Perceptions of public relations education

A survey of 258 public relations educators and practitioners examined the state of public relations education across five dimensions: general perceptions of public relations, education, desired educational outcomes for both students and practitioners, assessment of student outcomes and learning, elements of public relations curricula, and teaching practices. Results indicate educators and practitioners agree that public relations education is on track and that systematic assessment is an important feature of public relations education. They also agreed on how public relations education should be structured and demonstrated a high degree of similarity in their preferences for teaching methods and techniques.     

Writing in the public relations curriculum: practitioner perceptions versus pedagogy

Educators and practitioners seem to agree that writing is a public relations curriculum fundamental. An examination of the writing requirements of 152 ASJMC accredited public relations programs indicates that only a little more than half (57%) require a news writing course. Fewer require a public relations writing course (51%). Nearly 200 public relations practitioners were surveyed as to their perceptions of college public relations educators’ writing emphases. This exploratory study’s findings suggest that practitioners believe both news writing and public relations writing classes should be mandatory for public relations students; they offer slightly stronger support for news writing. Recommendations include requiring writing-intensive coursework, overall, and encouraging students to seek journalism experience through campus news outlets.     

State of public relations education in the United States: 2006 report on a national survey of executives and academics

A survey of 312 public relations executives and educators examined how well practitioners and instructors perceive public relations students to be prepared for the practice, the content and value of public relations curricula and, the future of public relations education in the United States. Results are largely consistent with those from a slightly smaller 1998 survey, suggesting that the views of both groups are consistent over time and providing the first two data points in what it is hoped will develop into a longitudinal line of research addressing public relations education. Judgments regarding the desired characteristics among job applicants and essential curriculum content were extremely similar between the practitioner and educator groups with both wanting more emphasis on research, ethics and strategic planning as the field moves from a low-paid technical emphasis toward a much better paid strategic planning and research emphasis.     

Anticipatory socialization in the use of social media in public relations: A content analysis of PRSA's Public Relations Tactics

This article examines one issue in how public relations students are socialized in their understanding of the value and power of social media in the practice of public relations. The public relations academic research about social media is explored, as well as the professional claims about the value of social media as a public relations tactic. The researchers conducted a content analysis of 1 year of Public Relations Tactics issues. The data are viewed through the theoretical frame of the socialization literature ( Jablin, 1987). The results suggest that claims of social media power far outweigh evidence of social media effectiveness as a communication tool. A disconnect exists between what authors of Public Relations Tactics pieces view as the potential for social media and the research findings about the effectiveness of social media. The final section of the article discusses the implications for public relations educators, professional associations, and practitioners as they consider social media tactics in public relations strategy.     

Public relations master's education deliverables: How practitioners and educators view strategic practice curriculum

A national sample of practitioners (PRSA members) and academics provided their perceptions of what graduate students of public relations should study (N = 463). Despite expectations of difference between practitioners and educators, they agreed that a master's program graduate should have knowledge of business and understand how globalization shapes public relations. Still, a master's of public relations program graduate should also write well, speak well, and have had some “capstone” experience.     

The status of the school public relations practitioner: A statewide exploration

A study was conducted which focuses on public relations practitioners in school districts in South Carolina. The study utilized survey research to investigate several questions relating to public relations role enactment, hierarchical level of the public relations function, salary, job satisfaction and encroachment into public relations. The research found that school public relations practitioners fulfill both the manager and technician roles equally, although it is responsibilities relating to the management function that provide the most satisfaction. Women tend to be less active in the manager role. The public relations function reports directly to the school superintendent. There is a relationship between sex and salary in school district public relations and, with women, experience is negatively correlated with salary. Finally, there is a high level of encroachment by educators into the public relations function in school districts.     

