2008 PROCEEDINGS - Public Relations Society of America

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By far, the greatest number of respondents’ open-ended comments on the survey related to barriers between departments and political battles within institutions. These barriers could be preventing levels of curricular integration beyond the “medium integration” level. “There are few barriers to integrating advertising and PR at this university. Communication is a separate degree, but crossover is easy and common,” wrote one respondent. “Business, however, is another proposition. Both programs are crowded and neither is positioned to accept students from the other. To do so would deny access to existing majors, which is unacceptable.” Another respondent wrote, “We are in process of moving toward convergence, but this emphasis has yet to be connected externally to business and marketing. There are institutional barriers which make this difficult since the business college receives much more money and does not wish to connect to its poorer cousin.” Territorial battles between disciplines may pose additional problems for JMC programs. “Marketing and public relations have been sniping at each other for decades, each trying to gain advantage in the organizational chart,” wrote a respondent. “Marketing tries to marginalize PR by describing PR as one of the elements in the marketing mix……PR tries to marginalize marketing by claiming they’re only concerned with money, whereas PR is concerned with larger issues of corporate responsibility and citizenship. Integrating the two disciplines on campus inherits the fallout from these entrenched combatants.” Conclusion This study was limited by three major factors. First, response bias may have attracted more respondents interested in curricular integration to complete the survey and to positively evaluate the concept. Second, the response rate of 27% was less than desired. Third, although a number of statistically significant differences were noted between institutional factors and professional backgrounds, the number of respondents was too small to allow many of the results to be generalized on a larger scale. Based on the findings of this study, it is recommended that future studies explore integrated techniques and skills that employers are requiring in the advertising and public relations professions. If JMC educators believe that program planning, curriculum, and faculty hiring must be informed by an “outside-in” perspective, then fresh and accurate information from industry professionals is imperative. Findings in this study indicate that on the whole, JMC programs represented in the survey have achieved a medium-to-high level of curricular integration in their degree programs, courses and course topics. Findings also underscore the importance of recruiting and hiring industry professionals as faculty members for programs that are pursuing curricular integration. Respondents’ attitudes toward curricular integration fell into the neutral-to-favorable range across most categories. While this cannot be taken as a blanket endorsement of curricular integration and IMC principles, it does indicate cautious acceptance and even some enthusiasm for these concepts. “Advertising depends upon business skills and supports the whole structure of democracy because it promotes both open markets and the free flow of information,” wrote one respondent. “These subjects are integrated in the real world, but the convenience of academicians causes their segregation on campus.” 72
At this juncture, the challenge for JMC educators is do decide what level of integration is right for their programs and curricula, plan accordingly, and above all, to seek the ongoing counsel and expertise of industry professionals in all they do. Table 1: Mean Curricular Integration Scores for All Institutions Area of Integration Mean Integration Score Undergraduate .53 Degrees Graduate .46 Degrees Communication .70 Courses Business .50 Courses Advertising .83 & PR Courses Course .64 Topics Overall .61 n = 114 0 = low integration .5 = medium integration 1 = high integration Table 2: Carnegie Basic Classification as a Predictor of Advantages and Barriers to Curricular Integration Mean Scores and ANOVA Results by Carnegie Basic Classification Item RU/VH RU/H DRU f df Sig. n Faculty 3.84 3.74 4.00 .55 3, 86 .650 87 Expertise Faculty 3.31 3.62 3.9 .74 3, 85 .531 86 Interest Ties to 3.69 3.41 3.30 .50 3, 83 .683 84 Industry Resources 2.59 2.71 2.70 1.17 3, 86 .326 87 Student 3.28 3.71 3.50 3.91 3, 85 .011* 86 Demand Admin. 3.06 3.20 2.90 2.84 3, 85 .043* 86 Support *p < .05 1 = Strong Barrier 2 = Barrier 3 = Neutral 4 = Advantage 5 = Strong Advantage 73
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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
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
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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 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
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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
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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
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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
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
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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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