Authors:
Juan Meng, University of Georgia
Introduction
Organizations are operating in environments characterized by rapid change and increasing communication complexity. Thus, the development and education of communication leaders who are able to navigate and respond effectively and strategically in such dynamic environments has become equally critical for organizations. As a consequence, the implications for integrating leadership education, training, and development into public relations curriculum are profound. If we, as educators, can enhance both communication skills and leadership development for public relations majors, our graduates will be able to develop a sustainable competitive advantage and provide long-term value to organizations. Although the profession has advocated for leveraging the roles of public relations to a managerial and strategic level, the actual effort in building up the pipeline of future leaders in the profession is delayed. In higher education, there is a remarkable scarcity in designing, integrating, and delivering leadership in public relations teaching and education.
Journal of Public Relations Education, Vol. 2 Issue 1
Authors
Joyce Haley, Abilene Christian University
Margaret Ritsch, Texas Christian University
Jessica†Smith, Abilene Christian University
Abstract
Student-led advertising and/or public relations agencies have increasingly become an educational component of university ad/PR programs. Previous research has established the value that advisers see in the agencies, and this study reports student perceptions of agency involvement. The survey (N = 210) found that participants rated the opportunity to work with real clients, the importance of their universities having agencies, and the increase in their own job marketability as the most positive aspects of the agency experience. Participants said that the most highly rated skills that agency participation built were the ability to work with clients, working in a team structure, and interpersonal skills.
Journal of Public Relations Education, Vol. 2 Issue 1
Authors
Julie O’Neil, Texas Christian University
Jacqueline Lambiase, Texas Christian University
Abstract
Working professionals may need post-baccalaureate education, but finding time and resources to do so may be difficult. An analysis of 75 university masterís programs in public relations found 22 related programs offering communication certificates. A web audit of these programs, plus a survey and in-depth interviews, indicated professionals are interested in earning certificates, particularly in social and digital media strategy and measurement. Professionals want to attend certificate programs that combine online and face-to-face instruction.
Authors:
Scott Kuehn, Clarion University of Pennsylvania
Andrew Lingwall, Clarion University of Pennsylvania
This study explored student self-perceptions of writing skills in mass communication programs at 13 public state universities in the Mid-Atlantic region. Responses to three open-ended questions revealed heavy student concern with their basic skills, a desire for extensive faculty contact and feedback, and for many respondents, an immaturity or naiveté regarding professional standards. This study addresses implications for faculty members who wish to better understand their students in order to devise more effective writing instruction.
Table of Contents
Research Articles
Can every class be a Twitter chat?: Cross-institutional collaboration and experiential learning in the social media classroom
Authors:
Julia Daisy Fraustino, West Virginia University
Rowena Briones, Virginia Commonwealth University
Melissa Jansoke, University of Memphis
In their own words: A thematic analysis of students’ comments about their writing skills in mass communication programs
Authors:
Scott Kuehn, Clarion University of Pennsylvania
Andrew Lingwall, Clarion University of Pennsylvania
Teaching Briefs
Integrating leadership in public relations education to
develop future leaders
Author:
Juan Meng , University of Georgia
The Journal of Public Relations Education (JPRE) is devoted to the presentation of research and commentary that advances the field of public relations education. JPRE invites submissions in the following three categories. All submissions should follow the guidelines of the Publication Manual of the American Psychological Association (APA).
Research Articles
Hootsuite University: Equipping academics and future PR professionals for social media success
Authors:
Emily S. Kinsky, West Texas A&M University
Karen Freberg, University of Louisville
Carolyn Kim, Biola University
Matt Kushin, Shepherd University
William Ward, Syracuse University
“The best of both worlds”: Student perspectives on student-run advertising and public relations agencies
Authors:
Joyce Haley, Abilene Christian University
Margaret Ritsch, Texas Christian University
Jessica Smith, Abilene Christian University
Considering certification?: An analysis of universities’ communication certificates and feedback from public relations professionals
Authors:
Julie O’Neil, Texas Christian University
Jacqueline Lambiase, Texas Christian University
Teaching Briefs
Who wants to be a manager?: Applying the attraction-selection attrition framework to public relations education
Author:
Christopher Wilson, Brigham Young University
Find out more at: http://aejmc.us/jpre
1) Some students felt that Twitter helped their learning by allowing the expression of various viewpoints and learning from classmates, though others felt this did not always occur in practice.
2) A major drawback mentioned was the potential for Twitter use to distract students into using social media unrelated to class.
3) Some students disliked having their speech limited to Twitter's 140-character tweets.
Social media, social media pedagogy, public relations education
Carolyn Kim, Biola University
Karen Freberg, University of Louisville
Journal of Public Relations Education - JPRE Vol 2 Issue 2 2016
Public relations, writing, instructors, management theory, faculty classification
Douglas F. Cannon, Virginia Polytechnic Institute and State University
Damion Waymer, University of Cincinnati
Journal of Public Relations Education - JPRE Vol 2 Issue 2 2016
Journal of Public Relations Education, Vol. 2 Issue 1
Authors
Joyce Haley, Abilene Christian University
Margaret Ritsch, Texas Christian University
Jessica†Smith, Abilene Christian University
Abstract
Student-led advertising and/or public relations agencies have increasingly become an educational component of university ad/PR programs. Previous research has established the value that advisers see in the agencies, and this study reports student perceptions of agency involvement. The survey (N = 210) found that participants rated the opportunity to work with real clients, the importance of their universities having agencies, and the increase in their own job marketability as the most positive aspects of the agency experience. Participants said that the most highly rated skills that agency participation built were the ability to work with clients, working in a team structure, and interpersonal skills.
Journal of Public Relations Education, Vol. 2 Issue 1
Authors
Julie O’Neil, Texas Christian University
Jacqueline Lambiase, Texas Christian University
Abstract
Working professionals may need post-baccalaureate education, but finding time and resources to do so may be difficult. An analysis of 75 university masterís programs in public relations found 22 related programs offering communication certificates. A web audit of these programs, plus a survey and in-depth interviews, indicated professionals are interested in earning certificates, particularly in social and digital media strategy and measurement. Professionals want to attend certificate programs that combine online and face-to-face instruction.
Authors:
Scott Kuehn, Clarion University of Pennsylvania
Andrew Lingwall, Clarion University of Pennsylvania
This study explored student self-perceptions of writing skills in mass communication programs at 13 public state universities in the Mid-Atlantic region. Responses to three open-ended questions revealed heavy student concern with their basic skills, a desire for extensive faculty contact and feedback, and for many respondents, an immaturity or naiveté regarding professional standards. This study addresses implications for faculty members who wish to better understand their students in order to devise more effective writing instruction.
Table of Contents
Research Articles
Can every class be a Twitter chat?: Cross-institutional collaboration and experiential learning in the social media classroom
Authors:
Julia Daisy Fraustino, West Virginia University
Rowena Briones, Virginia Commonwealth University
Melissa Jansoke, University of Memphis
In their own words: A thematic analysis of students’ comments about their writing skills in mass communication programs
Authors:
Scott Kuehn, Clarion University of Pennsylvania
Andrew Lingwall, Clarion University of Pennsylvania
Teaching Briefs
Integrating leadership in public relations education to
develop future leaders
Author:
Juan Meng , University of Georgia
The Journal of Public Relations Education (JPRE) is devoted to the presentation of research and commentary that advances the field of public relations education. JPRE invites submissions in the following three categories. All submissions should follow the guidelines of the Publication Manual of the American Psychological Association (APA).
Research Articles
Hootsuite University: Equipping academics and future PR professionals for social media success
Authors:
Emily S. Kinsky, West Texas A&M University
Karen Freberg, University of Louisville
Carolyn Kim, Biola University
Matt Kushin, Shepherd University
William Ward, Syracuse University
“The best of both worlds”: Student perspectives on student-run advertising and public relations agencies
Authors:
Joyce Haley, Abilene Christian University
Margaret Ritsch, Texas Christian University
Jessica Smith, Abilene Christian University
Considering certification?: An analysis of universities’ communication certificates and feedback from public relations professionals
Authors:
Julie O’Neil, Texas Christian University
Jacqueline Lambiase, Texas Christian University
Teaching Briefs
Who wants to be a manager?: Applying the attraction-selection attrition framework to public relations education
Author:
Christopher Wilson, Brigham Young University
Find out more at: http://aejmc.us/jpre
1) Some students felt that Twitter helped their learning by allowing the expression of various viewpoints and learning from classmates, though others felt this did not always occur in practice.
2) A major drawback mentioned was the potential for Twitter use to distract students into using social media unrelated to class.
3) Some students disliked having their speech limited to Twitter's 140-character tweets.
