2012 PROCEEDINGS - Public Relations Society of America

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Table 1 Data Collection Procedures Theme Participants Objective Activity Theme finding Question refinement Instrument refinement Pilot tests Public relations practitioners Public relations practitioners Public relations practitioners Former clients of COMM140 and other applied courses/student-run firms Find the themes/categories that should be included in a survey on outputs of student-run public relations firms and applied courses Refine the questions based on the themes and establish/refine question categories Refine the instrument, including instructions, packaging, and question improvement To ensure usability of the instrument in different situations and to continue instrument refinement Focus groups, memoing, observation, tape review, coding Focus groups, memoing, observation, tape review, coding Focus groups, use of AEA instrument, memoing, observation, tape review, coding Interviews, use of AEA instrument, memoing, observation, tape review, coding 14
Table 2 Small sample of the evolution of questions Original aspects from the themefinding groups Category for Researcher‘s Notes Questions resulting from revisions due to additional focus groups and scholarly research; posed to the fifth group meeting on questions Questions resulting from the last group meeting on questions, posed to the two focus groups on instrumentation Questions resulting the instrumentation focus groups and posed to the first pilot test S10 Measurable objectives Previously withdrawn; measured by S6 S11 Adding a different perspective Their plan added a fresh perspective to our organization Withdrawn; measured by T1, T8, O6 S12 Critical thinking The plan was thorough They developed an effective plan to meet the goals and objectives They developed an effective plan to meet the goals and objectives S13 Understanding of budget constraints in planning process The students understood budget constraints and took them into account They understood resource constraints and considered them They understood resource constraints and considered them 15
Page 1 and 2: 2 0 1 2 P R O C E E D I N G S S A N
Page 3 and 4: Table of Contents Research Papers A
Page 5 and 6: RESEARCH PAPERS 5
Page 7 and 8: campus public relations agency. Wor
Page 9 and 10: involves researchers reviewing the
Page 11 and 12: showed generalizibility. Therefore,
Page 13: References Allen, M. J. (2004). Ass
Page 17 and 18: Table 4 Instrument Refinement Data
Page 19 and 20: Table 5 Instrument Refinement Data
Page 21 and 22: Appendix Firm‟s Logo Client Satis
Page 23 and 24: This section addresses how you feel
Page 25 and 26: Communication Tools/Tactics Created
Page 27 and 28: Communication Skills of the Student
Page 29 and 30: Additional Comments This section al
Page 31 and 32: Hope for the Future: Millennial PR
Page 33 and 34: difference with their work, and the
Page 35 and 36: with participants lacking discretio
Page 37 and 38: advise on the best strategy, not to
Page 39 and 40: opportunities.‖ She also added th
Page 41 and 42: answering all of these questions th
Page 43 and 44: 2011). The lack of control some Mil
Page 45 and 46: References Berger, B. K., & Reber,
Page 47 and 48: Looking Back, Looking Forward: A Th
Page 49 and 50: Internet and Web would help democra
Page 51 and 52: In 2010, Smith (2010b) used Twitter
Page 53 and 54: ecently reported implications of Wi
Page 55 and 56: Internet, as well as the role of cu
Page 57 and 58: In 2011, Freberg, Graham, McGaughey
Page 59 and 60: Conclusion Figure 1 on the followin
Page 61 and 62: How can new media be used to increa
Page 63 and 64: DiStaso, M.W. (2012). Measuring pub
Page 65 and 66:
Johnson, M.A. (1997). Public relati
Page 67 and 68:
McKeown, C.A., & Plowman, K.D. (199
Page 69 and 70:
Sweetser, K.D. (2007). Blog bias: R
Page 71 and 72:
Yang, A., & Taylor, M. (2010). Rela
Page 73 and 74:
effective public relations practiti
Page 75 and 76:
Additionally, many public relations
Page 77 and 78:
evidence has suggested that public
Page 79 and 80:
As indicated in the literature revi
Page 81 and 82:
This study shows several areas in w
Page 83 and 84:
Table 4: Distribution Across Employ
Page 85 and 86:
Table 7: Frequency of Engagement in
Page 87 and 88:
Table 8: Frequency of Use of KSAs b
Page 89 and 90:
In the context of the public relati
Page 91 and 92:
Lazarus and Folkman (1984) proposed
Page 93 and 94:
identified as educators, and who sk
Page 95 and 96:
practitioners were confronted with
Page 97 and 98:
Organizational factors are importan
Page 99 and 100:
extend one‘s social capital; in c
Page 101 and 102:
Duhachek, A. (2005). Coping: A mult
Page 103 and 104:
5. Instrumental Support I tried to
Page 105 and 106:
Table 2 Hierarchical Regressions Pr
Page 107 and 108:
elations effects are generally long
Page 109 and 110:
includes the effects of distributed
Page 111 and 112:
[INSERT TABLE 3 ABOUT HERE] The Gra
Page 113 and 114:
David, P., Kline, S., & Dai, Y. (20
Page 115 and 116:
Table 2 Augmented Dickey-Fuller uni
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Table 6 The result of the Toda and
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Communication Excellence and Public
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organize and integrate a group of p
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agencies in the southwestern United
Page 125 and 126:
One participant expressed her perce
Page 127 and 128:
Dozier, D. M., Grunig, L. A., & Gru
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programs, [...] and the delineation
Page 131 and 132:
Freidson, 2001; Krause, 1996). Moll
Page 133 and 134:
and larger public relations departm
Page 135 and 136:
Table 1 Professionalism Dimensions:
Page 137 and 138:
Estimation for the initial measurem
Page 139 and 140:
Figure 3: Coefficients are unstanda
Page 141 and 142:
Bowen, S.A. (2007). Ethics and publ
Page 143 and 144:
Krause, E. A. (1996). Death of the
Page 145 and 146:
Weis, D., & Schank, M.J. (1997). To
Page 147 and 148:
environments: inclusive and transfo
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Purpose How do PRSSA faculty advise
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Findings The descriptive data indic
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advisers were ethical values and or
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The recognition for long-term facul
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PEDAGOGICAL POSTERS 157
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Professional Development Assignment
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shadow a professional opened my eye
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Building Student Networking Skills:
Page 165 and 166:
incentive for demonstrating great i
Page 167 and 168:
Populating the E- Portfolio: Reflec
Page 169 and 170:
Table 1: Management, Message Design
Page 171 and 172:
Students were assigned 25 minute bl
Page 173 and 174:
Some basic Google Analytics reports
Page 175 and 176:
4. Some keywords generate more clic
Page 177 and 178:
Do this Click on “Content,” the
Page 179 and 180:
Preparing Backgrounders and Proposa
Page 181 and 182:
going out to eat. But what does tha
Page 183 and 184:
Teaching and Mentoring Through Soci
Page 185 and 186:
prevalent in journalism students wh
Page 187 and 188:
normalization was utilized as the r
Page 189 and 190:
But what about the students in grou
Page 191 and 192:
“How a Graduate Practicum Class H
Page 193 and 194:
O How did the client feel about the
Page 195 and 196:
students practice skills and educat
Page 197 and 198:
References Bagglione, S. (2006) Rol
Page 199 and 200:
etween client preferences, practice
Page 201 and 202:
References Austin, L.L., & Toth, E.
Page 203 and 204:
webinars that will be used in one o
Page 205 and 206:
Assessing the State of Public Relat
Page 207 and 208:
adequately prepares students for la
Page 209 and 210:
eviewed articles; the other two may
Page 211:
The remaining points possible were
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2012 PROCEEDINGS - Public Relations Society of America

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