Nâng cao chất lượng đào tạo phóng viên truyền hình ở việt nam hiện nay (TT)

MINISTRY OF EDUCATION AND TRAININGHO CHI MINH NATIONAL ACADEMY OF POLITICS ACADEMY OF JOURNALISM AND COMMUNICATION TIEN TRAN ENHANCING THE TRAINING QUALITY OF TV REPORTER EDUCATION IN V

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH NATIONAL ACADEMY OF POLITICS ACADEMY OF JOURNALISM AND COMMUNICATION

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH NATIONAL ACADEMY OF POLITICS

ACADEMY OF JOURNALISM AND COMMUNICATION

TIEN TRAN

ENHANCING THE TRAINING QUALITY OF TV REPORTER

EDUCATION IN VIETNAM

Major: Journalism Code: 62 32 01 01

A SUMMARY OF DOCTORAL DISSERTATION IN

JOURNALISM

SUPERVISOR:

1- DOCTOR TRI NHIEM NGUYEN

2- DOCTOR THI THU NGA TRAN

HANOI – 2016

1- REASONS FOR CHOOSING THE TOPIC:

Due to the development of the broadcasting service and the Government's planfor the development of radio and television broadcasting services until 2020, a greaternumber of human resources with better skills in this sector are in demand The in-depthtraining in major is practical as it meets students' needs to work in broadcastingindustry In actual fact, the broadcasting industry is developing on a multi-platformbasis It has varied the form of access of the public; not only through traditionaltelevisions but also through social networks so that a more diverse audience can access

it In terms of education, the training of individual skills, including broadcastingjournalism skill, is still essential for journalism students to have multi-media skills.Students must accumulate all skills enclosed in a curriculum On the contrary, if they donot have specialized skills and master various genres, they will not be able to meetpractical job requirements

The broadcasting industry is changing fast thanks to the impact of science andtechnology The digital era requires professional skills in TV reporters, which means aneed for more advanced education This will require more flexibility in the curriculum,which depends on the universities' ability to study the labor market and to apply suchresults in their curricula The skills and requirements for TV reporters are different fromthose of other positions in journalism Reality has shown that not all TV reportingstudents can meet practical job requirements In order train TV reporters who meetsocial demands and are suitable with the development trend of the broadcasting sector, it

is essential to have a comprehensive summary and evaluation of the existing trainingprograms for TV reporters

2- RESEARCH PURPOSE AND RESEARCH CONTENT:

2.1 Research purpose:

By building a theoretical framework about the quality of TV reporter education,the dissertation evaluates the TV reporter education in Vietnam at the moment; it drawssome references from some foreign broadcast journalism training institutions as well asexplore practical requirements for TV reporters; basing on which, the dissertationrecommends some solutions to enhance the training quality of TV reporter education,basing on some quality assurance factors which are part of the training procedure of theuniversities

2.2 Research content:

- Conduct an overview of related studies

- Study and clarify theoretical issues related to training quality and TV reporters

- Survey universities which train TV reporters; identify their successes andlimitations.

- Collect the feedback and evaluation of the sample who are working at VietnameseBroadcasting Station and some local stations about the quality, efficiency andrequirements for TV reporters in the current context

- Study and evaluate broadcast journalism education in some countries in the world

- Recommend solutions to enhance the quality of TV reporter education inVietnam, specifically focusing on quality assurance factors as part of the trainingprocedure of universities

3- RESEARCH OBJECT AND SCOPE:

3.1 Research object

The research object of the dissertation is TV reporter education in Vietnam

3.2 Research scope

The dissertation studies the training procedure of broadcast journalism at college

and university level, full-time mode The dissertation studies the curriculum of cohorts2014-2017 (college level) and 2014-2018 (university level) Short training programs andcourses do not belong to the scope of the dissertation For broadcast journalismeducation in foreign countries, the researcher only seeks references in some countriesand international organizations with notable quality assurance factors to compare withthe actual training situation in Vietnam

4- RESEARCH HYPOTHESES:

