2010 - Public Relations Society of America

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using social networking tools is encouraging to those public relations practitioners who are considering or are beginning to reach out to this key audience through this social media tool. Most interesting, inconsistent with what others have found, is the interaction Millennials reported with both blogs and podcasts. Jones and Fox (2009) report that 43% of this generation engage with blogs. In this study, only 21.1% of Millennial students reported interacting with blogs. Because this percentage is rather low, the finding raises several questions. One significant question is whether blogs are becoming less popular within this Millennial Generation. This finding suggests that blogs are not as popular as others have reported. Another question is what characteristics make blogs more or less engaging? Possibly because of the recent growth of blogs as reported by Technorati (2009), information is becoming not only overwhelming but also difficult to trust. Although some research has found that Millennials are suited for blogging because of its unique capability of allowing for content contribution, being leery of where their information is being posted and who is accessing that information is becoming more of an issue (McConnell & Hubba, 2007). Another noteworthy finding that emerged in the study is the 11.2% of Millennial students who reported interacting with podcasts. Recent studies suggest that the audio podcast is one of the rising social media tools that is expected to have exponential growth in upcoming years. Indeed research says that 25% of Millennials are already using podcast, which contradicts the finding of this study. (EMarketer, 2008; Jones & Fox, 2009). Similar to blogs, questions arise about this significant decline of Millennials who report interacting with podcast. Findings suggest that podcasts as a social tool are not the best way to target this generation. Besides the 0.5% of participants who reported not interacting with any social media tool, podcasts were reported as the least interacted with social media tool. One note of interest pertaining to the first research question regards those participants who selected interacting with no social media tool. Only five of 1093 students who participated in the study reported that they did not engage with any social media tool. This finding supports the idea that Millennial students are indeed interacting with a variety of social media tools. Public relations practitioners should find this result encouraging while thinking strategically for ways to reach this target audience through these different social media tools. Although all social media tools did not register with above-average percentages of interaction, most Millennials reported interacting with a variety of tools. Hypothesis #1. The first hypothesis states, “Millennial students who indicate they interact with company/brand e-mail will generate the most committed relationship over all other company/brand social media tools.” First, an independent samples t-test was run for each social media tool with a usage response over 50% of the sample who had been engaging with social media tools (yes/no) and wanting their relationship to continue with each company/brand (1 = strongly wanting the relationship to continue, 7 = strongly not wanting the relationship to continue). Results in Table 2 (Appendix B) indicated that hypothesis one is partially supported. Secondly, in order to determine if having contact via social networking tools had varying effects on wanting the relationship with each company to continue, a series of factorial analyses of variance (factorial ANOVA) were run. As indicated in Table 3 (Appendix C), all other top 10 social media companies/brands (Xbox, Starbucks, MTV, Sony and Dell) resulted in no significant interaction effect for any of the comparisons between the social media tools and strongly wanting the relationship with the company to continue. Millennials are using social media tools, some more than others as supported by research question and hypothesis one, to receive messages from companies and organizations. As 14
discussed previously, Millennial students are bombarded with millions of messages. Targeting those messages through the appropriate tool is essential to the success of a positive relationship. Windahl, Signitzer and Olson (2009) stated, “When a sub-audience is defined as a segment, the communication planner must find channels and messages that fit it. But not all segments can be reached through matching channels, that is, through channels whose audience equals the planner’s target group” (p. 231). In order to investigate further if Millennials were gravitating more to e-mail than other social media tools of the particular company/brand while also staying strongly committed to a particular company/brand, hypothesis one was advanced. To find a thorough answer, both t-tests and a factorial ANOVA were run. T-tests were run to find if there were significant differences between each of the top social media tools as discovered in research question one. The four social media tools (e-mail, video, PDA, social networking) that were investigated all had over 50% of participants report that they had interacted with the social media tool. Apple, Disney, and Xbox reported significant differences for all four social media tools between those Millennials who had