2010 - Public Relations Society of America

More documents

Recommendations

Info

Appendix G Table 7 Differences Between Engagement of Social Media Tools Among Male and Female Millennial Students Social Media Tool χ 2 p Blogs 1.002 ns E-mail 1.120 ns Micro Blog (e.g., Twitter) 1.431 ns Podcasts .000 ns Personal Digital Assistants (e.g., mobile phone) .838 ns Social Networking Site (e.g., MySapce/Facebook) .312 ns Video Sharing (e.g., YouTube) .483 ns Note. Female: n = 598, Male: n = 463 30
Mentoring 2.0: How PR Educators Use Social Media to Create and Maintain Relationships with Students Rowena Briones University of Maryland rbriones@umd.edu *Recipient of Betsy Plank Graduate Research Competition Student Award Abstract This qualitative study consists of a series of in-depth interviews with public relations educators to explore their perceptions of mentoring and how they use social media channels to build relationships with students. Findings revealed that educators believed that social media help enhance their mentorships with students, allowing for deeper, more informal relationships that makes keeping in touch, charting progress, and sharing resources easier and more efficient. Practical suggestions for utilizing social media channels in mentoring relationships is discussed, along with theoretical propositions that can help move public relations scholarship towards theories in mentoring and new technology. As a vehicle for personal and professional development, advice, and guidance, mentoring can be seen as crucial to the practice of public relations, helping affect career development and advancement opportunities for young practitioners. Many PR agencies are beginning to utilize mentorship programs, as Janice Rotchstein, chief knowledge officer at Edelman Public Relations Worldwide argues, “Mentoring says, ‘we’re with you for your career’” (Applebaum, 2000). The value of these programs has begun to become realized among public relations agencies and multinational organizations as a way to promote individual growth and personalized attention. However, these mentoring relationships do not necessarily need to start in the workplace – they start in the PR classroom. As students go through their collegiate careers, many PR students develop mentoring relationships with their professors in order to learn more about the public relations industry and to be provided with guidance and connections that can help them when they graduate. However, with the rise of new technologies and social media quickly changing the public relations landscape, so too has the concept of relationships between educators and students, leading to the development of electronic mentoring. Though there have been a number of studies on e-mentorships, the majority of extant research has focused on specific programs that have used an electronic component to link students and teachers with experts or databases (e.g., Harris, O’Bryan, & Rotenberg, 1996; O’Neill, Wagner, & Gomez, 1996) and not on the actual mentoring relationships built in higher education through social media channels. In addition, few studies have been conducted on mentorship in public relations (e.g., Tam et al., 1995; Pompper & Adams 2006) but have mainly focused on gender differences between the mentor and the mentee. Thus, the purpose of this study is to determine how social media and e-mentoring plays a role in mentoring relationships between PR faculty and students. Literature Review Mentoring and Public Relations Based on extant research, mentoring is crucial for the practice of public relations and could ultimately affect career development and advancement opportunities for practitioners. According to the Excellence Study, “mentoring plays a critical role in the advancement of women and individuals from culturally diverse backgrounds,” as mentors help women and 31
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 and 14: students who noted they were 17 or
Page 15 and 16: discussed previously, Millennial st
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: Appendix F Table 6 Pearson Correlat
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
Page 141 and 142:
Hansen, R.S. (1993). Clear, concise
Page 143 and 144:
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
Page 151 and 152:
and uses and gratifications theorie
Page 153 and 154:
Hennig-Thurau, T., Gwinner, K. P.,
Page 155 and 156:
Table 1 BMCC Model Propositions (__
Page 157 and 158:
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
Page 247 and 248:
equires true fluency in the host co
Page 249 and 250:
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
show all

2010 - Public Relations Society of America

Create successful ePaper yourself

Delete template?

Save as template?