- Over previous decades, TV reporter education in Vietnam has been effective, to acertain extent, providing human resource for broadcast stations all over the country.However, it is a reality that many college graduates still do not meet skill requirements

- The outburst of technology, new techniques and the rapid development ofbroadcasting sector in the context of globalization and international integration lead tohigher requirements for TV reporters In this context, training activities should originatefrom and based on practical demands Accordingly, the training objectives and learningoutcomes of broadcast journalism major must meet specific requirements for broadcastjournalists in terms of career characteristics, background knowledge and professionalskills

- The basic principle for enhancing TV reporter education is to design a flexibletraining activity to cater for changes during actual work, in which, curriculum isconsidered the nuclear element and it must be considered in a relationship with qualityassurance factors of the training procedure

5- RESEARCH METHOD:

5.1 Methodology:

The researcher relies on: Marxism-Leninism methodology, specifically dialecticalmaterialism and historical materialism; Ho Chi Minh's ideology and the Party andGovernment's viewpoint and policies about education and training; Theories onjournalism (studying documents on journalism, features of broadcast journalism );Theories on college teaching; Researches on the quality of TV reporter educationaccording to a systematic viewpoint.

5.2 Research method:

This topic requires in-depth studies in both the theories and practice of journalismand journalism education; the researcher will use traditional methods such as: analysis-summary, deduction-induction, inference and explanation

Some specific methods: Studying documents; Classification and systemization;Case study; comparative analysis; Forecasting; In-depth interviews; Surveyquestionnaires

6- THEORETICAL AND PRACTICAL IMPLICATIONS:

The dissertation’s findings have significant implications for the theories andeducation of journalism in general and broadcast journalism in particular; they contribute

an important part to the construction of a theoretical framework about the quality of TVreporter education in Vietnam The dissertation will recommend solutions for trainingactivity and conditions for effective implementation, including curriculum, qualityassurance factors, learning outcomes, evaluation criteria In addition, the application ofnew teaching philosophies and the identification of quality assurance factors can beapplied for the training of other positions in the field of journalism-communication.Dissertation results can be used as a reference for studies into journalism at journalism-training institutions

7- STRUCTURE OF THE DISSERTATION:

Apart from the introduction, overview, conclusion, references and appendixes,there are three chapters in the dissertation: Chapter 1: Theoretical basis of TV reportereducation in Vietnam Chapter 2: Research methodology and results of surveys about thequality of TV reporter education in Vietnam Chapter 3: Recommendations to enhancethe quality of TV reporter education in Vietnam

construction to achieve an ultimate goal: meeting demands of the society centered programs aim at promoting learners' competence, creativity and skilldevelopment Interdisciplinary integrated training has proven its effectiveness Apartfrom general knowledge, journalist education focuses on career skills It is alsonecessary to identify training objectives in the stratification of university education

Learner-2 SOME STUDIES MENTIONING FACTORS AFFECTING EDUCATION

QUALITY AND THE QUALITY OF JOURNALISIM EDUCATION

Many domestic and overseas studies have mentioned factors affecting educationquality and the quality of journalism education; however, there are no studies aredevoted specifically to TV reporter education Despite researchers' various approaches,

their findings about journalism education includes: the content and curriculum (reflecting training objectives); Quality of lecturers; Learning and teaching methods; Materials, textbooks and facilities; Admission; Quality assessment

3 RESEARCHES SUGGESTING SOLUTIONS TO ENHANCE THE

QUALITY OF TV REPORTER EDUCATION

All suggested solutions focus on factors affecting quality of journalism education.This is especially significant because it is a mutual agreement among many researchers.Some studies even identify limitations in the education of journalists in general and TVreporters in particular There are many valuable forecasts and evaluations about theimpact of social context on journalism education The suggested recommendations havepractical value; however there is a lack of researches focusing specifically on TVreporter education Some solutions and curriculum only apply for specific journalismtraining institutions, or for the training of other positions, not specific for broadcastjournalism education

