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Lea Thies, Head of Günther Holland School of Journalism

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February 26, 2025                                                Case no. 20

Reaching young readers

How Augsburger Allgemeine future proofs its newsroom by training young, diverse journalists

At Augsburger Allgemeine they call it the Future Department. Its brief is to ensure a diverse regeneration of the newsroom, and support the new, young journalists in producing content that speaks to their peers, using approaches like constructive journalism. Leader Lea Thies looks for trainees from varying backgrounds and a university degree is not a requirement. Young people with unusual CVs or who need to train on a part time basis are given a place. Once in the newsroom they are given the tools and space to be able to truly contribute journalism that speaks to young readers.

 

Presented by Lea Thies, Head of Günther Holland School of Journalism at Augsburger Allgemeine

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By Cecilia Campbell

Article Summary

Lea Thies transitioned from a 20-year journalism career to running the Günther Holland School of Journalism in 2021, aiming to create sustainable changes in training and newsroom structures.  She values innovation and enjoys working with young, creative trainees. She emphasizes newsroom regeneration and diversity, believing young journalists bring fresh ideas vital for industry transformation. However, young talent must be empowered with new tools and techniques to drive meaningful change.

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To address the lack of diversity in German newsrooms, Lea removed academic degree requirements and broadened recruitment for the traineeship to individuals from various backgrounds, including those outside traditional journalism paths. She also introduced flexible apprenticeships, particularly targeting women in rural areas, allowing them to do the internship part time.

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Beyond traditional skills like reporting and interviewing, the curriculum includes resilience training, AI, coding, and constructive journalism—focusing on solutions rather than just problems. This approach enhances engagement and combats news fatigue.

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By integrating young journalists into newsrooms and fostering collaboration with experienced reporters, a mutual learning culture is created. The school also runs The Good News Letter, a trainee-led constructive journalism project with growing readership. Their key advice to local newsrooms: trust young journalists, broaden skill recognition, and nurture diverse talents.

Augsburger Allgemeine & Mediengruppe Pressedruck

Augsburger Allgemeine is one of four titles in Mediengruppe Pressedruck which spans four of regions in southern Germany:

– Augsburger Allgemeine in Augsburg

– Main Post in Würzburg

– Allgäuer Zeitung in Kempten (50% owned)

– Südkurir in Konstanz

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Augsburger Allgemeine in numbers

Augsburger Allgemeine produces international, national and local news. A further five newspapers publishes its national journalism.

200 journalists 

16 local newsrooms

250,000 daily print circulation – 660,000 daily print readership

16 million monthly uniques

38,000 digital subscribers

170,000 newsletter subscribers

A short background on journalism training in Germany

In Germany, journalism training is generally done through a two year internship program called a Voluntariat, run by publishers – most newsrooms offer them, according to Lea. The set-up and content of the internship follows national rules, and is based around practical work, but also contains theoretical seminars.

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At the Augsburger Allgemeine, Lea has 24 trainees a year for the two year Voluntariat. The first year students work across the 16 local newsrooms, and during year two, they join the central newsroom to do national coverage , including stints in the different departments; politics, business, arts and so on – the traineeship very much includes sharp content creation. 

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The Günther Holland School of Journalism, which Lea leads, provides the theoretical part of the training for all four titles in the group. There are 50 students each year, and the program consists of 14 weeks of training a year including 75 seminars (see interview for more details on what skills and topics are being taught). 

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“So in our group, we offer the theoretical part of the Voluntariat training in-house, for all the trainees from the four newspapers together – they learn together and it's also important that they grow together. Other publishers normally send their trainees to external journalistic schools.”

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Many young journalists in Germany get their journalism degree before they start their internship. Lea, however, believes there’s a place for doing it all in parallel. “I think for people who love to learn by doing, our practical approach is really good. It's also exciting because no day is like the other. And in our newsrooms, students get the opportunity to take responsibility.”

Lea Thies – journalist, mother and beekeeper (but not necessarily in that order)

Lea started freelancing for her local newspaper Deister- und Weserzeitung during her school years, after which she did a Voluntariat at the same newspaper. This was followed by a move to southern Germany to work as a reporter for eight years at Augsburger Allgemeine. In 2009–2010 she did a masters degree in Global Politics at Birkbeck College/University of London. When she came back to Augsburger Allgemeine, she was responsible for the children’s page; “I have a big heart for kids, youth and young journalists. So I was always running what you could call the future department, first for readers and now for journalists.” She took up the leadership of the Günther Holland School of Journalism in 2021.
 
