Print, Broadcast and Online

Convergence in the Newsroom

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lution to newsroom organizations from

competitive to cooperative and now, in
some cases, to convergence. Competition between newspapers in the United
States was the norm for more than 300
years (Shudson, 1995). During that
time, journalists forged the way for
many freedoms and rights under which
all forms of mass media are protected
today (Weaver & Wilhoit, 1986). In the
1920s and 30s the immediacy of radio
began to affect newspapers circulation,
and publishers had difficulty adjusting
to the new competitive marketplace
(Beasley, 1996). With television in the
early 1950s, came a new and even more
powerful competitor, and since then
each medium has battled for market
share [Boyd, 1993).
But economic forces and new
technological capabilities in the 80s and
90s brougbt some of the once competing media organizations under tbe same
cooperative roof. Gannett, The Chicago
Tribune Company, and others initiated
cooperation between their electronic
media holdings and print holdings in
order to create a competitive advantage
in the marketplace. These cooperations
kept the media organizations separate
but found strategic touch points where
information could be shared to make
botb organizations more competitive
(Hammond and Porter, 1997).
In the 90s increased return on investment expectations (Pavlik, 1996)
and the emergence of the Internet has
pressured media organizations to converge under the same organization. Pew
Center Research (1998) indicates almost
half of Americans are online. Information specific to tbe interests of the user,
such as stock quotes, weather, traffic,
etc., has drawn a large audience to Web
sites. The Pew research suggests that
increased Internet use creates an appetite for in-depth reporting and may
17

channel readers to newspapers and

magazines. It may also reduce time
spent watching television. More are
obtaining news from broadcast news
Web site for (22%) and national newspaper Web site (16%) than Web site
without affiliation (1998).
This trend is important because
it sbows that the consumption patterns
of news are changing. No longer are
readers or viewers medium loyalists. A
reader/viewer will see a story on one
medium and follow the story, based on
tbeir own interests to another medium
to get other views or greater depth. Media organizations that can keep readers/
audience linked to in-house products
will have competitive advantage.

In tern al forces
It is unclear how widespread
newsroom convergence is in the academy. Aside from Brigham Young University, convergence efforts are taking
place at Marshall University and Virginia Commonwealth University. Joyce
Dodd, director of VCU's School of Mass
Communication said, "This (center) is
what the newspaper industry needs.
This is something The Associated Press
and newspaper managers think would
be very effective as tbe 21"' century demands different news products"
(Intress, 1996).
Dodd and others advocating convergence see students who are more
technologically literate, who face a dynamic economy and need more portable
skills. BYU News Director Dean Paynter
said, "These students are not technologically shy. Even those who see themselves as anchors know how to handle
the equipment." One graduating senior
said, "If this broadcast thing does not
work out I want to have something to
fall back on. I can write, and I know how
to make technology work ... I can find
SUMMER 2000

a job anywhere."

culminating experience to have

mixed groups of print/broadcast
faculty/students create presentations about what the program
should look like in 10 years.
On the second day, the group
had determined that the merger
of print and broadcasting would
benefit students and should be
pursued. Also, five teams were
created on the second day to create various parts of a plan to
move the effort forward. Students and faculty spent the next
five weeks doing the committee
work that led up to a plan for the
future (Porter, 2000).
The committees formed after the
future search began by discussing general questions such as the new functions
and roles in the new organization, identifying accountabilities to the audience/
readers, administration, FCC, etc. As
committee work continued, new questions emerged that were more practical.
The chief concerns were organizational
structure and editorial flow.
During the period between the
future search and the actual first efforts,
we conducted 19 informal interviews
with the future search participants who
generally reported extremely high enthusiasm. In the interviews, we asked
what factors made the future search
successful. Participants reported that
the four-hour period on the first day
reviewing the print and broadcast traditions diffused many traditional rivalries (see Table 1). The holistic approach
that identified stakeholders (readers,
audience members, advertisers, and administrators) was also rated highly. But
equally significant was the involvement
of students. Half of the participants
were students, and all interviewed faculty agreed that their contributions were
critical. The future search helped to give

