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.journalists. I am fascinated that present day journalism educators continueto grapple with issues arising from the Diploma for Journalism courseexperience. In 2002 Columbia University president Lee Bollinger called forcurriculum reform of one of the most prestigious journalism programmes inthe United States. This led to an intense debate on ’Does JournalismEducation Matter?’ which was published in Journalism Studies in 20067 ~Bollinger argued that Columbia’s ’one-year program should be extended totwo, enabling students to focus for a longer period on more substantiveissues, ’87 Bollinger’s interest in the need for an ethic that was integratedinto all courses rather than teaching it as a course on its own generated aheated and complex debate. I would argue that the Diploma course underTom Clarke in extending over two years of education and searching for amethod of academic enquiry suitable for journalism may have beenreaching for exactly what Bollinger was aiming for.In ’The education of journalists’. G. Stuart Adam of Carlton University,Ottowa supports this proposition by explaining that ’the idealcurriculum:..requires that disciplines like law and history be shaped andtailored to the requirements of journalism...’88 This is something that wasstrongly recognised by Joan Skipsey when she considered how shethought economics should be taught on the Diploma for Journalism courseat King’s College. 89 Jackie Harrison in ’Critical foundations and directionsfor the teaching of news journalism’ offers further interrogation of theappropriateness of traditional academic teaching: ’a glance at academicliterature reveals broad and deep disagreements over what it does and whyit does it. ’9°Simon Frith and Peter Meech from the University of Stirling’s MediaResearch Institute have endeavoured to research the question of whetherUK universities are unsuited to prepare new entrants for the ’realities’ ofjournalism as an occupation by surveying graduates from journalismprogrammes in Scotland. They found that ’a journalism degree is, in fact,an effective preparation for a successful journalism career and, second,that graduate journalists absorb newsroom culture without difficulty, to theextent of discounting the value of their own "academic" journalismtraining. ’91 They observe that it is unclear ’how, in practice, the account ofjournalism that students learn in the ’unreal’ context of the classroom isused to make sense of their experience of the realities of journalism now asan occupation, as a craft and as a career. ’92 In their surveying of formerstudents they were told that they had learned retrospectively that theiruniversity journalism course should have inculcated: ’the ability to work totighter deadlines. As one broadcast journalist put it: ’1 didn’t realize it at thetime - but looking back we had days, sometimes even weeks, to producestories. In the real world of broadcasting we’re sometimes lucky to havehalf an houri’ Also recommended were more visiting speakers from theindustry (with the chance of interacting with them) and properly organizedwork placements. ’93 All of these factors constituted the core of TomClarke’s approach and modus moderandi on the Diploma for Journalismcourse.I certainly appreciate the sentiment of Mark Deuze in his article ’GlobalJournalism Education’ when he states:’ I do base my work on the]99MOD100051370