+ Descargar - Asociación de Investigadores en Relaciones Públicas

Kathy Matilla y Salvador Hernández: Bolonia 1r año (Bologna 1st Year)
and Communications Management-Commission on Public Relations Education (2010), A First Look:
an In-Depth Analysis on Global Public Relations Education. Public Relations Curriculum and
Instructor for 20 Countries. Executive Summary.
En paralelo, y muy especialmente, se ha tenido en consideración el informe de la Commission
on Public Relations Education de la Public Relations Society of America (2006), titulado The
Professional Bond - Public Relations Education and the Practice 5 ; y subsidiariamente los
desarrollos editoriales de carácter teórico/práctico de Wright y Turk (2007) Public Relations
Knowledge and Professionalism: Challenges to Educators and Practitioners; de L‟Etang y Pieczka
(2006) en Public Relations Education; de Botan y Taylor (2004) en Public Relations: State of the
Field; de Seitel (2001) en The Practice of Public Relations; de Tilson y Pérez (2003) en Public
Relations and the New Golden Age of Spain: a Confluence of Democracy, Economic Development and
the Media; de Dozier y Broom (1995) en Evolution of the Manager Role in Public Relations
Practice; de Broom y Dozier (1986) en Advancement for Public Relations Role Models”, y
de Heath y Coombs (2006) en Today‟s Public Relations: An Introduction, así como la
investigación de Huertas y Cavia (2006) Center and Periphery: Two Speeds for the Implementation
of Public Relations in Spain, publicada en el nº 32 de la Public Relations Review.
En cuanto a las contribuciones del ámbito profesional de procedencia nacional, hemos
considerado el informe nº 9 de la Fundación CyD-Conocimiento y Desarrollo (2008), titulado
Barómetro CyD: el papel de la Universidad en la empresa, que describe el decálogo de los
principales ítems de preocupación del empresariado español con respecto al sistema
universitario estatal.
Questions sought information on external characteristics (what, where, for how long, for whom) as well as
internal characteristics (place in the institution‟s structure, definition of public relations, place and weight of
public relations in bachelor degree programs, elaboration of curriculum, books and sources, contact with
practice, and balance of theory and practice in curricula). Courses most highly valued out of 27 listed were:
Public Relations Theory, Public Relations Strategies, Communication Models, Strategies and
Theories; Communication Techniques (writing skills, media training); Public Relations
Practice and Deontology/Ethics. Next in ranking were Professional Activities (case studies,
seminars, and workshops) and Research Methods. Out of 20 courses listed to capture the “ideal”
masters degree program, the first seven were Communication, Models, Strategies, Theories; Public
Relations Strategies; Public Relations Theory; Research Methods; Deontology/Ethics;
Communication Research; and Dissertation”, Cfr en E.L. Toth, L. Aldoory (2010). Nota de los autores:
los destacados en negrita son nuestros.
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“Using the Commission on Public Relations Education‟s Professional Bond (2006) five course standard, Xifra
reported that all 32 universities had a public relations theory or principles course, 75 percent had a public
relations planning and management course, 59 percent had a public relations writing course, and 50 percent
had a public relations research course. He found only 9 percent had a public relations law and ethics course,
about 16 percent had a public relations action and implementation course, and about 12 percent had
specialized work experience in public relations. He concluded that in Spain, “the fundamental
understanding of public relations was that of a marketing tool” (p. 211); and that “there was a
technical vision of the field with no management function approach to it” (p. 210). Nota de los
autores: los destacados en negrita son nuestros.
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