Assessment of undergraduate and graduate programs

Data from an international survey of public relations educators and practitioners raises a number of concerns about how achievement is measured among public relations students. Fewer than one in four academic programs have actually assessed learning outcomes and used the results to enhance their students' educational experiences. Fewer than one in four practitioners have been involved in some way as assessors. The survey suggests that educators place too much stock in grades alone as an appropriate assessment tool.While both educators and practitioners value portfolio reviews as an assessment protocol, practitioners see much greater value in their involvement in this form of assessment than their faculty counterparts. These differences of opinion notwithstanding, current practice and the opinions of educators and practitioners coalesce around the value of capstone experiences such as internships, simulation or case study analysis and surveys of alumni satisfaction as a core around which assessment plans can be built.The Assessment Task Team at the 1998 NCA Summer Conference developed a multidimensional model of assessment that reflects three principles of good practice. First, assessment plans which measure knowledge, behavior and affect at various points in students' academic careers rather than only at the end of a degree program are able to demonstrate change and the value added by the program of study. Second, specific outcomes may be measured by repeated applications of the same assessment protocol or by the use of different protocols over time. Third, appropriate use of a single assessment protocol to measure multiple outcomes, especially when those outcomes are drawn from two or more of the broad categories of knowledge, behavior and affect results in maximizing the information gained while minimizing the resources devoted to assessment.     

Reflections on the absence of formal reflection in public relations education and practice

This content analysis is a part of wider research into the value of reflective practice in public relations education and practice. Examination of this topic is important given that reflective practice is widely recognised as an essential element for claims of professionalism (Dewey, 1933; Schön, 1983, 1987), and professionalism remains an elusive goal for PR practitioners (L’Etang, 2009). This article examines the extent to which the terms and processes associated with reflective practice are formally included in the contents of a range of widely used and well regarded public relations textbooks. The aim is to provide insight into the significance (or lack of it) of reflective practice in contemporary public relations curricula. Given that textbooks are highly influential teaching media that both reflect and shape curricula, conclusions about the emphasis of reflective practice in public relations teaching can be drawn as a result of this analysis. The findings indicate that – based on the content of the textbooks analysed – reflective practice is not formally included in the public relations teaching curriculum. Further research is needed to determine whether this omission also reflects the situation in public relations practice. This research has relevance for public relations educators given that they play a significant role in influencing future generations of public relations professionals. It concludes with a call for a shift in public relations education that includes greater emphasis on reflective practice.     

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.     

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.     

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.     

Integrating management practices in international public relations courses: A proposal of contents

The teaching of international public relations has expanded across American universities in recent times. The dominant paradigm of many of these courses is that a college education should enable public relations practitioners to understand cultural, societal and professional differences across cultures in order to implement campaigns with a global reach. This paper suggests that many of the current approaches to teaching international public relations have overlooked the realities of the professional world. Thus, although maintaining an intercultural approach is still relevant, a truly effective international public relations education should also incorporate professional concerns related to the study of management and business practices.     

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.     

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.     

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.     

All glamour, no substance? How public relations majors and potential majors in an exemplar program view the industry and function

Studies in public relations often conclude that the field is misunderstood [Kopenhaver, L. L. (1985). Aligning values of practitioners and journalists. Public Relations Review, 11(1), 34–42; Stacks, D. W., Botan, C., & Turk, J. V. (1999). Perceptions of pubic relations education. Public Relations Review, 25, 9–29] and misrepresented in media [Spicer, C. (2000). Public relations in a democratic society: Value and values. Journal of Public Relations Research, 12(1), 115–130]. Public relations professionals themselves often do not know what is involved in or support public relations education [Wright, D. K., & Turk, J. V. (2007). Public relations knowledge and professionalism: Challenges to educators and practitioners. In E.L. Toth (Ed.), The future of excellence in public relations and communication management: Challenges for the next generation (pp. 571–588). Mahwah, NJ: Lawrence Erlbaum]. Both the special issue (Public Relations Review, 1999) on public relations education and a following study published in this journal [Bowen, S. A. (2003). I thought it would be more glamorous: Preconceptions and misconceptions of public relations among students in the principles course. Public Relations Review, 29, 199–214] argued that public relations majors often do not realize what is involved in the academic discipline or the professional field. This research builds on the findings of those studies to ask: are public relations educators doing any better in communicating the core competencies, responsibilities, knowledge requirements, skills, and abilities of the discipline and the public relations major? Through the use of 10 focus groups across majors at a top research university, we can see that little is known about public relations among non-majors, but public relations majors can articulate the requirements and functions of the field. Several primary areas of confusion emerged about public relations related to: marketing or promotion, spinning the truth, image, and public relations as a career choice. These ideas show a critical lack of transparency in public relations. Credibility of the public relations function is hampered by this failure to communicate about the functions and core competencies of the field. Implications for both the public relations practice and for public relations education are discussed.     