In 2015, Lea became a mother and beekeeper. “I included these events in this talk, because as you will see later on, they are relevant to how I work today. Collective action, team communication – non-hierarchical communication – these are all very important to me.”
 

The interview
(edited for length and clarity)

In 2021 you took the job of running the journalism school. What led you to do that? 

“I had been a reporter for 20 years. I love reporting and I love the research and meeting people. But in the end, it's always the same. You collect information, you write it down, it's published and then it's gone. I was very interested in creating structures in a more sustainable way to change the training, to improve journalism. I wanted to work on the big picture, rather than on a by-article basis. Also, I hated hearing the sentence: ‘We have never done this before.’ I love to work with young people who think out of the box, they are very courageous, they are very enthusiastic. So I thought to myself – if I go into education, I have everything. I can change structures, I can support young people. I’ll have a lot of innovation around me, and I'm a creative person.”

Looking at the slightly bigger picture then, why do you think newsroom regeneration is so important? Why is diversity so important?

“Journalism and media are in a tough situation right now and news publishers are in a transformational process. So we need a lot of new ideas and courageous people. With the young generation we have a kind of superpower in the newsrooms that can help us become better and transform for the future. But, this superpower is not a given, you have to empower the young, you have to support them. And you can use them as a kind of transformation booster, I think, because if you educate them with new techniques and new tools, then they become kind of news influencers for the newsrooms, bringing innovation to existing teams.”

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How you recruit trainees and why? We talked a bit about this before, and as I understand it, you're not necessarily looking for the traditional background of people who usually become journalists?

"That’s right. In the past, newsrooms hiring young reporters would look at your CV and at what internship you’d done and how much you’d written. And as a rule, the person with the fanciest internship got the job. The problem is that this has led to a situation where the newsrooms of Germany are not very diverse. Because if your CV includes a good internship, that normally means you have parents who can afford to support you during that time. But for working kids or for people from non-academic families, it's often hard to get such an internship. In other words, the newsrooms don’t reflect society. And that’s a problem, and it’s not just me saying this, it’s a big topic of discussion in the German media industry more widely.

 

This is why we changed our recruitment strategy. The first thing I did was remove the requirement for an academic degree. I mean, I did my internship myself without one. Just because you've gone to university, doesn't mean that you're automatically good at interviewing people, good at teamwork, have good communication skills or are good at finding stories. Having said that, most of the people who apply for our training do have academic backgrounds, though it’s not required. But then we look not just for people who have studied politics, but also completely different subjects; music or wood science – anything. We want diversity in the newsroom, not just from a social or ethnical point of view but also from a knowledge point of view.

 

But we take it further than that. We look for people with a different approach to life, or a different lifestyle. An example: We have newsrooms in very rural areas, places where a lot of trainees would not necessarily want to work. And yet, we want to find people who do want to work there, not just temporarily, but who live there. So my idea was; there are a lot of women, often mothers, who don’t work living in these rural areas – because Bavaria is very traditional in some respects. I thought; why don't we focus on these people? They are good storytellers, they are good managers, they know what is important and what is not. They are good at explaining, they can multitask, they are reliable – every skill we need in our trainees. So we rearranged our apprenticeship, including making it possible to do it part time, to suit these moms. We can empower women to get back to work through a good apprenticeship while they have kids. And thanks to that, we get new knowledge. I think companies should be more flexible in this way because you benefit from loyal, absolutely interested people that love to work while being moms. You have to set up a flexible infrastructure and then it's a win-win. Including for the child!

Can you say a little bit more about the skills you teach? You mentioned to me that being a good writer is no longer enough?

Recruiting today, I would look for interesting individuals, and not just what they bring in terms of skills, but also team work ability and resilience.
 
In our seminars we teach classic journalistic skills – reporting, interviewing, researching and so on – it's absolutely key to know these basics. But today’s journalists need more.
 
So we provide resilience classes. We teach students how to manage in the face of a shitstorm – the psychological tricks that can protect you in a demanding situation. We teach coding, as well as AI, and we discuss a lot about the use of AI in the context of journalism. We also teach design thinking and the psychology of research, understanding your brain to avoid biases in your research. 
 
