of New Hampshire. (2019). Phase 5: Design recommended future state process. https://www. unh.edu/lean/phase-5-design-recommended-future-state-process University of North Carolina at Chapel Hill. (2019). Literature reviews. https://writingcenter.unc.edu/ tips-and-tools/literature-reviews/ University of Oregon. (2020). Resources for new and current students in the School of Journalism and Communication. The School of Journalism and Communication. https://sojcstudent.uoregon.edu/undergraduate/academic-requirements/ University of Southern California. (2018). Organizing Your Social Sciences Research Paper: Limitations of the Study. https://libguides.usc.edu/writingguide/limitations University of Southern Main. (2020). Communication and media studies department: Communication learning outcomes. https://usm.maine.edu/communication-media-studies/communication-learningoutcomes van Holland, B. J., Reneman, M. F., Soer, R., Brouwer, S., & de Boer, M. R. (2018). Effectiveness and cost-benefit evaluation of a comprehensive workers’ health surveillance program for sustainable employability of meat processing workers. Journal of Occupational Rehabilitation, 28(1), 107–120.

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Vincent, J. R. (2016). Impact evaluation of forest conservation programs: Benefit-cost analysis, without the economics. Environmental and Resource Economics, 63(2), 395–408. Vos, T. P., & Ferrucci, P. (2020). Who am I? Perceptions of digital journalists’ professional identity. The Routledge Handbook of Developments in Digital Journalism Studies. https://www.routledgehandbooks. com/doi/10.4324/9781315270449-4 Wao, F., Romano, A., & Hardin, M. (2020). Best practices in assessment in journalism programs. Best Practices in Assessment in Journalism Programs, 75(1), 52–57. Weiss, W. (2016). What are you really communicating? LifeHealthPro, https://proxy.cecybrary.com/ login?url=https://search-proquest-com.proxy.cecybrary.com/docview/1789093065?accountid=144459

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Wharton School of Business. (2019). Will AI save journalism – or kill it? University of Pennsylvania. https://knowledge.wharton.upenn.edu/article/ai-in-journalism/ What’s Your Signature Style? (2011, Mar 19). Mint. https://proxy.cecybrary.com/login?url=https:// search-proquest-com.proxy.cecybrary.com/docview/857699438?accountid=144459 White, P. (2020, May 5). How artificial intelligence can save journalism. The Conversation. Williams, K. C., & Page, R. A. (2014). Marketing to the generations. Journal of Behavioral Studies in Business. https://www.researchgate.net/publication/242760064_Marketing_to_the_Generations Wilson, E. (2009). Where are J-Schools in great debate over journalism’s future? Poynter Institute. https:// www.poynter.org/archive/2009/where-are-j-schools-in-great-debate-over-journalisms-future/ Wilson, N. (2019). ACC recognizes innovation, announces Spark Tank finalists. Air Mobility Command. https://www.amc.af.mil/News/Article-Display/Article/1994056/acc-recognizes-innovation-announcesspark-tank-finalists/ Winder, C. (2017, Sep 1). Making effective use of standard operating procedures (SOPs). Western Dairy Farmer. https://proxy.cecybrary.com/login?url=https://search-proquest-com.proxy.cecybrary.com/docv iew/2153851887?accountid=144459 Zaldua, L. M. (2016). Participatory development journalism: Frameworks and its application. DEVC 126: Participatory Development Journalism. https://devconetwosix.wordpress.com/2016/08/26/participatorydevelopment-journalism-frameworks-and-its-application

ADDITIONAL READING Broussard, M., Nicholas, D., Guzman, A. L., Rediet, A., Michel, D., & Ching-Hua, C. (2019). Artificial intelligence and journalism. Journalism & Mass Communication Quarterly, 96(3), 673–695. doi:10.1177/1077699019859901 Daily Times. (2020, Feb 22). Artificial intelligence and modern journalism. Daily Times. https://search. proquest.com/docview/2360408485?accountid=167615

