IV. List of Tables
6. Conclusion
6.2 Implication
When examining SDL in the context of the cultivation of student journalists, this study is significance because it is the first study that analyzes how SDL is incorporated into journalism education. From the findings of this study, we can see how SDL can help students, especially students who are not journalism majors, to become professional journalists. The importance of this study can be viewed from three different perspectives:
1. Implications for student journalists’ SDL. 2. Implications for journalism education. 3.
Implications for journalism industry.
1. Implications for student journalists’ SDL
This study provides useful suggestions for 1. Journalism majors to enhance specialized knowledge regarding to sports news. 2. Non-journalism majors to gain journalism knowledge. This research also informs student journalists of a clear direction to improve their journalistic skills, interpersonal communication skills, data collection skills, improvisation skills, and guides students to build up their
information database and their social networks. From the results of this study, future student journalists can learn from predecessors’ experience and modify their SDL approaches accordingly.
2. Implications for journalism education
SSU’s SDL happens in a non-classroom education context. Nevertheless, from the interviewees’ responses, the design of SSU’s training may still provide insight for journalism education. As interviewee TSENG mentioned, current journalism education in Taiwan mostly focuses on general concepts of news writing. However, the results of this study indicate that the general concepts are not enough. Within the large category of sports news, there are great variations in sports terms, sports rules, or statistical interpretation between different sports. Instead of merely teaching the basic idea of news writing, this study recommends that journalism educators include specialized instructions regarding sports news, financial news, political news, or showbiz news into curriculum design. Furthermore, a cooperation scheme between the industry and
academia may offer a solution to this issue.
By inviting instructors from the news industry, students can get exposed to up-to-date information and instructions, which can bridge the gap between journalism education and the industry. In addition, course design should be developed to culminate in a long-term project. From SSU members’ experiences, this study found that student journalists need one or two year periods of practical training to execute procedural knowledge. In this case, the industry-academia cooperation plan should be
implemented for at least two to four semesters, and should include one-on-one or small group instruction for student journalists to improve.
As scholar Candy (1991) indicated, students must possess prior knowledge in order to experience the essence of SDL. In this case, the researcher suggests the time-point of the industry-academia cooperation scheme should begin during students’
sophomore or junior year, after students have perceived basic journalism knowledge.
3. Implications for the journalism industry
It is common for journalism organizations in Taiwan to offer internships for
students during the summer vacation. The internships usually last for one to two months, during which students are placed into several different sections. The design of such internships may benefit students by becoming exposed to the specialization in the industry. However, due to the two-month time constraint of the internship, and the limited instruction students often receive, the effectiveness of the internship may be inadequate, as it may only give students a few general ideas. To truly cultivate student journalists to become professional journalists, this study recommends that the industry adopt the industry-academia cooperation plan as well.
The researcher of this study hopes that the ideas put forth by this research can help decrease the discrepancy between journalism education and the news industry. This study focuses on the cultivation of sports journalists, but can also be applied to other fields of training.
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Appendix
訪談大綱 Interview Outline 1. 請敘述你的學業經歷以及職場經驗。
Please describe your learning and working experience.
2. 請問當初為什麼想要加入 SSU?
What makes you want to join SSU?
3. 加入 SSU 之前，是否曾經有新聞採訪經驗? 對新聞產製流程是否熟悉?
Before you joined SSU, have you ever had any journalistic experience? Were you familiar with the news generating process?
4. 進入 SSU 後，你是如何分配以及選擇採訪活動?
After you joined SSU, how did you allocated your time for writing news reports?
5. 以 SSU 培訓為例，你最初在採訪過程中，希望自己有哪些方面的成長?
What kinds of progress did you expected when you were a SSU journalist?
6. 加入 SSU 之後，你是否有規劃學習計劃？學習主要目標為何？
Did you have a specific learning plan? What was your learning objective?
7. 擔任 SSU 特派員之任期長度? 期間之新聞報導篇數和種類為何? 是否曾經有報導登
上大專運動報或是SSU 網站頭條?
How long had you been as a SSU journalist? What are the amount and number of news reports that you wrote? Had any of your articles been posted on SSU website or the
university sports news?
8. 請概略說明擔任特派員期間採訪的賽事種類和大型賽事之名稱。
Please briefly list out major sports events you had attended while you were a SSU journalist.
9. 在 SSU 採訪階段，碰過印象最為深刻的採訪經驗為何? 你是如何因應?
What was the most impressive interview experience you had as a SSU journalist? How did you cope with this experience?
10. 擔任 SSU 特派員期間，影響你最深刻的採訪經驗為何?對你的影響為何？
Have you ever had an interview experience that influences you deeply? What was the influence on you?
11. 在 SSU 的採訪過程中，你覺得你學到哪些方面的技能?
What have you learned from your SSU experience? Please relate it with the progress of your journalistic skills.
12. 除了 SSU 的採訪工作外，擔任特派員期間，你是否曾參加其他採訪活動，磨練採訪 能力?
Beside your SSU experience, have you attended or joined any other journalistic activities to hone your interview skills?
13. 除了參與 SSU 活動之外，為了成為專業體育傳播從業人員，你做了哪些努力?
In order to become a professional sports journalist, what kinds of efforts have you made?
14. 擔任特派員期間，你是否曾向他人請教，或是透過觀摩法學習? 若有，當時學習的 對象是誰? 學習的素材為何? 你選擇向他學習的原因為何?
When you were a SSU journalist, have you ever consulted with someone, or learned through observation? If you did, who was the person you consulted with? What was your learning material? What was your reason to learn from this particular person?
15. 你對於學習採取什麼樣的態度?
What is your attitude towards learning?
16. 你擔任 SSU 特派員期間，在時間配合、經濟狀況、健康狀況或是家庭方面，是否曾 經遭遇困難或挫折，進而影響你的學習? 若有，你是如何因應?
Have you encountered any difficulties or frustrations that hindered your progress as a SSU journalist? (No matter it is related to time management, financial issue, health condition, or family issues.)
17. 從你自身經驗來說，你認為擔任 SSU 特派員需要具備的精神或能力為何?
From your own experience, what do you consider as the required attitude or skills a SSU journalist should have?
18. 擔任特派員期間，你是否曾獲得資源的協助? 對你是否造成影響?
When you were a SSU journalist, have you ever received any support or material resources? Did it have an impact on you?
19. 整體來說，SSU 的學習對你的影響是?
Overall, what is the influence SSU training has on you?
20. 在擔任 SSU 特派員期間，若想增進自己的能力，你認為學員應該做哪些規劃和準備?
If SSU journalists wish to improve their journalistic skills, what are your suggestions for them to prepare themselves?