Social media, social media pedagogy, public relations education
Carolyn Kim, Biola University
Karen Freberg, University of Louisville
Journal of Public Relations Education - JPRE Vol 2 Issue 2 2016
Public relations, writing, instructors, management theory, faculty classification
Douglas F. Cannon, Virginia Polytechnic Institute and State University
Damion Waymer, University of Cincinnati
Journal of Public Relations Education - JPRE Vol 2 Issue 2 2016
This research examines how popular editions of public relations principles texts and public relations writing texts address media relations. The study consisted of a content analysis of six principles texts and six PR writing texts. One research question was posed,“How do public relations texts address media relations and the journalist/ PR practitioner interaction?” and one hypothesis was posited, “When discussing media relations, PR textbooks focus on relationship building more than specific communication tactics.”The study found that while most texts address media relations from a tactical standpoint, few texts go beyond that to address deeper relational issues, answering the research question and leading to the rejection of the authors’ hypothesis.
Keywords: media relations; public relations education; public relations writing texts; public relations principles texts; public relations introductory texts
This document describes a new approach to teaching public relations campaigns that aims to address problems with the traditional "divide and conquer" method. The traditional approach has students divide into static teams that each work independently on separate sections of a campaign. This often results in unequal work distribution and a lack of collaboration. The new approach requires students to serve on rotating research, campaign book, and strategy teams throughout the semester. Each team is responsible for developing a specific section, with all students providing input. This encourages collaboration, ensures all students understand the entire campaign, and solves issues around work distribution and quality associated with the traditional method.
Journal of Public Relations Education, Vol. 2 Issue 1
Authors
Emily S. Kinsky, West Texas A&M University
Karen Freberg, University of Louisville
Carolyn Kim, Biola University
Matt Kushin, Shepherd University
William Ward, Syracuse University
Abstract
Public relations educators are challenged with developing practical approaches to teaching social media. This study explores the use of Hootsuite University, a social media education and certification program that has reached more than 20,000 students. The impact of the training is examined through three angles.
Diana C. Sisson and Tara M. Moretensen, Journal of Public Relations Education, Vol. 3, Issue 2, 78-95
Educating students for the social, digital and information world: Teaching public relations infographic design
Abstract
"This study employs an exploratory content analysis of current public relations information graphics to examine variables within two concepts pertaining to public relations: transparency and clarity. These two concepts were chosen because they apply to both traditional public relations practice and are also widely taught amongst contemporary infographics design experts. The subjects of the study are nonprofit organizations’ online informational graphics (N = 376) that have been released on Twitter. Findings suggest that nonprofit organizations are not applying traditional public relations principles to their design of online information graphics, demonstrating difficulty in translating these principles to visual design, a skill that is becoming more important. While the study is not intended to generalize, this snapshot of current practice is used to offer improvements in preparing public relations students for communication with information visualizations. This exploration illuminates the need for public relations education geared toward the social, visual, and data-driven environment. To this end, the study uses these findings to develop an initial set of practices for infographic design that can be implemented into current public relations education."
http://aejmc.us/jpre/2017/12/29/educating-studen…fographic-design/
"Competition and Public Relations Campaigns: Assessing the Impact of Competition on Quality of Projects, Partners, and Students" by McCollough in Journal of Public Relations Education (JPRE) Vol. 4, Issue 1 Spring 2018
ABSTRACT:
Scholars in public relations pedagogy have provided a strong
body of research on the impact of service learning, community
partnerships (Daugherty, 2003), and applied learning on
campaigns, writing, and production courses common to the public
relations curriculum (Wandel, 2005). Rarely explored, however,
is the impact of competition among student groups within a
public relations course on the quality of campaigns, student
experience, client satisfaction, and achievement of learning
outcomes (Rentner, 2012). This study presents a comparative
analysis of campaign courses that employed competitive and noncompetitive
campaign course models to demonstrate the impact
of incorporating competition within public relations courses.
This document summarizes a public relations practicum course at the University of North Carolina at Charlotte that combined classroom learning with real-world experience and service learning. The course involved students developing communication materials and tactics to address improper disposal of fats, oils, and grease by target audiences, as part of a larger project with the North Carolina Urban Water Consortium. The document discusses experiential learning and service learning pedagogies and reviews literature supporting the benefits of such approaches. It then describes the structure of the practicum course and evaluates its effectiveness based on student and client feedback, finding that it met academic and professional development expectations while producing useful materials for the client organization.
"Score! How Collegiate Athletic Departments Are Training Student-Athletes About Effective Social Media Use" by Smith and Watkins in Journal of Public Relations Education, Vol. 4, Issue 1, Spring 2018
ABSTRACT:
The primary responsibility of student-athletes is to represent
their institution on the field, but because of social media, that
role has evolved so that now student-athletes are considered
representatives of the institution to a larger public. As such,
athletic departments have implemented social media policies
and/or training programs to guide student-athletes’ online activity.
Drawing on digital literacy, this study investigates motivations
behind the development of social media policies, how student
athletes are trained about effective social media use, and how
social media policies for student athletes are enforced from the
perspective of the institution. In-depth interviews (N = 17) with
representatives from collegiate athletic departments in the U.S.
revealed social media policies were designed primarily to educate,
rather than punish, and that training about the policy helps reduce social media violations. Theoretical and practical implications of this research are discussed.
This document outlines a social media policy assignment given to public relations students. The goal is for students to develop a social media policy for a client organization. Students are instructed to research the organization's social media use, identify risks, and apply their knowledge of ethics and law to create a comprehensive written policy. The policy should guide appropriate social media use, address legal issues, and include resources for compliance. Developing a real-world policy provides valuable experience for students' careers and portfolios. It also allows organizations to adopt the developed policies. The assignment aims to help students think strategically and work with clients to manage social media professionally and ethically.
Laura E. Willis, Journal of Public Relations Education, Vol. 3, Issue 2, 110-118
A Dam(n) Failure: Exploring Interdisciplinary, Cross-Course Group Projects on STEM-Translation in Crisis Communication
Abstract
"This exploratory, quasi-experimental study examines whether incorporating an interdisciplinary, cross-course aspect to a group project on the Teton Dam failure in a crisis communication management course would impact public relations students’ ability to translate technical aspects of the crisis for media and public audiences. Results suggest the inclusion of an engineering student as a technical expert negatively impacted project grades and increased student frustration. Possible improvements and lessons for future interdisciplinary, cross-course projects are presented."
Keywords: science communication, STEM translation, cross-course projects, interdisciplinary projects
Teaching Digital and
Social Media Analytics:
Exploring Best Practices and Future
Implications for Public Relations Pedagogy
ABSTRACT
One of the growing areas within public relations is digital and social
media analytics. Teaching the use of analytics to communication
students is not new, but studying what is being taught is almost
non-existent. The public relations research literature has supported
exploring the value of data analysis to gain audience insights, to
measure communication strategies, and to evaluate campaign
efforts. The purpose of this study is to explore the ways in which
faculty are teaching social media analytics. Two content analyses
were conducted to explore trends of digital and social media
analytics training. Authors analyzed related course syllabi and a
Twitter chat on the subject sponsored by the AEJMC PR Division
and PRSA Educators Academy. Findings and future implications
in teaching digital and social media analytics for educators and
public relations practitioners are discussed.
"Media Relations Instruction and Theory Development: A Relational Dialectical Approach" by Pettigrew in Journal of Public Relations Education (JPRE) Vol. 4, Issue 1 Spring 2018
ABSTRACT:
There has been almost no research in the area of media relations
instruction in the public relations literature. This study seeks to fill a
gap in theory-building in the area of media relations and examines
the state of media relations instruction in today’s public relations
curriculum through a survey of public relations professors. The
author suggests relational dialectical theory as a way to better
understand the relationship between public relations practitioners
and journalists, and proposes a relational dialectical approach
to theory-building and in teaching media relations in today’s
changing landscape.
Millennial Learners and Faculty Credibility:
Exploring the Mediating Role of
Out-of-Class Communication
ABSTRACT
Every generation experiences distinct events and develops unique
values. As Millennial learners enter classrooms, they bring with
them new views about education, learning and faculty/student
communication. This study explores the mediating role of out-ofclass
communication (OCC) in relation to the historical dimensions
known to compose faculty credibility. Findings indicate that OCC
has a positive, mediating influence that enhances two of the three
key dimensions of credibility for faculty members: trustworthiness
and perceived caring. In addition, this study suggests that there
is a fourth potential dimension that composes the construct
of faculty credibility in the perspectives of Millennial learners:
sociability, which should be included alongside the three historical
dimensions scholars have used in previous studies.