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Llab, N. J. (2019). Artificial intelligence won’t kill journalism or save it, but the sooner newsrooms buy in, the better. Newstex. https://search.proquest.com/docview/2315245717?accountid=167615 Newswire Asia, P. R. (2019, Aug 20). Leading media to discuss journalism in the age of artificial intelligence. PR Newswire Asia. https://search.proquest.com/docview/2276682773?accountid=167615 Phil’s stock world. (2019). Artificial intelligence-enhanced journalism offers a glimpse of the future of the knowledge economy. Chatham: Newstex. https://search.proquest.com/docview/2238126631?accou ntid=167615 Túñez-López, M., Toural-Bran, C., & Abad, C. V. (2019). Automation, bots and algorithms in newsmaking. impact and quality of artificial journalism. Revista Latina De Comunicación Social, (74), 1411–1433. doi:10.4185/RLCS-2019-1391en

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University Wire. (2017, Jul 07). Google supporting journalism through artificial intelligence. University Wire. https://search.proquest.com/docview/2436434972?accountid=167615 Will journalism fall to artificial intelligence? (2018, Nov 16). The Hindustan Times. https://search. proquest.com/docview/2133776864?accountid=167615

KEY TERMS AND DEFINITIONS

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Artificial Intelligence: This is a form of technology that has the ability to operate human-like by adapting to changing circumstances. Automated Journalism: This type of journalism is used to document news articles by computer programs. Other names for automated journalism are algorithmic journalism, and robot journalism. Communication: A technique to distribute information via verbal, non-verbal, and visual methods. Also, communication is the result of cultural practice. Continuous Process Improvement: Also known as CPI, this work is a constant endeavor to enhance products, services, or processes. Digital Disruption: This type of disruption is the change that happens when innovative digital technologies and business models influence the value proposition of subsisting goods and services. Digitization: The adaptation of text, images, or sound into a digital form that can be computer processed. Ethnography: The examination study of people in their particular environment via the utilization techniques such as member surveillance and face-to-face interviewing. Qualitative Research: Qualitative research is a scientific technique of observation for collecting data that is non-numerical. This research type denotes characteristics, concepts, definitions, depictions of things, meanings, metaphors, symbols. Counts and measures are not a part of qualitative research. Ubiquitous: Anytime and everywhere computing.

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Chapter 2

The University Connection as an Impulse to Entrepreneurship in Young People Jovanna Nathalie Cervantes-Guzmán Centro Universitario de Ciencias Económico Administrativas, Universidad de Guadalajara, Mexico

ABSTRACT It is necessary for university students to be trained with real cases so that they experience experiential learning, where they have a concrete experience and learn from it. Integrating training, education, and soft skills to arm them with the necessary tools to develop an entrepreneurial intention, this will be done by training multidisciplinary work using business models adapted to teaching entrepreneurship, thus achieving avoiding drifting talent trained in universities, which does not fnd a stimulus to knowledge to achieve the development of their venture. Providing it from schoolwork can lead to potential businesses through the association of diferent university careers to generate and enhance multidisciplinary professional student-student relationships.

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INTRODUCTION According to the INEGI of 3 million unemployed young people between 17 and 25 years old, 1 out of 3 have a university degree. The OCDE states that it will take more than 1 year for young people over 22 to find a job related to their career, and once they find it, their salary will be less than what they paid for tuition at their university. This is a consequence of one of the aspects that have the highest degree of relevance in their university life, which is passing the exams, that is, these numbers show that universities train them in the short term instead of the long term, and the school must be a preparation for the future. This training must be made up of training, education and soft skills (Herrera, 2020). These young “Millenials” have great differences with the economic interests and needs of the Baby Boomers and Generation X generations, they are considered the most educated in the history of humanity because of the access they have had to throughout their lives, Information Technologies (ICTs) (Lara, 2011), promote the creation of new technologies and seek new ways to work (Sánchez, 2011). DOI: 10.4018/978-1-7998-5808-9.ch002

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Cultivating Entrepreneurial Changemakers Through Digital Media Education, edited by Leslie Simone Byrd, IGI Global, 2021. ProQuest Ebook Central,

 The University Connection as an Impulse to Entrepreneurship in Young People

But at the same time they face a greater challenge because the jobs currently request a higher degree of academic and professional preparation, causing barriers to their development in working life (Herrera, 2020). Currently, millennials have modified the traditional model of their professionalization by focusing more on entrepreneurship, for their training you must learn in an interactive and experimental way. These young people, according to Herrera (2020), must have 3 fundamental aspects for the formation of entrepreneurial intention: 1. Training or professionalization. The techniques, training and use of information that makes the individual capable of starting an enterprise. Education does not replace training in a company because the internal and external client pays for a specific result, not for the best effort. 2. Education. It is the knowledge and information generated by business conduct. 3. Soft skills. These develop throughout life, being the attitude shown in the environment, these are integrated by communication, leadership, conflict resolution, teamwork, etc.

