Influence Of Campus Journalism In Nigerian Polytechnics: Causes, Effects And Recommendation

Introduction

1.1 Background of the Study

Historical and Contemporary Perspectives Journalism education is part of many Nigerian polytechnics, and tertiary students publish their magazines and newspapers (Ibrahim et al.2021). Such journalism was started in Nigerian polytechnics shortly after independence in 1960, in universities and other tertiary schools offering courses in journalism that combined liberal education and technical communication training. The Daily Times newspaper of Nigeria opened a branch of the Nigerian Institute of Journalism in 1963, and prospective students from Nigeria and other African nations received practical journalism training at the institution (Odiegwu-Enwerem and Chuks-Enwerem2021). Later, the Nigerian Institute of Journalism, which no longer had an affiliation with Daily Times, offered both a one-year postgraduate diploma in journalism and a three-semester HND journalism program to three-year ND (National Diploma) graduates.

Campus media is usually structured as a club or social group, some with management, faculty advisors, and staff positions. It was noted that student management was necessary to impart ethics, newsworthiness, social responsibility, and citizenship (Norins et al., 2021). Some college media may be standing committees or a program of a school. Further, journalists on university campuses have easy access to internet facilities and technology and often incorporate the internet and other contemporary media offerings in their reporting and distribution mixes. Published works often turn up in paper copy, but interactive software, utilizing cutting-edge technological advancements, allows student reporters to seamlessly and efficiently publish captivating interviews online, reaching a wider audience, on some highly esteemed professional platforms that provide a platform for sharing engaging content and fostering meaningful connections within the global community of readers and enthusiasts alike. With this digital medium at their disposal, the potential for impactful journalism knows no bounds, enabling aspiring journalists to harness the power of innovative tools and cultivate their storytelling skills while simultaneously embracing the infinite possibilities of the digital era (Marr, 2022).

1.2 Statement of the Problem

Even though campus journalism, as practiced in Nigerian polytechnics, is coined as "Campus Journalism," meaning journalism in Nigeria owned by student journalists, campus journalists are not allowed to share in the privileges enjoyed by professionals. On the contrary, non-student journalists or outsiders are always brought in to perform the roles of communication interpreters in intra- or extra-campus occasions. The neglect has affected students" journalistic zeal and interest. In other words, "students of mass communication are not oriented to write, develop, and design their own news materials." The effect of being pushed to the wall could be disastrous, as campus journalism tools are numerous(Ibrahim et al.2021).

Campus journalists do not receive allowances or funding for carrying out their watchdog functions and reportorial duties in Nigerian polytechnics. As such, many polytechnic students wish to dissociate themselves from campus journalistic practice (Moyo2021). The vertical and horizontal authority structures in institutions of learning work against student journalists while performing their roles and functions. Many authorities see campus journalists as troublemakers. They are always perceived as threats, approached with a "long spoon." Keeping silent has become the order of the day (Horner, 2024). As a result of this development, the practice of campus journalism has produced journalistic pariahs and mediocrities-campus journalists that no one respects (Yoffe, 2021). The implication is that several interesting news stories, events, and ideologies bordering on students" lives are not reported, elaborated, and expounded for public consumption and the authorities. This no-reportage syndrome is not good, as it does not market the image of the institutions. Since there seems to be no alternative or any modicum of solution to it, nothing is possibly being done in Nigeria to ameliorate the issues facing their representative groups. Insecurity has become a way of life. Each group pretends to be a government unto itself. It is absurd. A stitch in time saves nine.

Chapter One:

Introduction

1.1 Background of the Study

1.2 Statement of the Problem

1.3 Objectives of the Study

1.3.1 Main Objective

1.3.2 Specific Objectives

1.4 Research Questions

1.5 Research Hypotheses

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Definition of Terms

Chapter Two:

Literature Review

2.0 Introduction

2.1 Conceptual Review

2.1.1 Definition and Role of Campus Journalism

2.1.2 Historical Overview of Campus Journalism in Nigeria

2.1.3 Factors Influencing Campus Journalism

2.2 Theoretical Review

2.2.1 The Gatekeeping Theory

2.2.2 The Agenda-Setting Theory

2.3 Empirical Review

2.3.1 Campus Journalism and Student Activism

2.3.2 The Role of Campus Journalists in Information Dissemination

2.3.3 Campus Journalism and Political Engagement in Nigerian Polytechnics

Chapter Three:

Research Methodology

3.0 Introduction

3.1 Research Design

3.2 Population of the Study

3.3 Sample Size and Sampling Technique

3.4 Research Instrument

3.5 Validity and Reliability of the Instrument

3.6 Method of Data Collection

3.7 Method of Data Analysis

3.8 Ethical Considerations

Chapter Four:

Data Presentation and Analysis

4.0 Introduction

4.1 Demographic Characteristics of Respondents

4.2 Analysis of Research Questions

4.3 Test of Hypotheses

4.4 Discussion of Findings

Chapter Five:

Summary, Conclusion and Recommendations

5.1 Summary of Findings

5.2 Conclusion

5.3 Recommendations

5.4 Suggestions for Further Research

References

Appendix

Questionnaire

• Mass Communication Project Topics and Materials