The first steps

Early in 1996 the broadcast and
print faculty at BYU agreed to bring the
Daily Universe (circulation 30,000) and
television and radio broadcast into one
organization. Journalism Coordinator
William Porter and Broadcast Coordinator Jay Rush, after a series of frustrating faculty meetings, agreed to use a
strategic planning method known as a
"future search" to launch the new organization (Weisbord, 1986).
A future search is an intensive
multi-day meeting using a "whole system" approach to planning. It assembles
relevant stakeholders in a retreat and
deals with the issues and conflicts that
can be a barrier to establishing a common vision for the future. It is a departure from traditional planning methods
because action is delayed until all stakeholders find the common ground that
unites them (1986). The objective of the
future search is to evoke the expertise
of all stakeholders in a holistic dialogue
(Senge, 1992; Hammond, 1996). To
make sure all perspectives are included,
the process involves focusing on past
accomplishments and distinct capabilities, looking at current internal and external forces, creating a vision of an
ideal future and deciding on next steps.
Porter described the process in his
notes:
About 20 faculty/staff and 20
students met for 12 hours on the
first day, then came back for four
hours on day two. During that
time, Scott Hammond first led
the group through discussions
about the strengths of the department and the core values that
should be retained. He then had
the group focus on how things
should look in the future. The
JOURNALISM & MASS COMMUNICATION EDUCATOR

18

cesses, skills, and culture. (See Figure

1.) As a result of these general shifts, a
new editorial process emerged (See Figure 2.)
News organization generally
moved from a linear, monochronic organization, where incremental steps led
to specific outcomes, to a polychronic
work environment when processes
were improvised to achieve desired
outcomes (Hall, 1962). Reporters moved
from a system where they wrote for a
certain medium in a certain timeframe
on a certain "beat" covering news during their shift to a system where whatever medium needs the story asked to
have it posted online immediately. A
student NewsNet editor observed:
With the increasing desire to more
efficiently serve the public came the
concept
of
news-on-demand.
NewsNet's Web site was designed to fill
that demand. Now news is immediate.
A new class of reporter, who can generate news stories foreach medium, writes
a story that goes directly on-line for
public viewing.
Second, as the newsroom converged, student journalists moved from
an environment where differentiated
skills were valued to one where integrative skills were most valued
(Lawrence and Lorsh,1969). In the old
organization, students were encouraged
to specialize in certain media, on certain beats, or on certain technical skills

TABLE 1
RANKED PRIORITIES
FOR FUTURE SEARCH

1. Honoring past accomplishments and

traditions. (15)
2. Taking a holistic approach. (13)
3. Involving all stakeholders including
students. (13)
4. Giving voice to detractors. (8)
5. Taking incremental steps after the future
search. (7)

a voice to advocates and skeptics, and

in some cases, the skeptics became advocates. Finally, as next steps were
planned, incremental change was advocated to preserve existing capabilities
while creating a converged newsroom.

How it works
The future search conference
came four months before the first publications and broadcasts by the converged newsroom. During that time of
intense planning only some of the problems with convergence were foreseen.
Once the organization began serving an
audience and readers, learning and
change accelerated. First came general
changes in the organization. These lead
to changes in the editorial processes,
particularly in the story flow.
Three generic transformations
were observed in organizational pro-

FIGURE 1
SHIFTS IN CHARACTERISTICS:
MOVING FROM A COMPETITIVE TO A CONVERGED NEWS ORGANIZATION

Competitive
Processes
SkiUs
Culture

'Cooperative

Converged

Monochronic-

-> Polychronic

Differentiated-

> Integrated
-> Self-organizing

Hierarchy
19

SUMMER 2000

1 fe

JOURNALISM & MASS

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COMMUNICATION EDUCATOR

20

Edi

Writin

Intranet

Production

Radio Producer^

Newspaper Editor
Lifestyles
Sports
Campus
National/Intemat

J Television Prodi

1 Online Editor

covery Devel

Repo ers

FIGURE
ITORIAL FLOW i

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c
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such as copy editing or videotape editing. In the new organization those skills
were needed, but students were more
highly valued if they had integrative
skills that allowed them to contribute
across medium. News Director Dean
Paynter said, "We expect our students
to do more than anchor, more than report, and more than produce. The best
ones can do it all, including write for
the newspaper." Some who had specialized began to feel undervalued. A photojournalist said, "Seems like [we're]
getting pushed more and more into isolation ... [They] don't care about photojournalists learning more about photography. [This is a] major frustration
forme ... Photojournalism's not becoming more involved. [I'm] never gonna
work here again!"
Third, the converged newsroom,
viewed as a living, self-organizing system is a substantially different environment when compared to the traditional
pyramid bureaucracy driven by titles,
positions and flow charts.
Co-author Daniel Petersen, a
graduate student doing a study of the
converged newsroom observed;
As the new system emerged, new
relationships were created and
previously significant titles fell
away. The convergence produced an interwoven fabric of
new and dynamic newsroom
roles: Networker, Information
Broker and Team Player. The
Networker is focused on relationships, contacts, and connections.
The Information Broker is more
interested in the value of the information and how it can be used
to generate more. The Team
Player tends to support the entire team in creating the best possible news product (Petersen,
1999).