1.1. Statement of the Problem

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Funders and Founders (2016) state that from 2013 to 2020 of 8,000 million people, only 3,000 will have a job. Currently, 1 in 19 people is an entrepreneur and 57% of them are developed by young adults from 18 to 34 years old, that is, according to the Global Entrepreneurship Monitor 2019/2020, the levels of initial stages of entrepreneurship increase with youth and decrease from the age of 38, 55.6% being the result of taking advantage of opportunities and 25.2% out of necessity (Bloomberg, 2016). These levels have increased exponentially due to the pandemic. According to Sánchez (2012), states that “entrepreneurs not only generate ideas, they are also in charge of making them come true, because without action there is no entrepreneurship” (p. 16). So for the students to make their projects come true and present them on the market, it is necessary for the university to provide support for their realization. The World Bank (Valerio, et al, 2013) states that entrepreneurship programs are more effective for groups made up of young people than adults. Professionals capable of facing the challenges of creating a company, its introduction to national and international markets, having a social projection in a globalized context is the result of the efforts of human talent committed to generating business development (Diaz, 2015). It is necessary to learn and practice in an environment focused on the development of knowledge and skills such as the university, so that tomorrow young people face the “real world” are able to overcome the challenges they face with their entrepreneurship, and do not let the lack of knowledge, training and skills be a limitation to achieve your goals.

1.2. Justification INADEM disappears, which caused the fracture of one of the vertebral columns that encouraged entrepreneurship in Mexico. This caused the incubators and accelerators that had their support to close. This forces young people to seek new employment opportunities that the government’s plan does not incentivize the creation of companies, causing a slowdown in them with fewer opportunities. Talent trained in universities is left adrift, which does not find a stimulus to knowledge to achieve growth in the business sector (Velázquez, 2019).

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Cultivating Entrepreneurial Changemakers Through Digital Media Education, edited by Leslie Simone Byrd, IGI Global, 2021. ProQuest Ebook Central,

 The University Connection as an Impulse to Entrepreneurship in Young People

Graduate students encounter difficulties due to the lack of opportunities to be part of the Economically Active Population (EAP), in addition to those derived from the problems faced by SMEs in Mexico due to low growth, poor stability and limited credit that limits employment options (Arana, 2018). Therefore, it is necessary to form an entrepreneurial intention among the students, integrating training, education and soft skills, to arm them with the tools that allow them to face the lack of job opportunities or the limited financing options for new projects, among others. The formation of multidisciplinary work generates better results, strengthening each area of ​​a business and better quality products with sustenance. This will be done by training multidisciplinary work that generates better quality business projects. Avoiding adrift to the talent trained in universities, who do not find a stimulus to knowledge to achieve the development of their entrepreneurship. Propitiating it from school work that can lead to potential business, through the association of different careers to generate and enhance student-student multidisciplinary professional relationships. This will encourage the formation of entrepreneurial intention among young university millennials through the development of training, education and soft skills.

1.3. Operationalization of the Variables The operationalization of the variables is presented. (See table 1) Table 1. Operationalization of the variables Topic

The university link as an impulse to entrepreneurship in young people

General objective

Analyze the impact that multidisciplinary work had on young university students in training their skills to encourage entrepreneurship

General research question

What was the impact of multidisciplinary work on training their skills to encourage entrepreneurship?

Specific objectives

Specify research questions

Examine the training obtained to encourage entrepreneurship in young university students

How was the training obtained to encourage entrepreneurship in young university students?

Training

Training has a positive relationship with entrepreneurial intention

Quantitative inferential

Analyze the education obtained to encourage entrepreneurship in young university students

How was the education obtained to encourage entrepreneurship in young university students?

Education

Education has a positive relationship with the entrepreneurial intention

Quantitative inferential

Examine the soft skills obtained to encourage entrepreneurship in young university students

How were the soft skills obtained to encourage entrepreneurship in young university students?

