Exhibit JC42 - The Leveson Inquiry

For Distribution to CPsHacks and Dons - Teaching at the London University Journalism School 1919-1939: Its origin,development and influence.increasing enrolments for university journalism education courses so that,in the 1970s, seventy per cent of the recruits hired by the news mediadirectly from college were journalism graduates. ’77 This contrasts with aBritish sociologist’s projection that it would take until the year 2025 forBritish journalism to reach the point where fifty per cent of journalists weregraduates. TM In actual fact by the year 2002 the UK journalism mediaachieved a proportion of graduates of ninety eight per cent with more thanforty three per cent holding post-graduate qualifications. 79This example illustrates how sharing the same language can actuallyhinder understanding of what appear to be similar problems but are actuallyculturally, and ethnocentrically, based in a different experience from thatwhich the common language describes. This is certainly the case whendiscussing the British and American variants of journalism; withoutunderstanding the above figures, misconceptions can too easily bepropagated when discussing education for journalism.G Contemporary Discourse on Journalism EducationThe completion of this book has given me an opportunity to reflect on thecrossroads of my research in 1984 with the then state of journalismeducation in British Universities and the exciting developments andengagement of journalism education research that have happened since.I take pleasure from the observation that there is clear evidence of theculture and tradition of Tom Clarke’s views on educating journalists beingpresent in a considerable expansion of practice journalism degrees atundergraduate and postgraduate level. It may well be the case that mywork in setting up and developing the London College of Printing RadioJournalism course between 1977 and 1985 has been a bridge to thistradition. One of my students from the LCP course in 1978-79, Tim Crook,has been the MA Practice co-ordinator in the department of Media andCommunications at Goldsmiths, University of London which now runs threeone year postgraduate programmes with an emphasis on practicejournalism learning in up-to-date facilities and theory tailored to a specifichigher education for journalists. Indeed, I understand it is not uncommonfor Goldsmiths journalism students to be sent off on a bus trip to Lewishamcentre and back to discover, in true Lord Northcliffe/Tom Clarke tradition, atleast three original news stories. 8° I was also privileged to be able to attendthe London College of Printing (now London College of Communications)celebration of thirty years of broadcast education in 2007 where there wasample evidence that techniques of journalism education pioneered atKing’s continued to be applied.That occasion reminded me how much I owed to Margaret Rogers of theFurther/Higher Education Curriculum Skills Development Workshop, run bythe Inner London Education Authority, providing day-release courses fornew college lecturers, whom I met in 1978. Her analysis of what I wasattempting, in writing this book, so impressed me that I wrote it down: ’Onthe one hand the academics are not prepared to deal with the restraints[imposed by] the [journalists’] vocation and, on the other, the protectionistrole of the professional [journalist] builds in a rigidity concerned with]97MOD100051368