Professional standards in public relations: A survey of educators

A survey instrument operationalizing twenty-four elements of professional performance was administered to 291 public relations educators across the nation, yielding a 43.6 percent response rate. Respondents assessed the extent to which a standard of professionalism currently exists for each of the twenty-four items. Educators tended to view writing/editing and graphics/production skills, ethical guidelines, accreditation, and “public relations as advocacy” as enjoying well-established standards. Licensing, location of public relations on the organizational chart and inclusion of public relations in the dominant coalition were viewed as most lacking in a standard of professional performance.The twenty-four items factored into six dimensions. Assessments of professionalism along these six factors differed significantly as a function of sex, region, tenure of teaching, size of institution, and whether the educator was accredited by PRSA. Comparing educators' assessments with practitioners' views expressed in an earlier national survey, it is clear that professional standards in public relations have yet to have coalesced among educators or practitioners. Given the influence that educators have on the future of the field, it is imperative that educators work to elevate the profession by promulgating professional standards among their students.This study, conducted under the auspices of the Yarbrough Public Relations Laboratory, is a followup to results of a survey of practitioners reported in the article titled “Developing Standards of Professional Performance in Public Relations” published in Public Relations Review in 1996.All three authors are with the Department of Advertising/ Public Relations, Henry W. Grady College of Journalism and Mass Communication, University of Georgia, Athens. Dr. Lynne M. Sallot, APR, is Assistant Professor. Dr. Glen T. Cameron is Associate Professor and Director of Research, James M. Cox, Jr. Institute for Newspaper Management Studies. Dr. Ruth Ann Weaver Lariscy is Associate Professor.     

Is a picture worth a thousand words? Using films and television shows to teach public relations

While a number of studies have looked at the image of public relations practitioners as portrayed in films and other media, few if any of those studies have focused primarily on the pedagogical perspective of using films. Therefore, a benchmark international survey of public relations educators was undertaken to answer questions about how (or whether) to use films as a teaching tool. Among other things, the findings of the study shed light on how often PR instructors use films in the classroom; the value that films provide; why some professors decline to use them; which specific films and television shows are being used; and guidelines for utilizing movies and television programs as an effective pedagogical technique.     

Does public relations scholarship need better PR? practitioners’ perspectives on academic research

Articles in academic public relations journals often provide recommendations for public relations practitioners. The purpose of this study is to gain a practitioner perspective on that work and to determine if a potential disconnect between public relations practitioners and scholars exists. Through semi-structured, in-depth interviews with 22 public relations practitioners, this study examines knowledge, readership, and applicability of public relations scholarship in industry. Participants indicated they have a general awareness of and assigned value to academic scholarship; however, they do not actively consider it or use it in their professional lives due to issues of access, time, and relevance. Many appeals have been made within the academy to make scholars’ work more “public,” and these results reflect this need. Based on these findings, recommendations are made to increase the accessibility and relevance of scholarly work for professionals.     

Conceptualizing ethical knowledge and knowledge transfer in public relations

In a survey with 350 public relation practitioners, this study examined practitioners’ conceptualizations of ethical knowledge and ethical training through a knowledge management framework. The findings show that practitioners characterized ethical knowledge as a form of tacit knowledge that is personal in nature. However, ethical knowledge in public relations is tacit only to the extent that it is a personal body of knowledge grounded in individual actions and experiences. As a professional construct, ethical knowledge in public relations is explicit in that it is a tangible form of knowledge that could be communicated and shared in the workplace.     

Workplace adversity and resilience in public relations: Accounting for the lived experiences of public relations practitioners

Public relations practitioners face workplace challenges as they cultivate public relationships, resolve conflicts, and manage crises. Odds of adversities may be high in this role, requiring practitioners to be resilient. This qualitative study explores workplace adversities in public relations from a practitioners’ perspective, and examines how they enact resilience. By asking current practitioners about their lived experiences, we found workplace adversities occurred on multiple levels and ranged from mundane to life-altering events. Patterns of resilience were, metaphorically, bouncing forward, bouncing up, bouncing back, and bouncing around. This study contributes to public relations and resilience scholarship by (1) uncovering workplace adversities and resilience enactment in public relations, therefore connecting practice with scholarship, (2) extending the “bounce back” metaphor in the resilience literature, therefore making resilience more inclusive, and (3) exploring the connections of multi-level resilience, and suggesting the complex and negotiated nature of resilience among individuals embedded in collectives.     

