Barriers and Motivators: Investigating the Impact of Personal and Perceptual Factors on Media Career Choices in Bangladesh

Introduction

Bangladesh is a developing country in South Asia. After gaining independence in 1971, the country went through at least two decades of transformation into a closed society (Shoesmith & Genilo, 2013; Shoesmith & Mahmud, 2013, as cited in Ullah, 2019), as government control over the media was at its peak. However, after the end of autocracy in 1990, the path to media development became smoother (Genilo & Shafi, 2013; Khan, 2020; Mursalin, 2019).

Over time, media privatization was announced. Shoesmith and Genilo (2013) identify three key factors that transformed the media landscape in Bangladesh: advancements in new information and communication technologies, the influence of globalization, and the revival of parliamentary democracy.

In 1997, the country’s first private television channel, NTV, began its journey. Currently, there are 39 television channels in the country (Ministry of Information and Broadcasting [MIB], 2023). However, alongside the advancement of internet-based communication, people started getting news from sources other than traditional media, such as websites. Several hundred online portals are operational in the country, and recently, the MIB has initiated their registration.

In 2024, the MIB reported that Bangladesh has 584 daily newspapers and 124 periodicals, with Dhaka hosting 282 of these publications. The country also boasts 12 commercial and 16 community radio stations. According to the Bangladesh Telecommunication Regulatory Commission, there are 130.35 million internet users and 117.47 million mobile phone users in Bangladesh.

Ullah (2016) argued that deregulation was essential to the expansion of Bangladesh’s media sector. The growth of the middle class in the country, increasing levels of literacy, purchasing power, and consumer demand for diverse media were additional contributing factors (p. 65).

Journalism education began before the establishment of Bangladesh as an independent state in 1971, though the presence of journalism and newspapers in the Indian subcontinent dates back even earlier. In 1962, journalism education started at the country’s top higher education institution, the University of Dhaka, through a diploma course. It later progressed to bachelor’s and master’s courses, contributing to the advancement of communication education. Currently, journalism education is offered at 32 private and public universities in the country.

Despite the proliferation of media, a significant shortage of competent and skilled journalists persists. Social media’s growing influence is gradually replacing traditional journalism, exacerbating concerns about the reliability of information (Saleem, 2021). Credible journalism is perhaps the most crucial element in creating and sustaining a successful democracy, playing a pivotal role in promoting accountability and transparency at all levels of governance (Fenton, 2010; McNair, 2009; Sulzberger, 2023). In a third-world country like Bangladesh, where the absence of skilled journalists is particularly pronounced, this deficit poses substantial risks to societal stability and democratic progress (Donsbach, 2014).

This shortage is rooted in multiple challenges, particularly in fostering students’ interest in journalism careers. There must be individual and perceptional factors that significantly influence career choices. On a societal level, barriers like distrust in media, financial instability, and the emergence of alternative media further deter individuals from pursuing journalism. Addressing these issues requires a nuanced understanding of the interplay between these personal and societal factors. So, this research examines these dynamics, emphasizing the need to realign journalism education and career guidance with industry demands to meet societal needs and ensure accountability in Bangladesh’s democratic landscape.

Purpose of the Study

This research aims to examine the factors influencing students from the journalism department in Bangladesh in deciding whether to pursue a career in journalism. Given the significant role that skilled and competent journalists play in fostering accountability and transparency within a democratic society, this study seeks to understand the motivations, experiences, and external influences that shape journalism students’ career intentions. In light of the challenges faced by the media industry in Bangladesh, including the shortage of trained journalists and the rise of alternative media, this research aims to provide insights into the aspirations of future journalists and the factors that drive their professional choices. By analyzing these factors, the study contributes to the broader discourse on the effectiveness of journalism education and its alignment with industry needs, ultimately offering recommendations for improving journalism training and career guidance in Bangladesh.

Linking Journalism Careers to Literature

Due to the lack of dedicated theory in journalism career choice, some out-of-scope theories were used to determine the underlying factor of why media student chose their careers in journalism. For instance, the Social Cognitive Career Theory (SCCT; Lent et al., 1994) highlights how self-efficacy, personal interests, and societal expectations impact career choices. The SCCT applies highly to school career education guidance, offering a comprehensive framework for explaining and predicting career development (Lent & Brown, 2019). In the context of journalism, Iyer and Siddhartha (2020) found that creativity, passion, and the desire to challenge societal norms significantly influence students’ professional aspirations. The Push-Pull Theory originally used in migration studies suggests career choices are influenced by “push” factors like societal pressure and “pull” factors like passion for media (i.e., Genilo, 2021; Kazi & Akhlaq, 2017; Song & Jung, 2022).

