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
"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.
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
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/
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.
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.
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.
"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.
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
"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.
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
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/
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.
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.
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.
"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.
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
"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.
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.
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.
"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.
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
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.
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.
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.
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."
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."
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
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.
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.
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
Jo 2003 The Portrayal Of Public Relations In The News MediaAna ADI
This study analyzed over 300 news stories from major newspapers and television networks that contained the term "public relations" between 1998-2001. The study found that public relations was primarily portrayed as image and reputation management (51.8% of stories) and persuasion efforts (25.1% of stories). Additionally, negative connotations of public relations prevailed in the news stories, with image and reputation management being the most common function attributed to public relations. The results suggest journalists perceive public relations as primarily focused on promoting favorable images rather than relationship management.
This document discusses the role of theory in public relations. It summarizes the debate around different models of public relations proposed by scholars like Grunig and Hunt. While Grunig's two-way symmetrical model was once seen as ideal, others have critiqued aspects of it. The document also analyzes a case study of Hamleys toy store bringing live animals into its store, and the public backlash it received, demonstrating the importance of theory for ethical public relations practice in a global, digital environment.
"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.
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.
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.
"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.
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
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.
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.
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.
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."
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."
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
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.
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.
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
Jo 2003 The Portrayal Of Public Relations In The News MediaAna ADI
This study analyzed over 300 news stories from major newspapers and television networks that contained the term "public relations" between 1998-2001. The study found that public relations was primarily portrayed as image and reputation management (51.8% of stories) and persuasion efforts (25.1% of stories). Additionally, negative connotations of public relations prevailed in the news stories, with image and reputation management being the most common function attributed to public relations. The results suggest journalists perceive public relations as primarily focused on promoting favorable images rather than relationship management.
This document discusses the role of theory in public relations. It summarizes the debate around different models of public relations proposed by scholars like Grunig and Hunt. While Grunig's two-way symmetrical model was once seen as ideal, others have critiqued aspects of it. The document also analyzes a case study of Hamleys toy store bringing live animals into its store, and the public backlash it received, demonstrating the importance of theory for ethical public relations practice in a global, digital environment.
This document summarizes an article that argues the "Excellence Theory" of public relations can be used as a critical framework to create more inclusive practices. It discusses how critics say the theory is no longer relevant, but the author believes it can be repositioned as both normative and constructive. The author argues the theory allows practitioners to identify issues and deconstruct scenarios to serve marginalized groups. Recognizing multiple perspectives helps make ethical decisions that balance interests. The theory provides a method to critically reflect on practices and practitioners.
Theorical basis: Excellence, Critical and Rhetorical theories in Public Relat...Stephen Tindi
Theories are helpful in understanding and explaining the actions of organizations, PR practitioners and publics. The Excellence, Critical and Rhetorical theories provide useful information on meaning-making between organizations and their publics.
This chapter highlights theory and research that clarifies how communication establishes and maintains interpersonal relationships. Although all interpersonal communication episodes have implications for the relationships between participants, we focus on research traditions that specifically address communication’s role in the initiation, development, and maintenance of intimacy within personal relationships.
Chapter 57 Agenda Setting and Framing Top of FormBottom of Fo.docxchristinemaritza
Chapter 57: Agenda Setting and Framing
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Among the theories of communication in the 21st century, agenda setting, which has its roots in the early 20th century, has proven to be one of the more robust theories, if not the most robust theory, in communication. The resilience of this theory is a result of its parsimonious, yet expansive, qualities, its roots, and its connection to other theories in communication. According to Blumler and Kavanagh (1999), “among the field's master paradigms, agenda setting may be most worth pursuing” (p. 225). The pursuit of agenda setting has seduced many researchers into studying various aspects of the theory, resulting in hundreds of published works. This prolific work on agenda setting has continued to tweak the theory, making it as strong, if not stronger, than its origins.
Even though researchers have been very innovative in their agenda-setting research, the premise of the theory remains very simple. Bearing in mind that media are the main source of information for the public, the main idea behind agenda setting is that the issues that media deem salient will influence what the public in turn deems salient. This transfer of salience from the media agenda to the public agenda is what is known in communication theory as agenda setting. In other words, media tell us what to think about. In addition to its simplicity, agenda setting shifted the focus of researchers from attitudinal to cognitive media effects, thus weakening, if not dismissing, Klapper's (1960) thesis of the minimal consequences of media. Even though the initial focus of agenda-setting effects dealt with cognitive effects, evidence (as seen later in this chapter) points to possible consequences of agenda setting on attitudes and opinions as well as behaviors.