Thomasena Shaw, Journal of Public Relations Education, Vol. 3, Issue 2, 59-77
Abstract
"Internships have significant early career advantages for undergraduates including less time finding a first employment position, increased monetary compensation and greater overall job satisfaction. Considerable professional and scholarly evidence highlights the important role of undergraduate internships, as well as gaps that exist between students and supervisors regarding the relative importance of specific job skills and professional characteristics. While previous studies have explored the underlying feelings and expectations of the two groups in professional and academic contexts, this exploratory case study uses coorientation as the theoretical framework to examine the levels of agreement, congruency and accuracy that exist between them in relation to key jobs skills and professional characteristics linked with career success; it also provides insight into the extent to which respondents perceive that the internship improved students’ college-learning outcomes. The key findings of this study indicate that the majority of respondents believed that the experience improved performance in relation to college learning outcomes. The study also found that students and supervisors are accurately cooriented with one another in relation to job skills items, but less so when it comes to professional characteristics. This could be particularly problematic for student interns as misperceptions and misunderstanding can potentially lead to missed opportunities for collaboration and integration, and/or a self-fulfilling prophecy where supervisors’ lack of coorientation damages the possibility of a cooperative relationship with current and future student interns, and the academic programs that bring them together."
"Public Relations Ethics, “Alternative Facts,” and Critical Thinking, with a Side of Tuna" by Lambiase in Journal of Public Relations Education (JPRE) Vol. 4, Issue 1 Spring 2018
What do Employers Want? What Should
Faculty Teach? A Content Analysis of
Entry-Level Employment Ads
in Public Relations
ABSTRACT
Public relations remains a popular major at the undergraduate level;
faculty want to provide the best educational experience for their
students to help them secure jobs. This research explores entrylevel
employment ads in public relations as a way to understand
what skills employers want and expect new graduates to have. A
content analysis of 199 entry-level employment ads posted to the
Public Relations Society of America Job Center was conducted.
Major findings include the need for graduates to possess not
only hard skills such as writing but also soft skill abilities, such
as time management, deadline orientation, and collaboration. In
addition, it was found that few job ads specifically request that
future employees have a public relations degree. Finally, although
many of the ads that were examined call for a future employee to
have the skills traditionally associated with the technician role, the
authors suggest a new practitioner role has come into existence.
This role, which bridges the technician and manager, is called
the manager’s apprentice, and it requires knowledge of tactics
and writing, as well as familiarity with measurement, social media
strategy, and data collection.
Book Review by Teddi A. Joyce, Journal of Public Relations Education, Vol. 3, Issue 2, 133-135
Book Title: Real World Career Preparation: A Guide to Creating a University Student-Run Communications Agency
By: Douglas J. Swanson (2017)
This document is the table of contents and introduction for Volume 3, Issue 2 of the Journal of Public Relations Education from November 2017.
The table of contents lists 4 research articles on topics related to public relations education such as analyzing perceptions of job skills between PR students and supervisors. It also lists 3 "GIFT" articles which are teaching ideas/assignments for PR instructors. Finally it lists a book review.
The introduction discusses the benefits of internships for students in terms of career outcomes. It also discusses gaps that can exist between what skills/characteristics students and supervisors perceive as important. The study aims to use coorientation theory to examine the levels of agreement between students and supervisors on key job skills
Ming Wang, Journal of Public Relations Education, Vol. 3, Issue 2, 96-109
http://aejmc.us/jpre/2017/12/29/using-crisis-sim…role-of-presence/
Abstract
"Simulation-based training (SBT) is a useful pedagogical tool used in crisis management training. This paper explores the effects of a crisis simulation activity on students’ crisis management competencies. Pre- and post-test surveys indicated that students significantly improved crisis management competencies after the crisis simulation activity. Moreover, presence was found to be positively associated with post-simulation crisis management competencies, suggesting that presence is critical in designing an effective simulation activity."
Mary E. Brooks and Emily S. Kinsky, Journal of Public Relations Education, Vol. 3, Issue 2, 119-122
"Based off Food Network’s Chopped challenge, the Mystery Basket PR Challenge is a competition that focuses on creativity, speed, and skill in which students are given a box of mystery 'ingredients' (e.g., brand, crisis, strategy, channel, speaker, audience) they have to use to complete an assigned task (e.g., a tweet, an official statement, a headline). For example, a box might have a brand name, a particular crisis, a group of people affected and a celebrity, and the task would be to write a headline for a news release, keeping in mind which crisis response strategy from Benoit (1997) or Coombs (2007) might be most appropriate. Students open the box and have a limited time in their groups to complete the task, which they then pitch to the judges (faculty and local professionals). This requires teamwork and application of lessons learned in class as the student groups compete against each other."
This document discusses current trends and future directions for public relations research. It outlines two paradigms for public relations - the symbolic/interpretive paradigm which focuses on managing interpretations, and the behavioral/strategic management paradigm which focuses on building relationships through two-way communication. The document then summarizes several areas of ongoing research, including stakeholder identification, situational theory, relationship measurement, and applying public relations concepts in specialized areas. It argues that future research should focus on institutionalizing public relations as a strategic management function.
This document describes a study that evaluated the impact of a system-wide communication plan and professional development training for school administrators. The study aimed to determine the effect of the training on administrators' knowledge, skills, and attitudes related to communicating with external stakeholders and the media.
Significant findings from pre- and post-testing indicated that the training positively impacted administrators' knowledge and application of communication skills, as well as their attitudes toward school public relations initiatives. Previous college instruction on communicating with the media was also found to influence administrators' pre-training attitudes. Critical incidents with the media, whether positive or negative, affected attitudes as well. The findings support the value of training and experience in building administrators' competencies in external communication.
This research examines how popular editions of public relations principles texts and public relations writing texts address media relations. The study consisted of a content analysis of six principles texts and six PR writing texts. One research question was posed,“How do public relations texts address media relations and the journalist/ PR practitioner interaction?” and one hypothesis was posited, “When discussing media relations, PR textbooks focus on relationship building more than specific communication tactics.”The study found that while most texts address media relations from a tactical standpoint, few texts go beyond that to address deeper relational issues, answering the research question and leading to the rejection of the authors’ hypothesis.
Keywords: media relations; public relations education; public relations writing texts; public relations principles texts; public relations introductory texts
This document describes a new approach to teaching public relations campaigns that aims to address problems with the traditional "divide and conquer" method. The traditional approach has students divide into static teams that each work independently on separate sections of a campaign. This often results in unequal work distribution and a lack of collaboration. The new approach requires students to serve on rotating research, campaign book, and strategy teams throughout the semester. Each team is responsible for developing a specific section, with all students providing input. This encourages collaboration, ensures all students understand the entire campaign, and solves issues around work distribution and quality associated with the traditional method.
Journal of Public Relations Education, Vol. 2 Issue 1
Authors
Emily S. Kinsky, West Texas A&M University
Karen Freberg, University of Louisville
Carolyn Kim, Biola University
Matt Kushin, Shepherd University
William Ward, Syracuse University
Abstract
Public relations educators are challenged with developing practical approaches to teaching social media. This study explores the use of Hootsuite University, a social media education and certification program that has reached more than 20,000 students. The impact of the training is examined through three angles.
Diana C. Sisson and Tara M. Moretensen, Journal of Public Relations Education, Vol. 3, Issue 2, 78-95
Educating students for the social, digital and information world: Teaching public relations infographic design
Abstract
"This study employs an exploratory content analysis of current public relations information graphics to examine variables within two concepts pertaining to public relations: transparency and clarity. These two concepts were chosen because they apply to both traditional public relations practice and are also widely taught amongst contemporary infographics design experts. The subjects of the study are nonprofit organizations’ online informational graphics (N = 376) that have been released on Twitter. Findings suggest that nonprofit organizations are not applying traditional public relations principles to their design of online information graphics, demonstrating difficulty in translating these principles to visual design, a skill that is becoming more important. While the study is not intended to generalize, this snapshot of current practice is used to offer improvements in preparing public relations students for communication with information visualizations. This exploration illuminates the need for public relations education geared toward the social, visual, and data-driven environment. To this end, the study uses these findings to develop an initial set of practices for infographic design that can be implemented into current public relations education."
http://aejmc.us/jpre/2017/12/29/educating-studen…fographic-design/
"Competition and Public Relations Campaigns: Assessing the Impact of Competition on Quality of Projects, Partners, and Students" by McCollough in Journal of Public Relations Education (JPRE) Vol. 4, Issue 1 Spring 2018
ABSTRACT:
Scholars in public relations pedagogy have provided a strong
body of research on the impact of service learning, community
partnerships (Daugherty, 2003), and applied learning on
campaigns, writing, and production courses common to the public
relations curriculum (Wandel, 2005). Rarely explored, however,
is the impact of competition among student groups within a
public relations course on the quality of campaigns, student
experience, client satisfaction, and achievement of learning
outcomes (Rentner, 2012). This study presents a comparative
analysis of campaign courses that employed competitive and noncompetitive
campaign course models to demonstrate the impact
of incorporating competition within public relations courses.
This document summarizes a public relations practicum course at the University of North Carolina at Charlotte that combined classroom learning with real-world experience and service learning. The course involved students developing communication materials and tactics to address improper disposal of fats, oils, and grease by target audiences, as part of a larger project with the North Carolina Urban Water Consortium. The document discusses experiential learning and service learning pedagogies and reviews literature supporting the benefits of such approaches. It then describes the structure of the practicum course and evaluates its effectiveness based on student and client feedback, finding that it met academic and professional development expectations while producing useful materials for the client organization.