However, journalism also faces global challenges, including precarious job markets, declining trust in media, and competition from digital platforms (Saleem, 2021). In Bangladesh, these challenges are compounded by inadequate training facilities, outdated curricula, and societal pressures, creating significant barriers for aspiring journalists (Genilo, 2021; Ullah, 2016). Gender-specific challenges, such as discrimination and cultural expectations, further complicate career prospects, as observed in contexts like Nigeria (“Ibrahim et al.,” 2021).

So, these theoretical and contextual discussions must be linked to examine how journalism students perceive their career prospects and the factors shaping their choices, bridging the gap between education and professional aspirations to address the sustainability of journalism careers in Bangladesh.

Literature Review

Journalism is crucial for the functioning of democracy, as it empowers professionals to question those in power (Hanna & Sanders, 2007). The objective of journalism education is to develop such professionals who can hold authorities accountable. Diversity within newsrooms is essential to effectively protect the interests of various societal segments. However, efforts to achieve this in the United States were not successful until 2000 (Bodinger-de Uriarte & Valgeirsson, 2015, p. 399).

Furthermore, the advent of new communication technologies has significantly transformed the field of journalism. This evolution necessitates that journalism education adapts accordingly to remain relevant and effective (Ercan, 2018, p. 361). Students approach their curricula and studies in diverse ways, reflecting a wide range of opinions and preferences regarding their coursework and career paths. This diversity of perspectives highlights the importance of continuously evolving journalism education to meet the shifting needs and expectations of students as well as of the industry.

Journalism education in Bangladesh encounters several material challenges, including inadequately equipped convergent news laboratories, a scarcity of research, and a dearth of instructors with backgrounds in professional media (Ullah, 2016). Their understanding of the media system remains unclear due to a lack of practical knowledge, despite students demonstrating satisfactory levels of media literacy (Begum & Khan, 2022, p. 15). This disconnect arises because journalism education in the country follows Western curricula, which do not align well with the local context (Ullah, 2014, p. 15). With the expansion of private channels and online journalism, subjects like broadcast production and new media have been gradually incorporated into journalism programs. However, significant issues persist, particularly the lack of practical labs and proper integration (Ullah, 2019).

Despite these challenges, students continue to pursue journalism. Currently, journalism is taught in 32 universities across Bangladesh, both public and private. These students face several obstacles, including familial pressure, inadequate financial support, and outdated curricula (Genilo, 2021). Together, these elements pose serious obstacles to the country’s journalism education system’s efficacy and relevance.

The motivation to choose journalism as a profession may be influenced by numerous elements, together with societal perceptions, instructional experiences, gender problems, and professional prospects. Hanna and Sanders (2007) carried out a longitudinal study on U.K. journalism undergraduates, exploring how their attitudes toward the direction of the societal roles of the news media developed at some stage in their education. The findings discovered that scholars have become greater willing to propose an adverse method in the direction of public officials and businesses. However, they did now no longer support those roles as strongly as older generations of U.K. journalists. A study on journalism education and gender problems in Nigeria (“Ibrahim et al.,” 2021) tested the factors affecting female graduates’ professional selections in journalism. Despite the growing reputation of journalism training, girls confronted significant barriers, together with discrimination, societal roles, nonsecular and cultural beliefs, and terrible wages. These findings highlight the vital function of gender in professional motivation and the demanding situations women face in the journalism profession.

Donsbach (2014) mentioned the evolving function of journalism as a ‘new knowledge profession’ (p. 666) and the essential talents that need to be learned in academic programs. As journalism becomes increasingly marginalized in public communication, the profession’s middle capabilities of validation and shared fact grow to be greater vital.

Personal interests and perceived strengths play a critical role in students’ professional selections. A study of the personality traits of print and broadcast journalism students determined significant variations in their motivations and perceived strengths. Broadcast journalism students have been greater extroverted, conscientious, and prompted through social prestige, sports, and reporting, while print journalism students have been more willing to the direction of writing (Wallis et al., 2020). They found that media careers regularly have a limited “shelf life” (p. 190) with significant attrition rates through mid-profession. This perception is important for Bangladeshi college students because it underscores the significance of preparing for the long-term sustainability of the journalism profession. Addressing those challenges in journalism education and profession-making plans may want to assist college students make informed decisions and expanding strategies for long-term career success.

