Comparative analysis of training trends in journalism in Chile
Análisis comparado de tendencias formativas en periodismo en Chile
doxa.comunicación |
nº 40, pp. 89-114
| 89
January-June of 2025
ISSN: 1696-019X / e-ISSN: 2386-3978
How to cite this article:
Medina Villablanca, M. B. and Reyes Rodríguez, A. D. (2025). Comparative analysis of training trends in journalism in Chile.
Doxa
Comunicación
, 40, pp. 89-114.
https://doi.org/10.31921/doxacom.n40a2179
Massiel Belén Medina Villablanca.
Journalist graduated from Universidad Católica de la Santísima Concepción.
Currently,
Assistant of ADRA Chile Communications. She has also worked as a teacher at the Adventist University of
Chile. She is a researcher for the Master’s Degree in Education at the Adventist University of Chile.
Universidad Adventista de Chile, Chile
[email protected]
ORCID:
0009-0009-5858-2465
Alixon David Reyes Rodríguez.
PhD in Education, with Post-doctorate in Educational Public Policies. Currently,
academic researcher at Universidad Adventista de Chile and Universidad Arturo Prat, and associate researcher at the
Interuniversity Institute for Educational Research (Chile) and the Latin American Council of Social Sciences (CLACSO).
Director of the Education Observatory of the Adventist University of Chile.
Universidad Adventista de Chile / Universidad Arturo Prat, Chile
[email protected]
ORCID:
0000-0001-9857-0930
is content is published under Creative Commons Attribution Non-Commercial License. International License CC BY-NC 4.0
Received: 20/12/2023 - Accepted: 06/06/2024 - Early access: 24/09/2024 - Published: 01/01/2025
Recibido: 20/12/2023 - Aceptado: 06/06/2024 - En edición: 24/09/2024 - Publicado: 01/01/205
Abstract:
Objective:
is work corresponds to a comparative analysis study,
the units of analysis being the curricula of journalism careers in
Chile.
Methodology:
e study uses a qualitative approach, with
a case study of similar systems as type of research, based on a
comparative analysis with a cross-sectional design.
Results:
ere
are coincidences in the curricular proposals, establishing training
trends in journalism in Chile, and it can be said that the trends in the
training of journalists in Chile have to do with the adaptation to the
Resumen:
Objetivo:
Este trabajo corresponde a un estudio de análisis comparado,
siendo las unidades de análisis conformadas por las mallas curriculares
de las carreras de periodismo en Chile.
Metodología
: El estudio emplea
un enfoque cualitativo, con un estudio de caso de sistemas similares
como tipo de investigación, a partir de un análisis comparado con di
-
seño transversal.
Resultados
: Existen coincidencias en las propuestas
curriculares, estableciendo tendencias formativas en el periodismo en
Chile, y se puede decir que las tendencias de la formación del periodista
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
90 |
nº 40, pp. 89-114
|
January-June of 2025
Comparative analysis of training trends in journalism in Chile
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
transformations in technologies, development of critical, reective
and analytical capacity, research capacity and interpretation of
data, elaboration and production of contents, rigorous and ethical
management of information, together with the capacity of adaptation
and adaptation to work in dierent media platforms, supports, formats
and journalistic genres.
Conclusion:
e coinciding competencies
declared in the proles committed by the Journalism careers in Chile,
determine training trends of the professional journalist, considering
the diversity of contexts, demands and training and occupational
needs.
Keywords:
Journalism; educational trend; professional competence; journalist
training; digital environment.
en Chile, tienen que ver con la adaptación a las transformaciones a las
tecnologías, desarrollo de capacidad crítica, reexiva y analítica, capa
-
cidad investigativa e interpretación de datos, elaboración y producción
de contenidos, manejo riguroso y ético de la información, aunado a la
capacidad de adecuación y adaptación para trabajar en diferentes pla
-
taformas mediales, soportes, formatos y géneros periodísticos.
Conclu-
sión
: Las competencias coincidentes declaradas en los perles compro
-
metidos por las carreras de Periodismo en Chile, determinan tendencias
formativas del profesional periodista, considerando la diversidad de
contextos, demandas y necesidades formativas y ocupacionales.
Palabras clave:
Periodismo; tendencia educacional; competencia profesional;
formación de periodistas; entorno digital.
1. Introduction
Every day, human beings face the important decision of choosing the most suitable way to communicate. Dottori (2019) points
to the idea that the exchange of information in its dierent forms is part of the intricate history of humanity, given the need
for communication. Such a need for information, its transmission and communication surely gave way to what is known
today as journalism, without necessarily bearing that term for the concept in ancient times (Laguna and Martínez, 2023).
However, journalism as a closer concept emerged in the Renaissance, when more ordered or systematized elements such as
gazettes, notices, etc. were established. Although Guillamet (2004) sets the year 1609 as the date on which the rst two weekly
publications appeared in Germany, it was
e Daily Courant
, the rst publication recognized for journalistic purposes (Robledo
-Dioses, 2017), that became the publication that divided enunciative logic between opinion and information, becoming an
Anglo-Saxon school in the meantime, as it was in charge of “spreading news, spreading them daily and impartially” (Guillamet,
2004; p. 64).
Since then, journalism has been conceived as a form of social communication, as a profession and as a professional eld
characterized by intellectual activity (Donsbach, 2014; León-Duarte, 2019). It can be said that journalism arose from the
need to inform and communicate, and that, over time, it became a profession practiced throughout the world based on the
systematicity with which it began to be performed. e latter, since it has historically served as a form of social expression,
conveying possible ways of transmitting information and news, aiming at the generation of conditions for human freedom,
registration and safeguarding of historical memory, and development of knowledge.
In Chile, the arrival of the printing press and the rst issue of the newspaper La Aurora de Chile in 1812 could be marked
as a milestone, along with republican history (Silva, 1958). Later, along with the appearance of the most renowned national
newspapers, another important milestone and nally consolidating act was the opening of the rst School of Journalism in
1953 at the University of Chile.
doxa.comunicación |
nº 40, pp. 89-114
January-June of 2025
Massiel Belén Medina Villablanca and Alixon David Reyes Rodríguez
ISSN: 1696-019X / e-ISSN: 2386-3978
| 91
e evolution and modernization of society have brought about new ways of receiving information. e way we inform
ourselves in the 21st century is quite dierent from the ways in which people obtained information a century ago, even just
decades ago. At the same time, there are major changes in the labor market, the demand for higher education, and, in this case,
the journalist profession (Ruiz, 2014).
Traditional media such as the radio, press and television were, for a long time, the only way to know what was happening in
the world. “Today this monopoly is shared in the new digital scenario with other mobile media and technologies” (García,
2010: 274). is makes it evident that the changes described have brought new forms of interaction in communications,
allowing access and exchange of information of dierent kinds. Just as this addition has occurred from the mass media, it has
also brought important challenges. For example: the speed of information from the digital context and cyberjournalism, the
extension of communication, the diversity of content formats, the incorporation of social networks into the communication
eld, journalist ethics in the context of fake news, the contrasting of sources, among others (Díaz and Chaparro-Domínguez,
2018; González and Cardona-Restrepo, 2023; Imschenetzky, 2022; Tejedor et al., 2020).
In the midst of so many rapid changes, attention must be paid to the discipline of the journalist, which is understood to be
aected by changes in public communications. us, the globalization of the media marks a turning point in the change of
society, that is, the audience itself remains informed of the news event at the same moment in which it happens. According
to Mellado (2009a): “e technological revolution, media convergence and the role of the consumer have transformed the
rhythms and ways in which messages are produced, and with it, the forms of expression of journalism” (p. 197).
In the midst of so many rapid changes, attention must be paid to the discipline of the journalist, which is understood to be
aected as a result of the transformations in public communication. us, the globalization of the media marks a turning point
in the change of society, that is, the audience itself remains informed of the news event at the same moment in which it happens.
