| dc.description.abstract | Policy reforms aimed at improving access to and equity in tertiary education have
meant that university classes are not only larger, but more diverse in terms of students’
competencies and experiences. Despite the increase in the size and diversity of student
populations in universities, the financial, technological and human resources have not
expanded at a similar rate, leaving academic programs struggling to improve the
quality of educational experience, whilst teaching more students with less resources.
This is particularly difficult in practice-based disciplines such as medicine, nursing and
journalism, where coaching models and small-class learning experiences are seen as
being the most effective way of nurturing work-ready graduates. Teaching journalism
under these conditions is particularly problematic because of the dynamic changes
being experienced across the media industries as a result of technological change and
the changing media ecosystem.
This article uses the University of Rwanda as a case study to examine the impact of
tertiary education reforms on journalism education practices. Drawing on the
‘Practical Theory of Journalism Education’ and the ‘Educational Change Model’
perspectives, this paper calls for judicious implementation of educational reforms. It
argues that by phasing the introduction of reforms, universities can better manage the
change process in order to maintain quality educational experiences. However, this
alone cannot ensure quality journalism education outcomes. Universities need to
foster innovative teaching practices and approaches to learning in order to sustain
quality when teaching large and diverse classes.
Through in-depth interviews and focus group discussions, the findings illuminate how
journalism education in Rwanda has changed its original orientation and pedagogy to
include strategic initiatives, teaching innovations and expanded opportunities for
students in response to policy reforms aimed at promoting an all-inclusive education
sector. | en_US |