Internationalizing the public relations curriculum

This article offers public relations educators guidance on the multiple ways that they can internationalize the public relations curriculum at their schools. Public relations education currently includes classes that focus on writing and management. However, with the increasing importance of international communication, many educators now see the need to create a course dedicated to international public relations. This article provides three proven options that will allow educators to incorporate the topics of culture, international practices, and culturally sensitive theory development into their public relations programs.     

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.     

Models for instruction and curriculum

As a means of making recommendations on public relations curricula, a task team of 24 educators reviewed research on public relations education including preliminary results from a study conducted for the 1998 NCA summer conference. After brain storming sessions, the task team developed three models of course-specific curricula and a content curriculum model for undergraduate public relations education. The task team also proposed core and elective areas for a master's of public relations curriculum. Team members agreed that public relations curricula should have a broad liberal arts and science basis. They recommended advancing public relations education with more attention to studies of ethics, multiculturalism, international issues and to the use of technology.     

An inside-out exploration of contemporary Chinese public relations education

This study provides an inside-out examination of contemporary Chinese public relations education. Particularly, it seeks to explore (1) how Chinese public relations educators make meaning of the imported U.S. body of knowledge of public relations; (2) how Chinese educators conceptualize Chinese public relations; and (3) the connection and disconnection between academia and industry. We conducted 49 face-to-face in-depth interviews and performed content analysis of 22 Web sites of Chinese universities with public relations programs. Research findings reflected the movement of Chinese PR from a merely technical function to a more strategic function centering on relationship building, reputation, social responsibility, and organizational identity. The findings also suggested significant influence of the U.S. PR education on the development of Chinese public relations education manifested through textbook adoption and core curricular design. However, the study has also shown that educators have undertaken substantial effort to localize the imported knowledge in accordance with China's unique cultural, economic, and political systems.     

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.     

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.     

Opportunity realized: Undergraduate education within Departments of Communication

The effort of the Undergraduate Communication Integrative Team¹ resulted in three models for undergraduate education in public relations within departments of communication. One model offered a macro-approach integrating cognitive, behavioral and professional conceptual categories within the general outcomes assessment framework. A second model offered a micro-approach by identifying six core content areas, then indicating the knowledge, behavioral and affective outcomes for each. This micro-model also suggested course titles within which the content might appear and presented suggestions for instruction tactics as well as methods for assessing student learning outcomes. A third model, appropriate to programs with only one course labeled “public relations,” explicated the content, pedagogy and assessment tactics for that introductory course.All of these models fit within a communication context shaped by 10 principles agreed to by the integration team. All the models fit within an interdisciplinary, liberal arts approach to public relations education strongly endorsed by the integration team.     

Information and Compassion in Crisis Responses: A Test of Their Effects

We used a national survey of 371 public relations officers in 4-year colleges and universities to examine environmental constraints, style of research, and certain personal characteristics to determine if they differentiate female and male practitioners. First, with regard to constraints, female public relations officers are most likely to occupy what we call the conscience of the organization role, whereas their male counterparts characterize a dominant insider position. Second, no differences in use or style of research were found by gender. Although this is encouraging, it is apparent that there remain environmental constraints—notably administrator expectations—that need to be addressed. Higher education was selected as the context to study in part because it is where we educate future practitioners. With regard to gender-related stereotypical expectations, colleges and universities are not practicing in their public relations offices what they are teaching in their classrooms. Findings are framed and discussed from both individual, liberal-feminist and collective, socialist-feminist perspectives.     

Integrating evidence based practices into public relations education

Public relations continue to play an essential and changing role in society, requiring the regular reassessment of the education of future public relations practitioners. Academics and practitioners often differ in how they view the public relations field, how they define the discipline, and how they view the major pedagogical approaches. This paper explores the impact of integrating three different perspectives in public relations education including practitioner perspective, client perspective, and the evidence-based perspective. Results from students’ reaction papers and an online questionnaire suggest that integrating an evidence-based approach improves the competence and clarity of communications counsel provided by aspiring practitioners.