Understanding what drives students to select a profession in journalism is critical for shaping instructional techniques and professional guidance. Iyer and Siddhartha (2020) examined the motivations of first-year undergraduate media students in India, locating that passion, creativity, and the choice to face traditional professional paths are significant elements. However, parental disapproval emerged as a substantial demotivating factor.

Kazi and Akhlaq (2017) explored broader professional desire impacts among students in Lahore, revealing that parental effect is paramount, observed through peers, financial considerations, and personal interest. These findings underscore the significant function of own circle of relatives and societal expectancies in shaping career selections.

Örnebring and Mellado (2018) conducted an exploratory comparison of six European countries, identifying three distinct dimensions of journalistic skills: reporting, editing, and networking. Despite the differences in how journalists across these nations value various professional skills, these three dimensions stood out as common themes.

De Burgh (2003) contended that journalism education should be treated as a solemn academic discipline rather than merely as vocational training. He emphasized the importance of preparing journalists to act as critical analysts and mediators of information.

De Burgh (2003) also emphasized that journalism education has unique characteristics, such as the balance between academic, practical, and occupational learning; the inclusion of simulations that mirror real-world experiences; adherence to professional conduct standards; engagement with local communities; use of competency-based assessment criteria; and high transferability of skills, especially in research and writing.

In a survey conducted by Katerynych (2021) with 21 educational journalists and editors from leading specialized media outlets in Ukraine, the findings highlighted a set of key competencies for education journalists. These include knowledge of education-related laws, the ability to select information based on reliable sources, understanding audience needs, recognizing the interests of parents and children, and possessing strong skills in literacy and self-editing.

López-García et al. (2017) explore the integration of technology into journalism, focusing on multimedia, immersive, and data journalism. They argue that the challenge in training new journalists today isn’t just in teaching technology, but in leveraging these skills to innovate while preserving journalistic integrity. Their research, based on 25 European and American journalists, emphasizes the need for ongoing dialogue between journalists and technologists in multidisciplinary teams. This approach is crucial for adapting to digital processes and evolving work dynamics, shaping the skillsets of modern journalists in a tech-driven ecosystem.

Ziani et al. (2018) reported that journalism education in the Gulf Cooperation Council (GCC) regions is perceived as engaging and enjoyable, with respondents being described as ambitious, skilled, and motivated. However, the study emphasized the need for a more practical approach to improve journalism quality in the region, rather than concentrating solely on theoretical aspects. A survey has been conducted among 240 journalism educators and department heads from 51 colleges and universities to examine their adaptation to potential changes in journalism curricula due to the rise of multimedia journalism. The research revealed several obstacles, such as inadequate faculty training on multimedia approaches and insufficient funds for purchasing and upkeep of the equipment required to instruct multimedia skills.

Kurambayev and Issenov (2022) investigate the challenges faced by aspiring journalists during mandatory internships in Kazakhstan. Based on interviews with 15 interns, the study reveals significant discrepancies between university expectations of practical experience and media outlets’ demands for ready-to-work interns. This gap results in inadequate professional mentorship, discouraging many students from pursuing careers in journalism. The research underscores the implications for journalism education and professional standards in Central Asia, highlighting issues of democratization and the need for closer alignment between academic training and industry expectations.

Emphasizing the importance of hands-on training in journalism through real-world case studies, multimedia abilities, and social media usage, Dewi et al. (2024) advocated for a flexible curriculum that incorporates current technology, relevant teaching materials, and enhanced practical training to more adequately equip students for the rigors of the journalism industry.

Understanding the various motivators and barriers that influence journalism students is essential for addressing the gaps in journalism education and aligning them with industry demands. Building on the findings of prior research, this study seeks to explore two central questions:

Method

This study employed a cross-sectional survey, which is designed to observe samples at one point in time (Babbie, 2020, p. 106), deemed suitable for collecting data from journalism students across 16 geographically dispersed universities in Bangladesh. Considering the logistical challenges posed by remote locations and limited funding, the survey method was the most practical and efficient approach to gathering standardized data, enabling robust and generalizable analysis (Groves et al., 2011).

The study used stratified random sampling for a precise estimation of the whole population with more convenience and lower cost (Lohr, 2021, p. 95). Employing proportional stratified random sampling techniques, the study selectively identified 16 universities from a comprehensive pool of 32 institutions offering bachelor’s degree programs in journalism. Within this pool, the universities were categorized into two distinct strata (public university and private university) based on their ownership, resulting in 12 public and 20 private universities. The sampling strategy entailed the deliberate selection of 6 public universities and 10 private universities (see Appendix A). Through this judicious sampling approach, the study aimed to attain a representative sample that balances both cost-effectiveness and the imperative for accurate population estimation. The total number of students in those 16 universities is 2,250.