The robustness of agenda setting is due not only to its simplicity and to the proliferation of research but also to its roots, which run deep to earlier conceptualizations of public opinion. Walter Lippmann, in his book Public Opinion, published in the early 20th century, discusses the role of media as mediators between reality and the public. Lippmann (1922) argues that public opinion is a reaction to what we see in media content, which is not necessarily a reflection of reality. The importance of media is in their creation of this new realityor environment, resultingina “pseudo-environment” to which people react. Cohen (1963) suggested that the press tell its readers what to think about. McCombs and Shaw (1972) are the ones who coined the term agenda setting in their empirical examination of a U.S. presidential campaign. They surveyed undecided voters and asked them to indicate the issues they deemed important. McCombs and Shaw also content analyzed nine news sources. They then compared media's agenda with the public's agenda and found evidence that media agenda and the public agenda correlate and that indeed media tell the public wh ...
This paper effective communication is an essential ingredient to any successful relationship regardless of political or religious backgrounds. Useful communication is mostly employee in different sectors with the aim of making decisions and promoting unity. Communique serves as informing, influencing, imagining, meeting social expectations and expressing feelings. Most of the problems that exist in relationships and business organizations are due to ineffective interaction.
Achieving Coordination In Collaborative Problem-Solving GroupsAngelina Johnson
The document discusses collaborative problem-solving groups. It summarizes that two contrasting groups were studied - one where correct proposals were generated, confirmed, documented and reflected upon, and the other where they were generated, rejected without rationale and left undocumented. The analysis identified three major contrastive dimensions in group interaction: the mutuality of exchanges, the achievement of joint attentional engagement, and the alignment of group members' goals for problem solving. A focus on these group-level characteristics can help understand variability in outcomes of collaborative work.
Essay writing, research, & referencing workshop for students. Mainly focused on the use of theory and evidence.
Cf. Maton, K., 2013. Making semantic waves: A key to cumulative knowledge-building. Linguistics and Education, 24(1), pp.8-22.
This article investigates how requests, either in direct or indirect forms, are associated with politeness strategies and facework in Chinese verbal business negotiations. Drawing on authentic data and Watts (2003) social models of politeness and (Kirkpatrick, 1991; Spencer-Oatey Helen. (2000)) rapport management, the authors analyze how business negotiators manage and interpret the notion of “being (in)direct” and its connection with linguistic politeness, facework and rapport construction in business discourse. The results reveal that there is no inherent connection between Chinese politeness and Chinese facework. Interpersonal rapport in business contexts is complex and dynamic owing to different communicative motives and business relations. The Chinese facework can be classified into self face and collective face at both non-professional and professional levels. The realizations of business requests embody business negotiators’ cognition of social and professional roles and sensitivity of interpersonal rapport, together with their evaluation of interactive contexts and linguistic forms, revealing the Chinese interpersonal communication system and discoursal rapport construction in business contexts.
A Blank Sheet Of Paper The Phenomenological Foundation Of Comparative Media ...Lisa Riley
This document discusses comparative media theory, which focuses on how media themselves shape society rather than just their content or effects. It makes three key points:
1) Comparative media theory examines how different media form perceptions, institutions, and thought by comparing media across contexts, as the influence of any single medium is invisible from within it.
2) Figures like Innis and Havelock exemplify how studies of communication oscillate between presenting it as a specialized topic and implying it is a foundational factor integrating all human sciences.
3) The theory aims to be both philosophical and political by critically questioning what we attend to and the limits of attention, in order to link particular issues to broader historical transformations.
The discourse of collaborative creative writing peer collaboration as a cont...Nueva Madre
This document summarizes a research study on children's collaborative creative writing. The study observed pairs of 7-9 year old children engaged in creative writing activities in classroom and computer lab settings. It analyzed the social and cognitive processes involved in shared text composition using video recordings. The research identified discourse patterns that facilitated shared understanding and supported joint creative writing. Specifically, it found that emotions played a significant role throughout the collaborative writing process. It also found that children relied heavily on overlapping speech, indicating intense sharing that supported mutual inspiration in generating content for their writing. These findings provide insights into how peer interaction can resource school-based creative activities.
1 Working Toward the Common Good An Online Univer.docxhoney725342
1
Working Toward the Common Good:
An Online University’s Perspectives on Social Change
2
Many institutions of higher education in the United States and indeed around the world
are reaching out to their neighborhoods as a member of the community to contribute to the
common good through research, service, and educational opportunities. In this descriptive study,
the understandings and practices around this kind of activity by one university with a mission of
creating positive social change is explored. While current literature indicates that researchers are
examining campus-community engagements, very little research has been done on community
engagement when the institution works primarily online and the communities involved are
geographically dispersed and dependent on individual choices and preferences. The goal of the
study was to discover how members of one such online university currently understand and
practice the mission to provide a baseline of understandings for curriculum planning and
mentoring student research projects and service activities. Through a series of interviews
conducted with faculty members, students, and alumni, several themes were identified. These
results give rise to several implications for the university in developing its community outreach,
along with some suggestions for further research. The discussion of findings for this university
might have applicability to other institutions of higher education, both online and traditional,
with a similar commitment to the community.
