| Summary: | Purpose - The aim of the study is to examine industrial perspective on journalism education
curriculum in Malaysia. Curriculum plays an important role in providing quality education for
students. This study focuses on the curriculum aspect of journalism education. Journalism is
a dynamic field that integrates industrial experience and fundamental knowledge gained from
higher educational institutions. It has been debated by scholars in the field that it is important for the academia to consider industrial players in shaping the curriculum of the field (Cullen,Tanner, O’Donnell & Green, 2014; Gilmor, 2016).Based on these arguments, this study is
conducted to investigate the industrial perspective on journalism education in Malaysia. Drawing from the researchers’ experiences and guidelines from the Malaysian Qualifications Agency, the researchers adapted the Taba Model as the theoretical framework.This selection is in line with other studies in journalism that suggested that it is one of the most suitable models for journalism curriculum (Pavliv, 2012). Taba’s grassroots model suggests seven main steps to be followed: 1) Diagnosis of needs, 2) Formulation of objectives, 3) Selection of contents, 4) Organisation of content, 5) Selection of learning experiences, 6) Organisation of learning activities, and 7) Evaluation and means of evaluation (Ornstein & Hunkins, 2014).The approach is inductive and offers constructive feedback for curriculum development. Methodology - The study used semi-structured interview method. Fifteen experts were interviewed. They have served more than 10 years in media industry and hold various executive positions.The interview protocol was developed based on literature review and guidelines of Communication and Media Studies curriculum review.The researchers also referred to each university that offered journalism courses in Malaysia.The team decided to conduct the interview by using the subject matter of journalism studies offered in Malaysia.Thus, the interviewees were showed cards that stated the subjects offered and were asked of their views on the subject matter. Among the questions asked was: What is their main perspective on the curriculum design envisaged by the industry? The subject matter can be categorised as follows: 1) General knowledge (economics and politics), 2) Specialised journalism subjects (news writing, basic broadcasting), and 3) Communication subjects (public relations and marketing).The interviews were conducted at the interviewees’ offices or homes. Each interview ranged from 1 to 2 hours. The data was analysed manually.The data was transcribed by two research assistants. Subsequently, the researchers read and analysed the data. Initial themes were identified.A second reading was performed to identify the main themes and subthemes.Once the team was satisfied with the themes and sub-themes, the researchers finalised the themes and elaborations on the themes based on the interview guidelines and literature reviews. Findings - Based on the thematic analysis, the findings revealed four main themes: 1) Strong
general knowledge requirement, 2) Right internship programme, 3) Interest in the field – ability
to adapt and learn, and 4) Specialised knowledge. This supported the view that industry and
academia have to collaborate extensively in producing high quality graduates in journalism.
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