"Score! How Collegiate Athletic Departments Are Training Student-Athletes About Effective Social Media Use" by Smith and Watkins in Journal of Public Relations Education, Vol. 4, Issue 1, Spring 2018
ABSTRACT:
The primary responsibility of student-athletes is to represent
their institution on the field, but because of social media, that
role has evolved so that now student-athletes are considered
representatives of the institution to a larger public. As such,
athletic departments have implemented social media policies
and/or training programs to guide student-athletes’ online activity.
Drawing on digital literacy, this study investigates motivations
behind the development of social media policies, how student
athletes are trained about effective social media use, and how
social media policies for student athletes are enforced from the
perspective of the institution. In-depth interviews (N = 17) with
representatives from collegiate athletic departments in the U.S.
revealed social media policies were designed primarily to educate,
rather than punish, and that training about the policy helps reduce social media violations. Theoretical and practical implications of this research are discussed.
This document outlines a social media policy assignment given to public relations students. The goal is for students to develop a social media policy for a client organization. Students are instructed to research the organization's social media use, identify risks, and apply their knowledge of ethics and law to create a comprehensive written policy. The policy should guide appropriate social media use, address legal issues, and include resources for compliance. Developing a real-world policy provides valuable experience for students' careers and portfolios. It also allows organizations to adopt the developed policies. The assignment aims to help students think strategically and work with clients to manage social media professionally and ethically.
Laura E. Willis, Journal of Public Relations Education, Vol. 3, Issue 2, 110-118
A Dam(n) Failure: Exploring Interdisciplinary, Cross-Course Group Projects on STEM-Translation in Crisis Communication
Abstract
"This exploratory, quasi-experimental study examines whether incorporating an interdisciplinary, cross-course aspect to a group project on the Teton Dam failure in a crisis communication management course would impact public relations students’ ability to translate technical aspects of the crisis for media and public audiences. Results suggest the inclusion of an engineering student as a technical expert negatively impacted project grades and increased student frustration. Possible improvements and lessons for future interdisciplinary, cross-course projects are presented."
Keywords: science communication, STEM translation, cross-course projects, interdisciplinary projects
Teaching Digital and
Social Media Analytics:
Exploring Best Practices and Future
Implications for Public Relations Pedagogy
ABSTRACT
One of the growing areas within public relations is digital and social
media analytics. Teaching the use of analytics to communication
students is not new, but studying what is being taught is almost
non-existent. The public relations research literature has supported
exploring the value of data analysis to gain audience insights, to
measure communication strategies, and to evaluate campaign
efforts. The purpose of this study is to explore the ways in which
faculty are teaching social media analytics. Two content analyses
were conducted to explore trends of digital and social media
analytics training. Authors analyzed related course syllabi and a
Twitter chat on the subject sponsored by the AEJMC PR Division
and PRSA Educators Academy. Findings and future implications
in teaching digital and social media analytics for educators and
public relations practitioners are discussed.
"Media Relations Instruction and Theory Development: A Relational Dialectical Approach" by Pettigrew in Journal of Public Relations Education (JPRE) Vol. 4, Issue 1 Spring 2018
ABSTRACT:
There has been almost no research in the area of media relations
instruction in the public relations literature. This study seeks to fill a
gap in theory-building in the area of media relations and examines
the state of media relations instruction in today’s public relations
curriculum through a survey of public relations professors. The
author suggests relational dialectical theory as a way to better
understand the relationship between public relations practitioners
and journalists, and proposes a relational dialectical approach
to theory-building and in teaching media relations in today’s
changing landscape.
Millennial Learners and Faculty Credibility:
Exploring the Mediating Role of
Out-of-Class Communication
ABSTRACT
Every generation experiences distinct events and develops unique
values. As Millennial learners enter classrooms, they bring with
them new views about education, learning and faculty/student
communication. This study explores the mediating role of out-ofclass
communication (OCC) in relation to the historical dimensions
known to compose faculty credibility. Findings indicate that OCC
has a positive, mediating influence that enhances two of the three
key dimensions of credibility for faculty members: trustworthiness
and perceived caring. In addition, this study suggests that there
is a fourth potential dimension that composes the construct
of faculty credibility in the perspectives of Millennial learners:
sociability, which should be included alongside the three historical
dimensions scholars have used in previous studies.
Thomasena Shaw, Journal of Public Relations Education, Vol. 3, Issue 2, 59-77
Abstract
"Internships have significant early career advantages for undergraduates including less time finding a first employment position, increased monetary compensation and greater overall job satisfaction. Considerable professional and scholarly evidence highlights the important role of undergraduate internships, as well as gaps that exist between students and supervisors regarding the relative importance of specific job skills and professional characteristics. While previous studies have explored the underlying feelings and expectations of the two groups in professional and academic contexts, this exploratory case study uses coorientation as the theoretical framework to examine the levels of agreement, congruency and accuracy that exist between them in relation to key jobs skills and professional characteristics linked with career success; it also provides insight into the extent to which respondents perceive that the internship improved students’ college-learning outcomes. The key findings of this study indicate that the majority of respondents believed that the experience improved performance in relation to college learning outcomes. The study also found that students and supervisors are accurately cooriented with one another in relation to job skills items, but less so when it comes to professional characteristics. This could be particularly problematic for student interns as misperceptions and misunderstanding can potentially lead to missed opportunities for collaboration and integration, and/or a self-fulfilling prophecy where supervisors’ lack of coorientation damages the possibility of a cooperative relationship with current and future student interns, and the academic programs that bring them together."
"Public Relations Ethics, “Alternative Facts,” and Critical Thinking, with a Side of Tuna" by Lambiase in Journal of Public Relations Education (JPRE) Vol. 4, Issue 1 Spring 2018
What do Employers Want? What Should
Faculty Teach? A Content Analysis of
Entry-Level Employment Ads
in Public Relations
ABSTRACT
Public relations remains a popular major at the undergraduate level;
faculty want to provide the best educational experience for their
students to help them secure jobs. This research explores entrylevel
employment ads in public relations as a way to understand
what skills employers want and expect new graduates to have. A
content analysis of 199 entry-level employment ads posted to the
Public Relations Society of America Job Center was conducted.
Major findings include the need for graduates to possess not
only hard skills such as writing but also soft skill abilities, such
as time management, deadline orientation, and collaboration. In
addition, it was found that few job ads specifically request that
future employees have a public relations degree. Finally, although
many of the ads that were examined call for a future employee to
have the skills traditionally associated with the technician role, the
authors suggest a new practitioner role has come into existence.
This role, which bridges the technician and manager, is called
the manager’s apprentice, and it requires knowledge of tactics
and writing, as well as familiarity with measurement, social media
strategy, and data collection.
Book Review by Teddi A. Joyce, Journal of Public Relations Education, Vol. 3, Issue 2, 133-135
Book Title: Real World Career Preparation: A Guide to Creating a University Student-Run Communications Agency
By: Douglas J. Swanson (2017)
This document is the table of contents and introduction for Volume 3, Issue 2 of the Journal of Public Relations Education from November 2017.
The table of contents lists 4 research articles on topics related to public relations education such as analyzing perceptions of job skills between PR students and supervisors. It also lists 3 "GIFT" articles which are teaching ideas/assignments for PR instructors. Finally it lists a book review.
The introduction discusses the benefits of internships for students in terms of career outcomes. It also discusses gaps that can exist between what skills/characteristics students and supervisors perceive as important. The study aims to use coorientation theory to examine the levels of agreement between students and supervisors on key job skills
Ming Wang, Journal of Public Relations Education, Vol. 3, Issue 2, 96-109
http://aejmc.us/jpre/2017/12/29/using-crisis-sim…role-of-presence/
Abstract
"Simulation-based training (SBT) is a useful pedagogical tool used in crisis management training. This paper explores the effects of a crisis simulation activity on students’ crisis management competencies. Pre- and post-test surveys indicated that students significantly improved crisis management competencies after the crisis simulation activity. Moreover, presence was found to be positively associated with post-simulation crisis management competencies, suggesting that presence is critical in designing an effective simulation activity."
Mary E. Brooks and Emily S. Kinsky, Journal of Public Relations Education, Vol. 3, Issue 2, 119-122
"Based off Food Network’s Chopped challenge, the Mystery Basket PR Challenge is a competition that focuses on creativity, speed, and skill in which students are given a box of mystery 'ingredients' (e.g., brand, crisis, strategy, channel, speaker, audience) they have to use to complete an assigned task (e.g., a tweet, an official statement, a headline). For example, a box might have a brand name, a particular crisis, a group of people affected and a celebrity, and the task would be to write a headline for a news release, keeping in mind which crisis response strategy from Benoit (1997) or Coombs (2007) might be most appropriate. Students open the box and have a limited time in their groups to complete the task, which they then pitch to the judges (faculty and local professionals). This requires teamwork and application of lessons learned in class as the student groups compete against each other."