Cochran (1977) developed a formula to determine representative sample size for proportions in large and unknown populations (pp. 75–76). But for known populations, Yamane (1967) gives an easier equation for estimating the sizes of samples when n signifies the sample size, N denotes the population measurement, and e is the margin of error (p. 886).

With a population of 2,250 media students

n = N 1 + N ( e ) 2

n = 2 , 250 1 + 2 , 250 ( . 05 ) 2

n = 339 . 62

So, considering all these calculations, we used a sample size (n) of 340 to develop a comprehensive and reliable study. The research participants reveal a balanced gender distribution, with males comprising 55.6% (n = 189) and females making up 44.4% (n = 151). Regarding living areas, most participants (61.5%, n = 209) reside outside Dhaka, while 38.5% (n = 131) live within Dhaka. Regarding educational levels, the largest group is from the Honors 1st Year, accounting for 35.3% (n = 120) of the participants. This is followed by Honors 2nd Year (21.5%, n = 73), Honors 3rd Year (18.8%, n = 64), Honors 4th Year (10.3%, n = 35), Masters students (9.4%, n = 32), and graduates (4.7%, n = 16). These figures highlight the diverse demographic profile of the study sample.

We initially conducted a pilot survey among 30 media students, making necessary adjustments to the final survey based on their feedback. The survey questions were adapted from studies by Cretser-Hartenstein et al. (2024), Mishra et al. (2017), Carpenter et al. (2016), Maksl et al. (2015), and Seibert et al. (2013). Data collection occurred between April 28, 2024 and May 5, 2024. Participants were contacted via email and had the chance to be one of five selected respondents to win 1,000 BDT each. The analysis was conducted using IBM’s SPSS 25. The data were meticulously cleaned and assessed for normality. Factor analysis was employed to combine scales where appropriate, and reliability was evaluated using Cronbach’s alpha.

Results

To analyze responses to the question, “How likely are you to pursue a career in media?” using a Likert-type scale (1 = strongly disagree to 5 = strongly agree), we examined the three scales independently. We applied principal component factor analysis with varimax rotation to identify potential groupings within each scale and conducted Cronbach’s alpha reliability analysis. For the first scale, which comprised 11 questions about Opinions of the Media, three distinct factors were identified: Factor 1 (24.41% of the variance), Factor 2 (20.62%), and Factor 3 (18.23%). These factors together accounted for 63.26% of the total variance. According to Cronbach’s alpha reliability analysis, a reliability score of 0.65 or higher was considered acceptable (Goforth, 2015). Factor 1, “Media Is Fair and Accurate” (α = .83), included four items: “Media covers news objectively, maintains accuracy, portrays events truthfully, and is neutral.” Factor 2, “Distrust the Media” (α = .696), included five items: “Mainstream media cannot communicate with my generation,” “Media creates obstacles in solving social problems,” “It is hard to believe media,” “Speeches against media made me skeptical,” and “Media prioritizes speed over accuracy.” Factor 3, “Media Is Important for Democracy” (α = .90), included two items: “Media is essential for democracy” and “Media is helpful for society.”

A similar process was applied to the 20 Life Motivations Questions, resulting in six distinct factors: Factor 1 (15.49%), Factor 2 (13.52%), Factor 3 (13.14%), Factor 4 (9.05%), Factor 5 (8.3%), and Factor 6 (6.76%), explaining 66.26% of the variance. Cronbach’s alpha reliability analysis identified Factor 1, “Life of a Journalist” (α = .838), with five items: “I enjoy talking to new people, telling stories, asking questions, informing others, and writing.” Factor 2, “Enjoy Creating Digital Media” (α = .842), included four items: “I enjoy creating digital media content, using new tools and techniques, gathering and sharing information via social media, and photography.” Factor 3, “Social Justice” (α = .787), included four items: “I want to navigate people toward solutions, raise awareness of political affairs, work against injustice, and travel for work.” Factor 4, “Personal Recognition” (α = .621), included three items: “I want to be a celebrity, gain special access to exclusive events, and receive recognition for my work.” Due to Factor 4’s low reliability, it was excluded from further analysis. Factor 5, “Avoid Math and Science” (α = .707), included two items: “I want to avoid subjects related to mathematics and science.” Factor 6, “Want Routine Schedule” (α = .496), included two items: “I want to enjoy a diverse daily life and a profession with specific work hours.” Factor 6 was also excluded due to low reliability.