4 SOME RESEARCHES MENTIONING THE KNOWLEDGE, SKILLS AND

PROFESSION OF BROADCAST JOURNALISM

Some researchers have contributed general theories about journalism, especially thearea of broadcast journalism Many of them are concise, short and focus directly oncreative methodology These researches end to focus on a certain type of journalism,while TV reporters have many creative forms of expression These studies are usefulreference materials for students with broadcast journalism major to equip them withnecessary knowledge for the profession

Conclusion of the overview part:

Until now, there have been no scientific researches specializing in TV reportereducation in Vietnam Researchers have not clarified concepts related to “The quality of

TV reporter education” They are mainly concerned with the journalism education ingeneral and offer general directions but lack comprehensive and deep analysis of factorsaffecting TV reporter education Therefore, there exists a gap to conduct more

specialized researches into TV reporter education and to suggest general solutions toenhance the quality of TV reporter education in Vietnam

CHAPTER 1: THE THEORIES AND PRACTICE OF THE

TRAINING QUALITY OF TV REPORTER EDUCATION IN

VIETNAM 1.1 BASIC CONCEPTS

1.1.1 Training quality

Basing on the research objectives, the researcher uses the concept Training quality

is the achievement of prescribed training objectives and meeting demands of the society

1.1.2 TV reporter

1.1.2.1 Reporter, journalist

Reporter is a sub-concept of Journalist concept From a career and creative laborperspective, the researcher defines Reporters as those who collect and processinformation and transmit them in a responsible manner to the public In terms of theposition and role in press agencies, reporters are not managers in press agencies; they donot edit news, research or teach about journalism They account for a large number andare the main force to relay information to press agencies Therefore, within the scope of

the research, the researcher uses the definition Reporters are those who collect and process information; they produce works to reflect reality objectively, responsibly and publish such products on social media

1.1.2.2 TV reporters

From the definition of “Reporter” and from real-life, the author adopts the

following definition: TV reporters are those who collects information, and together with other positions in the production process, they utilize specialized devices to process information which mainly comes in the form of pictures, in order to produce broadcast journalism products to reflect reality objectively, responsibly and publish such products on television.

1.1.3 The training quality of TV reporter education

Through researchers about the concept Training quality and the concept TV, the

following definition will be used: The quality of TV reporter education can be evaluated through whether it meets training objectives and demands of society

1.2 REQUIREMENTS FOR TV REPORTER IN CURRENT CONTEXTS 1.2.1 Showing professionalism in major skills

TV reporters must possess specialized skills (understanding of broadcastinglanguage, using technical equipment, organizing the production of broadcasting works,

team-work and mastering of phases in production assembly line) Also, they should have

“soft skills”: Critical thinking, sharp analysis, being daring and presentation skills

1.2.2 Having wide background knowledge and strong capability

TV reporters must not be ignorant and bring to audience outdated information Thisrequirement is essential so that reporters not only introduce Vietnam to the world, butthey will also bring the most updated news and knowledge of the mankind to theirpeople Capability of reporters will depend on their awareness of political benefits, theirunderstanding of law and work ethics

1.3 QUALITY ASSURANCE FACTORS FOR TV REPORTER EDUCATION

IN VIETNAM

Basing on an analysis of TV reporter training procedure and inheriting fromprevious researchers, the researchers identify these factors as: Training objectives,Admission, Curriculum content; Lecturers; Learning and teaching methods; Materialsand facilities and Assessment

CHAPTER 2: RESEARCH METHODS AND RESULTS OF

SURVEY INTO THE QUALITY OF TV REPORTER

EDUCATION IN VIETNAM2.1 RESEARCH METHODS

The researcher applies scientific methods to survey the quality of TV reportereducation in Vietnam as follows:

- In-depth interview: Used with two groups:

* Group 1: Sample for in-depth interviews include representatives of leaders andmanagers of some broadcast stations, both at central and local level Interviewees must

be those who directly use and manage human resources and their staff includes graduatesfrom journalism universities