This document discusses current trends and future directions for public relations research. It outlines two paradigms for public relations - the symbolic/interpretive paradigm which focuses on managing interpretations, and the behavioral/strategic management paradigm which focuses on building relationships through two-way communication. The document then summarizes several areas of ongoing research, including stakeholder identification, situational theory, relationship measurement, and applying public relations concepts in specialized areas. It argues that future research should focus on institutionalizing public relations as a strategic management function.
This document describes a study that evaluated the impact of a system-wide communication plan and professional development training for school administrators. The study aimed to determine the effect of the training on administrators' knowledge, skills, and attitudes related to communicating with external stakeholders and the media.
Significant findings from pre- and post-testing indicated that the training positively impacted administrators' knowledge and application of communication skills, as well as their attitudes toward school public relations initiatives. Previous college instruction on communicating with the media was also found to influence administrators' pre-training attitudes. Critical incidents with the media, whether positive or negative, affected attitudes as well. The findings support the value of training and experience in building administrators' competencies in external communication.
The document discusses the challenges that professors face when teaching social media courses. Through interviews with 31 social media professors, several key themes emerged. Professors viewed teaching social media as the most labor-intensive but also most rewarding course, as it requires staying up-to-date with changing tools and trends and grading large volumes of student social media work. However, professors also encountered resistance from students, who did not want to use social media for professional purposes or share personal opinions publicly. Overall, the interviews aimed to understand professors' perspectives on teaching social media and how to best implement social media pedagogy in the classroom.
"Developing a Blueprint for Social Media Pedagogy: Trials, Tribulations, and Best Practices" by Zhang and Freberg in Journal of Public Relations Education (JPRE) Vol. 4, Issue 1 Spring 2018
ABSTRACT:
Social media research, and particularly social media pedagogy,
has increased substantially as a domain in public relations
research. Yet, along with this increased focus on social media
pedagogy, educators and other higher education professionals
are under pressure from industry, professional communities,
and university administrations to keep their classes updated and
relevant for their students. To better understand the current state
and rising expectations facing educators teaching social media,
we interviewed 31 social media professors to explore the trials and
tribulations of their journey and to identify best practices for social
media as a pedagogical tool. The study also suggests a blueprint
for implementing social media pedagogy in the classroom. Future
implications for both research and practice are discussed.
The document discusses the role of public relations (PR) in relationship management during crisis situations from a relational perspective. It examines how communication can help PR practice of relationship management both internally and externally. Key aspects discussed include control mutuality, trust, commitment, satisfaction in exchange and communal relationships. Several research papers on topics like PR strategy, crisis communication, and relationship management are referenced.
JPRE: Can every class be a Twitter chat? Cross-institutional collaboration an...Robert French
JPRE Vol. 1, No. 1 - Can every class be a Twitter chat? Cross-institutional collaboration and experiential learning in the social media classroom, Journal of Public Relations Education
Informational Communication and Leadership Aspect Influence of College Deans ...ijtsrd
This paper examined the informational communication and leadership aspect influence of college deans in a rural state university in Catarman, Northern Samar, Philippines. It made use of 83 sample research participants, all are faculty members in the eight 8 academic units of the University of Eastern Philippines Main Campus, who answered the instruments lifted from the study of Jennifer de Guia. The results indicate that the informational communication and leadership aspect of the academic heads are influential. Leah A. de Asis | Brenfred N. Romero | Karene Maneka A. de Asis-Estigoy | Amador A. Estigoy "Informational Communication and Leadership Aspect Influence of College Deans in a Rural State University" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-1 , December 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47997.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/47997/informational-communication-and-leadership-aspect-influence-of-college-deans-in-a-rural-state-university/leah-a-de-asis
Staff educational levels, ethnicity, professional status, and experience were related to perceptions of leadership effectiveness and school focus in alternative schools. Higher educational levels were associated with more positive perceptions of leadership effectiveness. Ethnicity influenced perceptions of school focus, with some ethnic groups viewing schools as more academically or behaviorally focused. Professional status and experience impacted views of organizational culture. Leadership effectiveness and culture were also related, as were leadership effectiveness, culture, school focus, and job satisfaction.
This document discusses a study that assessed the significance of corporate character scale in master's programs among students from different universities. The study surveyed 100 random students from 4 universities to understand their sentiments toward master's programs. Descriptive and inferential analyses were conducted to test hypotheses about correlations between variables and dimensions. The results found that respondents had positive dimensions of agreeableness and chic toward master's programs. It was concluded that most dimensions had a positive relationship with corporate character in master's programs.
6 TH INTERNATIONAL PUBLIC RELATIONS RESEARCH CONFERENCE Exploring The Strateg...Dustin Pytko
This document provides information about the 16th International Public Relations Research Conference held from March 6-10, 2013 in Coral Gables, Florida. It includes the conference advisory board members, special thanks, table of contents which lists the paper titles and authors that were presented at the conference, and an introduction to social media measurement and the AMEC Valid Metrics Framework. The document outlines the various research papers presented on topics related to social media, crisis communication, reputation management, and corporate social responsibility.
This study analyzed social network data from students in a master's program over 10 years to investigate the relationship between social ties and academic performance. Descriptive statistics showed no missing data from the institutional records. Regression analysis found that higher closeness and eccentricity centrality were positively associated with GPA, supporting the hypothesis that greater social capital is linked to better performance. Further, students in the top two quartiles for social capital had significantly higher GPAs than those in the bottom two quartiles, indicating cross-class social ties benefit academic achievement.
Improved Student Learning And Strengthened Communitiesnoblex1
The new Project on Education is a collaborative action research project to examine and make a case for the roles and results of community organizing in reforming schools, improving student achievement, and revitalizing communities. We used collaborative inquiry processes to bring parents, community members, educators and students together to examine and reflect on their efforts and has conducted both local and national studies on parent and community participation in school reform.
The audiences for the project include funders and educators, as well as community organizing groups themselves. The project asks what indicates success in education organizing and how is it measured. It also asks what support community organizations need to do the work well.
A set of beliefs shapes the direction of this research effort. The data that is collected is meant to make visible and credible the basis of those beliefs to the funding community and to educators. Overall, the project is grounded in the belief that parents and other community members' participation in school reform is critical to change schools and to sustain reform.
Another belief is that education organizing contributes to making communities stronger through its dual emphasis on strengthening public institutions and building public leadership. The engagement of parents and community members in school reform requires that the walls between schools and the world outside become more flexible and porous. An assumption is that permeable boundaries ultimately benefit both students and communities. Parents and educators become directly accountable to each other for children's success in school. When schools value what parents bring, teachers can better engage students in their work.
Community organizing challenges the traditional separation of school, family and community domains. Another benefit is that community organizing redresses social, economic and political inequities with the goal of supporting the educational achievement of all children.
It also serves as a catalyst for reform, reinforcing and sustaining school improvement through active connections between schools and the outside community. Through the processes of community organizing, parents and community members gain skills and power and build networks that strengthen their neighborhoods and their participation in schools. The depth of such reform should be measured, in part, by the extent teachers, administrators, and community leadership work together and sustain dialogue and effective reform activity.
In seeking to identify indicators of success of community organizing, this project documents the work of these groups and identifies evidence that their efforts are making a difference. In looking for indicators, we ask what measures of success are credible to what audiences?
Source: https://ebookschoice.com/improved-student-learning-and-strengthened-communities/
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Impact of Social Media of Student’s Academic Performanceinventionjournals
The focus of the study is to determine the effect of growing use of social media sites on the academic performance of the students of universities and colleges. On the basis of random sampling a sample of 300 students was selected. Questionnaire was used as an instrument for data collection.97% questionnaire received back from respondents on which descriptive statistics apply for data analysis. Results indicate that the effect of social media can be positive as in this study closely determined the real effect of social media sites. In recent time itencourage the carrier and future of students’ .The social media sites like Facebook, twitter, Google+ .And Skype capturethe attention of students for study and affecting positively their academic Grade points.
Community Health Assessment Evaluation Report FINALJessica Tokunaga
This document describes an evaluation of the impact of a community health assessment course on MPH students' learning and experience. The course involved students conducting health assessments of public housing communities in partnership with HOPE SF and the SF Department of Public Health.
The evaluation found that the course helped students develop concrete public health skills like research, data analysis, and stakeholder engagement. It also helped shape students' professional identities and understanding of their career interests in public health. Students reported gaining skills in areas like interviewing, report writing, and teamwork. The hands-on experience applying concepts to a real community assessment was valuable for students' learning and professional development.
