2008 PROCEEDINGS - Public Relations Society of America

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Public Relations Review, 30, 459-466. King, Granville. (2006). Image restoration: An examination of the response strategies used by Brown and Williamson after allegations of wrongdoing. Public Relations Review 32, 131-136. Hearit, K. M. (2001). Corporate apologia: When an organization speaks in defense of itself. In R. L. Heath, (Ed.), Handbook of public relations (pp. 501– 511). Thousand Oaks, CA: Sage. Lyon, L. & Cameron, G.T. (2004). A relational approach examining the interplay of prior reputation and immediate response to a crisis. Journal of Public Relations Research 16(3), 213-241. 58
IMC and its Integration into Programs of Journalism and Mass Communication Andrew Lingwall Clarion University of Pennsylvania alingwall@clarion.edu Abstract This study explores the level and nature of curricular integration in university programs of journalism and mass communication according to the principles of Integrated Marketing Communication (IMC). It also explores respondents’ perceptions about the value of such an integrated curriculum. The key findings of the study are: (1) that regardless of institutional factors, institutions surveyed have achieved only moderate levels of integration across degree programs, courses, and course topics; (2) that regardless of institutional factors, institutions surveyed have achieved significantly higher levels of integration within courses integrating advertising and public relations; and (3) significant differences between respondents’ perceived value of an integrated curriculum according to their number of years of professional experience. The findings in this study create implications for educators and administrators in four major areas of work: program and curriculum planning, faculty hiring, ties to industry, and institutional/political issues. Introduction While the concept of Integrated Marketing Communication (IMC) has gained significant ground among practitioners in public relations, advertising and marketing over the past 15 years, its success in assimilating into academic programs at universities has been less clear. Some departments, schools, and colleges of journalism, mass communication and business have integrated their curricula or built new programs based on IMC concepts. However, others have retained traditional walls between the disciplines or simply added IMC units into existing courses. Educators’ academic backgrounds, ranging from academic discipline and educational level to years of academic or professional experience, may influence their perceptions of the value of curricular integration. Over the last decade, only a limited number of studies have focused on the topic of curricular integration in journalism and mass communication programs, and on educators’ perceptions of its value. It is critical to know more about the current level and nature of curricular integration in programs of journalism and mass communication, and how educators’ professional backgrounds might be influencing degree programs and course offerings. In 2005, IMC researcher and educator Charles Patti threw down a pedagogical challenge to all JMC educators. He underscored the need to find ways to integrate the social and behavioral sciences with marketing and business in the classroom. He also called on educators to acknowledge that IMC is an emerging discipline worldwide, and to make the effort to bring current thinking about IMC to students everywhere. Some educators have echoed Patti’s call. The 2006 Report of the Commission on Public Relations Education calls upon educators to provide their students with an education that is broad and interdisciplinary in nature. Notably, the commission’s list of necessary knowledge and skills includes marketing and finance, uses of research and forecasting, management concepts and theories, strategic planning, and technological and visual literacy. “More than ever, this knowledge base must be interdisciplinary,” the report noted. “Principles of public relations and 59
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2008 PROCEEDINGS DETROIT, MICHIGAN
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Page Pedagogy Posters _____________
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RESEARCH PAPERS 5
Page 7 and 8: many researchers and professionals
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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
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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: Benoit, W.L. (1995b). Sears repair
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Page 65 and 66: academic units. Responses were code
Page 67 and 68: RQ3A: How do institutional factors
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Page 71 and 72: In this study, respondents’ perce
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Page 75 and 76: education. Journalism & Mass Commun
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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
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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
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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
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What’s Critical About PR and New
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• PR strategy is still developed
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Discussion in Terms of Strategy, Et
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How the PRSA’s Certification in E
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1) How did the PRSA certification e
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Frances Lilly in a similar white pa
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Concerned that its sexual harassmen
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All respondents agreed that e-learn
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DL 3.0 were simple text and graphic
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technology that we lose sight of th
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Lowery, S. A., & DeFleur, M. L. (19
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and student groups in research clas
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Adoption of Participatory Adult Lea
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all had the same instructor, the sa
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Table 1: Thematic Analysis Results
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Improving Feedback, Interaction and
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will realize they all are expected
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How to Win Friends and Impact Stude
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6. After reviewing assignments to m
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The pre-assessment survey results s
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messages and she never even called
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Who Should Teach Investor Relations
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Relations Society of America (PRSA)
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From Britney Spears to Burger King:
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governmental entities. The professo
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Show Me! Portfolios as Instruments
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The Student. In a real sense, what
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Gill, K. (ed.). (1993). Process and
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Courses of Study The courses in the
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Table 1. Cluster Comparison of Grad
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Appendix Name________________ Semes
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Outcome Clusters (italicized are ne
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innovation; (2) Successful collabor
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Breaking Ground In A Public Communi
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O A Video Documentary O A mini-vide
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Reflection as an Assessment Tool in
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Creating a Multi-Layered Case Study
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Finally in phase three of the case
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Example 2 Online Assignment: Studen
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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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