Abstract

The teaching of investigative and data driven journalism in some universities of Northwestern Nigeria is facing several challenges which pose threat to the benefits that accrue from this vital aspect of the journalism profession. These challenges border on lack of proper training in the course and social science methodology, basic statistics, computing skills among others. Such problems pose challenges to investigative journalism and data-driven journalism in the society. Hence, the paper employs qualitative In-depth interviews as a methodological approach in order to examine the challenges of teaching investigative and data driven journalism in some universities in northwestern Nigeria. New Institutional Theory and Diffusion of Technological Theory were used as the theoretical framework. The study found that both lecturers and students are not well grounded in investigative and data driven journalism due to inadequate training, phobia for social science methodology and statistics as well as lack of computing skills among others. Furthermore, investigative journalism is not taught as a single course unit but integrated into other courses while data driven journalism is absent in the NUC BMAS. The study recommends proper training of teachers and students as well as provision of adequate equipment/facilities on investigative and data driven journalism to enhance the teaching of the course.

Key Words: Investigative Journalism, Data Driven Journalism, Teaching, Nigerian Universities

*Hajara Umar Sanda, Ph.D., is a Lecturer in the Department of Mass Communication, Bayero University, Kano, Kano, Nigeria.

**Gausu Ahmad, Ph.D., is a Lecturer in the Department of Mass Communication, Bayero University, Kano, Kano, Nigeria.
^AMCRON Journal of Communication and Media Research, Vol. 10, No. 2, October 2018:   57 – 67