This curriculum vitae summarizes Philip Ryan Johnson's education and teaching experience. He received a Ph.D. in mass communication from Syracuse University where his dissertation focused on social media engagement and public relations outcomes. He has taught several courses related to strategic communication, social media, research methods, and public relations at both the undergraduate and graduate levels. His teaching experience includes adjunct positions at Syracuse University and Ithaca College where he had student teams work with real-world clients on communication projects.
INSTRUCTIONSDiscussion 1 Contextualizing Quantitative Data .docxcarliotwaycave
INSTRUCTIONS
Discussion 1: Contextualizing Quantitative Data in the Workplace- CORPORATE BANK FACILITATOR
What role does quantitative research play in your current (Corporate Bank Facilitator) professional role?
Share 1-2 specific examples of ways in which you have, or might, use quantitative data.
Include projects where you would like to do some analysis (quantitative, qualitative or mixed methods) but have not.
Describe the project and ask your classmates for their feedback!
· Your initial post (approximately 200-250 words) should address each question in the discussion
Running head: RESEARCH PROPOSAL 1
RESEARCH PROPOSAL 5
Topic: “The Effect of Social Media Marketing On Business Growth and Prosperity”
Introduction
Since early 2000s, businesses have seen the need of utilizing social media as a convenient platform to reach and engage their potential customers (Pourkhani et al., 2019). Social media has revolutionized the way businesses connect with consumers for the purpose of growing their brand. Notably, social media offers cheaper and highly accessible tools of marketing used by businesses to advance their promotional activities (Fan & Gordon, 2014). In United States, social media has highly transformed the world of business –allowing firms to innovate and improve their business plans in order to attain maximum growth and prosperity (As' ad & Alhadid, 2014). Therefore, this study explores the impact, benefit, and importance of social media to the growth and performance of businesses.
Purpose of the Study
According to Kane (2015), a researcher should have a tangible reason (s) for undertaking a particular study in any filed. Marketing is very crucial to each and every business. Marketing entails the need for companies to access the target markets and engage their potential customers. This is aimed at understanding customer needs and wants –something that is crucial in developing a product (s) which offer maximum satisfaction to consumers. Until late 90s, businesses relied on traditional mode of marketing which included radio, TV, newspaper, billboards, field-marketing, among others. Notably, these marketing channels were very expensive. However, the introduction of social media platforms in early 2000s availed cheap, accessible, and reliable means of reaching the target audiences. Consequently, there is need to explore the element of social media in order to establish its superiority and contribution in helping organizations to attain maximum growth and performance. Thus, this study seeks to establish the impact and benefit of social media platforms to organizations as far as elements of building brand awareness, increasing sales, and expanding markets are concerned.
Study Rationale
Before conducting a research, a researcher is supposed to explain clearly the importance of the study he or she is carrying out. This involves providing specific, valid, and ideally arguments in support of the research topic. The rationale of th ...
Running head The Importance of Communication in the Workplace.docxtoltonkendal
Running head: The Importance of Communication in the Workplace
The Importance of Communication in the workplace
Project
Introduction
The lack of interpersonal communications between public administrators and their staff members can have a number of consequences in the workplace. One of the consequences is disorganization and disorder among the employees about their duties and tasks ascribed to them. Another consequence is a failure to pursue organizational objectives in an effective manner, which has repercussions in serving the greater public. A lack of communication between public administrators and their staff members can also create conditions of chaos and division in regards to pursuing what is best for the public constituents (Denhardt, R.B., Denhardt, J.V. & Aristigueta, M.P., 2013). The research question to be addressed in this study is: Does good communication between leaders and employees improve employee productivity?
In organizations the lack of communication and how it impacts on the teamwork has a negative relation with the organization goals. For instance, Dekay (2012 ) asserts that a major pitfall in organizational workplaces is the lack of knowledge and skills in regards to interpersonal communications. This author embarks on a research effort to clarify that many employers fail to place any value on improving written communications, and in addressing oral communications, many of their approaches are insufficient or inadequate. It is found in this research effort that interpersonal communication skills are critically important for productive, successful employees, while those who have less developed or inadequate interpersonal communication skills struggle to achieve positive outcomes. Delcambre (2010) clarifies the nature of interactions, transactions, and exchanges in an organizational setting to distinguish the value of interpersonal communications. By focusing in on the exact nature of these interactions, transactions, and exchanges in organizational settings, this author attempts to demonstrate the positive impacts of interpersonal communication skills. It is evident that when managers and employees deploy interpersonal communication skills effectively that they have much greater success. Bonaccio and colleagues (2016) research they often-overlooked dimension of non-verbal communications in the social worlds of organizations. It is discovered by these researchers that management has lagged behind in understanding the crucial importance of their non-verbal behaviors on their subordinates. It is asserted that nonverbal behavior by management has extensive impacts on the productivity of their subordinates. Choren (2015) asserts that interpersonal communication skills are vital for professional development and personal growth in organizational settings. This author explains that interpersonal communication skills are vital for employees in any organizational context to transmit useful, valuable information to eac ...
This teaching brief describes a group assignment where students evaluate real-world health communication campaigns developed by the CDC. Students are divided into groups and each analyzes a different CDC campaign. They discuss how the campaign addressed key components of design like research, messaging, and evaluation. They also consider how the CDC communicates about the campaigns on its website. The goal is for students to apply their learning and get experience critically analyzing actual public health campaigns. Student feedback indicates the assignment helps them better understand how theory and research inform strategic health communication in practice.
Similar to Teaching Brief: Integrating Leadership in Public Relations Education to Develop Future Leaders (20)
This document summarizes the Fall 2018 issue of the Journal of Public Relations Education. It includes an introduction from the editor, a table of contents listing three research articles and teaching briefs on public relations education topics, and two software reviews of social media monitoring tools. The issue reflects work from previous editors and reviewers to select and format research and teaching content for publication.
This document provides instructions for a two-part assignment in which students create a multimedia story about their transformation from a college student to a communication professional. In part one, students write a structured narrative describing their personal and professional goals grounded in their values. In part two, students translate this narrative into a multimedia presentation using Adobe Spark, learning strategic content creation and digital storytelling. The assignment aims to develop students' problem-solving, creativity, and multimedia storytelling skills for public relations practice.
Journal of Public Relations Education Volume 4, Issue 2, Fall 2018 [complete issue]
Millennial Learners and Faculty Credibility: Exploring the Mediating Role of Out-of-Class Communication by Carolyn Mae Kim
What do Employers Want? What Should Faculty Teach? A Content Analysis of Entry-Level Employment Ads in Public Relations by Brigitta R. Brunner, Kim Zarkin, & Bradford L. Yates
Teaching Digital and Social Media Analytics: Exploring Best Practices and Future Implications for Public Relations Pedagogy by Michele E. Ewing, Carolyn Mae Kim, Emily S. Kinsky, Stefanie Moore, & Karen Freberg
GREAT IDEAS FOR TEACHERS 2018
Teaching Briefs
Building a Social Learning Flock: Using Twitter Chats to Enhance Experiential Learning Across Universities by Amanda J. Weed, Karen Freberg, Emily S. Kinsky, & Amber L. Hutchins
Diagnosing Health Campaigns: A Campaign Evaluation Assignment by Laura E. Willis
Teaching Trolling: Management and Strategy by Leslie Rasmussen
Sparking Creativity Through Purpose-Driven Storytelling by Chris Cooney
Looking in to see out: An Introspective Approach to Teaching Ethics in PR by Regina Luttrell & Jamie Ward
Social Media Campaigns: Strategies for Public Relations and Marketing --Book Review by Matthew J. Kushin
Meltwater Media Intelligence Software--Review by Matthew J. Kushin
"Improving PR Campaigns with a Roll of the Dice: Assuming New Identities to Strengthen Diversity and Inclusion" by Bruhn in Journal of Public Relations Education (JPRE) Vol 4, Issue 1, Spring 2018
Journal of Public Relations Education (JPRE) Vol. 4, Issue 1 Spring 2018
Book Review of "Public Relations and the Corporate Persona: The Rise of the Affinitive Organization" by Burton St. John III; review by Christie Kleinmann
Tiffany Derville Gallicano, Journal of Public Relations Education, Vol. 3, Issue 2, 128-132
"The purpose of this assignment is to adopt a strategic planning approach to the task of creating engaging social media content in a real-world context. For this assignment, students work as a class to set a weekly research-based objective and work in teams to plan the communication department’s Facebook fan page content for every day of a work week (Monday-Friday) during the semester. Other fan page account administrators can post important departmental content throughout the semester without disrupting the week-by-week student takeovers of the fan page. This assignment has been popular in social media and public relations strategy classes. This assignment provides an experiential way for students to apply basic statistical concepts, assessment data, and message design theories. In addition, it has the benefit of serving as a potential resume item and portfolio sample."
