2008 PROCEEDINGS - Public Relations Society of America

More documents

Recommendations

Info

Strategic Communication: Aligning the Practice with the Profession in Military Public Affairs Bey-Ling Sha and David Dozier San Diego State University bsha@mail.sdsu.edu ddozier@mail.sdsu.edu Robert Pritchard Ball State University rpritchard@bsu.edu Abstract Military public affairs officers (PAOs) often receive only technical training before being thrown into the strategic communication sphere, in which they are expected to operate as managers. In that capacity, one of the challenges faced by PAOs is the lack of clear military doctrine regarding public affairs, as well as general confusion surrounding the term “strategic communication,” which has different connotations for different areas of the military, private, and public sectors. This lack of clarity regarding strategic communication is not surprising, since the term is used in myriad ways in public relations and communication literature. For military PAOs, who practice in literal life-and-death situations, this lack of clarity regarding strategic communication has particularly dangerous risks. In 2005, the U.S. Department of the Navy inaugurated an innovative program with San Diego State University, whereby mid-level PAOs complete a regular, 24-month master’s program in an intense and rigorous 10-month curriculum. Framed by literature on strategic communication, military public affairs, and graduate education in public relations, this paper offers a three-year evaluation of the SDSU PAO program, spelling out implications for graduate pedagogy, military public affairs practice, and theory-building in “strategic communication.” The study draws upon qualitative and quantitative data collected each year from PAOs as they exit the program. 178
Reflection as an Assessment Tool in Public Relations Service Learning Jonathan R. Slater SUNY Plattsburgh Jonathan.slater@plattsburgh.edu Carolyn White Bartoo Widener University cwbartoo@mail.widener.edu Although the current literature clearly makes a strong case for what are the common and generally accepted practices in the public relations service learning curriculum, available scholarship on public relations service learning has little to say about what precisely constitutes best practices. A perusal of the very limited writing on service learning in public relations reveals that reflection stands out as one of the few consistently prescribed practices in public relations service-learning pedagogy. This should come as no surprise to public relations educators who advocate the use of service learning in the curriculum, as reflection has long served and, from an early date, been recognized as a desirable pedagogical tool in service learning within higher education. Philosophy and pedagogy of service learning Instructors usually, but not exclusively, offer service learning opportunities in the context of the campaigns course, where students have an occasion to devise, develop and execute communication programs on behalf of organizations, e.g., not-for profit agencies, which would not otherwise have the means nor sophistication to carry out such programs. Service learning therefore provides students in the campaigns course a chance to experience management of a public relations project first-hand and to deliver a professional-style campaign into the hands of a deserving organization often advocating a worthwhile cause. The obvious, measurable output of the service learning experience in a campaigns course is frequently the finished campaign itself. But is there a method instructors can employ in order to realistically fathom the input, i.e., what students have reaped intellectually and professionally from participating in the elaboration of a public relations campaign? Is there a way to measure the growth of their ethical and professional development? Personal reflection permits instructors one way of delving into students’ perceptions about the service learning experience and what they have learned. Inferring from an unscientific survey of syllabi from campaigns courses, from conversations with other instructors of the campaigns course, and their own class practices, the leaders of the present poster session have observed that reflection can take various forms. Some instructors ask students to maintain personal journals or submit culminating reflection papers, perhaps complemented by a class presentation. Some instructors also require individual and team self-evaluations mid-way through the course and at the end of session. Or reflection can occur in a group setting in class as students process their expectations against the final outcomes, for example. Whatever the technique an instructor chooses, the use of reflection is founded upon well-established philosophical and pedagogical principles. In the first instance, reflection as a purely Socratic exercise allows students to arrive at greater intellectual, affective and moral self- 179