Information searching

objective

Interview content

Successes and limitations of TV

reporter education from the

Admission Aptitude factor for TV reporters

Orientation for the construction

of new curriculum

-Necessary criteria for TV reporters

-Recommendations for TV reporter traininginstitutions

* Group 2: In-depth interviews with lecturers in broadcast journalism major Way

of choosing sample: only full-time lecturers working at universities with broadcastjournalism major; they directly teach broadcasting subjects The information searchingobjectives are lecturers' evaluation about quality assurance factors, thereby drawingconclusions about the success and limitations in TV reporter education

Information searching

objectives

Interview content

Admission Evaluation of aptitude-based admission

Curriculum content Evaluation of the amount of knowledge, skills and

requirements for TV reporter education Lecturers for major Requirements for lecturers in broadcasting majorsTeaching and learning

methods

Opinions about applying modern teaching methods;advantages and difficulties during implementation Materials and facilities Evaluating current situation and demands for

materials and technical facilities in TV reportereducation

Assessment Opinions about assessment methods and

supervisions of students' learning results

- Survey questionnaire (Anket):

Survey sample is reporters working at some broadcasting stations in Vietnam.Sample size: Distributed number of questionnaires: 600, divided among 4 regions: foreach regions, choose randomly 3 broadcast stations, 40 questionnaires for each station:North West region and Viet Bac region (3 broadcasting stations of: Lang Son, Son Laand Thai Nguyen provinces); Northern delta region (3 broadcasting stations of NamDinh, Hung Yen, Bac Ninh provinces); The Middle and Tay Nguyen areas (3broadcasting stations of: Ha Tinh Da Nang, Lam Dong provinces); The Southern region(3 broadcasting stations HCMC, Can Tho, Ba Ria-Vung Tau provinces) VietnamBroadcasting Station is the national station with the highest number of reporters andchannels; therefore, the number of questionnaires distributed here is equal to that of aregion (120) Collected number of questionnaires: 500, equal to 83.3% Surveyobjective: to seek evidence for quality assurance factors from the point of view ofstudents, thereby learning the successes and limitations of the training process

Admission - Opinions about the autonomy of universities in admission

issues

- Opinions about aptitude-based admissionCurriculum content - The practical value of knowledge blocks (foundation,

general knowledge, major)

- Untrained specialized knowledge

- Time allocation among modules.

- Participation level in short-term courses

- Current requirements for TV reporters

Lecturers Opinions about the competence and pedagogical skills of

Evaluation of the ability to provide materials and facilities

of the training institution

Assessment methods Opinions about final exams for foundation and major

- Document studying method: This method is used to study the curriculum

framework of institutions which have broadcast journalism major (for academic year2014-2015); This method is used to study reports relating to quality assurance factors inthese institutions in order to seek scientific evidence, based on which to identify thesuccesses, limitations and existing problems in the training activity

- Case study and comparative method: This method is used to study the specific

training activities at universities with broadcast journalism major and to compare qualityassurance factors at these universities

- Analysis, synthesis method: This method is used to analyze and synthesize,

evaluate study results, basing on which to identify the successes, limitations, andexisting problems in the quality of TV reporter education

2.2 SURVEY RESULTS

Currently, only two universities offer broadcast journalism major, which is

Academy of Journalism and Communication and College of Television – Vietnam Broadcast Station Using the above methods to survey the quality of education at these

two universities and analyzing the survey results, the following evaluation can be made:

2.2.1 Successes and their reasons:

2.2.1.1 In terms of admission:

Among 500 surveyed reporters, 63.4% of them agreed that each university shoulddesign their own entrance exam such as Academy of Journalism and Communication.More than 70% of the respondents chose the journalism-aptitude test format 100%managers of broadcasting stations, in their in-depth interviews, had high opinions of theaptitude factor among reporters In short, entrance exams and the journalism-aptitudetest receive the support of professionals, managers and reporters