We have rights too: examining the existence of professional prejudice and discrimination against public relations

This study of a large sample of public relations educators (n = 342) found substantial evidence that professional prejudice and discrimination towards public relations and public relations education exists. More than half (56.6%) of the respondents said they have had a dean, director or department chair who was prejudiced against public relations, and many of these administrators evidently have made use of exaggerations and stereotypes about public relations while criticizing it. Results also suggest this prejudice is more pronounced among print journalists and journalism faculty than it is among other groups of communication educators and practitioners.     

Craft and Professional Models of Public Relations and Their Relation to Job Satisfaction Among Korean Public Relations Practitioners

To determine which model Korean public relations practitioners use and their levels of job satisfaction, a survey of 167 Korean public relations practitioners in Seoul was conducted. Results showed that Korean practitioners use the craft models of press agentry and public information. However, they aspire to practice two-way, or professional public relations, models. Practitioners of high professionally oriented public relations are more satisfied with their jobs than practitioners of low professionally oriented public relations. This gap between a positive and a normative model also indicated a strong positive relation between the professional models and job satisfaction.     

Public relations in Portugal. An analysis of the profession through the undergraduate curriculum

Higher education in public relations in Portugal has been expanding in recent years. The purpose of this research is to analyse undergraduate public relations programmes in Portugal within the Bologna Treaty reform. After having compared public relations curricula and defined the main features, an empirical research was applied in order to determine the opinion of public relations educators and practitioners about the ideal undergraduate plan of studies in public relations.     

Working to learn and learning to work: A profile of service-learning courses in university public relations programs

The purpose of this study was to use quantitative survey methodology triangulated with qualitative interviews to explore faculty perceptions in four key areas of service-learning in public relations programs: (1) conceptualization, (2) outcomes, (3) institutional support, and (4) instructional techniques. Results support findings in other disciplines. Public relations course goals reflect four different types of stated learning outcomes: (1) application to real-world settings, (2) teamwork, (3) interactions with PR clients, and (4) civic responsibility, but most educators include reflection opportunities only on public relations concepts and not on community engagement.     

Measuring student outcomes: An assessment of service-learning in the public relations campaigns course

This study assesses the effectiveness of service-learning in the public relations capstone course by measuring perceived student learning outcomes. An assessment instrument is proposed and tested via a longitudinal survey of students (n = 210) enrolled in the public relations capstone course at a large southeastern university. Results support a general service-learning assessment instrument for public relations education that includes measures of practical skills, interpersonal skills, personal responsibility, and citizenship, as well as discipline-specific functional, creative, and research skills.     

The evolution of public relations measurement and evaluation

The measurement and evaluation of public relations effectiveness has long been a major professional and research issue. In the first half of the 20th century, there were two research methods applied, opinion polls and basic media analysis. These were used to plan campaigns and monitor progress of media relations activities. In the second half of the century, as the practices of public relations expanded, greater emphasis was given to media analysis but the evidence of many practitioner studies was that measurement and evaluation was more discussed than undertaken. In the final 25 years of the century, the academic voice began to become more prominent in the discussion and development of methodologies and in nationally-based education programmes aimed at practitioners. The Internet and social media also began to change practices. There were mixed results from this clamour: more practitioners began to evaluate public relations activity (but many still applied discredited measures) whilst new techniques began to be introduced. Document analysis has prepared a timeline of the development of public relations measurement and evaluation. This paper explores the academic and professional themes that have characterised the development of this important public relations practice over the past 110 years.     

Public relations education in a divided society: PR, terrorism and critical pedagogy in post-conflict Northern Ireland

Most students entering higher education in Northern Ireland's two universities have experienced a highly segregated educational system since they were five years old. This context creates a specific set of issues and problems for the educator who wishes to engage with student groups in a critical analysis of complex and controversial topics within the curriculum. This article presents the results of a research project which was designed to assess student (and educator) experiences of studying the issue of ‘PR and terrorism’ at Northern Ireland's largest university. Data was gathered from undergraduate public relations students using survey questionnaires (administered before and after the teaching and learning experience). The educators engaged in this activity also report on their own ‘participant observation’ experiences and reflect critically upon the role academic staff might play in developing pedagogic practices which are accepting of diversity in respect to controversial and complex curriculum topics.