According to Mellado (2009a): “e technological revolution, media convergence and the role of the consumer have transformed
the rhythms and ways in which messages are produced, and with it, the forms of expression of journalism” (p. 197).
us, as a result of the emergence of technology and constant advances in the area, society evolves at a dizzying pace, causing
changes, both in the way of those who deliver information and those who consume it. According to Del Fresno (2011), thanks
to the development of platforms designed under Web 2.0 codes and mass self-communication, it is now possible to produce
and access information in unthinkable ways, with time and geographic barriers disappearing. For this reason, and it is the
premise of this research: “the professional prole cannot be the same as that of ten years ago” (Arroyo, 2011: p. 3).
Considering that, “the links between education and communication are increasingly stronger” (Musicco et al., 2023), attention
is drawn to what concerns the training of journalists, and how the training needs in this eld are being met, understanding the
demands that are being operationalized by the same changes in the forms of communication. Given these changes, as Suárez-
Villegas (2009) explained when talking about the journalist’s identity crisis, it is valid to question whether, in the initial stage
of studies, universities in Chile are training professional journalists who are aware of this new technological reality, including
in their curricular frameworks, mechanisms and necessary tools that allow them to perform adequately in a rapidly evolving
society. On this matter, Mellado (2009b) stated at the time that universities (generically speaking) are being questioned in
relation to the adaptations or not, the transformations or not, that they are promoting for training in journalism, that is, the
92 |
nº 40, pp. 89-114
|
January-June of 2025
Comparative analysis of training trends in journalism in Chile
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
issue passes for the reading that the academy may be doing in relation to the transformations in communication needs.
Subsequently, Mellado (2010) reiterated that: “It is normal and even required to question the role that the university acquires
around the dynamics that shape the profession, the legitimacy that it currently possesses as an entity that socializes these
practices, and the relative quality of these” (p. 13).
e formalization of university education has been fundamental for the professionalization of the journalist, however, it is
necessary to analyze the contribution of journalism schools regarding the specialization that they are specifying, recording
the value that exists in it. e latter, given that this process is exible as it goes hand in hand with socio-professional evolution,
digital cultures, and the advancement of technologies. In fact, Arroyo (2011) already maintained that, “e journalist of the
future must be a versatile, multimedia professional, skilled with new technologies, specialized, with the ability to work as a
team and more communicative” (p. 5).
1.1. State of the art
A review of literature warns that Sánchez (2013) carried out a comparative analysis of the curricula in the undergraduate
and graduate degrees in journalism in Spain, and the results show that the academic area must be intertwined with the labor
market to analyze coherence and correlation between the training of journalists and the new multimedia newsrooms, bringing
the company and the university closer in terms of studies, and this because there cannot be a divorce between the professional
trained by the university and the one required in the market. On the other hand, in their work, Damas et al. (2016), warns that
the university must close the gaps between the digital demands of the medium and the skills that journalism professionals
have acquired and developed, even more so considering elements such as articial intelligence (AI), augmented reality, the
metaverse to today (Ramallal and Micaletto, 2022). According to Umaña (in Cárdenas, 2024), AI is used in journalism for
automatic transcription, as a writing assistant, for data search and analysis, as chatbots and automated assistants, for the
detection of fake news and for translation. automatic, issues for which journalism students must be trained, in addition to
considering the ethical issue in information processing, data analysis and production, while, according to the Diario Madrid
Foundation (2023), “critically examine the implications and challenges that AI poses to the journalistic profession cannot be
postponed” (sec. 1/1). Bengio et al agree on the same. (2024), and Sanahuja and López (2022), that is, there must be an ethical
framework for the management of AI in journalism, whatever its manifestation.
Tejedor and Cervi, (2017), carried out a comparative investigation of 12 Communication and Journalism career study plans
from the eight most prestigious universities in the world in the eld of Communication. Its conclusions point to the need to
reformulate study plans based on the technological transformations produced in journalism. Furthermore, they conclude
that theoretical reection cannot be minimized in the training of journalists, nor can the ability to analyze studies of the
foundations and communicative processes, mainly from the perspective of new communicative scenarios. Researchers
consider it necessary to plan curricular designs in such a way that they obey both the technical or instrumental use of platforms
and instruments, as well as the ability to analyze, contextualize and reect on the why and essence of the changes introduced
by technology.
doxa.comunicación |
nº 40, pp. 89-114
January-June of 2025
Massiel Belén Medina Villablanca and Alixon David Reyes Rodríguez
ISSN: 1696-019X / e-ISSN: 2386-3978
| 93
Gutierrez et al. (2017), developed a research that aimed to determine the perception of journalists about university training
and their level of satisfaction with the latter, including aspects of technical, theoretical and practical management. ey came
to the conclusion that information professionals show training deciencies after their time at universities, which translates
into the need to reformulate the study programs of Communication and Journalism careers. e authors conclude that it is
the universities that must congure the study programs according to the needs of the world of work, and they emphasize that
theoretical training should not be forgotten, including the necessary support for the student throughout this process that goes
hand in hand with the current technological environment.
For his part, Mellado (2010), in a study on the structure of journalistic employment and professional validation of its practices
in the Chilean labor market, highlights the eorts of universities to include the necessary skills with greater relevance for
the journalist, redening the training strategy. ey conclude by stating that “the professional skills that have the greatest
development niches are those related to corporate and strategic communication, although university training continues to
prioritize the development of skills associated with journalistic production in the media” (p. 104).
Regarding digital communication, the study by Ventura et al. (2018), states: “e most valued competencies are related to
adaptation to changes, autonomous learning, digital specialization, creativity and teamwork” (p. 349). In fact, a systematic
review conducted by Martha-Lazo et al. (2020), conrms that digital skills are in high demand in journalist training.
Bardales-Vásquez (2022) investigated the evolution of the prole of the social communicator, in terms of professional work,
from the perspective of the academy, work environment and professional environment. ey indicate: “the articulation
between theory and practice has not been fully achieved, which means that the professional prole still continues to
digress with respect to being purely theoretical or primarily practical” (p. 61), thus concluding that the prole of the social
communicator does not can be clearly established. us, it is relevant to cite again the study by Ventura et al. (2018), which
asserts that: “(...) the professional must face constant renewal and specialization in the face of the imminent gap in the most
traditional skills or skills unrelated to new technologies” (p. 333). ey point to the need for a balance between the knowledge
received in academia and the skills required in the digital workplace.
González et al. (2023), point to a new characterization of training possibilities in the eld of journalism, such as multimedia
journalism, data journalism, immersive journalism, automated or robotic journalism, drone journalism “and other new
specializations derived from new technologies” (p. 435), later adding: “It is, therefore, complicated to talk about the prole of
the future journalist, since it is still under construction” (p. 435).
Finally, in Páez et al. (2024), based on a bibliometric review of the literature in this regard, it is noted that, although it is true
that the use of AI in journalism is still incipient, it is necessary given the expansion of these technologies in the last 5 years
that mark a trend suggesting its use will increase, and that, since it is journalism, will need to be thought about in journalism
training schools.
For these reasons and given the new scenarios, this work makes the following question: what are the predominant approaches
in the initial training of journalists in Chile? Towards which trends is the initial training of journalism in Chile heading? Based
on these questions, and for the purposes of this work, the objective is to carry out a comparative analysis of the curricular
proposals in the Journalism career in Chile, identifying the underlying training trends.
94 |
nº 40, pp. 89-114
|
January-June of 2025
Comparative analysis of training trends in journalism in Chile
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
2. Methodology
2.1. Research type and design
e present study corresponds to a qualitative study, and the type of research corresponds to a case study of similar systems
based on comparative analysis. Furthermore, according to Goodrick (2014), “Comparative case studies involve the analysis
and synthesis of the similarities, dierences, and patterns of two or more cases that share a common focus or goal” (p. 1).