interacted with the company/brand’s social media tool and wanted their relationship to continue and those who had not interacted. CNN reported significance for all but PDA. Sony and Starbucks reported significance for only e-mail. MTV and Dell reported no significant difference between any of the four social media tools. Only guesses can be made at this time as to why some companies/brands reported significant differences between those Millennials who had wanted their relationship to continue and those who had not. One guess could be that perhaps some may do better than others at being authentic. Authenticity is crucial within social media. Another guess, the issue of transparency and authenticity continues to be a relevant issue in social media. As Scott (2007) discussed previously in the literature review, some companies attempt to pull off corporate generated material as consumer generated material. Millennials can detect this issue of authenticity and often feel betrayed and belittled when companies or brands try to blur the social media authenticity lines. Before the emergence of social media tools, the brand had to build itself. Yet another guess as to why some companies/brands reported significant differences between those Millennials who had wanted their relationship to continue and those who had not could revolve around the issue of the differences between traditional and social media tools. Millennials may prefer to see more traditional communication (television or radio) instead of social media communication from particular companies/brands. MTV was one of the companies in which no significant difference between any of the social media tools was found and Millennials wanting to continue their relationship with MTV for a long time. This could be due to the fact that MTV, as it states in its name, is known for its more traditional form of communication—television. Millennials may prefer building their relationship with MTV through more traditional means rather than social means. This is not to say that Millennials are not interacting with the social media tools, but rather that their preference for this particular company may still lie in more traditional tools. Although a variety of the social media tools reported main effects between tools (the significant t-test results), a factorial ANOVA was run in the current study to explore those tools that were considered highly engaged in by Millennials (e-mail, video, PDA, social networking) and their wanting the relationship to continue with each of the top 10 most social companies/brands. In looking at each social media tool individually compared to the combination of two of the top four social media tools, results indicated that only in the case of Apple, CNN, and Disney did the combination of multiple tools have significant interaction effects between e-mail and social networking, social media tools, and wanting their relationship 15
Page 1 and 2: 2 0 1 0 P R O C E E D I N G S W A S
Page 3 and 4: TABLE OF CONTENTS Research Papers _
Page 5 and 6: Public Relations Leadership through
Page 7 and 8: Millennial Students Relationship wi
Page 9 and 10: elationship approach to PR provides
Page 11 and 12: social media marketing is effective
Page 13: students who noted they were 17 or
Page 17 and 18: strongly committed to maintaining a
Page 19 and 20: gender (male/female) and each of th
Page 21 and 22: social media. One focus of the arti
Page 23 and 24: Shah, A. (2007, June 18). Social me
Page 25 and 26: Appendix B Table 2 Differences Betw
Page 27 and 28: Appendix D Table 4 Differences Betw
Page 29 and 30: Appendix F Table 6 Pearson Correlat
Page 31 and 32: Mentoring 2.0: How PR Educators Use
Page 33 and 34: Despite this, however, studies have
Page 35 and 36: Sometimes using Facebook to IM is a
Page 37 and 38: Investing time. As with any relatio
Page 39 and 40: pursuing chosen fields. For public
Page 41 and 42: Tam, S. Y., Dozier, D. M., Lauzen,
Page 43 and 44: While favor towards nuclear energy
Page 45 and 46: frames present new considerations w
Page 47 and 48: Procedural -Licensing and applicati
Page 49 and 50: “Shoreham Board Begins a Hunt for
Page 51 and 52: While the story element “positive
Page 53 and 54: Gamson, W. & Lasch, K. (1983). The
Page 55 and 56: Reputation Matters: Impact of Organ
Page 57 and 58: leadership had at hand a number of
Page 59 and 60: and 65+ (15.4%). More than half wer
Page 61 and 62: evealed significant differences for
Page 63 and 64: will be rewarded in the marketplace
Page 65 and 66:
Investigating Multiplier Effects of
Page 67 and 68:
RQ1: Do PR practitioners and busine
Page 69 and 70:
accepting information they receive
Page 71 and 72:
still smacks of news. News coverage
Page 73 and 74:
Even when testimonials do not withs
Page 75 and 76:
viewed to some degree as a valuable
Page 77 and 78:
Perceptions of Product Blogs in Tai
Page 79 and 80:
Uses and gratifications theory has
Page 81 and 82:
Thus the degree to which blog reade
Page 83 and 84:
hours). Blog reading was dwarfed by
Page 85 and 86:
Effects of Language on Responses Ba
Page 87 and 88:
esponse (M = 4.13). For online acti
Page 89 and 90:
5-item Index 4.41(1.030) 3.80(1.033
Page 91 and 92:
ecommendations were more objective
Page 93 and 94:
Choney, B. (2009, September 29). Mi
Page 95 and 96:
Lenhart, A., Purecell, K., Smith, A
Page 97 and 98:
elational trust. Journal of Public
Page 99 and 100:
challenge will be to persuade survi
Page 101 and 102:
of Avian Flu. It is important to no
Page 103 and 104:
with an arousing stimulus or messag
Page 105 and 106:
Chen, N. (2009). Institutionalizing
Page 107 and 108:
Excellence in an Activist Organizat
Page 109 and 110:
public relations functions or tacti
Page 111 and 112:
Data Collection Documents. In an ef
Page 113 and 114:
Research. A key area of CTFK’s we
Page 115 and 116:
Engaging individuals. Many times ac
Page 117 and 118:
Washington, DC, and Puerto Rico; ge
Page 119 and 120:
Murphy, P. & Dee, J. (1996) Reconci
Page 121 and 122:
of Educational Progress (NAEP), 80%
Page 123 and 124:
school assessment, and that the pro
Page 125 and 126:
Both the paper and Web-based survey
Page 127 and 128:
student was admitted to their acade
Page 129 and 130:
Problems with the measures: Here, s
Page 131 and 132:
Patterns in the open-ended response
Page 133 and 134:
Trends evident in K-12 education, t
Page 135 and 136:
Another 15% of respondents (n = 8)
Page 137 and 138:
Table 1 Respondents’ Perceptions
Page 139 and 140:
Table 4 Frequencies of Listed Writi
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Hansen, R.S. (1993). Clear, concise
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so, this study follows up on recent
Page 145 and 146:
2009). In BMCC context, in addition
Page 147 and 148:
--------------------------------- I
Page 149 and 150:
social media is not crisis communic
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and uses and gratifications theorie
Page 153 and 154:
Hennig-Thurau, T., Gwinner, K. P.,
Page 155 and 156:
Table 1 BMCC Model Propositions (__
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FIGURE 1 BMM Model (_____ & _____,
Page 159 and 160:
practitioners and scholars argue fo
Page 161 and 162:
Several studies, however, suggest t
Page 163 and 164:
factors that impact the development
Page 165 and 166:
perceptions of administrative suppo
Page 167 and 168:
(2009) reminds us that the limitati
Page 169 and 170:
412-414. Gonzalez-Herrero, A., & Ru
Page 171 and 172:
Intersections and Overlaps: Buildin
Page 173 and 174:
elations excellence, relationship-b
Page 175 and 176:
2002), all of which encourage emplo
Page 177 and 178:
Conley and Wagner-Marsh (1998) prop
Page 179 and 180:
passion, caring for people.” Note
Page 181 and 182:
done.” Accommodations such as fle
Page 183 and 184:
organizational commitment and loyal
Page 185 and 186:
Founder/Leader Faith & Vision Authe
Page 187 and 188:
Practical implications This study a
Page 189 and 190:
public relations (pp. 3-22). Mahwah
Page 191 and 192:
Grunig, L. A. (1992). Power in the
Page 193 and 194:
presented to the annual conference
Page 195 and 196:
Prioritizing Stakeholders for Publi
Page 197 and 198:
developed by Grunig and Hunt (1984)
Page 199 and 200:
expectant stakeholders possess two
Page 201 and 202:
each other” (p. 125). Examples of
Page 203 and 204:
Priority publics are those whose pa
Page 205 and 206:
Collection of data triangulated (Yi
Page 207 and 208:
Diffused Linkage. A diffused stakeh
Page 209 and 210:
Envirocare take it. They are also m
Page 211 and 212:
Dunham, L., Freeman, R. E., & Liedt
Page 213 and 214:
PEDAGOGICAL POSTERS 213
Page 215 and 216:
seem to be context-dependent (Lauri
Page 217 and 218:
Shapiro, A. (2003). Case Studies in
Page 219 and 220:
Argument #2: stories are for childr
Page 221 and 222:
Physiology “…your mind was evol
Page 223 and 224:
Conclusion In the movie, Indiana Jo
Page 225 and 226:
Pitching on your Feet: Using a Mock
Page 227 and 228:
speaker(s) are available after the
Page 229 and 230:
college’s connection to the commu
Page 231 and 232:
“I felt the class built upon our
Page 233 and 234:
community. Many participants have c
Page 235 and 236:
posting content to the Internet, bu
Page 237 and 238:
What’s All The Hype About Skype?
Page 239 and 240:
In between the times the class meet
Page 241 and 242:
Best Practices in Public Relations:
Page 243 and 244:
Assignment Structure Client Selecti
Page 245 and 246:
Conclusion Integrating real-world c
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equires true fluency in the host co
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living in London. Because visa and
Page 251 and 252:
Using the Case Study approach to an
Page 253 and 254:
tier responders hadn’t participat
Page 255 and 256:
Harnessing the Web for Teaching Wri
Page 257 and 258:
these tools and platforms. With wri
Page 259 and 260:
article 2. 259
Page 261 and 262:
Experimental methods may be better
Page 263 and 264:
The third hypothesis asked whether
Page 265 and 266:
Crisis in the Classroom: A cross-de
Page 267 and 268:
prepare and do the research. I prov
Page 269 and 270:
• September 2009 - More students
Page 271 and 272:
Public Relations Leadership Through
Page 273 and 274:
from using it multiple times a day
Page 275 and 276:
Kent, M. (2010). Directions in soci
Page 277 and 278:
Professor Clare Morgan at Oxford no
Page 279 and 280:
evenings at home working on his poe
Page 281 and 282:
Another strategy for the students w
Page 283 and 284:
Media list and crisis media list So
Page 285 and 286:
understand that knowledge of the cl
Page 287 and 288:
If creating separate teams for one
Page 289 and 290:
Integrating ethics into the undergr
Page 291 and 292:
Three-step approach The present aut
Page 293:
Putting Theory, Research and Strate
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2010 - Public Relations Society of America

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