2008 PROCEEDINGS - Public Relations Society of America

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Theme 3: Influence-related definitions The third primary theme identified among these definitions focuses on factors that influence perceptions about the public relations field, including the media, practitioners’ behavior, and the general public. Whereas 32% (n=80) of students defined public relations in terms of influence before completing the course, 30% (n=76) cited definitions of influence after completing the course: 1) practitioner behavior influences perceptions about public relations, 2) the media influences perceptions about public relations and 3) the general public influences perceptions about public relations. (See Table 1) General Discussion /Conclusions Four overarching conclusions can be drawn from this study. First and foremost, this study demonstrates how reflection can serve as a viable assessment technique for public relations educators. Second, in terms of content revealed during the reflection exercise, results indicate that overall perceptions about the public relations industry are more positive after respondents engaged in some general education about the public relations field. As such, continued education about our profession is critical. Third, as revealed from this thematic analysis, three themes seem to resonate among the public relations definitions provided by these adult students: 1) ethically-oriented definitions 2) influence-related definitions and 3) social responsibility definitions. Finally, from the analysis of respondents’ statements and comments, we can clearly observe negative versus connotative terms that have been revealed among this sample. With regard to public relations education, this study substantiates the point that ethical and social responsibility concerns are key drivers in our field. Therefore, it is vital to establish and strengthen public relations coursework that focuses on ethics and social responsibility. Moreover, social responsibility education needs to migrate from a focus on issues-based, standalone societal issues/trends to a more integrated focus on individual and corporate sustainability, which includes coverage of topics such as philanthropy, community responsibility, economies, and social entrepreneurship. Our findings suggest that education will continue to play a significant role in managerial-oriented and societal-driven perceptions among future public relations practitioners. One of the limitations of this study was that the sample size is relatively small in comparison to the total number of domestic and international graduate public relations programs that presently exist. We acknowledge that the results are not generalizable to all graduate students – but only to students enrolled in this class at this specific institution. However, we believe our work takes a first necessary step required to establish a baseline for use in future examinations. The next step is engage in a more robust analysis between and among institutions and various graduate programs. 136
Table 1: Thematic Analysis Results Category Ethically- Charged Concern Influence- Related Concern Social Responsibility Concern Before Education n Percent After Education n Percent Connotation Word Type (%) (%) Negative Ethics and Professionalism 25 10 32 12.7 Legal Infringement (e.g., privacy, 10 4 6 2.4 secret, intellectual property, copyright, etc.) Spin 15 6 5 2 Unscientific Discipline 9 3.6 4 1.6 Propaganda (e.g., public 18 7.2 5 2 manipulation) Lobbying 12 4.8 6 2.4 Subtotal 95 37.8 58 23.1 Neutral Corporate Communication (i.e., 15 6 14 5.6 strategic communication, integrated marketing communication) Organizational Communication (e.g., 14 5.6 14 5.6 government, non-profit organization) Relationship Building & 10 4 12 4.8 Management Reputation Management 9 3.6 12 4.8 Persuasive Effects (e.g., perception, 7 2.8 12 4.8 attitude, image, recall, liking of, memory, etc.) Public Opinion Formation 5 2 1 0.4 Internal & External Communication 5 2 2 0.8 Management Function 5 2 3 1.2 Damage (i.e., Crisis, Risk) Control 5 2 3 1.2 Issues Management 2 0.8 1 0.4 Media Relations & Management 2 0.8 1 0.4 Stakeholder Management 1 0.4 1 0.4 Subtotal 80 31.9 76 30.3 Positive Social Responsibility 25 10 40 15.9 Public Good 16 6.4 32 12.7 Two-Way (Reciprocal) 12 4.8 22 8.8 Communication Public Education 15 6 15 6 Mutual Trust 5 2 8 3.2 Health Communication 1 0.4 0 0 Environmental Communication 2 0.8 0 0 Subtotal 76 30.3 117 46.6 Total 251 100.0 251 100.0 References Botan, C. & Hunt, T. (1988). Do Female Students Approach the Study of Public Relations with Different Perceptions of Skills from Those of Male Students? Paper presented at the Annual Meeting of the Association for Education in Journalism and Mass Communication, Portland, OR. Coombs, W.T. & Holladay, S. (2007). It’s Not Just PR: Public Relations in Society. Malden, MA: Blackwell Publishing. Cutlip, S., Center, A.., & Broom, G. (2000). Effective Public Relations. New Jersey: Prentice- Hall. 137
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2008 PROCEEDINGS DETROIT, MICHIGAN
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Page Pedagogy Posters _____________
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RESEARCH PAPERS 5
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many researchers and professionals
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evenue, or activists provide suppor
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Results PR Effectiveness In respond
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Applied Context In answering RQ 5,
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Figure 8. Distribution of PR effect
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fifteen years, and it is now a grow
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Ni, L. (2006). Relationships as org
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Based on a review of public relatio
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Barriers to Online Course Delivery
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and “Learners are able to track a
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an excellent tool for collaboration
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audiences. Further, it is critical
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course site. Develop projects so th
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Examples of student blogs can be fo
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Technorati. Retrieved on May 15, 20
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Characteristics of Organizational o
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Table 1. Summary Definitions of Cri
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Table 3. Organizational Image Resto
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Table 5. Hierarchical Rankings of E
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strategies public relations profess
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Stephens, K. K., Malone, P. C., & B
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Testing Crisis Response Strategies:
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example Coombs & Schmidt (2000) emp
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Table 1.0 Tactics And Examples As O
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Discussion The purpose of this rese
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Benoit, W.L. (1995b). Sears repair
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IMC and its Integration into Progra
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umbrella. This arrangement more clo
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3B: How do institutional factors pr
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academic units. Responses were code
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RQ3A: How do institutional factors
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The lowest mean scores, ranging fro
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In this study, respondents’ perce
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At this juncture, the challenge for
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education. Journalism & Mass Commun
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However, many inside the public rel
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Core Determinants UTAUT contains fo
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H5a: Computer self-efficacy will NO
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Table 2 Descriptive Statistics for
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Page 95 and 96: process. Arnett, Arneson, and Bell
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Page 135: all had the same instructor, the sa
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New Methods of Student-to-Student a
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2008 PROCEEDINGS - Public Relations Society of America

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