Escott (2018) points along the same lines, arguing that this type of study aims to “collect observations of social entities or
historical moments of society with the aim of studying similarities, divergences, as well as investigating their causes” (p. 57). ).
us, the present study responds to a cross-sectional design, since the systems under study were observed only once in time
(Dagnino, 2014).
2.2. Context, systems and units of analysis
e study context obeys the training trends in the curricular proposals of the Journalism career in Chile. For this reason, the
curriculum of the Journalism degree (from Chilean universities) was selected as the analysis system to consider, understanding
that this system reports similarities. Finally, the units of analysis were made up of the generality of the curricula of Journalism
careers in Chile, and additional information relevant to this research, namely: description of the major, academic degree,
occupational eld, requirements, graduation prole, duration and number of credits.
2.3. Premise of the study
e training of journalists in Chile reports the coexistence of several training trends.
2.4. Data extraction and procedure
Data extraction was carried out in January 2022 from the ocial websites of the universities, the documents corresponding
to the curricular frameworks of the undergraduate Journalism career, and the additional curricular information mentioned
above. Once this information was obtained, contacts were made with the universities, in the same month and year, via email,
in order to obtain the data that was not displayed on the ocial website of each of the institutions.
2.5. Inclusion and exclusion criteria
e inclusion criteria were: universities that teach journalism courses, and courses that are accredited by the National
Accreditation Commission (CNA-Chile), at the time of data extraction. us, the following universities were selected:
doxa.comunicación |
nº 40, pp. 89-114
January-June of 2025
Massiel Belén Medina Villablanca and Alixon David Reyes Rodríguez
ISSN: 1696-019X / e-ISSN: 2386-3978
| 95
Table 1. List of Chilean universities that teach journalism
University Name
1.
Ponticia Universidad Católica de Chile
2.
Universidad de Viña del Mar
3.
Universidad Central
4.
Universidad de la Serena
5.
Universidad de Playa Ancha
6.
Universidad Academia de Humanismo Cristiano
7.
Universidad Alberto Hurtado
8.
Universidad Andrés Bello
9.
Universidad Autónoma de Chile
10.
Universidad Bernando Ohiggins
11.
Universidad Católica de la Santísima Concepción
12.
Universidad de las
Ámericas
13.
Universidad de los Andes
14.
Universidad del Desarrollo
15.
Universidad Diego Portales
16.
Universidad Finis Terrae
17.
Universidad Mayor
18.
Universidad Santiago de Chile
19.
Universidad Santo Tomás
20.
Universidad Austral de Chile
21.
Universidad Católica del Norte
96 |
nº 40, pp. 89-114
|
January-June of 2025
Comparative analysis of training trends in journalism in Chile
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
22.
Universidad de las Comunicaciones
23.
Universidad Adolfo Ibañez
24.
Universidad de Chile
25.
Universidad de Concepción
26.
Universidad de la Frontera
27.
Ponticia Universidad Católica de Valparaíso
Source: own elaboration (2023)
e exclusion criteria were: that the university on its web portal did not declare any data necessary for this study (description
of the degree, academic degree, occupational eld, requirements, graduation prole, duration, number of credits); that the
university does not respond when contacted via email for a request for information. After applying the exclusion criteria, the
following 14 universities remained:
Table 2. List of selected universities
University Name
1.
Ponticia Universidad Católica de Chile
2.
Universidad de Viña del Mar
3.
Universidad de la Serena
4.
Universidad Academia de Humanismo Cristiano
5.
Universidad Autónoma de Chile
6.
Universidad Católica de la Santísima Concepción
7.
Universidad del Desarrollo
8.
Universidad Diego Portales
9.
Universidad Santo Tomás
10.
Universidad Austral de Chile
11.
Universidad Adolfo Ibañez
doxa.comunicación |
nº 40, pp. 89-114
January-June of 2025
Massiel Belén Medina Villablanca and Alixon David Reyes Rodríguez
ISSN: 1696-019X / e-ISSN: 2386-3978
| 97
12.
Universidad de Chile
13.
Universidad de la Frontera
14.
Ponticia Universidad Católica de Valparaíso
Source: own elaboration (2023)
2.6. Codication of competencies
e classication and coding of the competencies (Table 7) was done in a dierentiated manner by the researchers, under the
subsequent arbitration of three external reviewers. In the rst instance, a proposal was made by each researcher, and both were
reached by consensus. Subsequently, and in a second instance, the nal list was presented to the three external reviewers, who
raised observations regarding the designation of the competencies (coinciding and divergent), which were addressed.
3. Results
Based on the application of the exclusion criteria, the relevant data for the study were extracted, and the instructions of Pérez-
Liñán (2015) were followed, based on the preparation of comparative tables that can be compiled in dierent formats.
Table 3. Selected universities with information on title, academic degree, duration, type and modality
UniversityCareerTitle
Academic Degree
Duration
(semesters)
TypeModality
Ponticia Universidad
Católica de Chile
JournalismJournalist
Bachelor - Degree in
Social Communication
9Private
In person
Universidad de Viña del
Mar
JournalismJournalist
Degree in Social
Communication
8Private
In person
Universidad de la Serena
JournalismJournalist
Degree in Social
Communication
10Public
In person
Universidad Academia de
Humanismo Cristiano
JournalismJournalist
Bachelor - Degree in
Communications
10Private
In person
Universidad Autónoma de
Chile
JournalismJournalist
Degree in Social
Communication
10Private
In person
Universidad Católica de la
Santísima Concepción
JournalismJournalist
Degree in Social
Communication
9Private
In person
Universidad del Desarrollo
JournalismJournalist
Degree in Social
Communication
8Private
In person
98 |
nº 40, pp. 89-114
|
January-June of 2025
Comparative analysis of training trends in journalism in Chile
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Universidad Diego Portales
JournalismJournalist
Degree in Social
Communication
9Private
In person
Universidad Santo Tomás
JournalismJournalist
Degree in Social
Communication
9Private
In person
Universidad Austral de
Chile
JournalismJournalist
Bachelor of Humanities
and Cs. Social - Bachelor
in Social Communication
10Public
In person
Universidad Adolfo Ibañez
JournalismJournalist
Degree in
Communication
10Private
In person
Universidad de Chile
JournalismJournalist
Degree in
Communication
10Private
In person
Universidad de la Frontera
JournalismJournalist
Degree in
Communication
10Public
In person
Ponticia Universidad
Católica de Valparaíso
JournalismJournalist
Degree in
Communication
9Private
In person
Source: own elaboration (2023)
Table 3 shows the data related to the career information: name, academic degree, duration, title, type and modality. e point
that coincides with the name of the degree, the degree awarded and the modality of completion of the degree is observed; on
the other hand, there is a dierentiation in the duration of the degree, which ranges between 8 and 10 semesters.
Table 4. Comparison of common subjects in the curricula
Common subjects in institutions
Introduction to journalism/Fundamentals of journalism
Journalistic writing
English
Television
Radio
Digital Media/Digital Tools
Investigation journalism
Ethics and journalistic legislation
Informative journalism
Photojournalism
Strategic communication
Economy
Organizational communication
History of Chile and contemporary history
Source: own elaboration (2023)
doxa.comunicación |
nº 40, pp. 89-114
January-June of 2025
Massiel Belén Medina Villablanca and Alixon David Reyes Rodríguez
ISSN: 1696-019X / e-ISSN: 2386-3978
| 99
As seen in Table 4, there are common subjects in all the universities analyzed, that is, subjects oered in the curricula of all
universities. ere are a total of 14 subjects, evidencing transversal themes in the profession, and warning of training poles
towards which journalism training eorts in Chile are directed.
