Print media coverage of educational policy making

• Author / Creator

  Fisher, John Robert

• This study examined the relationship of the print media in policy making in terms of newsworthiness, quality of coverage, impact and functions. Quantitative and qualitative methods were combined in a case study to provide a holistic view of the print media's relationship in the policy context. The case study was selected by surveying education officials and interest group leaders. Newspaper and magazine articles were analyzed and propositions were developed and tested through interviews with 21 subjects from government, interest groups and the print media. The resulting data were analyzed to define further propositions from which conclusions were developed.

  Conflict was the print media's most important criterion for coverage of the policy debate. Controversial statements assured news coverage and good positioning. As long as the parties reacted to each other's comments, the media covered the issue. When the parties agreed not to discuss the issue publicly, the media soon lost interest.

  Although coverage was extensive, it was not in-depth. More attention was given to the conflict than to an in-depth examination of the issues. Rather than being proactive in investigating stories, the journalists depended on events and sources for news material. While overall coverage of the issue was balanced, most individual items, including news items, showed bias.

  The media had indirect impact on the policy decision. The impact was mediated through other groups in the policy process. Other group members were often influenced more by media coverage than the policymakers. They, in turn, generally had greater influence than the news media on the politicians. Media coverage was less influential in shaping policy than individual and group pressure on legislators.

  Media impact seemed closely related to function. The print media performed a greater function in the less important roles of identifying and relaying interest group proposals than they did in identifying problems and suggesting solutions. They also functioned better in stereotyping, agenda-setting, and issue creation than in context-setting and issue resolution. While coverage of conflict enhanced the former functions, the lack of in-depth coverage inhibited context-setting and issue resolution.

• Subjects / Keywords

  • Communication and the arts
  • Mass communications
  • Mass media
  • Educational policy

• Graduation date

  1988

• Type of Item

  Thesis

• DOI

  https://doi.org/10.7939/r3-xypt-ms48

• License

  This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.