Soft Skills

Soft skills have a positive relationship with entrepreneurial intention

Quantitative inferential

Variables

Hypothesis

Methodological analysis

Source: Own elaboration

2. LITERATURE REVIEW

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2.1. Entrepreneurship The essence of entrepreneurship according to Nogales (2011) is the processes of innovation, cooperation and development, its scope will depend on skills of a society to manage and transfer knowledge strategically to add economic and social value. The entrepreneur according to Shumpeter (1942) cited by Sledzik, (2013) is the founder of a new company, an innovator who breaks with the traditional way of doing things, must be a person with leadership skills and with a special talent to identify the best way to act.

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Cultivating Entrepreneurial Changemakers Through Digital Media Education, edited by Leslie Simone Byrd, IGI Global, 2021. ProQuest Ebook Central,

 The University Connection as an Impulse to Entrepreneurship in Young People

Entrepreneurs are agents of change, because entrepreneurship involves starting a new business, experimenting with new techniques, introducing new products and / or creating new markets (Wennekers, et al, 2002). The characteristics of the entrepreneur are: determination, perseverance, ability to achieve goals, initiative, persistence in solving problems, self-confidence, high levels of energy, reliability, tolerance for change, and seeking feedback (Rodríguez, 2011). The factors that influence the entrepreneur, according to Rodríguez (2011), are: • • • •

Motivational factors. Need for achievement, recognition, independence and personal development. Personal characteristics. Personal initiative, decision-making capacity, orientation towards opportunity and goals, tolerance of uncertainty, perseverance, perseverance and personal responsibility. Physical characteristics. Energy and hard work. Intellectual characteristics. Flexibility, creativity, information search, systematic planning of results, ability to solve problems and planning

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2.2. Millenials Millennials are characterized by being responsible buyers, because they prefer to buy in less quantity, leaving aside the ostentation of the brand, and they value it more for the authenticity and quality of the products. They focus on being socially responsible and supporting the environment. As a consequence, they give greater value to companies that prioritize the importance of their policies and corporate social responsibility and the environment (Baéz, 2015). Another important feature is that millennials are extremely social since 88% in Latin America have profiles on social networks. Converting it is not only a means of communication but a fundamental part of their social life. Due to this, they prefer social networks as a means to interact with companies, 65% prefer social networks to be served and are much more critical and demanding when rating their experience (Dimock, 2018). They are also characterized by being self-sufficient, independent and autonomous, seeking to always feel like protagonists. They demand new values ​​such as transparency and social commitment, seeking that companies allow them to contribute their ideas in the creation and development of their products and / or services in order to feel like part of the brand (Dimock, 2018). One of the points in favor in the millennial generation is education, since they are defined as being the generation with the best education, exposing millennials between 25 to 29 years old to have a bachelor’s degree that contributes to 50% of the entire generation. While 40% have a postgraduate degree and those between 18 and 24 years old decide to go to university to increase their professional preparation. Due to their focus on professional preparation and the scope for advanced studies such as postgraduate degrees, the millennial generation set aside marriage, becoming the generation that only lives with their partner instead of committing themselves legally or religiously. Today only 26% of millennials are married compared to 36% of Generation X or 48% of baby boomes. In other generations they married at the age of 18, today millennials have regenerated it and the average age at marriage is 24 to 30, and sometimes older (Stevenson, 2014). Millennials are customers who demand personalization, hoping that the company will suit them and not the other way around. This is why, to meet their demands, companies must develop a knowledge about their customers incorporating social information about them to provide them with more value and 39

Cultivating Entrepreneurial Changemakers Through Digital Media Education, edited by Leslie Simone Byrd, IGI Global, 2021. ProQuest Ebook Central,

 The University Connection as an Impulse to Entrepreneurship in Young People

personification. This is to modify traditional CRM towards social CRM taking advantage of the digital information that is shared (Dimock, 2018). This generation is defined by being a generation that evolved hand in hand with technology. This generation, unlike other generations, has as a priority in life, traveling and being independent, leaving marriage in the second or third term. One of the main characteristics of a millennial is the ease of access to the internet and how it prevails in his life (Barrios, 2015). Millennials are natively digital and work hand in hand with technology (mobile phone, tablet, all kinds of technological portable device), the study carried out by eMarketer revealed that 96% of young Mexicans (20 to 39 years old) base their communication in social networks and 95% in instant messaging (Barrios, 2015).