Table 5. Comparison of dierent subjects in the curricular frameworks
University NameDiering subjects
Ponticia Universidad Católica de Chile
Semiotics
Audience analysis
Applied Statistics
Environmental journalism
Universidad de Viña del Mar
Universidad de la Serena
Universidad Academia de Humanismo Cristiano
Universidad Autónoma de Chile
Universidad Católica de la Santísima Concepción
Universidad del Desarrollo
Universidad Diego Portales
Universidad Santo Tomás
Universidad Austral de Chile
Universidad Adolfo Ibañez
Universidad de Chile
Universidad de la Frontera
Ponticia Universidad Católica de Valparaíso
Source: own elaboration (2023)
Just as there are common subjects among the analyzed plans of study, we can see dierent subjects, among which 4 of them
were observed: Semiotics, audience analysis, applied statistics and environmental journalism.
100 |
nº 40, pp. 89-114
|
January-June of 2025
Comparative analysis of training trends in journalism in Chile
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Table 6. List of graduation proles of the Universities
University
Graduation Proles
SubjectsWorkshopsCredits
Universidad de la
Serena
Explanatory, evaluative, decisive capacity, critical perspective.
Argumentative ability.
Ability to use various technological supports.
514308
Ponticia
Universidad
Católica de
Valparaíso
Professional with ethical and value principles
Reective and critical capacity, adapting to social, global and technological
transformations.
Communicative clarity
Ability to master and use information technologies.
Analysis capacity.
5413178
Universidad de
Viña del Mar
Ability to dene contextual content.
Development of information products
Observation ability to transmit with clear language.
422252
Universidad de
Chile
Critical capacity with a global perspective and public vocation.
Capacity for discussion from a contemporary and interdisciplinary perspective
and in relation to the social, cultural and historical contexts in which it is
located.
Ability to promote social transformation initiatives, has analytical and technical
capabilities to address relevant problems, in order to generate, produce and
energize proposals of meaning from communication and reality, understanding
it from its complexity, diversity and plurality.
Research capacity.
e training is characterized by analyzing theoretical currents and debating
communication processes at a global level.
Capacity for reection and permanent innovation regarding your professional
activity.
605300
Universidad del
Desarrollo
Training to work both in the media and in other organizations.
Ability to adapt to complex situations and the constant changes of the industry
and its audiences.
Critical capacity regarding the environment. General culture, likewise,
have skills to contribute to society through journalistic research and social
communication.
Ethical training and their commitment to freedom of thought, respect for
diversity and free expression.
5617422
Universidad
Academia
Humanismo
Cristiano
Interdisciplinary perspective with emphasis on human and social development.
It is creatively linked to the conditions of the sociocultural environment.
Explanatory ability from dierent perspectives and disciplines in addition to
knowing and respecting the ethical principles of the profession.
Ability to create messages of varying complexity and in dierent languages and
media.
Ability to investigate, investigate, analyze and research and produce texts and
other communication products.
553300
doxa.comunicación |
nº 40, pp. 89-114
January-June of 2025
Massiel Belén Medina Villablanca and Alixon David Reyes Rodríguez
ISSN: 1696-019X / e-ISSN: 2386-3978
| 101
Universidad
Diego Portales
Management of current events based on the news.
Leadership and teamwork skills.
Research ability and interpret results.
Critical capacity in the face of environmental challenges.
He has a linguistic command of the English language.
He creates content on all media platforms, both written, audiovisual and digital,
making appropriate use of his skills in dierent journalistic genres.
Information management capacity on dierent technological platforms.
Design capacity (journalistic projects or strategic communication plans).
625295
Universidad
Adolfo Ibáñez
Critical capacity.
Research capacity.
Ability to adapt to technological innovation related to your profession.
Capacity for initiative and entrepreneurship.
He is an ethical and rigorous professional in the treatment of facts. trained to
generate written and audiovisual content in traditional and digital media.
Mention in Corporate Communication: he is also qualied to handle crisis
situations in public or private organizations, develop and evaluate the impact of
communication projects.
Mention in Editing and Media: In addition, you know how to make editorial
decisions and are capable of working on multiplatforms, editing content in
dierent formats and conducting research using digital technologies for data
reporting.
8120300
Universidad
Autónoma de
Chile
Research capacity, analysis of reality and social situations, from a critical and
rigorous approach.
Produces content in various genres, formats and media supports.
Develops strategic communication solutions for media, organizations and
individual actors, safeguarding ethics and law.
Implement journalistic projects through the management and use of
technological tools and resources.
559300
Universidad
Católica de Chile
Ability to research, analyze and contextualize news events through dierent
formats, with knowledge of dierent media and new technologies.
Ability to stay informed of national and international events.
Ability to observe reality, interpret it and communicate it, through a process of
selection, relationship and editing of information.
Capacity for reection, critical analysis of journalistic work and permanent
specialization.
Ability to work as a team.
555450
Universidad
Santo Tomás
Managers of public interest information and communication processes in
media, companies or organizations, through dierent platforms or supports.
Capacity for the cultural formation of people and the development of society
with critical, reective and pluralistic capacity.
529241
102 |
nº 40, pp. 89-114
|
January-June of 2025
Comparative analysis of training trends in journalism in Chile
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Universidad
Católica de
la Santísima
Concepción
Ethical and responsible professional, according to Christian principles and
values.
Ability to work in various media, companies or organizations.
Trained to generate, develop and apply communication strategies.
Ability to investigate, analyze and criticize social reality, which, together
with his methodological training, enables him to carry out basic research on
problems specic to the eld of social communication.
533270
Universidad de
La Frontera
Ability to manage and produce information for analysis, planning and
execution of communication tasks in the elds of journalism, institutional
communication and communication consultancy.
Disciplinary training in communication sciences and knowledge of
communication research methodologies.
Critical capacity.
536300
Universidad
Austral de Chile
Ability to function eciently in the various areas of social communication, both
in traditional media such as radio, television, written press and digital media, as
well as in the new communication spaces oered by social networks.
567318
Source: own elaboration (2023)
As can be seen in Table 6, the Journalism degree in Chile shows dierences in the number of subjects, ranging from the 42
oered by the University of Viña del Mar, to the 81 oered by the Adolfo Ibáñez University (for a general average of 57), this
having an impact on the total credits that the student must take. Furthermore, although it is true that the courses do not oer a
distinction between theoretical, theoretical-practical, and practical subjects, they do declare workshops, which are, by nature,
practical subjects. In this sense, the oer of workshops is also varied. e above is repeated, that is, the university that oers the
fewest workshops (2) is the Universidad de Viña del Mar, and the one that oers the most (20) is the Universidad Adolfo Ibáñez.
However, the highlighting of training trends is evident in Table 7, corresponding to tables 8 and 9. And this is so, while Table 7
highlights the declaration of the graduation prole of each career in the institutions considered for the study.
Table 7. Coincident competencies and divergent competencies
Coincident competencies and divergent competencies
1.
Explanatory capacity
3
, evaluative, decisive, critical perspective
1
.
2.
Argumentative ability.
3.
Ability to use various technological supports
4
.
4.
Professional with ethical and value principles
7
.
5.
Reective and critical capacity
1
, adapting to social, global and technological transformations
4
.
6.
Communicative clarity
3
.
7.
Ability to master and use information technologies
4
.
8.
Analitical abilities
1
.
doxa.comunicación |
nº 40, pp. 89-114
January-June of 2025
Massiel Belén Medina Villablanca and Alixon David Reyes Rodríguez
ISSN: 1696-019X / e-ISSN: 2386-3978
| 103
9.
Ability to dene contextual content.
10.
Development of information products
6
.
11.
Observation ability
1
to convey with clear language
3
.
12.
Critical abilities
1
with a global view and
calling to serve the public.
13.
Ability for discussion from a contemporary and interdisciplinary perspective and in relation to the social, cultural and historical
contexts in which it is located
1
.
14.