Background to the Study
With the advances in online education and the significant numbers of institutions that
have campuses in multiple locations, the ease with which colleges and universities can
demonstrate mission fulfillment is more challenged. The reach of the university is broader in
such programs and mission efficacy relies on more than confirmed relationships with
constituency groups that are often local to the institution. For online education providers in
particular, the strength of mission fulfillment must rely upon intentional promotion within
3
curricular structures, student services, and philosophical expectations that allow university
members to carry out the institution’s mission in their own communities. Finding references that
speak to mission fulfillment in online and geographically dispersed programs is made
particularly difficult given the limited number of writings that deal with this topic. In fact, a
review of the literature for mission and online learning finds a greater focus on how the decision
to deliver online instruction can become part of the institution’s mission, not upon how the
existing mission can be assured through online delivery (Checkoway, 2001; Johnson, et al.,
2014; Levy, 2003). The complexity of understanding what is meant by “positive social change”,
the mission for the university in this study, adds to the difficu ...
This document discusses how consumer behavior research could contribute to the public relations research agenda over the next decade by providing insights into individual behaviors. It identifies five areas where consumer research may be applicable: 1) message processing, 2) decision-making, 3) the influence of affect, 4) organizational-consumer relationships, and 5) consumer action behaviors. The document argues that while public relations deals with many types of audiences, these groups are made up of individuals who interact with organizations in exchange relationships similar to consumers. Insights from consumer behavior's focus on understanding individuals could help address gaps in public relations research on how communications influence behavior at the individual level.
WAL_RSCH8310_05_A_EN-CC.mp41 Working Toward the C.docxjessiehampson
WAL_RSCH8310_05_A_EN-CC.mp4
1
Working Toward the Common Good:
An Online University’s Perspectives on Social Change
2
Many institutions of higher education in the United States and indeed around the world
are reaching out to their neighborhoods as a member of the community to contribute to the
common good through research, service, and educational opportunities. In this descriptive study,
the understandings and practices around this kind of activity by one university with a mission of
creating positive social change is explored. While current literature indicates that researchers are
examining campus-community engagements, very little research has been done on community
engagement when the institution works primarily online and the communities involved are
geographically dispersed and dependent on individual choices and preferences. The goal of the
study was to discover how members of one such online university currently understand and
practice the mission to provide a baseline of understandings for curriculum planning and
mentoring student research projects and service activities. Through a series of interviews
conducted with faculty members, students, and alumni, several themes were identified. These
results give rise to several implications for the university in developing its community outreach,
along with some suggestions for further research. The discussion of findings for this university
might have applicability to other institutions of higher education, both online and traditional,
with a similar commitment to the community.
Background to the Study
With the advances in online education and the significant numbers of institutions that
have campuses in multiple locations, the ease with which colleges and universities can
demonstrate mission fulfillment is more challenged. The reach of the university is broader in
such programs and mission efficacy relies on more than confirmed relationships with
constituency groups that are often local to the institution. For online education providers in
particular, the strength of mission fulfillment must rely upon intentional promotion within
3
curricular structures, student services, and philosophical expectations that allow university
members to carry out the institution’s mission in their own communities. Finding references that
speak to mission fulfillment in online and geographically dispersed programs is made
particularly difficult given the limited number of writings that deal with this topic. In fact, a
review of the literature for mission and online learning finds a greater focus on how the decision
to deliver online instruction can become part of the institution’s mission, not upon how the
existing mission can be assured through online delivery (Checkoway, 2001; Johnson, et al.,
2014; Levy, 2003). The complexity of understanding what is meant by “positive social change”,
the mission for the university in ...
An Updated And Theoretical Rationale For InteractionJoshua Gorinson
This document discusses the role of interaction in distance education. It begins by reviewing debates around the importance of interaction and definitions of the term. It then examines different types of interaction, including student-student, student-teacher, and student-content interaction. The document puts forth an "equivalency theorem", arguing that deep learning can occur as long as one of the three interaction types is at a high level, even if the other two are minimal. This allows for flexibility in substituting one interaction type for another depending on factors like costs, student needs, and technologies. The document aims to provide a theoretical framework for designing effective distance education programs.
