2010 - Public Relations Society of America

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Public Relations Pedagogy to Practice: Perceptions and Realities of Student Preparedness to Enter the Public Relations Workforce Natalie T.J. Tindall, Ph.D. Georgia State University drnatalietjtindall@gmail.com Trayce B. Leak, APR Clark Atlanta University trayceleak@gmail.com With steady growth in the public relations industry and in public relations as an academic discipline, professional-preparation pedagogy has become critical. Educators must align public relations curriculum with industry standards, while meeting student needs. The purposes of this study are to understand student and professional practitioner expectations and perceptions of public relations education and to pre-test an assessment tool that measures those perceptions. To evaluate the perceptions of student preparedness to enter the workforce upon graduation, the researchers surveyed recent graduates and public relations practitioners. Recent graduates rated their abilities and their perceived preparedness against the skill sets most valued by employers. Practitioners rated the importance of certain skills in today’s workforce and how they perceive new hires’ preparedness to execute those skills. Recent graduates of a local university and Atlanta-area practitioners pre-tested the questionnaire; their feedback will be incorporated into the revised questionnaire, which will launch regionally in spring 2011. The implications of this project can be extended to curriculum development and revisions, classroom teaching styles and techniques, and learning outcomes assessment. Through this examination of student perceptions of preparedness and professional practitioners’ perceptions of necessary skills and new hire preparedness, public relations educators will gain an instrument specifically designed to evaluate how well curriculum, teaching styles and techniques, and learning outcomes are aligned with industry standards and how well curricular efforts provide the technical, theoretical, and analytical skills necessary for students to successfully transition into the workforce and make immediate contributions. 292
Putting Theory, Research and Strategic Thinking to Practice in Writing Courses Tia C. M. Tyree Howard University ttyree@howard.edu Many educators teach students to produce PR tools setting them up to become entry level works able to execute their technician roles well. Yet, the challenge is creating students who are strategic thinkers who write effective PR tools that take into account PR theories, research and fold within a well-developed strategic plan. In my PR Writing I course, students to do it. Students select a “client” based on a real for-profit, nonprofit or government entity. They develop a complete “8-Point” * plan. Plan components - from completing research to develop the situation analysis to identifying the audience and writing the tools within the tactic section - help students put their tools into proper context. Each tool must relate to an objective, thus teaching students how to make proper connections between the development and execution of a tool and its ability help the client reach its objectives. Further, students must complete a “writing assignment assessment sheet” for each completed assignment forcing them to look critically at their work by identifying which PR theory or concept drove the development of or content within the tool as well as outline the strengths and weakness in their writing. Overall, a student’s final project is the submission of a strategic plan with the PR tools, which could include blogs, website text, press releases, media advisories, pitch letters and more. In essence, this course acts as the training ground for students to ensure they are able to meet the expectations of their real clients when they reach our Capstone Course their senior year. * The plan is based on the one outlined by Dennis L. Wilcox in the 5 th Edition of Public Relations: Writing and Media Techniques published by Allyn and Bacon. 293
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2 0 1 0 P R O C E E D I N G S W A S
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TABLE OF CONTENTS Research Papers _
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Public Relations Leadership through
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Millennial Students Relationship wi
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elationship approach to PR provides
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social media marketing is effective
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students who noted they were 17 or
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discussed previously, Millennial st
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strongly committed to maintaining a
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gender (male/female) and each of th
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social media. One focus of the arti
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Shah, A. (2007, June 18). Social me
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Appendix B Table 2 Differences Betw
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Appendix D Table 4 Differences Betw
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Appendix F Table 6 Pearson Correlat
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Mentoring 2.0: How PR Educators Use
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Despite this, however, studies have
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Sometimes using Facebook to IM is a
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Investing time. As with any relatio
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pursuing chosen fields. For public
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Tam, S. Y., Dozier, D. M., Lauzen,
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While favor towards nuclear energy
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frames present new considerations w
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Procedural -Licensing and applicati
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“Shoreham Board Begins a Hunt for
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While the story element “positive
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Gamson, W. & Lasch, K. (1983). The
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Reputation Matters: Impact of Organ
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leadership had at hand a number of
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and 65+ (15.4%). More than half wer
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evealed significant differences for
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will be rewarded in the marketplace
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Investigating Multiplier Effects of
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RQ1: Do PR practitioners and busine
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accepting information they receive
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still smacks of news. News coverage
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Even when testimonials do not withs
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viewed to some degree as a valuable
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Perceptions of Product Blogs in Tai
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Uses and gratifications theory has
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Thus the degree to which blog reade
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hours). Blog reading was dwarfed by
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Effects of Language on Responses Ba
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esponse (M = 4.13). For online acti
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5-item Index 4.41(1.030) 3.80(1.033
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ecommendations were more objective
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Choney, B. (2009, September 29). Mi
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Lenhart, A., Purecell, K., Smith, A
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elational trust. Journal of Public
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challenge will be to persuade survi
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of Avian Flu. It is important to no
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with an arousing stimulus or messag
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Chen, N. (2009). Institutionalizing
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Excellence in an Activist Organizat
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public relations functions or tacti
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Data Collection Documents. In an ef
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Research. A key area of CTFK’s we
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Engaging individuals. Many times ac
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Washington, DC, and Puerto Rico; ge
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Murphy, P. & Dee, J. (1996) Reconci
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of Educational Progress (NAEP), 80%
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school assessment, and that the pro
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Both the paper and Web-based survey
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student was admitted to their acade
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Problems with the measures: Here, s
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Patterns in the open-ended response
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Trends evident in K-12 education, t
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Another 15% of respondents (n = 8)
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Table 1 Respondents’ Perceptions
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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
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2009). In BMCC context, in addition
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--------------------------------- I
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social media is not crisis communic
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and uses and gratifications theorie
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Hennig-Thurau, T., Gwinner, K. P.,
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Table 1 BMCC Model Propositions (__
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FIGURE 1 BMM Model (_____ & _____,
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practitioners and scholars argue fo
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Several studies, however, suggest t
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factors that impact the development
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perceptions of administrative suppo
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(2009) reminds us that the limitati
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412-414. Gonzalez-Herrero, A., & Ru
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Intersections and Overlaps: Buildin
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elations excellence, relationship-b
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2002), all of which encourage emplo
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Conley and Wagner-Marsh (1998) prop
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passion, caring for people.” Note
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done.” Accommodations such as fle
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organizational commitment and loyal
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Founder/Leader Faith & Vision Authe
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Practical implications This study a
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public relations (pp. 3-22). Mahwah
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Grunig, L. A. (1992). Power in the
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presented to the annual conference
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Prioritizing Stakeholders for Publi
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developed by Grunig and Hunt (1984)
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expectant stakeholders possess two
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each other” (p. 125). Examples of
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Priority publics are those whose pa
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Collection of data triangulated (Yi
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Diffused Linkage. A diffused stakeh
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Envirocare take it. They are also m
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Dunham, L., Freeman, R. E., & Liedt
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PEDAGOGICAL POSTERS 213
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seem to be context-dependent (Lauri
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Shapiro, A. (2003). Case Studies in
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Argument #2: stories are for childr
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Physiology “…your mind was evol
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Conclusion In the movie, Indiana Jo
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Pitching on your Feet: Using a Mock
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speaker(s) are available after the
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college’s connection to the commu
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“I felt the class built upon our
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community. Many participants have c
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posting content to the Internet, bu
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What’s All The Hype About Skype?
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In between the times the class meet
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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
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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: Three-step approach The present aut
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2010 - Public Relations Society of America

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