MSW Student Experiences in Online vs. Face-to-Face Teaching Formats?

Institutions of higher education have embraced online formats as a new form of teaching in order to reach more students. Like other disciplines, social work pedagogy has embraced the use of online technology in higher education. As a professional and ethical responsibility, it is imperative that social work online courses are of high quality and that they meet the stated objectives. The study presented here describes students' perceptions and experiences in online and in-classroom sections in the Theories and Practice with Communities and Agencies course at a large public university in Southeastern USA. A survey was administered to the students at the end of the semester. Qualitative themes show that method of instruction as it related to course content, comfort with the level of instruction, and role of instructor in online courses affected students' perceptions of both the course and method of instruction. Discussions are directed toward improving online instruction in social work education.     

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.     

Preservice Teachers’ Sources of Information on Mandatory Reporting of Child Sexual Abuse

Teachers in many countries are mandated by law, professional codes, or education authorities to report child abuse and neglect, including child sexual abuse. However, teachers may not receive adequate preparation for such sensitive interventions, as preservice teacher education degrees provide very few or no compulsory courses on child protection and crucially related, lifelong health and well-being issues. So, where do preservice teachers source their information regarding the mandatory reporting of such abuse? This research examines preservice teachers’ professional university education for their sources of information about mandatory reporting and child sexual abuse. A sample cohort of 56 final 4th-year university bachelor of education (primary school) student teachers in Australia identified the sources they used regarding 10 important aspects of child protection. The results suggest that most did not learn about mandatory reporting or child sexual abuse, and others cited sparse and sporadic public media as their primary information source. These findings, building on previous evidence about inadequate or nonexistent preservice mandatory intervention courses in primary teacher education, may guide the design of appropriate training responses enhancing educational professionals’ knowledge, competencies, skills, and efficacies as mandatory reporters of child sexual abuse.     

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.     

The future of PR education: Some recommendations

This article contends that public relations is a professional occupation that has become more than a subset or specialization of other disciplinary areas. Perspectives of professional and disciplinary areas that have had a strong influence on public relations education must be reevaluated.The integrity of public relations professional education must take precedence over academic unit perspectives and biases; furthermore, public relations as a professional occupation is ideological—with its own set of professional values and beliefs. The new Commission on Public Relations Education must recognize public relations is an occupation that requires its own identity as well as clearly defined professional parameters.     

Public relations education in Thailand

Public relation education in Thailand, offered at undergraduate and graduate levels at 21 universities, has become one of the most popular and competitive programs chosen by Thai students. This article discusses the development of public relations education in Thailand, the structure of current programs' curricula and course content at eight universities (three public, five private), graduate programs, instruction, and faculty.The in-depth interviews with public relations faculty revealed that while public university professors believed their students were well-prepared academically, most at private universities did not think the current curriculum sufficiently prepared students to be competitive in the work force in the future. The faculty uniformly agreed, however, that courses in interpersonal communication, intercultural/international communication, marketing communication, and new media technology should be added to the curriculum to help better prepare future practitioners to work in the global communication era.     

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.     

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.     

An ideal public relations master's curriculum: Expectations and status Quo

This study provides further endorsement for a cross-disciplinary graduate public relations curriculum based on in-depth interviews with leaders in industry and education and qualitative content analysis of university Web sites. It summarizes prior research studies that have tracked master's curricula since 1985 and concludes that although there is little curriculum consistency in place, there is more vision and expectation on the part of leaders in the field for an ideal public relations master's curriculum.     

Undergraduate public relations education in Spain: Endangered species?

The purpose of this article is to analyze the precarious situation concerning undergraduate public relations education in Spain, despite the existence of a Degree in Advertising and Public Relations. In addition to core subjects, which are set by the government and required on all university curricula, the Spanish system allows universities to complete their curriculum with other compulsory and elective courses. Given this freedom, universities have failed to come up with either the specific contents for public relations or for liberal arts, social sciences and business courses that will enable students to enter the profession. In light of the future restructuring of degrees through the Bologna Process, this situation is a serious threat to the continuity of public relations teaching in Spanish universities.     