Ability to promote social transformation initiatives
, has analytical
1
and technical capabilities to address relevant problems,
in order to generate, produce and energize proposals of meaning from communication and reality
6
, understanding it from its
complexity, diversity and plurality
1
.
15.
Ability to research
2
.
16.
e training is characterized by
analyzing theoretical currents
and debating communication processes at a global level
1
.
17.
Capacity for reection and
permanent innovation
about your professional activity
1
.
18.
Training to work both in the media and in other organizations
5
.
19.
Ability to adapt
5
to complex situations and the constant changes of the industry and its audiences.
20.
Critical abilities
1
regarding their environment. General culture. Likewise, they have skills to contribute to society through
journalistic investigation
2
and social communication.
21.
Ethical training and for its commitment to freedom of thought, respect for diversity and free expression
7
.
22.
Interdisciplinary perspective
with emphasis on human and social development.
23.
ey are creatively linked to the conditions of the sociocultural environment.
24.
Explanatory ability
3
from dierent perspectives and disciplines in addition to knowing and respecting the ethical principles of the
profession
7
.
25.
Ability to create messages
6
of varying complexity and in dierent languages and media
4
.
26.
Ability to investigate, investigate, analyze and research
2
and produce texts and other communication products
6
.
27.
Management of current events based on the news.
28.
Leadership and teamwork skills.
29.
Research abilities and interpreting results
2
.
30.
Critical capacity in the face of environmental challenges
1
.
31.
Has a linguistic understanding of the English language.
32.
Prepares content
6
on all media platforms
4
, both written, audiovisual
5
and digital
4
, hmaking appropriate use of their skills in
dierent journalistic genres
5
.
33.
Information management capacity on dierent technological platforms
4
.
34.
Design capacity (journalistic projects or strategic communication plans).
104 |
nº 40, pp. 89-114
|
January-June of 2025
Comparative analysis of training trends in journalism in Chile
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
35.
Critical capacity
1
.
36.
Research abilities
2
.
37.
Ability to adapt to technological
innovation
related to your profession
4
.
38.
Capacity for initiative and entrepreneurship.
39.
He or she is an ethical and rigorous professional in the treatment of facts
7
. Trained to generate written and audiovisual content
6
in
traditional and digital media
4
.
40.
Major in Corporate Communication: he is also qualied to
handle crisis situations in public or private organizations, develop
and evaluate the impact of communication projects.
41.
Major in Editing and Media: In addition, you know
how to make
editorial decisions
and are capable of working on
multiplatforms
4
, editing content in dierent formats
5
and conducting research
2
using digital technologies
4
for data reporting
7
.
42.
Ability to conduct research, analyses of reality and social situations
2
, from a critical
1
and rigorous approach
7
.
43.
Produces content
6
in various genres, formats and media supports
5
.
44.
Develops strategic communication solutions
formedia, organizations and individual actors, safeguarding ethics and law
7
.
45.
Implements journalistic projects
through the management and use of technological tools and resources
4
.
46.
Ability to research, analyze and contextualize news events
2
through dierent formats
5
, with knowledge of dierent media and new
technologies
4
.
47.
Ability to stay informed of national and international events.
48.
Ability to observe reality, interpret it and communicate it
3
, through a
process of selection, relationship and editing of
information.
49.
Capacity for reection, critical analysis of journalistic work
1
and permanent specialization.
50.
Ability to work as a team.
51.
Managers of public interest information
and and communication processes in media, companies or organizations
5
, through
dierent platforms or supports
4
.
52.
Ability to adapt to the cultural formation of people and the development of society
3
with with critical, reective and pluralistic
capacity
1
.
53.
Ethical and responsible professional
7
,
in accordance with Christian principles and values.
54.
Ability to work in various media, companies or organizations
5
.
55.
Trained to generate, develop and apply communication strategies.
56.
Ability to investigate, analyze and criticize social reality
1
, which, together with his methodological training, enables him to carry
out basic research
2
on problems specic to the eld of social communication.
57.
Ability to manage
and produce information
6
for analysis
2
, planning and execution of communication tasks
3
in the elds of
journalism,
institutional communication
and
communication consultancy.
58.
Disciplinary training in communication sciences and knowledge of communication research methodologies
2
.
59.
Critical capacity
1
.
60.
Ability to function eciently in the various areas of social communication, both in traditional media such as radio, television,
written press
5
and digital media, as well as in the new communication spaces oered by social networks
4
.
Source: own elaboration
doxa.comunicación |
nº 40, pp. 89-114
January-June of 2025
Massiel Belén Medina Villablanca and Alixon David Reyes Rodríguez
ISSN: 1696-019X / e-ISSN: 2386-3978
| 105
As can be seen in tables 7 and 8, the competencies that are coincident in the dierent universities (Journalism majors) are
concentrated in those that associate critical capacity, analysis and interpretation of information, ability to approach reality,
investigative capacity, explanatory capacity for transmission and communication, use and mastery of new technological
supports, capacity to adapt (which considers media, formats, genres), capacity to develop and produce content and
information, and last but not least, the ethical and rigorous handling of the processing of information and reporting of data.
Table 8. List with the graduation proles of the Universities
Number
Matching Competency
1
Critical capacity; critical analysis; critical approach to reality
2
Investigative capacity; data analysis and interpretation
3
Explanatory clarity; Ability to transmit and communicate
4
Use and mastery of new technological supports, digital media
5
Adaptive capacity (media, formats, journalistic genres)
6
Ability to develop content and produce information
7
Ethics and rigor in the processing of information
Source: own elaboration
In relation to competencies that are divergent, that is, those that do not coincide in most universities, but either only appear in
one institution or appear in only a few, it is noted that (tables 7 and 9) the divergent competencies point to greater diversity and
therefore point to characteristic hallmarks in each of the curricular proposals, namely: English prociency, communication
consulting, information management in institutional contexts, information management (in general), management of critical
situations, editorial decision making, leadership, teamwork, public vocation, initiative, entrepreneurship and innovation,
management of current events, interdisciplinary approach, value formation based on Christian principles, development and
management of projects in the communication eld.
106 |
nº 40, pp. 89-114
|
January-June of 2025
Comparative analysis of training trends in journalism in Chile
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Table 9. List with the graduation prole of the Universities
Clave
Divergent competence
In Bold
Mastery of English
Communication consulting
Gestoría de la comunicación institucional
Information management (in general) and communication strategies
Management of critical situations
Editorial decision making
Leadership
Teamwork
Public virtue
Initiative, entrepreneurship and innovation
Management of current aairs/contextualization of reality and news
Interdisciplinary approach
Value formation based on Christian principles
Project development and management
Source: own elaboration
4. Discussion
e premise from which this work started states that the training of journalists in Chile shows the coexistence of several training
trends. e results of the research show that the career of journalism has the same name in all institutions in Chile and the
same degree, regardless of the institutions that oer it. It is worth noting that the common degree and the common name of
the degree in Chile behave dierently than what happens in Latin America, according to a study by De Arco (2015). In fact, in
the Venezuelan case the opposite happens to what happens in Chile. at is, in Chile the title of Journalist is awarded, while in
Venezuela the title of Bachelor of Social Communication is awarded, with Journalism being a specialization within the career
or an area of in-depth stud in which specializations are handed over [Oce of Planning of the University Sector (OPSU, 2023)].
doxa.comunicación |
nº 40, pp. 89-114
January-June of 2025
Massiel Belén Medina Villablanca and Alixon David Reyes Rodríguez
ISSN: 1696-019X / e-ISSN: 2386-3978
| 107
In Chile, there is a logic of awarding an academic degree (Bachelor’s Degree) and a professional title, which, in this case,
corresponds to that of Journalist in a common way for all the universities considered in the study, and the academic degree of
Bachelor of Communication (with some other variations). is is quite peculiar, given that dierent epistemic positions and
political-administrative positions are observed in Chile with respect to what happens in the rest of the region (according to the
study by De Arco, 2015):
In a somewhat perverse calculation, Communications was imposed with the argument that, if there are no job opportunities
for journalism, perhaps there are for communication, which has more possibilities. So the institutions have been expanding the
Communication studies and adding more surnames: Social Communication, Communication for Progress, Communication and
Development… e question that arises is whether they come out better prepared and what exactly they study (sec. 1/1).
