African Journalists’ and Academics’ Perspectives on Knowledge Exchange

This study explores the perceptions of academics and practitioners regarding the impact of journalism studies research and education on journalistic practice in Africa. Drawing on social constructivism theory, the study advances a journalist–academic knowledge exchange (JAKE) framework to assess the extent and perceived relevance of engagements between journalism studies academics and practitioners. Data were collected using in-depth semi-structured interviews with 19 journalists and journalism academics from Eswatini, Ghana, South Africa, and Zambia. Regarding the extent to which collaborations occur, the engagement spectrum ranges from limited awareness to practical and meaningful integration. Regarding the collaborations between educational institutions and journalistic organisations, our study found the significance of knowledge exchange agreements and sustained engagement, as opposed to informal, one-time interactions at the level of individual journalists and academics. In addressing the alignment of journalism studies research and education with the needs of professional journalism, our study underscores the importance of mutual recognition and knowledge exchange. Respondents believed that through accessible and applicable knowledge sharing, such as creating a forum for both parties to disseminate and engage with academic research, stakeholders can move beyond power dynamics and cultivate more equitable collaborations.