We also teach trainees in how to speak with people, how to discuss with people if they don't want to talk to you, or if they are of a completely different opinion, or if they are on a fake news trip. In other words, we teach students how to speak with a person and how to report in a constructive way. This constructive journalism is a very big topic in our curriculum. I love it very much, because through these seminars with trainees, we’re changing workflows in the newsroom – almost like a kind of a guerrilla movement.

When you say constructive journalism, what does that mean? What does that look like to you? Just so we know what we're talking about.

I think a lot of people think constructive journalism simply means reporting on happy news, but that’s not it. You report on good and bad things in the world, but the difference is, you offer readers more perspectives or solutions. You ask the experts for solutions, not only to assign the problem. And that's new. There are studies from the Constructive Institute in Aarhus, Denmark, for instance, and they found that with constructive approaches, the relevance of the content increases, which in turn means people are more likely to subscribe.
 
The good thing is you don't have to change all the newsroom workflows. When I was a trainee, you just had to focus on the problem, show the problem, and then that was the news. With constructive journalism, sometimes it's just about asking one more question. ‘So if you think everything is bad, what do you think the solution is to this mess?’ It’s a more constructive approach, giving people a broader horizon. And it addresses in some way news fatigue, which of course is not just a German problem.

 

Let me give you a recent example from one of our local newsrooms, in the town of Middelheim. The only pharmacy in the centre of town moved out to an industrial estate, so it could no longer be reached by foot. When I was a trainee the story would have been to describe the problematic situation by simply interviewing everyone concerned. But the trainee we had in that newsroom at the time had done his constructive journalism class and thought, there must be other cities in Germany or Europe who had experienced a similar problem? And how did they react? He started to do research and found out there were towns which had tried various solutions and found new opportunities. We put the story behind a paywall and it was amazing how people clicked it. That's real journalism, to widen the view of people, giving them information that they don't necessarily expect. It was an amazing example of constructive journalism.
 

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How does constructive journalism, and the way the trainees work, fit in with the existing newsroom staff?

The way the trainees work brings a new culture into the newsrooms. When the older journalists and editors did their traineeship, they learned the line of communication was always top-down. So the youngest journalist was always the person who had no clue about anything. But now you have young people who are very digital natives, and the learning direction goes both ways. You have to explain to the youngsters that experience is not something you can Google or use and AI to for. So the older reporters provide the experience. And they, in turn, must understand that the youngsters have skills that can be good for the content and that can support them with their journalistic work. I always say, when juniors and seniors work together, you have a journalistic superpower. 
 
We also open the doors of the seminars to editors and senior reporters – if they want to get an update, learn mobile reporting or constructive dialogue, they are welcome to join. The good thing is they also get in contact with the youngsters. So the young benefit from the perspectives and background of the older ones, who in turn get exposed to the creativity of the young. Offering these opportunities to everybody, is good for the culture and the company.

You mentioned to me that you publish a newsletter based in constructive journalism, The Good News Letter, which is a clever name. You have only young journalists working on that, is that correct?

Yes, it’s a trainee project, they are responsible for the content. So when one cohort finishes, they hand the baton over to the next young group. They report in a constructive way, and they also inspire the newsrooms to think more about constructive stories. It’s a nice rehab from all the doom in the big media landscape and from social media. And the cool thing is that young people love it – it's a good opportunity for us to get in touch with a new generation of readers.

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The Good News Letter the fastest growing newsletter in the company. We started one and a quarter years ago and we now have 13,000 followers. The newsletter is weekly and free and the trainees include both free and paywalled stories.
 

What are your top three tips to local newsrooms who want to empower the new generation of journalists?

1. Trust the young! Let them try things and experiment, use their creativity and the out-of-the-box thinking that comes with not being stuck in existing ways of working in the newsroom. Plus they are closer to the next generation of readers. 
Also, don’t just measure in terms of the output. Journalism is so broad now, and the best writer is not automatically the best leader. There are so many new spaces in journalism, for instance in content development or management or editorial work. So give young reporters the opportunity to find their ways in journalism.

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2. Writing is not the gold standard any more! There are so many different skills and personality types needed in a modern newsroom.

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3. Look at the talent! One-size-fits all is no longer true – find different talents and support them.
 

Useful links and contact information

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You are welcome to contact the WAN-IFRA Innovate Local team, if you have questions or examples of similar cases.
Cecilia Campbell: c.campbell@wan-ifra.org 
Niklas Jonason: n.jonason@wan-ifra.org 

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