This document discusses ethics in strategic and tactical public relations management and how it affects the United States. It begins by defining public relations and explaining that strategic management uses a dialogical approach in studies, while tactical management uses a monological approach. It then analyzes case studies and the positive and negative aspects of both methods. The document discusses how Johnson & Johnson's strategic planning helped it recover from a Tylenol crisis. It concludes that strategic management is more ethical as it allows for more diverse groups to be represented in media studies. However, it can be improved by incorporating more social network analysis. Overall, the document argues strategic public relations management has a more positive impact on society than tactical management.
Brennan, Niamh M., Merkl-Davies, Doris M., and Beelitz, Annika [2013] Dialogi...Prof Niamh M. Brennan
We conceptualise CSR communication as a process of reciprocal influence between organisations and their audiences. We use an illustrative case study in the form of a conflict between firms and a powerful stakeholder which is played out in a series of 20 press releases over a two-month period to develop a framework of analysis based on insights from linguistics. It focuses on three aspects of dialogism, namely (i) turn-taking (co-operating in a conversation by responding to the other party), (ii) inter-party moves (the nature and type of interaction action characterising a turn i.e., denial, apology, excuse), and (iii) intertextuality (the intensity and quality of verbal interaction between the parties). We address the question: What is the nature and type of verbal interactions between the parties? First we examine (a) whether the parties verbally interact and then (b) whether the parties listen to each other.
We find evidence of dialogism suggesting that CSR communication is an interactive process which has to be understood as a function of the power relations between a firm and a specific stakeholder. Also, we find evidence of intertextuality in the press releases by the six firms which engage in verbal interaction with the stakeholder. We interpret this as linguistic evidence of isomorphic processes relating to CSR practices resulting from the pressure exerted by a powerful stakeholder. The lack of response by ten firms that fail to issue press releases suggests a strategy of ‘watch-and-wait’ with respect to the outcome of the conflict.
Critical Discourse Analysis Of President Bush SpeechCandice Him
This document discusses critical discourse analysis (CDA) and its aims and potential social contributions. CDA analyzes language as social and cultural practice and engages in normative critique and judgment of discourse and society. CDA aims to educate people about power relations and achieve greater social equality. It also seeks to understand how discourse reproduces social domination and power imbalances between groups. CDA takes a structural approach to indirectly analyze the deeper causes and consequences of social issues.
Similar to Teaching Media Relationships: What’s in the Textbooks?, JPRE Volume 1, Issue 1, March 2017 (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.
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.
"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
"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.
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."
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."
Research Articles
I love tweeting in class, but.... A qualitative study of student perceptions of the impact of Twitter in large lecture classes Jenny Tatone, University of Oregon Tiffany Derville Gallicano, University of North Carolina at Charlotte Alec Tefertiller, University of Oregon
Preparing students for the global workplace: Current practices and future directions in international public relations education
Rajul Jain, DePaul University
Teaching media relationships: What’s in the textbooks? Justin E. Pettigrew, Kennesaw State University Kristen Heflin, Kennesaw State University
Teaching Briefs
From divide and conquer to dynamic teamwork: A new approach to teaching public relations campaigns Kristen Heflin, Kennesaw State University Shana Meganck, Virginia Commonwealth University
More from AEJMC Journal of Public Relations Education (JPRE) (11)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
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.
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.
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.
A Survey of Techniques for Maximizing LLM Performance.pptx
Teaching Media Relationships: What’s in the Textbooks?, JPRE Volume 1, Issue 1, March 2017
1. Teaching Media Relationships:
What’s in the Textbooks?
Justin E. Pettigrew, Kennesaw State University
Kristen Heflin, Kennesaw State University
Abstract
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 princi-
ples 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 hypothe-
sis 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 re-
lations from a tactical standpoint, few texts go beyond that to ad-
dress 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
“The changing role of traditional media requires public relations to build better
and stronger relationships to compete for coverage” (McCormick, as cited in in
Guth & Marsh, 2012, p. 22).
It has been more than 17 years since textbooks have been analyzed for public re-
lations content (Byerly, 1993; Cline, 1982; Duffy, 2000; Pratt & Renther, 1989). At a time
when public relations scholarship is increasingly concerned with dialogic approaches to
maximizing relationships, how are contemporary textbooks in public relations addressing
the topic of media relationships? This study provides an extensive examination of how
popular PR writing and introductory textbooks address media relations. Because develop-
ing strong relationships with the media is central to the success of most public relations
practitioners, and because PR textbooks provide a foundation for learning about the pro-
fession, it is important to understand what PR texts are presenting about media relations,
especially in regard to relationships.