More from AEJMC Journal of Public Relations Education (JPRE) (8)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Teaching Brief: Integrating Leadership in Public Relations Education to Develop Future Leaders
1. Public Relations Education
Association for Education in Journalism and Mass Communication
Journal of
JPREVolume 1, Issue 1, August 2015
A publication of the Public Relations Division of AEJMC
3. Vol. 1 (1) 2015 Journal of Public Relations Education
the two groups may suggest potential ped-
agogical utility of leadership development
in public relations education. Finally, the
study aims to generate a discussion among
public relations educators regarding how
we can integrate leadership initiatives into
public relations education.
Literature Review
Recently, the topic of public relations
leadership has received significant atten-
tion. A plethora of research in leadership
in public relations practice has focused on
how public relations practitioners could
apply different aspects/streams of leader-
ship skills and behaviors (i.e., strategic
decision making, ethical leadership, emo-
tional leadership, and transformational
leadership) to improve the effectiveness
and organization-wide influence of public
relations practice, with its roots in excel-
lence research in public relations, manage-
rial leadership research, and organizational
communication studies (e.g., Berger,
Reber, & Heyman, 2007; Jin, 2010; Lee &
Cheng, 2011; Meng & Berger, 2013; Shin,
Heath, & Lee, 2011; Werder &
Holtzhausen, 2009).
Although existing research has inves-
tigated critical concepts related to public
relations leadership, such as managerial
role enactment, gender role, preferred
leadership styles in crisis, effective behav-
ioral factors, individual traits, and dimen-
sions of excellent public relations leader-
ship from the perspectives of public rela-
tions practitioners, only a few studies have
addressed public relations majors’ percep-
tions (Erzikova & Berger, 2011) or have
considered revamping a core public rela-
Integrating leadership in public relations education
to develop future leaders
Juan Meng , University of Georgia
Introduction
Organizations are operating in envi-
ronments characterized by rapid change
and increasing communication complexity.
Thus, the development and education of
communication leaders who are able to
navigate and respond effectively and stra-
tegically in such dynamic environments
has become equally critical for organiza-
tions. As a consequence, the implications
for integrating leadership education, train-
ing, and development into public relations
curriculum are profound. If we, as educa-
tors, can enhance both communication
skills and leadership development for pub-
lic relations majors, our graduates will be
able to develop a sustainable competitive
advantage and provide long-term value to
organizations. Although the profession has
advocated for leveraging the roles of pub-
lic relations to a managerial and strategic
level, the actual effort in building up the
pipeline of future leaders in the profession
is delayed. In higher education, there is a
remarkable scarcity in designing, integrat-
ing, and delivering leadership in public
relations teaching and education.
Therefore, this study uses a twin-
survey to compare the perceptions of criti-
cal leadership dimensions in effective pub-
lic relations practice between two groups
(current leaders vs. future leaders). The
purpose of this comparative research is
trifold. First, it compares the level of
agreement and/or disagreement on previ-
ously established leadership dimensions
(Meng & Berger, 2013) between senior
public relations executives (current lead-
ers) and public relations majors (future
leaders) in the U.S. to determine gaps. Sec-
ond, identified perceptual gaps between
4. Meng 32
tions course by integrating leadership
training (Neff, 2002). Other issues, such as
investigating the most important skills,
sources to learn leadership skill sets, and
areas where we can help students, are still
unresolved. Therefore, this study extends
previous research on public relations lead-
ership and compares the perceptual gaps in
leadership dimensions between two groups
with the ultimate goal of discussing poten-
tial pedagogical implications. One leading
research question is proposed:
RQ: Do significant differences exist
between senior public relations practition-
ers and students majoring in public rela-
tions regarding their perceptions of critical
dimensions of leadership in public rela-
tions?
Method
Research design and sample
This study used a purposive sampling
strategy to recruit respondents from two
separate populations: senior public rela-
tions executives (current leaders), and
public relations students in an upper-
division standing (future leaders). Specifi-
cally, an online twin-survey was conduct-
ed.
Survey instrument
The author adopted the same survey
instrument from Meng and Berger’s
(2013) study although the wording of
statements was geared toward the under-
standing from the students’ point of view.
The descriptive/demographic section was
also revised to capture the student sam-
ple’s features. A complete list of items is
presented in Table 1. Student respondents
were asked to rate on a 7-point scale how
unimportant/important or helpful/
unhelpful they found each of the items.
The second part of the questionnaire gath-
ered profile/demographic information.
Method of analysis
Two separate models were created,
each with the respondent designation
(current leaders vs. future leaders) being
independent variables and each of the six
separate leadership dimensions serving as
the dependents (see Table 1). The one-
way multivariate analysis of variance
(MANOVA) was used as there are multi-
ple dependent variables correlated with
each other.
Results
Respondent profiles
Overall, the “current leader” group
consisted of 222 senior public relations
executives nationwide. The recruitment
process was accomplished through Hey-
man Associates, Inc, a senior PR execu-
tive search firm in New York City. The
majority of online survey participants are
key organizational informants by residing
as senior leaders in communications in the
organization. They have been working in
the field of public relations/
communication for more than 15 years (n
= 170, 76.58%). The descriptive data
indicated that 40.1% of the sample were
male (n=89), and 59.9% were female
(n=133). Most of them work for public
corporations (n=83, 37.40%), private cor-
porations (n=43, 19.40%), or public rela-
tions agencies (n=39, 17.60%). Most in
the sample were Caucasians (89.2%), with
African Americans and Hispanics com-
prising the next two largest groups (3.6%
respectively).
The comparative “future leader”
group consisted of 226 public relations
majors holding an upper-division standing
in the U.S., including 54 from the private
university and 172 from two public uni-
versities. The final sample consists of 44
male students (19.5%) and 182 female
5. Vol. 1 (1) 2015 Journal of Public Relations Education 33
students (80.5%). The average age of stu-
dents was 21.86. For ethnic backgrounds,
the largest category was Caucasians
(91.2% or n = 206), followed by African
Americans (4.9% or n = 11), Asians
(2.2% or n = 5), and Hispanics (1.8% or n
= 4). A large percentage of the surveyed
students were seniors (72.1% or n = 163)
and 27.9% were juniors (n = 63).
RQ: Perceptions of importance of
leadership dimensions
Table 1 on the next page provides the
results of all means difference testing. As
depicted in the table, differences were
found for all seven leadership dimensions
(see Table 1). For each of the significant
differences tests, additional means com-
parisons and item-level ANOVA tests
were undertaken to understand the nature
of the differences between the two groups.
Since there are only two groups compared
in all models, post hoc tests are not per-
formed. Using Wilks’s statistic, Wilks’s Λ
= .831, F (7, 440) = 12.74, p = .000, the
only significant perceptual difference be-
tween the two groups existed on two of
the seven leadership dimensions: team
collaboration and communication
knowledge management capability. Sepa-
rate univariate ANOVAs were carried out
as the follow-up tests on the outcome var-
iables at the item-level. The results re-
vealed that several more specific skills,
behaviors, and qualities were found to be
salient to public relations students. A
breakdown of group differences at the
dimension- and item-levels is presented in
the following paragraphs.
1. The dimension of self-dynamics: No
difference was identified at the dimen-
sion level.
a. Students found being dependable
(Meandiff. = .20; p = .02) and enlist-
ing others in a shared vision
(Meandiff. = .18; p = .03) more im-
portant;
b. Students found being proactive
(Meandiff. = -.21; p = .01) and being
able to provide a vision about PR
value (Meandiff. = -.19; p = .02) less
important.
2. The dimension of team collaboration:
Students found this dimension more
important than did practitioners
(Meandiff. = .76; p = .03).
a. At the item-level, students found
three items: to define PR strategies
with team members (Meandiff. = .19;
p = .02), to facilitate positive inter-
dependence (Meandiff. = .26; p
= .01), and to bring diverse groups
together (Meandiff. = .24; p = .01)
more important.
3. The dimension of ethical orientation:
No difference was identified.
a. However, students showed lower
perceptions on two items: to cor-
rect erroneous communications
promptly (Meandiff. = -.17; p = .01)
and to represent consistent behav-
iors (Meandiff. = -.17; p = .02).
4. The dimension of relationship building:
No difference was identified.
a. At the item-level, students gener-
ally rated individual items higher
than did practitioners except for
one item: to mentor and help
young professionals achieve suc-
cess (Meandiff. = -.43; p = .00);
b. Students rated two items: to pro-
vide regular briefs about PR pro-
grams (Meandiff. = .49; p = .00)
and to cultivate relationships with
external publics (Meandiff. = .25; p
= .00) as very important, com-
pared to practitioners.
