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Abstract
There are considerable differences in the structure, content, and delivery of tertiary journalism degrees in Australia as identified in a 2014 Office for Learning and Teaching (OLT) Innovation and Development Project report on graduate qualities and journalism curriculum renewal. To address this situation, the author argues for journalism capstone units, designed by both journalism educators and news editors, to include a series of agreed criteria and standards to guide journalism educators, and for journalism students to demonstrate not only a broad knowledge base together with research and communication skills but also entrepreneurial skills to help them adapt to new media markets and jobs.
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