LITERATURE REVIEW
A theoretical shift has taken place in the existing public relations literature, mov-
ing from an emphasis on public relations as managing communications to public relations
Journal of Public Relations Education
2017, Vol. 3, No. 1, 36-49
2. Vol. 3 (1), 2017 Journal of Public Relations Education 37
as a tool for negotiating relationships and engaging various publics. For example, Hon and
Grunig (1999) highlighted the utility of relationships in public relations, arguing that “the
most productive relationships…are those that benefit both parties in the relationship” (p.
11), and suggested that relationship maintenance requires access, positivity, openness, and
network-building, along with other elements. In 2000, Grunig and Huang expanded on
this argument, contending that the development and maintenance of relationships was the
central goal of public relations.
In addition to the scholarship that focused on the importance of maintaining re-
lationships, some also focused on relationship formation. According to Broom, Casey and
Ritchey (2000), relationships form “when parties have perceptions and expectations of
each other, when one or both parties need resources from the other, when one or both
parties perceive mutual threats from an uncertain environment, or when there is either a
legal or voluntary necessity to associate” (p. 17). Coombs (2001) added to this discussion,
stating that the links that form relationships can be moral, economic, social, geographic or
situational, but the common factor is that there is interdependence and interaction between
the two parties because they need or want each other for some reason.
In light of the growing emphasis on relationships in public relations, dialogue has
become a central focus in the creation of those relationships; however, “dialogue” and a
“dialogic relationship” have been described in the public relations literature with little con-
sistency in their usage (Grunig & White, 1992). Dialogue is sometimes used to describe a
communication process and sometimes described as more of an abstract, rhetorical posi-
tion. For example, Heath focuses on dialogue as more of a process that he calls “rhetorical
dialogue,” which consists of “statement and counterstatement” (Heath, 2000, p. 72). Mean-
while, Kent and Taylor (1998) present dialogue as a goal, but describe more of an abstract
orientation than a step-by-step course of action. They refer to dialogic communication as
“any negotiated exchange of ideas or opinions” (p. 325). That is, for a dialogic relationship
to exist, parties must view communicating with each other as the goal of a relationship
(Kent & Taylor, 1998).
From a dialogic perspective, communication should not be a means to an end, but
rather an end in itself in that it establishes and builds relationships (Kent & Taylor, 1998).
In presenting their concept of a dialogic theory of public relations, they described dialogue
as a “communicative orientation” (Kent & Taylor, 2002, p. 25). Similarly, Botan (1997)
argues, “dialogue manifests itself more as a stance, orientation, or bearing in communica-
tion rather than a specific method, technique or format” (p. 202). Theunissen and Noordin
(2012) state that, while dialogue and two-way communication principles have been treated
as two sides of the same coin, they are, in fact, based on different underlying philosophies.
They suggest that dialogue, as it stands, is not only deeply philosophical but also abstract
in nature (Theunissen & Noordin, 2012). This study draws from the work of Kent and
Taylor (1998, 2002), Botan (1997), and Theunissen and Noordin (2012), by conceiving of
dialogue as an end in itself, an abstract orientation that values communication as central to
relationship building.
Recent scholarship suggests the utility of a dialogic approach to understanding re-
lationship building as it applies to media relations. For example, Bruning, Dials and Shirka
3. Pettigrew & Heflin 38
(2008) argued that a relational approach, grounded in dialogic principles, requires that an
organization tailor communication and organizational action to specific recipients based
upon relational needs (Bruning et al., 2008). Thus, public relations practitioners should
actively work to understand the needs of the media and develop communication materials
and procedures to meet their needs. Schwab (2011) found that dialogic communication
strategies may be equally effective in dealing with online citizen journalists or bloggers
and argues that practitioners should develop dialogic relationships with appropriate blog-
gers before pitching them.
Given the focus on relationship building in public relations literature, it would be
interesting to understand the degree to which relationship building is discussed in today’s
PR textbooks. In other words, at a time when public relations theory is increasingly con-
cerned with dialogic approaches to maximizing relationships, do contemporary textbooks
in public relations address these issues? Are future public relations practitioners learning
about dialogic approaches to relationship building? This study will address these questions
by presenting a systematic analysis of the ways public relations textbooks discuss media
relations, because media relations is one of the most common relationship building prac-
tices associated with public relations.
Analyses of PR Textbooks
Previous scholarship on the content of public relations texts is sparse, and almost
all of it is outdated. In one of the earliest studies, Carolyn Cline (1982) compared public re-
lations sections of introductory mass communication textbooks with discouraging results.
Her study showed “a confusion about the relationship of advertising and public relations,
a lack of historical backgrounding, and a fierce anti-public relations stance hardly off-set
by some grudging acknowledgement of the existence of PRSA, codes of ethics and a few
honest practitioners” (p. 64). In 1989, Pratt and Renter examined how a selected sample of
introductory PR texts addressed ethics. While all of the texts they examined contained the
entire PRSA code of ethics, Pratt and Renter (1989) argued that such a heavy reliance on
the PRSA code may have stunted the development of lively ethical debate in the texts.