Page 1 and 2:
2008 PROCEEDINGS DETROIT, MICHIGAN
Page 3 and 4:
Page Pedagogy Posters _____________
Page 5 and 6:
RESEARCH PAPERS 5
Page 7 and 8:
many researchers and professionals
Page 9 and 10:
evenue, or activists provide suppor
Page 11 and 12:
Results PR Effectiveness In respond
Page 13 and 14:
Applied Context In answering RQ 5,
Page 15 and 16:
Figure 8. Distribution of PR effect
Page 17 and 18:
fifteen years, and it is now a grow
Page 19 and 20:
Ni, L. (2006). Relationships as org
Page 21 and 22:
Based on a review of public relatio
Page 23 and 24:
Barriers to Online Course Delivery
Page 25 and 26:
and “Learners are able to track a
Page 27 and 28:
an excellent tool for collaboration
Page 29 and 30:
audiences. Further, it is critical
Page 31 and 32:
course site. Develop projects so th
Page 33 and 34:
Examples of student blogs can be fo
Page 35 and 36:
Technorati. Retrieved on May 15, 20
Page 37 and 38:
Characteristics of Organizational o
Page 39 and 40:
Table 1. Summary Definitions of Cri
Page 41 and 42:
Table 3. Organizational Image Resto
Page 43 and 44:
Table 5. Hierarchical Rankings of E
Page 45 and 46:
strategies public relations profess
Page 47 and 48:
Stephens, K. K., Malone, P. C., & B
Page 49 and 50:
Testing Crisis Response Strategies:
Page 51 and 52:
example Coombs & Schmidt (2000) emp
Page 53 and 54:
Table 1.0 Tactics And Examples As O
Page 55 and 56:
Discussion The purpose of this rese
Page 57 and 58:
Benoit, W.L. (1995b). Sears repair
Page 59 and 60:
IMC and its Integration into Progra
Page 61 and 62:
umbrella. This arrangement more clo
Page 63 and 64:
3B: How do institutional factors pr
Page 65 and 66:
academic units. Responses were code
Page 67 and 68:
RQ3A: How do institutional factors
Page 69 and 70:
The lowest mean scores, ranging fro
Page 71 and 72:
In this study, respondents’ perce
Page 73 and 74:
At this juncture, the challenge for
Page 75 and 76:
education. Journalism & Mass Commun
Page 77 and 78:
However, many inside the public rel
Page 79 and 80:
Core Determinants UTAUT contains fo
Page 81 and 82:
H5a: Computer self-efficacy will NO
Page 83 and 84:
Table 2 Descriptive Statistics for
Page 85 and 86:
Although hierarchical multiple regr
Page 87 and 88:
Table 8 HMR Results for Facilitatin
Page 89 and 90:
use blogs. In fact, nearly 86% of r
Page 91 and 92:
Venkatesh, V. (1999). Creation of f
Page 93 and 94:
What’s Guiding the Profession? An
Page 95 and 96:
process. Arnett, Arneson, and Bell
Page 97 and 98:
The interview process was guided by
Page 99 and 100:
chef’s feelings or the server’s
Page 101 and 102:
If you’re going to work with [com
Page 103 and 104:
Professionals, however, offered sev
Page 105 and 106:
Hemingway, C. A. (2005). Personal v
Page 107 and 108:
Causing Our Own Problems? Women as
Page 109 and 110:
What’s Critical About PR and New
Page 111 and 112:
• PR strategy is still developed
Page 113 and 114:
Discussion in Terms of Strategy, Et
Page 115 and 116:
How the PRSA’s Certification in E
Page 117 and 118:
1) How did the PRSA certification e
Page 119 and 120:
Frances Lilly in a similar white pa
Page 121 and 122:
Concerned that its sexual harassmen
Page 123 and 124:
All respondents agreed that e-learn
Page 125 and 126:
DL 3.0 were simple text and graphic
Page 127 and 128: technology that we lose sight of th
Page 129 and 130: Lowery, S. A., & DeFleur, M. L. (19
Page 131 and 132: and student groups in research clas
Page 133 and 134: Adoption of Participatory Adult Lea
Page 135 and 136: all had the same instructor, the sa
Page 137 and 138: Table 1: Thematic Analysis Results
Page 139 and 140: Improving Feedback, Interaction and
Page 141 and 142: will realize they all are expected
Page 143 and 144: How to Win Friends and Impact Stude
Page 145 and 146: 6. After reviewing assignments to m
Page 147 and 148: The pre-assessment survey results s
Page 149 and 150: messages and she never even called
Page 151 and 152: Who Should Teach Investor Relations
Page 153 and 154: Relations Society of America (PRSA)
Page 155 and 156: From Britney Spears to Burger King:
Page 157 and 158: governmental entities. The professo
Page 159 and 160: Show Me! Portfolios as Instruments
Page 161 and 162: The Student. In a real sense, what
Page 163 and 164: Gill, K. (ed.). (1993). Process and
Page 165 and 166: Courses of Study The courses in the
Page 167 and 168: Table 1. Cluster Comparison of Grad
Page 169 and 170: Appendix Name________________ Semes
Page 171 and 172: Outcome Clusters (italicized are ne
Page 173 and 174: innovation; (2) Successful collabor
Page 175 and 176: Breaking Ground In A Public Communi
Page 177: O A Video Documentary O A mini-vide
Page 181 and 182: Creating a Multi-Layered Case Study
Page 183 and 184: Finally in phase three of the case
Page 185 and 186: Example 2 Online Assignment: Studen
Page 187 and 188: New Methods of Student-to-Student a
show all

2008 PROCEEDINGS - Public Relations Society of America

Create successful ePaper yourself

Delete template?

Save as template?