2.2.1.2 Curriculum content:

The Academy of Journalism and Communication has elective courses in theircurriculum; this is an advantage over that of the College of Television The curriculumwill provide students with strong political and social background knowledge Thelearning outcomes focus on the achievement of B2 level (CEFR) in foreign language,which will meet the human resource requirements in the global integration context.Foundational knowledge of major reflects important contents in constructing careerknowledge for students At College of Television, knowledge of broadcasting majoraccounts for 40.6% the total amount knowledge of the course (focusing on the majortypes such as: News, Interviews, Reports; the number of practicum sessions makes up2/3 duration of the subject), helping students to harness their career skills From thesurvey results, it can be seen that many major modules in the curriculum content of thetwo universities meet practical demands of the job

2.2.1.3 In terms of lecturers:

Academy of Journalism and Communication emphasizes professional issues(pedagogy method and subject content) to enhance the quality of career training forstudents At the College of Television, classroom instruction is combined with on-the-job practice; this is an advantage to integrate practical skills into the curriculum.Lecturers in both universities have the right understanding about the credit system;therefore they have suitable teaching methods which allow students to absorb majorsubjects Both universities are interested in inviting journalists who are working atbroadcasting stations to participating in lecturing

2.2.1.4 In terms of facilities:

The Academy of Journalism and Communication has a diverse and large library Ithas a full set of equipments available for use from pre-production to after-production E-library is now a new direction which allows students to access high-quality broadcastingproducts The university is also strong in technical equipments for broadcasting Theconstruction of online broadcasting techniques on website has created more practiceopportunities for their students

2.2.1.5 Assessment of learning results:

Both universities assess students through their final products In assessing thequality of training of different units, there is a separation between function andobligation For College of Television, the assessment also takes the form of multiplechoice tests on computer Lecturers are also flexible in observing the processes in whichtheir students make the final products

2.2.2 Limitations and their reasons:

2.2.2.1 The training objectives do not really match the major.

At the Academy of Journalism and Communication, learners of broadcasting majorcan be reporters, editors at broadcasting stations or other organizations; they can alsowork as lecturers or staff at press management agencies Therefore, curriculum meets thedemands of various kinds of press so the amount of knowledge and training duration forbroadcasting skills are reduced As learners can also be lecturers or press managementstaff, this objective does not match the demand of broadcasting stations

2.2.2.2 The imbalance between foundation knowledge block and major block of the curriculum – this is one of the main reasons for students' insufficient career skills.

In-depth broadcasting knowledge in the curriculum of Academy of Journalism andCommunication only accounts for 1/5 the entire amount of knowledge of the course.Major modules only occupy 1/3 to ½ the entire course duration At College of television,the Foundation knowledge block only makes up 1/3 the entire course; so students arelimited in their foundation knowledge Neither university includes an internship model

in their curriculum content Therefore, 100% managers of broadcasting stations mentionlimited career skills of young reporters

2.2.2.3 The training content is not updated with real-life skills

When asked about the practical value of the major knowledge to be used in theirjobs, among 105 reporters who graduated from broadcasting major, only 22.9%evaluated them as Very practical and 46.7% assessed them as Practical More than ¼ ofrespondents considered the amount of knowledge to be limited More than 70%contributed that; universities should allow more practice of practical skills used in jobs,problem solving skills and soft skills In in-depth interviews, many interviewees mentionnew contents which have not been included in curriculum content and many basic skillsbut more in-depth, which meet practical demands

2.2.2.4 Limited number of lecturers in major subjects; these lecturers lack exposure to practical broadcasting work and have limited abilities in exploiting and using technical equipments.

