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2008 PROCEEDINGS - Public Relations Society of America

2008 PROCEEDINGS - Public Relations Society of America

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1) How did the PRSA certification effect organizational transformations at UADE’s<br />

Department <strong>of</strong> <strong>Public</strong> <strong>Relations</strong> so that new members come in, work with other members,<br />

and become core members?<br />

2) Did these organizational changes affect UADE’s reputation with regards to its <strong>Public</strong><br />

Relation Education?<br />

Research Design and Data collection<br />

This qualitative study on how the PRSA certification process changed UADE´s culture to<br />

become a community <strong>of</strong> practice draws on a focus group, institutional document analysis, and<br />

interviews with key players. The focus group was composed <strong>of</strong> eight university members (i.e.,<br />

the Dean, the Department Chair, Faculty, etc.). The study also used an appraisal analysis <strong>of</strong><br />

prospects, community, employees, and students towards the school in order to qualitatively<br />

evaluate how the school’s reputation was enhanced. This, however, does not constitute a formal<br />

audit.<br />

Results<br />

From the collected data and its subsequent analysis, I have drawn three important conclusions,<br />

which have implications for other schools willing to undertake the PRSA’s certification process.<br />

First, although the certification sought endorsement <strong>of</strong> a <strong>Public</strong> <strong>Relations</strong> education program, it<br />

mobilized faculty expertise and built collective responsibility, all for the sake <strong>of</strong> student learning.<br />

This is the biggest effect <strong>of</strong> the certification at the organizational level at this time. Second, while<br />

the school has made considerable headway institutionalizing the structural dimensions <strong>of</strong> the<br />

initiative, efforts to improve teacher efficacy appeared to be constrained by high-stakes<br />

accountability policies requiring compliance. And finally, if an initiative like this is to endure,<br />

schools must invest great time and support. With regards to reputation, the study showed that the<br />

organizational changes did affect reputation positively, as prospects, community, employees, and<br />

students strongly associated quality <strong>Public</strong> <strong>Relations</strong> education with UADE, increasing market<br />

share from 30% before certification to 67% afterward.<br />

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