2.1.2. Entrepreneurship in Millennials The main attributes of millennials as leaders in their ventures, according to Requena & Samos, (2017), are: • • • •

Passion for work and the company. When millennials fnd a project that they are passionate about, they will invest all their time and efort to ensure the achievement of the expected objectives. Motivated and involved teams. Work teams are taken into consideration for decisions to encourage them to feel involved. Innovative leadership. Use of efective tools to achieve better results. Undertakings committed to society. They seek to contribute to the development of society through programs that support the community.

2.2. Entrepreneurial Intention Entrepreneurial intention is defined by Thomson (2009) as the conviction that an individual has of creating a new business, the planning to carry it out and the intention to execute a behavior. The force that motivates towards a behavior and / or task is determined according to Pereira (2009) by the perceptions of: •

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• •

Expectation. Probability that is perceived by human beings that the efort will lead to positive performance. Instrumentality. Perceived probability that positive performance will lead to expected results. Valencia. Value that the human being puts to that result.

The main guidelines that lead a person to undertake are (see table 2): Table 3 shows a summary of the most relevant theories of entrepreneurial intent, integrating research carried out by various authors and a summary of what was found by each of them.

2.2.1. Training It is necessary for university students to train with real cases so that they experience experiential learning, where they have a specific experience, learn from it and try what they have studied to develop an enterprise. 40

Cultivating Entrepreneurial Changemakers Through Digital Media Education, edited by Leslie Simone Byrd, IGI Global, 2021. ProQuest Ebook Central,

 The University Connection as an Impulse to Entrepreneurship in Young People

Table 2. Approaches to achieve motivation to undertake Approach

The entrepreneur is motivated by ...

Psychological

The expectation of future results and the possible value of creating an enterprise

Economic

Expectations of future income when comparing the development of an enterprise vs. a formal job

Sociological

The environment that surrounds them

Source: Oliveras, G. (2015). Entrepreneurial education at the university: analysis and proposals for the insertion of these activities into the curriculum (PhD thesis). National University of the South, Argentina.

Table 3. Models of entrepreneurial intention Author

Model

Description

Model of the business event

     • Perception of desirability. The individual’s perceived probability of obtaining personally attractive results through entrepreneurial behavior. Being a product of the integration of the matrix consisting of: the socioeconomic, cultural, family, education and environment structure.      • Feasibility perception. Degree that an individual considers personally to carry out certain behavior

Ajzen (1987)

Model of planned behavior

     • Attitude towards behavior. Beliefs of possible results when carrying out a behavior.      • Perception of subjective standards. Beliefs of the normative expectations of the environment and the motivation to fulfill them.      • Perception of control of a behavior. Beliefs of the presence of factors that facilitate or limit the performance of behavior

Krueger & Brazel (1994)

Potential entrepreneur model

     • Informal environmental factors such as attitude, affect the decision to be an entrepreneur.

Liñan (2011)

Liñan Model

     • Integrates the entrepreneurial education dimension as part of the social assessment for the analysis of motivational and environmental variables.

Shapero (1982)

Source: Oliveras, G. (2015). Entrepreneurial education at the university: analysis and proposals for the insertion of these activities into the curriculum (PhD thesis). National University of the South, Argentina

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Entrepreneurial socialization is conceptualized by Dyer & Handler (1994) is the learning process through which the individual acquires the knowledge and skills necessary to perform an entrepreneurial role. Teachers who are dedicated to the training of entrepreneurs have academic training, research on entrepreneurship and are entrepreneurs. People who have the possibility to learn directly from an entrepreneur are more likely to become entrepreneurs, because they experience a greater internalization of the knowledge and skills necessary to develop an enterprise and will have a positive perception of the desire to become entrepreneurs (Bygrave & Miniti, 2000)

2.2.2. Education Babson College argues that education positively influences young people’s intention to become entrepreneurs (Spice, 2011). Entrepreneurial teaching being a pillar in education (Baron & Shane, 2008). People who have taken entrepreneurship courses at the university have greater intentions to create a company, they are more successful in identifying opportunities (Liñan, et al, 2011). Entrepreneurship can be instructed and developed in the right environment (Gibb, 2005).