Mellado (2009b), in this regard, argued that (at the time of that publication), there was a digression between the logic of the
occupational market, the enunciation of qualications, and the conceptual and epistemic components in the eld.
(…) everything seems to indicate that the demands of the market have not been in line with the conceptual development of this
professional/academic eld in the regional context and vice versa. Above all, if we consider that the socially known designation
as a graduate in communication and journalist has not managed to generate either a shared name or a common symbolic capital
(Reyna, 1995). Proof of this has been the criticism that the schools and faculties that train journalists have generated from within, in
relation to their inability to adapt to the needs of the environment, through training that does not generate noise or gaps between
the theoretical and practical sectors of the profession. In eect, the possible advance in the knowledge of what is today understood
and studied as journalism does not seem to be supported by the social relevance of its training schemes (Mellado, 2009b; sec. 1/1).
Another element that allows us to notice this comparison is that journalism studies in Chile report what has marked the Latin
American trend in the sense of the institutions that oer the courses, but not for the same reason. According to De Arco (2015),
at that time, private universities were growing in terms of the oer of the course in Latin America, whether or not they were
accredited institutions. e results of this research report that the majority of universities oering the journalism course in
Chile are private, also obeying the behavioral logic of higher education in Chile after the Pinochet dictatorship was installed
(Espinoza, 2017). at is to say, the fact that it is a majority of private universities that oer the journalism course, also obeys
the behavior of the systemic model of higher education in Chile, but not so much because of the marking of a trend as in the
rest of the continent. is topic is relevant, given that, according to a study carried out by the Latin American Federation of
Faculties of Social Communication (FELAFACS, 2009), public or private orientation ends up granting certain nuances in the
training of journalism professionals, in addition to what investment means for quality assurance.
A third, highlighted element points to the universities that were considered for this study, that is, those that were accredited
at the cut-o date for data extraction, based on the basic idea that these have been considered as institutions that guarantee
processes and mechanisms for quality assurance. is is consistent with a study carried out by FELAFACS (2009), which
supports the need for accreditation of the oering institutions as long as they oer quality levels that are acceptable.
In relation to training trends in journalism, this work notes two necessary elements. Firstly, there are anities that allow
the demarcation of trends in Chile (see table 8), namely: critical capacity, analysis and interpretation of information, ability
to approach reality, investigative capacity, explanatory capacity to transmit and communicate, use and mastery of new
108 |
nº 40, pp. 89-114
|
January-June of 2025
Comparative analysis of training trends in journalism in Chile
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
technological supports, capacity for adaptation (which considers media, formats, genres), capacity to elaborate and produce
content and information, and last but not least, ethical and rigorous conduct in the treatment of information and data reporting.
In other words, the Journalism courses in Chile coincide in this, and this shows a line towards which to direct training eorts,
although it is true that each course also leaves a characteristic mark (see table 9). In the case of the FELAFACS study (2009), it
is noted that in Latin America:
e proles of the training are varied and do not, in general, respond to studies of the local, regional or national environment, but to
the needs and fashions of the moment. In the case of Bolivia, the weight of social and historical issues –typical of the social sciences–
is greater in public universities. In the case of Colombia, the eld of political communication is important, as well as issues of social
inclusion, especially in the universities of the interior. In the case of Ecuador, the weight of private universities is signicant, as well
as their very pragmatic orientation. In Peru, the extreme dierences between public and private universities have led to wide gaps in
quality between them. In Venezuela, political factors become determining factors and are very present in journalistic training; there
is a considerable academic disconnect between the faculties and few academic-scientic exchange and research programs (sec. 1/1).
Despite what was stated by FELAFACS (2009), the results of this research are directly related to what Arroyo (2011) already
expressed, in that the training demands in relation to technological changes and the incorporation of new media, media,
formats and others, make rethinking the training of journalists an essential requirement. is has meant that university
institutions oering Journalism courses in Chile have intervened in the curriculum to adjust the proles according to social,
technological, political and economic demands. is is relevant, since a study carried out in Spain by Humanes and Roses
(2014) highlights that journalism students consider their training as journalists to be insucient. Although it is true that this
is not the Chilean reality, it could give indications of the global need to review the training oers in the eld. And, at least in
Chile, it has been necessary since, according to Mellado (2009b), at the time of that publication there were two poles in Chile
that marked the trends in training in the eld of journalism, namely, a prole tending towards the production of content, and
another prole tending towards communication design.
Secondly, and pointing to training needs (which, in some way, is also shaping a trend, not only in Chile, but also internationally),
this research shows the need to train within the framework of digital environments and journalistic formats that take this into
account, in addition to the fact that other challenges are emerging, such as AI, to give just one example. García-Santamaría and
Barranquero (2014) agree on this, who, in their research on university training in journalism in Spain, already demonstrated
the insistent need to promote technical training regarding new tools and digital alternatives. e same is stated in the results
of Martha-Lazo et al. (2020), while maintaining that conventional journalism has been displaced by digital journalism.
is, in addition, leads to understanding the need for adaptation and adaptability of journalists in Chile and the entire world,
which has also been made latent in the declaration of the graduate proles of the dierent Journalism degrees in Chile, which
warns that it has been considered relevant. Based on this, Lopezosa et al. (2024) and Lopezosa et al. (2023), warn about the
need to incorporate AI as a challenge in the training of journalists, they also warn about the advantage that this alternative can
bring in relation to the production of content. However, it would be worth highlighting the ne line that is outlined in relation
to the deontological elements of journalism. In this regard, Gómez-Diago (2022), in his research, states that, while it is true
that in Spain the challenges that AI represents for the training of journalists are recognized, it is no less true that there are few
experiences of curricular inclusions in the training proposals of universities with respect to the subject of AI in journalism.
doxa.comunicación |
nº 40, pp. 89-114
January-June of 2025
Massiel Belén Medina Villablanca and Alixon David Reyes Rodríguez
ISSN: 1696-019X / e-ISSN: 2386-3978
| 109
e fact that this incorporation has not been established as a trend does not mean that there is no need, and this suggests that
universities could be arriving late in their curricular approach. Bengio et al. (2024) and Ramallal and Micaletto (2022) suggest
the same, speaking about AI and augmented reality in the world of journalism, given the urgency for professional training.
Now, as stated at the beginning of this study, Gutiérrez et al. (2017) conducted research on journalists’ perception of university
education and their level of satisfaction with their training. It is pertinent to say that the cases studied were from Ecuador, Chile
and Mexico, concluding that, despite the fact that academic training is perceived depending on the context, the informants make
it clear that theoretical training must go hand in hand with the technological environment, with digital communication being
a transversal subject in the curricular proposals of universities, noting this as a training deciency in their own experiences.
It is striking that Gutiérrez et al. (2017) call for a re-evaluation of the curricular grids, as they maintain that the subject of
digital communication and some other elements such as journalistic ethics (based on new forms of communication) present
signicant shortcomings.
Finally, Marta-Lazo et al. (2020) indicate with certainty in the study carried out that: “the battle for audiences in the future will
be fought in the eld of mobile telephony, with quality content, with marketing mix strategies, and the eective interaction
between journalists, media and users, through social networks” (p. 63). And for this, according to the authors, training is
required that considers the classic principles, media skills and transversal skills of journalism.