But this self-organizing, seemingly chaotic work environment where

processes were continually improvised
still needed to meet deadlines, produce
shows and get the paper to press. Medium-based jealousies persisted. Newspaper editors were accused of keeping
stories from the evening broadcast in
order to have "fresh" news for the morning paper. Producers were accused of
following a breaking story without notifying the city editor of the newspaper.
Intentional or not, each product clearly
had different needs. For example:
Each editor had responsibility for
a section of the paper. But for the television newscast, one producer had responsibility for the entire show. This
meant producers had to shop around to
the different newspaper section editors
to find out what was happening.
The newspaper was on a 24-hour
time cycle, but broadcast journalists and
online needed regular updates.
Print journalist enjoyed relative autonomy when working on a story, but
television reporters needed permission
before cameras and other resources
could be allocated.
Television reporters were under
pressure to "fill the show" every day
while the newspaper could fill with
wire copy if stories were not ready.
These issues tended to congest
editorial flow and demanded a solution.
The tactic devised to utilize all personnel and resources effectively is called
the "Daybook," a computer program
designed for reporters to record stories
they are actively covering, allowing
editors to be aware of what reporters are
doing. The NewsNet online editor said,
"The Daybook picks up anything new,
no matter what area ... [It's the] brink of
something totally new ... information at
[your] fingertips. All reporters have the
responsibility to update the stories they
21

SUMMER 2000

Cheney, 1983; Tompkins, 1987; Bullis

and Bach, 1989; Gates & Hellweg, 1989).
Survey respondents were evenly divided among print, hroadcast, and public relations students.
We hypothesized that students
through assimilation would feel more
commitment to an integrated newsroom
over the period of a semester, however,
this was not the case. (Jablin & Krone,
1987). The range of scores for administration number one spread from 62 to
112, with X, = 93 and SD = 11. The range
was divided into thirds with those students with identity and commitment
scores in the bottom third (62 to 78)
categorized as low; scores in the middle
third (79 to 95) categorized as moderate; and those who scored in the top
third (96 to 112) categorized as high.
Considering all three majors together,
survey one showed that three students
at the beginning of the semester had low
levels of identity and commitment, 19
had moderate levels and 17 had high
levels. Most students had moderate to
high levels of commitment before having any experience at NewsNet, with a
few extremes on the high or low end.
In the second administration of
the OIQ, the scores from survey two
went from 56 to 135, with x^ = 88 and
SD = 19, nearly twice that of survey one.
When identity and commitment scores
of all three majors from survey two were
divided into three categories, students
with scores from 56 to 82 were considered low, those from 83 to 109 were
considered moderate, and those from
110 to 135 were considered high. Results from the second survey showed
15 people finished the semester with
low commitment and identity, 18
showed moderate levels, and six
showed high levels of commitment.
The polarity that occurred from
survey one to survey two was signifi-

are preparing in the Daybook."

Unanticipated problems
The first two years of convergence
involved considerable experimentation
and organizational changes. But in the
last three years the organization has
operated with relative consistency, allowing us to make several critical observations that may be of value to journalism educators interested in creating
a converged newsroom. We did not consider how identity, disrupted career
plans, or increased complexity might
effect the students.

Identity and commitment

Because print, broadcast, and
online media are different in presentation and style, Pratte (1998) believes
merging the disciplines in order to serve
a "news industry" confuses educational
goals. One student said, "All my life I
dreamed of being a news anchor in a
television news station. I worked hard,
got into a good program, and now I am
on a team that does a half dozen things
I'm not interested in."
To discover whether organizational identity changed during the 16week semester Cheney's (1982) Organizational identification Questionnaire
was administered at the beginning and
end of the semester to all new reporters
(N = 39). The OIQ is designed to measure an individual's identity and commitment to an organization through 25
seven-point Likert-scaled questions.
The questions measure: (a) membership
and sense of belonging; (b) loyalty to the
organization; (c) perceived similarity
with other organizational members; and
(d) degree with which the individual
feels the organization represents his or
her views (Patchen, 1970). The questionnaire has been widely used and has
high internal reliability (Bullis, 1984;
JOURNALISM & MASS COMMUNICATION EDUCATOR