The ratio between the number of students over the number of lecturers inprofessional students is still high The lack of lecturers, and the fact that many lecturershave to specialize in many subjects means that students have to “accept” lecturers AtDepartment of Journalism (College of Television), 6.7% of lecturers still have time offduring office hours Meanwhile, only 3/8 lecturers of Department of Radio andBroadcasting who teach broadcasting major (Academy of Journalism andCommunication) frequently take part in broadcasting work at press agencies Among

105 reporters who graduated from broadcast major, only 17.1% evaluated lecturers asbeing good at exploiting and using technical equipments

2.2.2.5 Teaching methods are not appropriate with training objectives.

When answering questionnaires, among 323 reporters who graduated fromjournalism major in general (including broadcast journalism), 13.9% requested to reducethe Presentation method in teaching major subjects, while 50% requested to increase thetime for Practice or Internship 90.7% of respondents considered the Internship at pressagencies from the third-year as Very practical or Practical 70.6% of respondentsconsidered that for major subjects, 30% of time should be for theories and 70% should

be for practice

2.2.2.6 Materials and technical facilities are insufficient or unsynchronized

It is a common situation in all TV reporter training institutions that there is a lack

of reference materials Technical facilities are insufficient, unsynchronized and of lowquality; and they are also shared by students from other majors; therefore, there isinsufficient number of facilities

2.2.2.7 Students have limited chance to harness their career skills due to poor organization for practice.

The extra-curriculum internship is not included in the main content; therefore, notall students do this actively It is difficult to organize practice because of the big classsize (about 40 students/class) With too many students and too few equipments, the timefor practice is limited Moreover, some students are still lazy

2.2.2.8 Limitations of the assessment

At both universities, there have not been an official assessment criteria to evaluateproducts made by students Modules in career skills cannot be assessed by written tests.Both universities have been unable to supervise students during their internships

2.3 Research results on quality assurance factors in broadcast journalism education in some countries in the world

The researcher conducted research into the broadcast journalism education in some

countries and continents in America, Europe, and Asia-Pacific In addition, the

researcher referred to journalism training program of UNESCO Basing on the researchinto quality assurance factors in these universities, the researcher comes to the followingconclusions:

2.3.1 The curriculum content is flexible and aims at providing students with skills in broadcast journalism career.

The curriculum is flexible because it has autonomy and it integrates manydisciplines with many elective subjects All universities are concerned about generaleducation The curriculum contents and methods emphasize the practice of career skills.Curriculum contents differ among different courses/years

2.3.2 Lecturers are experts in broadcast journalism.

In real working environment, students gain necessary knowledge and skills for theircareers from experts All universities co-ordinate wit broadcasting stations to train and

evaluate human resource demands These universities hire journalists to teach theirstudents

2.3.3 Students can harness their career skills with a practice-focused learning and teaching methods.

The class size is small Teaching method emphasizes on personal competence.Students have chance to produce programs the way they will do in reality

2.3.4 Technical equipments are similar to those in broadcasting stations

These universities invest in technical equipments They have a radio andbroadcasting system for student to practice Their students have chances to access anaudio-visual system with modern facilities

2.3.5 Learning is assessed by students' final products.

All major modules are assessed through programs produced by students In groupwork, students are assessed individually Students can also be assessed when theirproducts are broadcasted

2.3.6 The above factors ensure a clear object: After graduation, students can work in broadcasting jobs.

The training objective is clear: helping students to become TV reporter Theprogram aims to help reporters to be confident standing in front of camera; to help themmaster techniques such as framing a scene, edit scenes; enable students to produce newsreports, reports; allow them to have strong background knowledge about television aswell as the public

CHAPTER 3: SOME RECOMMENDATIONS TO ENHANCE THE QUALITY OF TV REPORTER EDUCATION IN VIETNAM 3.1 Existing problems in TV reporter education in Vietnam

3.1.1 In terms of training objectives

The training objectives do not match the demands of press agencies Theseobjectives are larger than the stratification of education Therefore, the trainingobjectives to meet multi-industries and multi-careers should be changed

3.1.2 In terms of admission

Admission requirements are for high school graduates, which means that applicantshave already mastered general knowledge Therefore, admission criteria should notfocus on knowledge requirements but the competence, aptitude and career passion ofstudents

3.1.3 In terms of curriculum content

Curriculum content should emphasize specific career skills; it should not be ladenwith theoretical knowledge The content is still not updated with practical skills Forsome basic skills, students are still not trained to become proficient The lack of social