5. Conclusions
e study carried out allows us to answer the original research question, that is, the one related to the training trends of
journalists in Chile. In this sense, it can be stated that there are marked trends in the training of journalists in Chile, and
these point to the recognition of technological demands that are expressed in the incorporation and use of digital media.
is in turn brings with it some challenges such as: production of content based on new forms of communication and digital
environments; AI as curricular content, beyond its nominal use for study, or even for the production of content in the exercise
of the profession; the deontological components in the use and incorporation of AI in training processes as already mentioned,
but also in professional elds. In addition to this, there are marked trends towards the consolidation of the capacity for
adaptation and adaptability of journalists in the face of the eervescence of new formats, genres and journalistic formats,
and even social networks. No less important, a trend is emerging that shows great relevance insofar as it seeks to enhance the
capacities of analysis, understanding, and interpretation, for the development and production of content and information.
ere is a notable trend that points to the development of investigative capabilities. is is relevant given that a need for
rigorous journalism emerges, thus responding to another of the competencies indicated as fundamental in the proles of
Journalism careers in Chile.
In another order of ideas, it is noteworthy that, in Chile, the training proposals follow a block of similarities conguring
training trends, making it clear that there are particular characteristics that each career incorporates. ere is dynamism in the
curricular intervention given that the accreditation processes have this inuence on the curricular architecture.
110 |
nº 40, pp. 89-114
|
January-June of 2025
Comparative analysis of training trends in journalism in Chile
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Finally, in the curricular proposal of the universities considered for the study, important competencies for the exercise of
the profession appear, such as: mastery of English, communication advice, information management, value-based training
based on Christian principles, editorial decision-making, public vocation, interdisciplinary approach, project development
and management, among others. ese represent characteristic and very particular seals of the educational institutions, so
they are competencies that are not generic in the institutional curricular proposals.
6. Acknowledgements
is article has been translated into English by Joaquin Fuentes-Jarpa, to whom we would like to thank for his work.
Funding sources:
is article is a product of the Final Graduate Work of the Master’s Degree in Education at the Adventist
University of Chile.
Future Investigations.
Within the framework of the study of training trends and the suitability of training proles, the topic of
AI is of great interest in relation to what universities are doing to serve and train journalists in this context. ere is an interest
in studying this.
7. Specic contributions of each author
Name and Surname
Conception and design of the workAlixon David Reyes Rodríguez
Methodology
Alixon David Reyes Rodríguez y Massiel Belén Medina Villablanca
Data collection and analysisAlixon David Reyes Rodríguez y Massiel Belén Medina Villablanca
Discussion and conclusionsAlixon David Reyes Rodríguez y Massiel Belén Medina Villablanca
Drafting, formatting, version review and approvalAlixon David Reyes Rodríguez y Massiel Belén Medina Villablanca
Corresponding authorAlixon David Reyes Rodríguez
8. Conict of interest
e authors declare that there is no conict of interest contained in this article.
doxa.comunicación |
nº 40, pp. 89-114
January-June of 2025
Massiel Belén Medina Villablanca and Alixon David Reyes Rodríguez
ISSN: 1696-019X / e-ISSN: 2386-3978
| 111
9. Bibliographic references
Arroyo C., M. (2011). Aproximación al perl del periodista en la postmodernidad.
Razón y Palabra,
76, 1-11.
https://bit.ly/4cj1TQM
Bardales-Vásquez, M. I. (2022). Evolución del perl del comunicador social: análisis de las transformaciones
del quehacer profesional.
Comuni@cción: Revista de Investigación en Comunicación y Desarrollo, 13
(1), 53–62.
https://doi.org/10.33595/2226-1478.13.1.667
Bengio, Y.; Hinton, G; Yao, A.; Song, D.; Abbeel, P.; Darrell, T.; Noah H., Y.; Zhang, Y. Q.; Xue, L.; Shalev-Shwartz, S.; Hadeld,
G.; Clune, J.; Maharaj, T.; Hutter, F.; Güne
ş
B., A.; McIlraith, S., Gao, Q.; Acharya, A.; Krueger, D. … & Sören Mindermann (2024).
Managing extreme AI risks amid rapid progress.
Science, 384
(6698), 842-845.
https://doi.org/10.1126/science.adn0117
Cárdenas, G. (2024, 8 de abril). Fortalecer el periodismo en la era de la IA: ¿Cuáles son los retos en la cobertura política? [Consulta:
29-5-2024].
https://cuts.top/F3TT
Dagnino S., J. (2014). Tipos de estudios.
Revista Chilena de Anestesia
, 43, 104-108.
https://bit.ly/4c0IyUN
Damas, M. A.; Costales P., Z. y Rosales V., B. (2016). Formación por competencias profesionales en la carrera de periodismo.
Revista Cubana de Educación Superior
, 1, 75-84.
https://bit.ly/3VGkyk9
De Arco, M. A. (2015). Los estudios de periodismo en Latinoamérica: en el bosque de la Comunicación y las Ciencias Sociales.
Cuadernos de Periodistas
, 29, 1-31.
https://cuts.top/H4Vz
Del Fresno, M. (2011). Infosociabilidad: monitorización e investigación en la web 2.0 para la toma de decisiones”.
El profesional
de la información
,
20
(5), 548–554.
https://doi.org/10.3145/epi.2011.sep.09
Díaz D-C-L., J. y Chaparro-Domínguez, M. A. (2018). Los desafíos éticos del periodismo en la era del big data: análisis de códigos
deontológicos latinoamericanos.
Palabra Clave, 21
(4), 1136-1163.
https://doi.org/10.5294/pacla.2018.21.4.8
Donsbach, W. (2014). Los periodistas y su identidad profesional. En: F. J. Ruiz (Comp.).
Cómo entender el periodismo. Selección de
la obra de Wolfang Donsbach
, pp. 25-38. Konrad Adenauer Stiftung.
Dottori, A. O. (2019). La comunicación humana: orígenes de la reexión sociológica.
Revista Mexicana de Sociología, 81
(3), 535-
559.
https://cuts.top/H4NS
Escott, M. D-P. (2018). Introducción al análisis cualitativo comparativo como técnica de investigación.
Revista Digital Ciencia@
Uaqro, 11
(1), 56-66.
https://cuts.top/F3EY
Espinoza, O. (2017). Privatización de la educación superior en Chile: consecuencias y lecciones aprendidas.
EccoS Revista
Cientíca
, 44, 175-202.
https://cuts.top/H4Lp
Federación Latinoamericana de Facultades de Comunicación Social (2009).
Mapa de los centros y programas de formación en
Comunicación y Periodismo en América Latina y el Caribe
. Organización de las Naciones Unidas para la Educación, la Ciencia y
la Cultura.
Fundación Diario Madrid (2023, 20 de noviembre). La Inteligencia Articial y su impacto en el periodismo. [Consulta: 29-5-2024].
https://cuts.top/H51w
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
112 |
nº 40, pp. 89-114
|
January-June of 2025
Comparative analysis of training trends in journalism in Chile
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
García G., J. A. (2010). La opinión pública en la sociedad de la información: un fenómeno social en permanente cambio.
Brocar
,
34, 273-288.
https://doi.org/10.18172/brocar.1653
García-Santamaría, J. V. y Barranquero C., A. (2014). La formación universitaria en periodismo. ¿Mera capacitación tecnológica o
una formación integral en el nuevo ecosistema informativo?
Historia y Comunicación Social,
19, 641-651.
https://doi.org/10.5209/
rev_HICS.2014.v19.44991
Gómez-Diago, G. (2022). Perspectivas para abordar la inteligencia articial en la enseñanza de periodismo. Una revisión de
experiencias investigadoras y docentes.
Revista Latina de Comunicación Social
, 80, 29-46.
https://www.doi.org/10.4185/
RLCS-2022-1542
González, J. I. y Cardona-Restrepo, P. (2023). La posverdad y las redes sociales como desafíos al periodismo en la era digital.
Ánfora,
30(55), 332-359.
https://doi.org/10.30854/anf.v30.n55.2023.977
González A., J. A.; Caro G., F. J.; Rojas T., J. L. y Pérez C., C. (2023). Innovación en el periodismo desde perles no periodísticos.