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Cultivating Entrepreneurial Changemakers Through Digital Media Education, edited by Leslie Simone Byrd, IGI Global, 2021. ProQuest Ebook Central,

 The University Connection as an Impulse to Entrepreneurship in Young People

An entrepreneur can be educated in the skills and tools necessary to transform an idea into a business plan (Klein & Bullock, 2006). Teaching knowledge to improve management in your process and the implementation of the idea are aspects that can be transmitted. What cannot be taught are the personal attributes and attitudes that an individual must have to carry out a project (Fayolle & Lassac, 2006). Business models adapted to the teaching of entrepreneurship, these are necessary since they contemplate the structure of the business, and the aspects to be taken into consideration for its success. These are made up of: value proposition, market segmentation, distribution channels, potential customers, income, strategic partners, costs and income (Saldarriaga & Guzmán, 2018)

2.2.3. Soft Skills They expose the individual’s behavior, their priorities, promote creativity, overcome obstacles, generate enthusiasm, establish the relationship between actors and their roles, and how they challenge themselves to take risks (Ramos, 2017). Table 4. Behavioral competencies included in competency models Competency Model

Behavioral Competencies

Harvard Competency Model (Harvard University, 2011)

Ability to influence, applied learning, attention to detail, building partnerships, continuous learning, decision making, delivers results, embraces change, innovation, interpersonal skills, living the vision and values, managing conflicts, negotiation, organizational awareness, persuasiveness, planning and organizing, problem analysis and problem solving, pursue excellence, risk taking, strategic thinking, team work and collaboration, time management, and valuing diversity.

Wyoming Competency Model (Wyoming Workforce Planning, n.d.)

Collaboration, decisiveness, influence, vision, coaching, counseling, conflict management, continual learning, inclusions and diversity, motivation, strategic planning and evaluation, team building, flexibility and adaptability, listening, problem solving, reliability, initiative and results oriented, integrity, honesty, ethics, interpersonal understanding, responsibility, stress tolerance, and willingness to learn.

2.3. Methodological Matrix Table 5. Summary of independent and dependent variable Dependent variable

Thesis

Independent variable

Dimensions

Thesis

Individual

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Training

Environment Process

(Rado, 2018)

Organization Academic course Entrepreneurial Intention

(Oliveras, 2015)

Education

Teaching methodology Complementary activities

(Vázquez, 2017)

University culture Initiative Soft skills

Creativity Learning

Source: Own elaboration

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Cultivating Entrepreneurial Changemakers Through Digital Media Education, edited by Leslie Simone Byrd, IGI Global, 2021. ProQuest Ebook Central,

(Ramos, 2017)

 The University Connection as an Impulse to Entrepreneurship in Young People

3. PROJECT SYNERGY The academic year 2020a work associations were developed for the elaboration of the entrepreneurial projects developed by the students of the Marketing career of the University Center of Economic –Administrative Sciences (CUCEA) that result in the final deliverables of their respective academic courses. For which they start a food product developed by students of the Food Science career at the University Center for Biological and Agricultural Sciences (CUCBA). Strengthening the academic links of the academy with the economic and social environment. The business projects were based on the structure of the “Goldman and Sachs 10,000 Women” program. His work was found to consist of a business project made up of the know-how of the fundamentals to introduce and market the product nationally and internationally. 82 students from the marketing degree with 17 products participated, who participated in the synergy project, led by Mtra. Jovanna Nathalie Cervantes Guzmán, being she a winning entrepreneur at the international level, in her promotion and advertising classes, and product-price at the University of Guadalajara. The marketing students solved the complications that arose by consulting, re-designing and working with the products of the food science students. The purpose of the project is focused on starting with the formation of the entrepreneurial intention to form companies, through the interlinking of students from different disciplines. The globalization and existence of new markets requires adequately grounded projects, products and services to be able to market, offer and share in the e-commerce systems and digital networks of the local and global market. They also need to be developed and validated by professionals who meet the requirements of the Target market. Exercising in the university and the teachers a function of generation, diffusion and transfer of: training, education and training of soft skills. That it become a fundamental actor in the new economy, to generate a competitive advantage that allows the differentiation and recognition of the ventures developed by the students to generate sustainability in the economic and environmental context, thus causing further growth in the local environment, regional and national.

METHODOLOGY Based on the needs of the study based on the information obtained from research files, the methodology used in the work was as follows:

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•

•

Documentary research. The research is of a documentary type, based on what was stated by Pasteur (2013) uses documents, collects information, analyzes and presents results. It was used in the study in order to collect documents that can be essential to understand and contextualize the study. Correlational research. It allows to relate the variables of the problem in a particular context (Baptista, et al, 2010). One of its main characteristics is that it allows to examine the relationship between the variables looking for their association but it is not necessary to fnd their causal relationships (Bernal, 2010).