In a subsequent analysis of public relations textbooks, Byerly (1993) found that
the textbook authors generally agreed on the following characteristics of public relations:
PR practices tend to be goal-oriented; PR involves the implementation of intentional, stra-
tegic processes; and PR is generally carried out in campaigns by organizations seeking to
establish mutually beneficial relationships between themselves and their publics within a
complex environment. Finally, in the most recent study, Duffy (2000) used a postmodern
and deconstructive approach to analyze five leading PR texts and argued that Grunig and
Hunt’s (1984) concept of symmetrical public relations is obsolete.
The current study contributes to this conversation on public relations education by
providing an updated analysis of public relations textbooks. More specifically, this study
focuses on the ways public relations textbooks discuss media relations with a particular
emphasis on the extent to which these texts address relationship building.
Research Question and Hypothesis
Given the increased focus on relationship building in the public relations scholar-
4. Vol. 3 (1), 2017 Journal of Public Relations Education 39
ship and because the everyday practice of public relations requires strong relationships, it
could be argued that public relations textbooks should address the practice of media rela-
tions from a dialogic, relational perspective. As such, this study will focus on one research
question and one hypothesis.
RQ: How do public relations texts address media relations and the journalist/PR prac-
titioner interaction?
H: When discussing media relations, PR textbooks focus on relationship building
more than specific communication tactics.
METHOD
To answer the research question about PR textbook coverage of media relations
and to test the hypothesis that PR textbooks will focus on relationship building more than
specific tactics, a content analysis was conducted of six introductory public relations
texts and six public relations writing texts. The decision to analyze introductory PR texts
stemmed from the precedent set by Cline (1982), Byerly (1993), and Pratt and Renter’s
(1989) examinations of introductory texts and the fact that their analyses yielded useful
insights about the characterizations of public relations practice. The decision to analyze
public relations writing texts was based on conversations with professors at three U.S.
universities and a review of syllabi at the researchers’ home university, which indicated
that a public relations writing course was the most likely class in which media relations
instruction occurred.
Sample
Texts were identified on October 14, 2015 through an Amazon.com search using
the search terms “Introduction to Public Relations textbook” and “Public Relations Writ-
ing textbook.” Texts were selected based on relevance to the search terms and popularity
(best-selling), with only those texts with multiple editions chosen as part of the sample.
The decision to analyze texts with more than one edition was made because these texts are
more likely to be updated on a regular basis. The top six textbooks in each category were
included in this study.
Content Analysis
Texts were content analyzed for how they approached media relations (with tra-
ditional and online news media) from both a strategic and tactical standpoint. Examining
media relations from both standpoints enabled the researchers to assess the support for the
hypothesis: When discussing media relations, PR textbooks focus on relationship building
more than specific communication tactics. The coding sheet required the researchers to
identify and record words, phrases, or concepts that addressed the relationship and inter-
action between reporters and PR practitioners. For example, the instrument required the
researchers to determine whether media relations or working with journalists appeared in
the index or table of contents. It also called for the researchers to assess whether the text
provided tips for working with journalists, addressed the human dimensions of the PR/
journalist interaction (i.e., caring for journalists’ needs and being self-aware) or discussed
the importance of forming ongoing relationships with journalists. The instrument also as-
5. Pettigrew & Heflin 40
sessed tactical approaches to media relations by asking the researchers to note discussions
of ways to provide information to the media (i.e., news releases, photos, media tours, Face-
book) and ways to build relationships with the media (i.e., learning the reporter’s “beat,”
connecting on Twitter, developing mutual dependency).
Intercoder reliability was established using two coders, the authors of this work.
Each coded two of the same text. Items that could be treated as nominal were run in SPSS
to calculate a Cohen’s Kappa. Initial agreement was .44 and .46 with 58 items. After dis-
cussion and clarification, the same two textbooks were re-coded and an additional text was
coded with a Cohen’s Kappa of .85 and .94, and .92.
FINDINGS
Addressing Media Relations in PR Texts
The content analysis of public relations writing texts and introductory public rela-
tions texts revealed a variety of ways both kinds of texts addressed media relations. Some
books devoted chapters to the subject, and some did not address working with members of
the media at all. The next sections will examine differences and similarities in more detail.
Media Relations in PR Introduction Texts
The analysis of PR introduction textbooks revealed that discussions of media rela-
tions vary widely. Some introductory textbooks allotted entire chapters to media relations,
while others only mention media relations briefly. Discussions of media relations appear
in a variety of contexts with some books referring to the practice in chapters on ethics,
corporate communication, or public affairs.