Estudio comparado de cinco media labs iberoamericanos.
Doxa Comunicación
, 37, 431-452.
https://doi.org/10.31921/doxacom.
n37a1839
Goodrick, D. (2014).
Estudios de caso comparativos. Síntesis metodológicas: evaluación de impacto n.º 9
. Centro de Investigaciones
de UNICEF.
Guillamet, J. (2004). De las gacetas del siglo XVII a la libertad de imprenta del XIX. En: C. Barrera (Comp.).
Historia del periodismo
universal
, pp. 43-76. Grupo Planeta.
Gutiérrez, F.; Odriozola J. y Domínguez J. (2017). La satisfacción de los periodistas de Ecuador, Chile y México frente a la formación
universitaria y sus implicancias en el ejercicio profesional.
Revista de Comunicación, 16
(1), 76-96.
https://cuts.top/F3EL
Humanes, M. L. y Roses, S. (2014). Valoración de los estudiantes sobre la enseñanza del periodismo en España.
Comunicar,
42
(XXI), 181-188. http://dx.doi.org/10.3916/C42-2014-18
Imschenetzky K., E. (2022). Retos del periodismo en la era digital: desvalorización del material informativo por “copiar y pegar”
en las plataformas digitales de los medios BíoBío, CNN Chile, Cooperativa y La Tercera (período 28 de octubre al 18 de noviembre
de 2022). [Consulta: 16-10-2023].
https://cuts.top/H4Jc
Laguna P., A. y Martínez G., F. A. (2023). La historia de la comunicación entra en la historiografía.
Revista Internacional de Historia
de la Comunicación
, (20), 11-21.
https://dx.doi.org/10.12795/RIHC.2023.i20.02
León-Duarte, G. A. (2019). Aportes teóricos a la investigación del campo periodístico. Sentidos y signicados desde el Campo
Intercom-RBCC,
43(2), 41-59.
https://doi.org/10.1590/1809-5844201932
Lopezosa, C.; Pérez-Montoro, M. y Rey M., C. (2024). El uso de la inteligencia articial en las redacciones: propuestas y
limitaciones.
Revista de Comunicación, 23
(1), 279–293.
https://doi.org/10.26441/RC23.1-2024-3309
Lopezosa, C.; Codina, L.; Pont-Sorribes, C. y Vállez, M. (2023). Use of generative articial intelligence in the training of journalists:
challenges, uses and training proposal.
Profesional de la información, 32
(4), e320408.
https://doi.org/10.3145/epi.2023.jul.08
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
doxa.comunicación |
nº 40, pp. 89-114
January-June of 2025
Massiel Belén Medina Villablanca and Alixon David Reyes Rodríguez
ISSN: 1696-019X / e-ISSN: 2386-3978
| 113
Marta-Lazo, C.; Rodríguez R., J. M. y Peñalva, S. (2020). Competencias digitales en periodismo. Revisión sistemática de la
literatura cientíca sobre nuevos perles profesionales del periodista.
Revista Latina de Comunicación Social
, 75, 53-68.
https://doi.org/10.4185/RLCS-2020-1416
Mellado, C. (2009a). Periodismo en Latinoamérica: revisión histórica y propuesta de un modelo de análisis.
Comunicar, 33(XVII),
193-201.
https://cuts.top/H4Ki
Mellado, C. (2009b). Evolución del campo ocupacional y académico del periodista latinoamericano: lógicas de mercado y
esquemas de formación.
Opción, 25
(59).
https://bit.ly/4con9Vr
Mellado, C. (2010). Reexiones sobre la oferta académica, la situación laboral y la formación del periodista en Latinoamérica.
Revista de Ciencias Sociales, 16
(1).
https://cuts.top/H4L1
Musicco N., D.; Dominici, P.; Gato B., M. J.; Sarasqueta, G.; Díaz C., J. F. y João S., M. (2023). La nueva educación
universitaria en línea: de lo emocional a la espectacularización.
Revista Latina de Comunicación Social
, 81, 508-537.
https://www.doi.org/10.4185/RLCS-2023-1980
Ocina de Planicación del Sector Universitario (2023). Oferta Académica. [Consulta: 24-10-2023].
https://cuts.top/H4Ko
Páez M., Á. E.; Saldaña M., W. V.; Artigas, W. y Ríos I., F. (2024). La inteligencia articial en el periodismo. Revisión
bibliométrica en Scopus (1989-2022).
Anuario Electrónico de Estudios en Comunicación Social “Disertaciones”, 17
(2), 1-19.
https://doi.org/10.12804/revistas.urosario.edu.co/disertaciones/a.13322
Pérez-Liñán, A. (2015). El método comparativo: fundamentos y desarrollos recientes. En: R. Castiglioni y C. Fuentes S. (Eds.).
Política comparada sobre América Latina: teorías, métodos y tópicos
, pp. 47-78. Ediciones Universidad Diego Portales.
Ramallal, P. M. y Micaletto B., J. P. (2022). Periodismo y realidad aumentada. Taxonomía y estado del arte de un fenómeno
promisorio.
Estudios sobre el Mensaje Periodístico, 28
(1), 129-142.
https://dx.doi.org/10.5209/esmp.76351
Robledo-Dioses, K. (2017). Evolución del periodismo: aportes mediáticos a la consolidación de la profesión.
Comhumanitas:
revista cientíca de comunicación, 8
(1), 1-27.
https://cuts.top/F5JO
Ruiz, F. J. (2014).
Cómo entender el periodismo. Selección de la obra de Wolfang Donsbach
. Konrad Adenauer Stiftung.
Sanahuja S., R. y López R., P. (2022). Ética y uso periodístico de la inteligencia articial. Los medios públicos y las plataformas
de vericación como precursores de la rendición de cuentas en España.
Estudios Sobre el Mensaje Periodístico, 28
(4), 959-970.
https://dx.doi.org/10.5209/esmp.82385
Sánchez, P. (2013). Propuesta metodológica para el análisis comparado de los planes de estudio en la Licenciatura y el
Grado de Periodismo en la Universidad española. En: M. Vicente M.; T. González H. y M. Pacheco R. (Coords.).
Investigar la
Comunicación hoy. Revisión de políticas cientícas y aportaciones metodológicas: Simposio Internacional sobre Política Cientíca
en Comunicación
. Actas del 2° Congreso Nacional sobre Metodología de la Investigación en Comunicación, pp. 365-382.
https://cuts.top/F3Ea
Silva C., R. (1958).
Prensa y Periodismo en Chile (1812-1956).
Ediciones de la Universidad de Chile.
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
114 |
nº 40, pp. 89-114
|
January-June of 2025
Comparative analysis of training trends in journalism in Chile
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Suárez-Villegas, J. C. (2009). La crisis de identidad del periodista y la ética profesional.
Estudios sobre el mensaje periodístico
, 15,
119-134.
https://cuts.top/F3Ei
Tejedor C., S.; Vásquez M., M. A. y Romero R., L. M. (2020). Retos de la enseñanza del periodismo en la era digital.
Anàlisi,
62, 1-5.
https://cuts.top/F3Ep
Tejedor C., S. y Cervi, L. (2017). Análisis de los estudios de Periodismo y Comunicación en las principales universidades del
mundo. Competencias, objetivos y asignaturas.
Revista Latina de Comunicación Social, 72
, 1626-1647.
https://cuts.top/F3Es
Ventura, R; Roca-Cuberes, C. y Corral-Rodríguez, A. (2018). Comunicación Digital Interactiva: valoración de profesionales,
docentes y estudiantes del área de la comunicación sobre las competencias académicas y los perles profesionales.
Revista
Latina de Comunicación Social, 73
, 331-351.
https://doi.org/10.4185/RLCS-2018-1258
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>