The same procedure was used for the 17 “How Much Did Each Influence Your Choice of Major” Questions, which resulted in five distinct factors: Factor 1 (19.27%), Factor 2 (14.90%), Factor 3 (13.82%), Factor 4 (12.33%), and Factor 5 (8.35%), explaining 68.67% of the variance. Factor 1, “Achievement and Growth” (α = .848), included six items: “I wanted to show visible success, achieve financial security, contribute to society, gain honor and influence, do interesting and challenging work, and acquire new skills and knowledge.” Factor 2, “Past Experience” (α = .819), included three items: “High school activities encouraged me, I wanted to study media, and I had prior experience in similar work.” Factor 3, “Like My Major” (α = .748), included three items: “I am skilled in work related to my education, it is easy to find related jobs, and I enjoy the work associated with my education.” Factor 4, “Suggestions from Others” (α = .767), included three items: “Motivation from friends, suggestions from teachers or advisors, and admiration from others influenced me.” Factor 5, “External Influence and Lack of Intent” (α = .363), included two items: “My family wanted me to study here” and “I did not have any specific intention.” Due to its low reliability, Factor 5 was excluded from further analysis.

Regression analysis was used to assess the factors that influenced journalism majors’ likelihood of pursuing a career in the field. The analysis of Factors 1 to 4 from the “How Much Did Each Influence Your Choice of Major” scale with the dependent variable (DV) “How likely are you to pursue a career in media?” showed significant results: F(4, 335) = 10.979, p < .001, r² = .116. Achievement and Growth were not significant (p = .29), while Like My Major (t = 4.51, β = .23), Past Experience (t = 4.27, β = .22), and Suggestions from Others (t = 2.03, β = .11) were significant. This indicates that enjoying the major, being good at it, and past experiences were more important than the desire for achievement and growth in influencing the likelihood of choosing a career in media.

The same regression analysis was applied to Factors 1 to 3 and 5 from the Life Motivations Questions scale with the DV “How likely are you to pursue a career in media?” yielding significant results: F(4, 335) = 2.42, p = .04, r² = .028. The Life of a Journalist factor was the only significant predictor (t = 2.56, β = .14).

Finally, to examine the impact of media opinions on attitudes toward pursuing a journalism career, we regressed Factors 1 to 3 from the Opinions of the Media scale on the DV “How likely are you to pursue a career in media?” The regression was significant: F(3, 336) = 8.593, p < .001, r² = .071. The belief that “Media Is Fair and Accurate” (t = 4.64, β = .244) was positively significant, indicating that higher perceived fairness and accuracy of media correlated with a higher likelihood of choosing a career in media. Conversely, “Distrust of the Media” (t = −1.98, β = .10) was negatively significant, and “Media’s Importance for Democracy” was not a significant predictor.

Discussion

Conclusion

This study aimed to investigate the factors influencing journalism students’ career intentions in Bangladesh, focusing on personal motivations, past experiences, and perceptions of the media. A survey of 340 students from a total of 16 universities, both public and private, in Bangladesh was conducted, with the data analyzed using factor and regression analyses. The study findings reveal that students’ likelihood of pursuing a career in media is significantly influenced by factors such as enjoyment of their major, past media-related experiences, and social influences, with a notable emphasis on the perceived fairness and accuracy of the media. These results contribute to the existing literature on media career intentions by highlighting the interplay between personal and societal factors in shaping students’ professional choices, particularly in the evolving media landscape of Bangladesh. The findings highlight the necessity for a tailored approach to journalism education that aligns with both student motivations and industry demands, particularly as traditional media increasingly establishes an online presence, in the context of a shortage of skilled journalists, public skepticism toward traditional media, and the rise of alternative platforms.

In Bangladesh, many media students do not pursue careers in journalism, and a significant portion of media practitioners lack formal education in journalism or media studies. This calls for further research into the career paths of media graduates who do not enter journalism and the motivations of those from other disciplines who choose it. In addition, external factors such as coercive laws and violence against journalists should be examined for their impact on students’ career decisions. The existing study was limited to 16 universities, potentially constraining the representativeness of its findings for the broader population of journalism students in Bangladesh. Future research could address this limitation by expanding the sample size to include universities from diverse regions and by employing longitudinal methods to track career intentions over time. Moreover, the reliance on self-reported data introduces the possibility of bias, underscoring the need for qualitative research to gain deeper insights into students’ perceptions and experiences. Together, such inquiries would offer a more comprehensive understanding of the factors shaping journalism career pathways in the country.