5. The dimension of strategic decision-
making capability: No difference was
identified at the dimension level.
a. At the item-level, practitioners
found being a member of strategic
decision-making teams more im-
6. Meng 34
Dimension-Level/Item-
Level Means
(Standard Means)
Dimension-
Level Multivari-
ate/Univariate
Results
Leadership Dimensions/Items
Senior PR
Executives
(n = 222)
PR
Majors
(n = 226)
F Ratio pa
List of dimensions/measuring items
Self-dynamics 68.14 (6.19) 67.72 (6.16) .49 .483
Be dependable 6.35 6.55 5.55 .019
Be proactive 6.47 6.26 7.49 .006
Engage in decision-making 6.27 6.20 .69 .407
Act as a changing agent 6.16 6.08 .88 .348
Apply diverse strategies 5.69 5.72 .08 .779
Be forward looking 6.23 6.09 3.25 .072
Vision PR as a managerial function 5.85 5.85 .00 .985
Enlist others in shared vision 5.95 6.13 4.88 .028
Predict potential changes 6.40 6.35 .34 .56
Provide a vision about PR value 6.42 6.23 5.40 .021
Align PR goals with organization goals 6.35 6.26 1.30 .256
Team Collaboration 30.26 (6.05) 31.02 (6.20) 5.00 .026
Define PR strategies with members 6.13 6.32 5.76 .017
Develop a proactive team 6.35 6.39 .42 .519
Facilitate positive interdependence 5.79 6.05 8.02 .005
Bring diverse groups together 5.82 6.06 6.54 .011
Inspire other members 6.18 6.19 .00 .951
Ethical Orientation 31.92 (6.28) 31.92 (6.38) .00 .996
Maintain professional standards 6.50 6.54 .39 .534
Integrate core values into actions 6.41 6.54 3.18 .075
Correct erroneous comm’s promptly 6.55 6.38 6.43 .012
Represent consistent behaviors 6.46 6.29 5.36 .021
Understand cultural ethical differences 6.00 6.18 3.22 .074
Relationship Building 49.42 (6.18) 50.13 (6.27) 2.61 .107
Foster trust with organizational leaders 5.94 5.85 1.08 .299
Develop coalitions 6.61 6.45 5.23 .023
Mentor and help prof’s achieve success 6.59 6.16 29.55 .000
Provide advice and counsel to executives 5.59 5.92 9.23 .003
Provide regular briefs about PR programs 5.58 6.07 25.91 .000
Cultivate relationship with ext. publics 6.24 6.49 10.28 .001
Foster trust with media representatives 6.45 6.61 5.32 .022
Understand the needs for key publics 6.43 6.59 5.13 .024
Table 1
Summary of Means Comparisons at the Dimension- and Item-levels
7. Vol. 1 (1) 2015 Journal of Public Relations Education 35
portant (Meandiff. = .20; p = .02).
6. The dimension of communication
knowledge management capability:
Students found this dimension more
important than did practitioners
(Meandiff. = 2.87; p = .00).
a. Students generally gave all eight
items higher ratings than did practi-
tioners, and there are four items
which have been perceived as very
important among student respond-
ents: to apply PR knowledge to cri-
ses (Meandiff. = .54; p = .00), to use
new technologies to interact with
publics (Meandiff. = .59; p = .00), to
know how to use research to solve
problems (Meandiff. = .35; p = .00),
and to convert knowledge about
publics and policies into effective
advocacy (Meandiff. = .50; p = .00).
7. The dimension of organizational cul-
ture: No difference was found.
Dimension-Level/Item-
Level Means
(Standard Means)
Dimension-
Level Multivari-
ate/Univariate
Results
Leadership Dimensions/Items
Senior PR
Executives
(n = 222)
PR
Majors
(n = 226)
F Ratio pa
List of dimensions/measuring items
Strategic Decision-Making Capability 25.15 (6.29) 25.15 (6.29) .00 .992
Interpret information from publics to
organizational decision makers
6.17 6.28 1.75 .187
Know org’s business and environment 6.27 6.35 1.02 .314
Know org’s decision-making process 6.25 6.25 .000 1.00
Member of strat. decision-making teams 6.47 6.27 5.69 .018
Communication Knowledge Management 47.64 (5.96) 50.51 (6.31) 33.16 .000
Apply PR knowledge to crises 5.78 6.32 36.57 .000
Evaluate comm. programs to improve 6.02 6.30 11.57 .001
Obtain resources to support efforts 6.42 6.53 2.11 .147
Use media knowledge to comm. better 5.95 6.28 14.30 .000
Use new tech. to interact with publics 5.58 6.17 36.03 .000
Use research to develop strategies 6.00 6.16 3.47 .063
Use research to solve problems 6.04 6.39 20.28 .000
Convert knowledge about publics and
policies into effective advocacy
5.86 6.36 30.99 .000
Supportive Organizational Culture 36.49 (6.08) 37.09 (6.18) 2.45 .118
Share a common reporting relationship 5.69 5.95 5.65 .018
Supports open communications 6.26 6.42 4.16 .042
Value public relations efforts 6.55 6.40 3.62 .058
Have access to organizational leaders 6.54 6.36 5.77 .017
Report directly to organizational leaders 5.98 5.92 .29 .589
Value and practice diversity 5.48 6.03 21.54 .000
Note. a. Significance in boldface.
Table 1 Continued
Summary of Means Comparisons at the Dimension- and Item-levels
8. Meng 36
a. Students generally rated individual
items higher than did practitioners
except for one item: to have access to
organizational leaders (Meandiff. = -
.18; p = .02);
b. Students perceived three items sig-
nificantly more helpful than did prac-
titioners: to share a common report-
ing relationship (Meandiff. = .26; p
= .02), to support and enourage open
communications (Meandiff. = .16; p
= .04), and to work in an organiza-
tion that values and practices diversi-
ty (Meandiff. = .55; p = .00).
In short, group differences found and
depicted in Table 1 provide important in-
formation for understanding both dimen-
sion-level and item-level perceptual differ-
ences that may aid not only public rela-
tions students in building their own stand-
ards of effective leadership, but also aid
public relations educators in revising and
updating curriculum by integrating leader-
ship training.
Conclusion
To improve understanding and pro-
vide learning experiences that will help
public relations students develop leader-
ship skill sets and enhance their opportuni-
ties to be successful in the increasingly
competitive work environment, the signifi-
cance of this study is trifold. First, the
study seeks to assess leadership percep-
tions held by both senior practitioners and
students in the upper-division regarding
critical leadership dimensions. Second, this
study compares the levels of agreement on
various factors (public relations leadership
dimensions) between the two groups that
will help determine gaps and areas of po-
tential enhancement. By including the per-
ceptions of students, it can help us gain a
sense of what public relations students
believe to be important in the self-
actualization process as future leaders,
thereby providing perspective on whether
we should focus on those aspects of their
public relations education that will best
position them. Finally, the study aims to
provide recommendations for educators to
prepare students for the increasingly com-
petitive job market and provide public
relations majors with a sustainable com-
petitive advantage in a rapidly changing
profession and information society.
Group differences and similarities in
leadership perceptions found and depicted
in Table 1 provide a general picture for
understanding aspects that may aid public
relations students in building their own
leadership skill sets and sustainable com-
petitive advantage. At the model level, the
promising news is that the very basic de-
sired leadership dimensions have not
changed significantly if compared to sen-
ior public relations executives. At the indi-
vidual item level, a closer inspection actu-
ally reflected the perceptual gaps on cer-
tain skills and qualities, which further re-
flect a potential opportunity for public
relations educators engaging students in
those relatively weak areas. Such results
may be indicative that these behaviors and
conditions are leadership qualities that are
more obviously invaluable in the profes-
sion that public relations majors are not
fully aware of. This finding is noteworthy
and educators should continue their efforts
in providing students with a competitive
advantage by incorporating and addressing
ethical considerations, proactive nature,
and strategic decision making issues
(Benn, Todd, & Pendleton, 2010; Neff,
2002).
Pedagogical Recommendations
The results yielded in this study offer
some insights for public relations educa-
tors to teach, discuss, and assess leader-
9. Vol. 1 (1) 2015 Journal of Public Relations Education 37
ship learning-related issues in undergradu-
ate public relations education specific to
today’s marketplace environment. The
results can be pedagogically used in many
ways, including the following:
As a leadership training situation
checklist designed to summarize ma-
jor leadership qualities, skills, behav-
iors, traits that have been valued by
the profession and provide a founda-
tion for discussing how to apply those
leadership principles in each unique
public relations or communication
situation.
As an assessment tool given either
before and/or after the presentation of
a core undergraduate public relations
course, such as public relations plan-
ning and management, case studies,
and crisis communication.
As the basis for a leadership-related
research assignment in which students
research and write an analytical report
regarding “real-world” situations that
mirror the springboard’s leadership
situations/scenarios.
As the basis for strategic planning
and/or ethical and/or crisis role play
assignment in which students role-
play and discuss the public relations
scenarios and what leadership skills
and/or behaviors should be applied.
As a set of assessment metrics to be
applied to relevant supervised public
relations experience in helping stu-
dents monitor, re-check, and revise
their perceptions and behaviors about
initiatives, leading roles, and effective
communication.
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