2008 PROCEEDINGS - Public Relations Society of America

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understanding of business and organizational behavior; and (d) understanding and respect for other communication disciplines and specialties. Wightman (1999) highlighted the danger of university programs failing to connect advertising, marketing and public relations, and keeping students in instructional “silos.” The university major system dictates that undergraduate students are taught according to specialized ideologies which may never connect to one another in the classroom. Although students may become experts in public relations, advertising, or marketing, they will be unable to conceptualize the overall communication environment within an organization. They may also be ignorant of the basic business principles that are crucial to earning respect from management and sustaining the bottom line. Roush (2006) discussed the importance of teaching business and economics in journalism and mass communication programs. He noted that industry has requested such expertise for nearly two decades, and a number of programs were looking to modify mass communication curricula to include courses that address business, economics, and related topics. The disconnect between what industry demands and what academics can deliver becomes real in the marketplace. In a survey of senior marketers (2007), Rooney discovered that IMC is the number-one issue facing their organization, up from number four in 2006. At the same time, Caywood (1997) asserted that students who don’t go on to earn graduate degrees in IMC are unlikely to acquire the mindset and skills needed to succeed as IMC managers. According to marketing executives, the biggest obstacle to implementing IMC is the lack of people with the broad skills to make it work, wrote George and Michael Belch (1998). Gronstedt (1996) argued for the necessity of advertising, marketing, and public relations joining forces in the marketplace purely from a stakeholder perspective. In the 21 st century, stakeholder groups as diverse as consumers, investors, media, employees, suppliers and distributors interact, overlap, and depend upon one another. Discipline-specific terms for stakeholders such as “markets” or “publics” no longer apply. Neither do the discipline-specific communication tools of the individual fields. As the definitions of the two disciplines broaden, the distinctions between them are blurring. Gronstedt envisions a future in which specialists from marketing and public relations will still be in demand; however, they will be orchestrated under the direction of an “integrated communicator.” According to Schultz (1996), debates about the relative worth of marketing compared to public relations or advertising are pointless, because IMC is inevitable, and it is here to stay. Method Research Questions To assess the level and the nature of curricular integration in university programs according to IMC principles, it is necessary to understand the extent to which degree programs, courses, and course topics reflect such integration. It is also important to understand how institutional factors and the perceptions of academic administrators may impact curricular integration. Therefore, the following research questions were developed: 1: What is the level and nature of curricular integration in university degree programs, courses, and course topics? 2: How do institutional factors predict the level and nature of curricular integration in university degree programs, courses, and course topics? 3A: How do institutional factors predict advantages and barriers to integration? 62
3B: How do institutional factors predict teaching techniques utilized to integrate curricula? 3C: How do institutional factors predict educators’ perceived value of an integrated curriculum? 4: How do educators’ professional backgrounds predict their perceived value of an integrated curriculum? Survey Method Considering the varying media preferences of JMC educators and the uneven reliability of e-mail, the researcher developed both a paper and Web-based version of the survey. The paper version was mailed to all prospective participants. The cover sheet of the survey contained a link to the Web-based version of the survey, and an invitation to take the survey online if they wished to do so. The survey was fielded between November 2006 and February 2007. Within three weeks of mailing, a reminder postcard followed. The postcard contained the researcher’s contact information and the survey Website. Five, $50 gift certificates to Amazon.com were offered and awarded to individuals completing the survey. Both the paper and Web-based survey instrument contained eight sections with a combination of check-offs, Likert scales and fill-in-the-blank items. Sections were divided as follows: Section 1: Undergraduate and graduate degree programs; courses integrating advertising and public relations. Section 2: Courses and course topics addressed in curricula Section 3: Communication courses required or offered as options Section 4: Business courses required or offered as options Section 5: Advantages and barriers to curricular integration Section 6: Teaching techniques used to integrate curricula in the classroom Section 7: Educators’ perceptions on the value of an integrated curriculum Section 8: Demographic information on the respondent, including (a) job title, (b) education, (c) years of academic experience, and (d) years of professional experience At its conclusion, the survey contained one open-ended question inviting participants to share observations or insights on curricular integration in JMC programs. To extrapolate information about the respondents’ institutions, the researcher matched respondents’ paper survey numbers with their university mailing addresses. A similar procedure was employed using respondents’ e-mail addresses for surveys completed on the Web. In all cases, respondents’ anonymity was protected. Once the respondents’ institutions were identified, the institutions were researched online to determine (a) public or private status, (b) Carnegie Basic Classification, (c) Carnegie Enrollment Profile, (d) ACEJMC accreditation status, (e) academic unit, and (f) university enrollment. Participants Because the researcher was most interested in gathering information on programs from department chairs, program directors, and deans, the survey was mailed to the 427 members of the Association for Education in Journalism and Mass Communication (AEJMC) who were also members of the Association of Schools of Journalism and Mass Communication (ASJMC). A 63
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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
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: umbrella. This arrangement more clo
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
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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
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
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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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