2008 PROCEEDINGS - Public Relations Society of America
2008 PROCEEDINGS - Public Relations Society of America
2008 PROCEEDINGS - Public Relations Society of America
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esponses were then totaled for each category, set against an ideal score (indicating the highest<br />
possible number attainable for that category), and then assigned an “integration score” as a<br />
percentage <strong>of</strong> the available total. Here, 0 = low integration, .5 = medium integration, and 1 =<br />
high integration. T-tests and analysis <strong>of</strong> variance was used to test for significant differences.<br />
Descriptive statistics, t-tests and analysis <strong>of</strong> variance were used to investigate RQ1-4. An<br />
alpha level <strong>of</strong> .05 was used for all statistical tests.<br />
Results<br />
RQ1: What is the level and nature <strong>of</strong> curricular integration in university degree programs,<br />
courses and course topics?<br />
Taken as a whole, data indicated that institutions surveyed (n = 114) have achieved<br />
“medium integration,” with a mean integration score <strong>of</strong> .61 across all degree programs courses<br />
and course topics. However, data indicated that all institutions surveyed tend toward “high<br />
integration” within courses integrating advertising and public relations, with an overall<br />
integration score <strong>of</strong> .83.<br />
Within the “undergraduate degrees” and “graduate degrees” sections <strong>of</strong> the survey, total<br />
respondents scored in the “medium integration” range, with overall integration scores <strong>of</strong> .53 and<br />
.46 respectively.<br />
Within the “common communication courses” and “course topics” sections, overall<br />
respondents scored above “medium integration” with scores <strong>of</strong> .70 and .64 respectively. Overall<br />
respondents scored as “medium integration” within the “common business courses” section <strong>of</strong><br />
the survey, achieving an overall integration score <strong>of</strong> .50.<br />
An ANOVA test <strong>of</strong> integration scores revealed no significant differences between any <strong>of</strong><br />
the categories.<br />
RQ2: How do institutional factors predict the level and nature <strong>of</strong> curricular integration in<br />
university degree programs, courses, and course topics?<br />
To address RQ2, institutional factors including public versus private status, Carnegie<br />
Basic Classification, Carnegie Enrollment Pr<strong>of</strong>ile, ACEJMC accreditation status, academic unit,<br />
and enrollment were examined.<br />
Regardless <strong>of</strong> institutional factors, none <strong>of</strong> the respondents earned scores beyond the<br />
“medium integration” level for undergraduate or graduate degrees. Mean undergraduate degree<br />
scores ranged from .43 to .54, while mean graduate degree scores ran slightly lower, from .36 to<br />
.53.<br />
Regardless <strong>of</strong> institutional factors, respondents all scored somewhat higher, between the<br />
“medium integration” and “high integration” levels, for common communication courses and<br />
course topics. Mean scores ranged from .60 to .77. Regardless <strong>of</strong> institutional factors,<br />
respondents all scored as “medium integration” for common business courses, where mean<br />
scores ranged from .43 to .63.<br />
However, scores tending toward “high integration” were evident across all institutions for<br />
courses integrating advertising and public relations. Here, mean integration scores ran between<br />
.78 and .97.<br />
T-tests and ANOVA tests revealed no significant differences between any <strong>of</strong> the groups<br />
for degrees, courses or course topics.<br />
Mean curricular integration scores for all institutions are summarized in Table 1.<br />
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