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Cultivating Entrepreneurial Changemakers Through Digital Media Education, edited by Leslie Simone Byrd, IGI Global, 2021. ProQuest Ebook Central,

 The University Connection as an Impulse to Entrepreneurship in Young People

•

Quantitative approach. It is defned by Tamayo (2010) as the measurement of the variables and their relationship by means of a verifcation to verify the hypothesis and validate their theories, ofering the possibility of having a broader approach to women in developing countries

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DATA ANALYSIS AND RESULTS It was performed with a total of 48 items, from this analysis it is determined that the level of consistency and reliability. Of the proposed factors, Cronbach’s Apha, KMO and Bartlett’s Test were analyzed in each of the dimensions. And for hypothesis testing, simple regression, multiple regression, and the Kruskal Wallis test were analyzed. For the analysis of inferential statistics, the following were used Weights to assess reliability using Cronbach’s Alpha. In terms of internal consistency, there are various reports on accepted alpha values ​​ranging from 0.70 to 0.90 (Dennick & Tavakol, 2011). Cronbach’s Alpha coefficient was calculated. in the sample, which was 0.811, as it is close to unity, it is an acceptable data collection instrument. (See table 7) In addition, the Kaiser-Meyer-Olkin (KMO) test was performed for the analysis of the components with Varimax rotation that the closer to 1 the value obtained implies that the relationship between the variables is high (Benavente, et al, 2011). The KMO value is 0.798 which is considered remarkable. Likewise, the Bartlett sphericity test was carried out, where, if it is less than 0.05, a null hypothesis is accepted, so the factor analysis can be applied (ibid, 2011). Its significance is 0.000, so factor analysis can be applied. (See table 7) For the evaluation of the applicability of the questionnaire, we start with the factor analysis with varimax rotation defined as the simplicity of a factor by the variance of the squares of its factor loads in the observable variables (Perez, et al, 2004), this is for the interpretation of the factors in a faster way, because examining the characteristics of the variables of a group associated with a certain factor allows finding the common features that allow the identification of the factor and provide the name that responds to the common features (Pérez, et al, 2004) Subsequently, linear regression was used to evaluate the model, being defined by Pérez (2011) as the explanatory functional determination that relates the variables. The r2 is an index that describes whether the data fit a straight line well; Pearson r indicates the strength and direction of the relationship between two variables, varies between -1 (a perfectly negative relationship between the two variables) and 1 (a perfectly positive relationship between the two variables), a negative relationship, indicates that as that one variable increases and the other decreases. Its descriptive interpretation according to Gilford (1954) adapted according to Mejía (2009): (See table 5) In addition, the Beta coefficient (standardized) was analyzed, which indicates the explanatory hierarchy that the independent variables have based on the explanatory weight in relation to the dependent variable. Having a significance of less than 0.05, it is assumed that 95% confidence of the independent variables contribute significantly to the model. The Beta coefficient (not standardized) indicates for each unit that the independent variable increases as much as the dependent variable increases (Santana, sf). Finally, to analyze the relationship between the different variables to check the hypothesis, a nonparametric analysis was carried out using the Kruskal Wallis test. It was used to test the hypotheses when exposing if there is a difference between the medians, when the value of the probability associated 44

Cultivating Entrepreneurial Changemakers Through Digital Media Education, edited by Leslie Simone Byrd, IGI Global, 2021. ProQuest Ebook Central,

 The University Connection as an Impulse to Entrepreneurship in Young People

with the statistic is above the significance level of 5% or 0.05, the null hypothesis is accepted when the theoretical value exceeds the statistical. (Reidl, at el, 2010). (See Table 7 -9) The degrees of freedom in the training dimension was 3.72, with an asymptotic significance greater than 0.05 with a result of 0.155 so there is homogeneity. The degrees of freedom in the education dimension was 2,038, with an asymptotic significance greater than 0.05 with a result of 0.361, so there is homogeneity. The degrees of freedom in the soft skills dimension was 0.739, with an asymptotic significance greater than 0.05 with a result of 0.691, so there is homogeneity Table 6. Descriptive interpretation by r Pearson Range

Descriptive interpretation of correlation.

r