2008 PROCEEDINGS - Public Relations Society of America

More documents

Recommendations

Info

total of 114 surveys were completed, yielding a 27% response rate. Of the total, 73 were completed on paper, and 41 were completed online. Respondents came from diverse academic and professional backgrounds. Among all respondents, 28% (n = 28) identified themselves as deans or directors or colleges or schools. Thirty-nine percent (n = 39) identified as program directors, 34% (n = 34) identified as department chairs, and 2% (n = 2) identified as professors. Eighty-two percent (n = 89) of respondents had earned Ph.D.’s or doctorates. Another 6% (n = 6) had completed some doctoral work, and 12% (n = 13) had master’s degrees. Years of academic experience ranged from less than five years to more than 25 years, with an average of 17 years (Mdn = 15). Years of professional experience ranged from less than five years to more than 25 years, with an average of 10 years (Mdn = 8). Years at institution ranged from less than five to more than 25 years, with an average of 15 years (Mdn = 12). Eighty-eight percent (n = 92) of respondents reported they were tenured, while 12% (n = 13) reported they were nontenured. Respondents came from a wide range of academic institutions. Of the total number of respondents (n = 99) for whom institutional affiliation could be verified, 62% (n = 61) worked for public universities. Thirty-eight percent (n = 38) worked for private universities. According to the Carnegie Basic Classification, 37% (n = 37) came from RU/VH (research university: very high research activity) institutions, and 50% (n = 50) came from RU/H (research university: high research activity) institutions. An additional 10% (n = 10) came from DRU (doctoral research university) institution. An additional 2% (n = 2) came from Master’s/L (master’s colleges and universities-larger programs). According to the Carnegie Enrollment Profile, 14% (n = 14) of respondents came from MGP (majority graduate/professional) institutions, 47% (n = 47) came from MU (majority undergraduate) institutions, and 38% (n = 38) came from HU (high undergraduate) institutions. Respondents’ academic programs also varied according to whether they were accredited by the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC). Thirty-five percent (n = 34) of respondents’ academic programs were accredited, while 65% (n = 65) were not accredited. Academic units represented in the survey included 50% (n = 51) departments offering primarily journalism and mass communication-related programs. Another 21% (n = 21) came from departments offering more diverse programs such as communication studies, English, theater, graphic design and visual arts. Another 30% (n = 30) came from schools or colleges of communication, journalism, mass communication, or communication studies. Finally, each university’s overall student enrollment was considered. Forty-nine percent (n = 49) of institutions enrolled fewer than 10,000 students; 29% (n = 29) enrolled between 10,000 and 20,000 students; 15% (n = 15) enrolled between 20,000 and 30,000 students; and 8% (n = 8) enrolled more than 30,000 students annually. Dependent Variables Six dependent variables were identified for this study: (1) degree programs, (2) courses, (3) course topics, (4) advantages and barriers to integration (5) teaching techniques, and (6) perceived value of an integrated curriculum. To measure the first three dependent variables, respondents were provided with a series of “check-off” boxes to indicate degree programs, courses or course topics offered by their 64
academic units. Responses were coded as 1 = low integration, 2 = medium integration, and 3 = high integration. Degree programs. To identify the level of curricular integration in undergraduate and graduate degrees of study, this item contained check boxes in which 1 = major, 2 = concentration, and 3 = double major or concentration. Courses. To identify the extent to which academic units required common communication courses or business courses, this item contained check boxes in which 1 = optional, 2 = recommended option, and 3 = required. Courses integrating advertising and public relations. To determine the extent of courses integrating advertising and public relations, this item contained check boxes in which 1 = crosslisted in catalog, 2 = lecture or unit, and 3 = full course. Course Topics. To determine the range of topics addressed in courses offered by academic programs, this item contained check boxes in which 1 = not applicable, 2 = lecture or unit, and 3 = full course. Advantages and Barriers. This variable contained six Likert scale items in which respondents identified six institutional factors as advantages or barriers to integration, including: faculty expertise, faculty interest, ties to industry, resources, student demand, and administrative support. Here, 1 = strong barrier, 2 = barrier, 3 = neutral, 4 = advantage, and 5 = strong advantage. Teaching Techniques. This variable