Four of the introductory texts had complete chapters dedicated to media relations
(Broom & Sha, 2013; Lattimore, Baskin, Heiman & Toth, 2012; Seitel, 2014; Wilcox,
Cameron & Reber, 2015), two briefly discussed the ethics of working with the media in
chapters on ethics (Newsom, Turk & Kruckeberg, 2013; Wilcox et al, 2015), two included
media relations as part of the discussion of public relations tactics (Guth & Marsh, 2011;
Newsom et al., 2013), one briefly mentioned media relations in a chapter on crisis man-
agement (Seitel, 2014), one had a short discussion of the importance of media relations in
a chapter on corporate communication (Wilcox et al., 2015), and one devoted a significant
section of a chapter on government and public affairs to media relations (Broom & Sha,
2013). The four chapters on media relations were titled, “External Media and Media Rela-
tions,” (Broom & Sha, 2013), “Social Media and Traditional Media Relations,” (Lattimore
et al., 2012), “Media,” (Seitel, 2014), and “Preparing Materials for Mass Media” (Wilcox
et al., 2015). Media relations was also discussed in sections of chapters titled: “Facilitat-
ing Media Relations,” (Broom & Sha, 2013), “Controlled vs. uncontrolled media,” (Guth
& Marsh, 2011), “Dealing with the Media,” (Seitel, 2014), “Publicity Through the Mass
Media,” “Preparing to Work with the Media,” “On the Job with Media People,” “Recipro-
cal Trust,” (Newsom et al., 2013), “Ethical Dealings with the News Media,” “The Art of
Pitching a Story,” and even one titled “On the Job Insights: Media Relations: How to Get a
Date with a Reporter,” (Wilcox et al., 2015).
Though the depth of and context surrounding the discussion of media relations
varied in these texts, it should be noted that a discussion of media relations was present
6. Vol. 3 (1), 2017 Journal of Public Relations Education 41
in all of the introductory PR texts. “Media relations” or terms related to media relations
were listed in the indexes for all introduction texts. While “media relations” was the most
frequently used term in these indexes to characterize this content, other terms such as,
“third party endorsement,” (Guth & Marsh, 2011), “Media, responding to,” (Newsom et
al., 2013), and “Ethical issues, news media relations,” (Wilcox et al., 2015) were also used.
Media relations was also present in four of the introductory texts’ table of contents, listed
as “External Media and Media Relations,” (Broom & Sha, 2013), “Media,” (Seitel, 2014),
“Media Relations,” “Ethical Dealings with the News Media,” “On the Job Insights: Media
Relations: How to Get a Date with a Reporter,” (Wilcox et al., 2015), and “Social and Tra-
ditional Media Relations,” (Lattimore et al., 2012). Four introductory texts referred to the
media as an audience or public, two used “gatekeepers” when describing journalists, one
referred to journalists as “clients,” and one portrayed them as “partners.”
Media Relations in PR Writing Texts
The content analysis of public relations writing texts revealed that, like the in-
troductory textbooks, media relations was addressed in a variety of ways. Some books
devoted entire chapters to the subject, some contained a thread of media relations through
most of the book, and two did not include any reference to media relations.
Two of the writing texts allocated entire chapters to media relations and/or work-
ing with journalists. The two chapters on media relations were titled “Media Relations
and Placement” (Bivins, 2014), and “Working with Journalists and Bloggers” (Wilcox &
Reber, 2013). Each chapter provided a detailed checklist of guidelines for dealing with the
media and guidelines for correcting errors in a reporter’s story.
Two books included a chapter on media relations in the table of contents (Bivins,
2014; Wilcox & Reber, 2013). One book included media pitches in a chapter covering a
broader range of topics including media kits, backgrounders, and columns (Stovall, 2015).
Another text listed the media as a “public” in a section titled “Strategic Foundations for
Public Relations Writing,” (Treadwell & Treadwell, 2005, pp. 20–21). Media relations
appeared in the index of three of the writing texts, listed as “media relations,” (Bivins,
2014; Newsom & Haynes, 2016; Wilcox & Reber, 2013), “media professionals,” (Bivins,
2014), “media relations and placement” (Bivins, 2014), “working with journalists,” (Wil-
cox & Reber, 2013), “working with bloggers,” (Wilcox & Reber, 2013), “media pitches,”
(Newsom & Haynes, 2016), and “pitchmaking,” (Wilcox & Reber, 2013). Three writing
texts used the terms “audience” or “public” to describe the press, while one used the term
“partners” in addition to audience.
Some texts contained a thread of dealing with the media throughout the book.