22

cant. A chi square (x^ = 13.22) showed

the shift of scores that occurred from
time one to time two was significant (p
< .001, df = 2). Also, a two-tailed t-tests
at time two was only hundredths of a
point from being significant, but that
was not because of the small sample
size and large standard deviation - also
a function of the small sample size.
The mean scores for the first and
second administrations increased on
the high and
low end, which
caused the categorized thirds
to shift some
from the first to
the second administration.
This shifting in
category size
can be attributed to a doubling of the
-^^^^^^^^^^^
standard deviation in the second test. The high standard deviation at the end of the
NewsNet experience implies that more
reporters developed a stronger negative
or positive organizational commitment
and identity after working for 16 weeks
than they did at the beginning. A strong,
moderately committed core remained,
but polarization of identity and commitment occurred as a result of reporter
experiences as they worked in the organization. At the beginning of the semester 17 people identified highly with
inetegration, but by the end of the semester only six people identified
highly; however, those six scores from
survey two were well above the limit
for high identity for survey one. Four
scores were only slightly outside the
bottom boundary for the "high" range
for survey two, but were above the
"high" range for survey one. Ten par-

ticipants in the second survey would

have been in the "high" category for
survey one had the range not shifted so
dramatically. This represents a decline
from 17 to 10 individuals who had
strong organizational identity and commitment.
The number of participants
whose identity and commitment scores
increased was small; however, those
who had their scores increase, increased

'At the beginning of the semester

17 people identified highly with
integration, but by the end of the
semester only six people
identified highly...'

23

immensely, some as much as 35 points.

So, while overall identity scores did not
increase, those scores that increased,
did so dramatically. Likewise, scores
that decreased over the semester decreased significantly.
We also explored whether students within certain journalism majors
would feel more commitment. Major
was crosstabbed with both the first and
second OIQ results to compare the commitment and identity scores in each
major. Results from the first survey
showed broadcast majors most identified with the integrated newsroom concept before experiencing the integrated
newsroom. Of the 13 hroadcast majors,
nine had high identity and commitment
in survey one, and no hroadcast majors
were found in the low identity level.
Public relations majors also
seemed to identify highly with
SUMMER 2000

NewsNet in the first survey, and commitment increased in the second survey. Of the 13 public relations majors,
five identified highly with the program
before actual involvement, and eight
had moderate levels of commitment. By
the end of the semester, six people identified highly; four scores were only
slightly outside the bottom boundary for
the "high" range.
Print journalists seemed to be the
most skeptical of the system before starting. Only three individuals identified
highly before starting the program,
seven identified with it moderately, and
three had low levels of identity and
commitment before any involvement.
One print journalist whose score went
down by 13 points said, "This is not
what I expected. I've never been so miserable ... I didn't feel I was taught much
at the beginning of class, so most of
what I learned, I learned by making
mistake after mistake." Disrupted
dreams
The mid-semester interview data
offers suggestions as to why commitment to the convergence experiment
went down for over most the period of
a semester. Interviews suggest that the
identification with medium comes prior
to university experience for many students. Many of the print journalists bad
been part of their high school newspaper staffs. Many broadcast students had
dreamed of being on network television.
The integrated newsroom began to undermine that identity. One student said,
"I told my parents that I wanted to be a
TV news reporter. That's why I came to
BYU. That's what I want to spend my
time doing ... you have me all over the
map doing other things."
In addition, the strong commitment to a medium is reinforced by tbe
existing prerequisite curriculum. Students reported in the interviews that
JOURNALISM & MASS COMMUNICATION EDUCATOR

some professors had "bad mouthed" the

converged newsroom. Others said the
prerequisite courses, professors, textbooks, and course material reinforces
their identity as a print, or broadcast
journalist. Increased complexity
The integrated newsroom was a
considerably more complex organization than the old organization. New students hoping to assimilate often reported the complexity to be overwhelming. The data suggested that students
aligned with medium-based sub-groups
that were formed prior to working in the
BYU converged newsroom. One student
said, "When I came into the converged
newsroom I was completely confused
until I saw the broadcast students I
know from 375. I hung out with them
and they showed me what to do."

Recomm en dations
There is annecdotal evidence to
suggest that the BYU convergence case
has increased employability of the students. Overall cost reductions have yet
to be realized. In 1998 and 1999 the
NewsNet organization was the topranked student online news service by
Editor and Publisher. The combination
of visual and textual material has been
cited as a major reason.
The case does suggest the following important accomodations for education institutions planning integration:
1. When considering creating an integrated newsroom, account for external industry needs as well as educational trends.
2. When converging, use a whole
systems approach that allows for all
stakeholders to contribute. Move slowly
and expect a localized hybrid version
of convergence.
3. Make sure there is adequate technical support. This means equipment,
maintainance, and training.
24

4. Assume drastic organizational

changes that will force students and faculty to hecome more polychronic, integrated, and adaptable.
5. Align faculty, curriculum, and
course requirements with the editorial
processes in the converged newsroom.
6. Do not expect all students or potential employers to recognize the shortterm the benefit of working in a converged newsroom. The benefits may be
years away.
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