contained three Likert scale items in which respondents identified teaching techniques they used to integrate curricula in their classrooms, including: team teaching, guest lectures, and case studies. Here, 1 = never, 2 = rarely, 3 = sometimes, and 4 = often. Perceived Value of an Integrated Curriculum. This variable contained five Likert scale items in which respondents evaluated statements related to their beliefs about the value of an integrated curriculum. Here, 1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, and 5 = strongly agree. Independent Variables Professional background and institutional profile were selected as the main independent variables. Professional background. Data for professional background was obtained in Section 8 of the survey. Here, respondents filled in blanks and checked boxes to indicate items related to their professional background. Items included were: (a) job title, (b) education, (c) years of academic experience, and (d) years of professional experience. Institutional factors. As noted above, data for institutional profiles was obtained by matching numbers coded on the paper surveys and respondents’ e-mail addresses to university addresses. Once the respondents’ institutions were identified, the institutions were researched online to determine: (a) public versus private status, (b) Carnegie Basic Classification, (c) Carnegie Enrollment Profile, (d) ACEMJC accreditation status, (e) academic unit, and (f) university enrollment. Data Analysis To address RQ1 and RQ2, check-box responses for degree programs, courses, and course topics were compared using descriptive statistics and cross-tabulation. As noted above, responses were coded as 1 = low integration, 2 = medium integration, and 3 = high integration. Coded 65
Page 1 and 2:
2008 PROCEEDINGS DETROIT, MICHIGAN
Page 3 and 4:
Page Pedagogy Posters _____________
Page 5 and 6:
RESEARCH PAPERS 5
Page 7 and 8:
many researchers and professionals
Page 9 and 10:
evenue, or activists provide suppor
Page 11 and 12:
Results PR Effectiveness In respond
Page 13 and 14: Applied Context In answering RQ 5,
Page 15 and 16: Figure 8. Distribution of PR effect
Page 17 and 18: fifteen years, and it is now a grow
Page 19 and 20: 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
Page 43 and 44: Table 5. Hierarchical Rankings of E
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: 3B: How do institutional factors pr
Page 67 and 68: RQ3A: How do institutional factors
Page 69 and 70: The lowest mean scores, ranging fro
Page 71 and 72: In this study, respondents’ perce
Page 73 and 74: At this juncture, the challenge for
Page 75 and 76: education. Journalism & Mass Commun
Page 77 and 78: However, many inside the public rel
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
Page 85 and 86: Although hierarchical multiple regr
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
Page 97 and 98: The interview process was guided by
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
Page 119 and 120:
Frances Lilly in a similar white pa
Page 121 and 122:
Concerned that its sexual harassmen
Page 123 and 124:
All respondents agreed that e-learn
Page 125 and 126:
DL 3.0 were simple text and graphic
Page 127 and 128:
technology that we lose sight of th
Page 129 and 130:
Lowery, S. A., & DeFleur, M. L. (19
Page 131 and 132:
and student groups in research clas
Page 133 and 134:
Adoption of Participatory Adult Lea
Page 135 and 136:
all had the same instructor, the sa
Page 137 and 138:
Table 1: Thematic Analysis Results
Page 139 and 140:
Improving Feedback, Interaction and
Page 141 and 142:
will realize they all are expected
Page 143 and 144:
How to Win Friends and Impact Stude
Page 145 and 146:
6. After reviewing assignments to m
Page 147 and 148:
The pre-assessment survey results s
Page 149 and 150:
messages and she never even called
Page 151 and 152:
Who Should Teach Investor Relations
Page 153 and 154:
Relations Society of America (PRSA)
Page 155 and 156:
From Britney Spears to Burger King:
Page 157 and 158:
governmental entities. The professo
Page 159 and 160:
Show Me! Portfolios as Instruments
Page 161 and 162:
The Student. In a real sense, what
Page 163 and 164:
Gill, K. (ed.). (1993). Process and
Page 165 and 166:
Courses of Study The courses in the
Page 167 and 168:
Table 1. Cluster Comparison of Grad
Page 169 and 170:
Appendix Name________________ Semes
Page 171 and 172:
Outcome Clusters (italicized are ne
Page 173 and 174:
innovation; (2) Successful collabor
Page 175 and 176:
Breaking Ground In A Public Communi
Page 177 and 178:
O A Video Documentary O A mini-vide
Page 179 and 180:
Reflection as an Assessment Tool in
Page 181 and 182:
Creating a Multi-Layered Case Study
Page 183 and 184:
Finally in phase three of the case
Page 185 and 186:
Example 2 Online Assignment: Studen
Page 187 and 188:
New Methods of Student-to-Student a
show all

2008 PROCEEDINGS - Public Relations Society of America

Create successful ePaper yourself

Delete template?

Save as template?