2012 PROCEEDINGS - Public Relations Society of America

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Table 3 Participant Details of all Focus Groups and Pilot Tests Focus group Number of participants Average years industry experience All areas of profession represented Theme finding (T groups) T1 5 18 Corporate, nonprofit, agency, consultation, sports/entertainment government, other T2 5 6 Corporate, nonprofit, agency, sports/entertainment, government T3 3 10 Corporate, nonprofit, government Question refining (Q groups) Q1 5 11 Corporate, nonprofit, agency, consultation, sports/entertainment government, other Q2 2 8 Nonprofit, other Q3 5 3 Corporate, nonprofit, agency, sports/entertainment government, other Q4 6 4 Corporate, nonprofit, agency, sports/entertainment government Q5 4 13 Corporate, nonprofit, agency Instrument refining (I groups) I1 6 4 Corporate, nonprofit, agency, sports/entertainment government I2 3 10 Corporate, nonprofit, agency, consultation, government Pilot test Details--program Length of Type of project number serving client client service Pilot testing (P groups) P1 Small, private, Indiana institution One semester Full strategic services; PRSSA affiliated firm P2 Large, public, Indiana institution Six semesters Full strategic services; PRSSA affiliated firm P3 Large, public, Ohio Five Task-oriented services; student firm P4 institution Medium, public, Kentucky institution semesters Half of a semester Program planning (presenting a plan for the client to implement); class project 16
Table 4 Instrument Refinement Data Collected from Focus Groups Data collected in the instrumentation refinement focus groups (the 9 th and 10 th focus groups) based on results of the ―American Evaluation Association‘s Independent Consulting Group‘s Instrument Peer Review Rubric.‖ Data illustrates participants‘ perceptions of the instrument created to assess client satisfaction of student public relations firms, or other client coursework completed for clients. Question Results Description of comments for nonanswers, fair, poor, or very poor Alignment to the purpose Appropriateness for target population Instructions Appearance Layout and order of questions Close-ended question wording 6-very good 2-good 0-fair 1-poor 0-very poor 8-very good 1-good 0-fair 0-poor 0-very poor 4-very good 5-good 0-fair 0-poor 0-very poor 5-very good 4-good 0-fair 0-poor 0-very poor 5-very good 3-good 1-fair 0-poor 0-very poor 9-very good 0-good 0-fair 0-poor 0-very poor The participant who noted ―poor‖ felt that there should be more on evaluation of the actual campaign and if the objectives were met than about how the client felt about the project. As these things can be measured by the instructor, the suggestion was not used. The respondent who noted ―fair‖ felt that the outcomes section should be asked before questions such as professional demeanor. (continues) 17
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 and 14: References Allen, M. J. (2004). Ass
Page 15: Table 2 Small sample of the evoluti
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
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evidence has suggested that public
Page 79 and 80:
As indicated in the literature revi
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This study shows several areas in w
Page 83 and 84:
Table 4: Distribution Across Employ
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Table 7: Frequency of Engagement in
Page 87 and 88:
Table 8: Frequency of Use of KSAs b
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In the context of the public relati
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Lazarus and Folkman (1984) proposed
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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
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5. Instrumental Support I tried to
Page 105 and 106:
Table 2 Hierarchical Regressions Pr
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elations effects are generally long
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includes the effects of distributed
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[INSERT TABLE 3 ABOUT HERE] The Gra
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David, P., Kline, S., & Dai, Y. (20
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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
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One participant expressed her perce
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Dozier, D. M., Grunig, L. A., & Gru
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programs, [...] and the delineation
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Freidson, 2001; Krause, 1996). Moll
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and larger public relations departm
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Table 1 Professionalism Dimensions:
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Estimation for the initial measurem
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Figure 3: Coefficients are unstanda
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Bowen, S.A. (2007). Ethics and publ
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Krause, E. A. (1996). Death of the
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Weis, D., & Schank, M.J. (1997). To
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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:
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incentive for demonstrating great i
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Populating the E- Portfolio: Reflec
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Table 1: Management, Message Design
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Students were assigned 25 minute bl
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Some basic Google Analytics reports
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4. Some keywords generate more clic
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Do this Click on “Content,” the
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Preparing Backgrounders and Proposa
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going out to eat. But what does tha
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Teaching and Mentoring Through Soci
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prevalent in journalism students wh
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normalization was utilized as the r
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But what about the students in grou
Page 191 and 192:
“How a Graduate Practicum Class H
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O How did the client feel about the
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students practice skills and educat
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References Bagglione, S. (2006) Rol
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etween client preferences, practice
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References Austin, L.L., & Toth, E.
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webinars that will be used in one o
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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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