Australian public relations: status at the turn of the 21st century

Since its inception, public relations in Australia has grown in professional stature, status, education, research, and practice. As these trends progress, visibility of the profession is becoming steadily more pronounced in the industry, education, and public domain. Over the last two decades the Public Relations Institute of Australia together with its strategic alliances have made many changes, structurally, strategically, and academically towards the professional growth of public relations. This article briefly discusses the views of the Public Relations Institute of Australia and offers a snapshot of two surveys[1] on professional practice and related issues. Although direct comparisons are not meant to be made from these studies, both surveys offer insights into aspects of Australian public relations. Whereas mixed findings and scenarios are evident, and the surveys highlight areas for further development, the profession, with close attention to existing threats, is poised to grow in Australia.Raveena Singh is program director and senior lecturer at the University of Canberra (Australian Capital Territory) and Rosaleen Smyth is senior lecturer and public relations coordinator at Deakin University (Victoria). Both authors are coeditors of the Asia Pacific Public Relations Journal.     

Four new course competencies for majors

The number of students majoring in public relations has grown much faster over the past decade than has the number of full-time faculty trained in the study and practice of public relations. Of equal concern has been a steadily developing body of research knowledge in public relations together with an increasing array of professional skills required of entry-level practitioners. To cope with current conditions, the Undergraduate/Journalism integrative team proposes four new required core competencies for all public relations majors to master. Carried further the Integrative Team urges that these competencies be taught by faculty with specific training and professional experience in public relations.     

Practitioner Roles,Public Relations Education,and Professional Socialization: An Exploratory Study

This study builds on the body of literature about public relations practitioner roles by examining the relationship of workplace socialization and formal public relations education to idealized practitioner roles. Data come from an exploratory survey of public relations students and practitioners. As in several previous studies, two main practitioner roles were identified, corresponding to the communication manager and communication technician roles. Formal public relations education was associated with the manager role type, but professional socialization in the workplace was not.     

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.     

Teaching ergonomics to undergraduate physical therapy students: new methodologies and impressions of a Brazilian experience

Being ergonomics a scientific discipline based on knowledge of several areas, it is important to use education methodologies that promote critical thinking and reflective during the educational process. The article discusses the importance of interdisciplinarity in undergraduate courses in health care in particular in disciplines that address the ergonomics issue. The aspects of the introduction of new education methodologies, as well as case studies in undergraduate courses in Brazil, are discussed in this study. Based on the literature review conducted, some proposals for action in the interdisciplinary teaching of ergonomics in Physiotherapy courses are presented.     

Accredited vs. non-accredited: The polarization of practitioners in the public relations profession

Characteristics of a profession include standardized education grounded in a theory-based body of knowledge, professional associations, codes of ethics, accountability and public recognition, as well as accreditation or certification. This study found that accredited and non-accredited practitioners differ significantly on a range of demographic and job-related variables, including gender, age, years of experience, education levels, employing organization type, reporting relationships, professional competencies, and salary levels. This apparent polarization of practitioners cannot be beneficial for public relations as the field continues to strive toward professionalism.     

Assessing initial anticipatory public relations socialization of early mass communication entrants

Differing from previous research of PR majors, this study of students in introduction to mass communication courses focused on how one is socialized into public relations before he or she arrives for the first day on the job. The 236 students surveyed most frequently associated public relations with advocacy roles, working with people and advertising. Experience on high school newspapers and yearbooks were both positively related to a student's public relations technician self-efficacy.     

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.     

Significance of the NCA's “Dialogue on Public Relations Education” Conference

The National Communication Association (formerly Speech Communication Association) devoted its Summer 1998 Conference to public relations education. The authors of this article contend that this conference, “Dialogue on Public Relations Education” held July 9 through 12 in Arlington, Virginia, and the massive formative research that was performed in preparation for this conference were seminal, not only in examining current public relations practice and its education, but also in advocating education norms for the future. The conference also helped formalize an emerging and much-need ecumenism among the diverse public relations divisions of scholarly associations and among educator sections of the sometimes competitive professional associations. This ecumenical endeavor has helped unify and focus the efforts of all stakeholders to assure high-quality public relations education that will best meet the future needs for public relations professional preparation.     

University teachers’ perceptions and evaluations of ethics instruction in the public relations curriculum

This study examined the present state of teaching ethics in university public relations departments in the U.S. and abroad. The results of this online survey indicated that PR teachers (N = 249) perceived ethics instruction in PR education to be essential, and they believed in a close tie between general morality and professional ethics. However, the results also showed that the higher the participants’ academic rank, the less favorable attitude they held toward the value of ethics education to students.