Newsom and Haynes (2016) addressed dealing with the media during crises, in online
press rooms, and at special events. Treadwell and Treadwell (2005) listed numerous tactics
for reaching the press in different chapters of their text.
Media Relations Tactics in PR Introduction Texts
Table 1 provides an overview of the media relations tactics discussed in the intro-
ductory textbooks. Based on these findings, the most frequently discussed media relations
tactics were news/press releases (with 5 books discussing this tactic), followed by press
7. Pettigrew & Heflin 42
kits, photos, interviews, press conferences, Facebook and Twitter (with 4 books discussing
these tactics). The tactics that were discussed the least were press parties, VNRs, satellite
media tours, and using a resource like ProfNet or HARO.
Table 1
Mentions of Media Relations Tactics in Introductory and Writing Textbooks
Tactic Total
Mentions
Introduction Books Writing Books
# Mentions # Mentions
News/press releases 11 5 2, 3, 4, 5, 6 6 a, b, c, d, e, f
Online newsrooms 8 3 2, 5, 6 5 a, b, c, e, f
Photos 8 4 2, 4, 5, 6 4 a, c, e, f
Press kits 8 4 2, 3, 4, 6 4 a, c, e, f
Twitter 8 4 1, 2, 5, 6 4 a, c, e, f
E-press kits 7 3 2, 3, 6 4 a, c, e, f
Facebook 7 4 1, 2, 5, 6 3 a, e, f
Interviews 7 4 2, 4, 5, 6 3 a, c, f
Press conferences 7 4 1, 2, 4, 6 3 a, c, f
Email pitches 6 2 5, 6 4 a, c, e, f
Media alerts 6 2 2, 6 4 a, c, e, f
Media tours 6 3 2, 4, 6 3 a, e, f
Multimedia press releases 6 3 2, 5, 6 3 c, e, f
VNRs 6 1 1 5 a, b, c, e, f
Press parties 2 1 6 1 f
ProfNet/HARO 2 1 6 1 f
Satellite media tours 2 1 1 1 f
Introduction to PR Books Analyzed :
1) Broom & Sha, 2013;
2) Guth & Marsh, 2011;
3) Lattimore, Baskin, Heiman & Toth, 2012;
4) Newsom, Turk, & Kruckeberg, 2013;
5) Seitel, 2014;
6) Wilcox, Cameron, & Reber, 2015
PR Writing Books Analyzed:
a) Bivins, 2014;
b) Foster, 2012,
c) Newsom & Haynes, 2016;
d) Stovall, 2015;
e) Treadwell & Treadwell, 2005;
f) Wilcox & Reber, 2012
Media Relations Tactics in PR Writing Texts
Table 1 also provides an overview of the media relations tactics discussed in the
writing textbooks. Based on these findings, the most frequently discussed media relations
tactics were news/press releases (with 6 books discussing this tactic), followed by online
8. Vol. 3 (1), 2017 Journal of Public Relations Education 43
newsrooms and VNRs (with 5 books discussing these tactics). Press kits, e-press kits, email
pitches, media alerts, photos and Twitter were discussed as tactics in four of the texts. The
tactics that were discussed the least were satellite media tours, press parties, and using a
resource like ProfNet or HARO.
When considering both PR writing texts and PR introductory texts, press releases
are the most frequently discussed media relations tactic overall (with 11 out of 12 books
discussing this tactic), followed by press kits, photos, online newsrooms, and Twitter (with
8 books discussing these tactics). The tactics that were discussed the least in both PR writ-
ing and PR introduction texts were press parties, satellite media tours and using a resource
like ProfNet or HARO.
Addressing Practitioner/Journalist Relationships in Introductory Texts
All of the introductory texts discussed the PR practitioner/journalist relationship
to some degree. Moreover, they all argued that having a strong relationship with the media
was crucial for an organization to receive news coverage. For example, Broom and Sha
said, “Ultimately, the relationship between practitioners and journalists has an impact on
the quality of news coverage about organizations”(2013, p. 228). Guth and Marsh (2011)
argued this same point, using a quote from Gary McCormick, director of partnership mar-
keting for HGTV: “. . . the changing role of traditional media requires public relations to
build better and stronger relationships to compete for coverage” (p. 23). Lattimore et al.
(2012) echoed this sentiment more than once, saying, “Practitioners know that they must
facilitate the work of journalists if they expect their organizations to get covered” (p. 183),
and “When public relations practitioners take the time and make the effort to establish good
personal relations with journalists, they are much more likely to attract positive news cov-
erage for their organizations. Good public relations begins with good personal relations”
(p. 180).
In a similar vein, Seitel (2014) provided the following tip: “Relationships are the
name of the game. The better you know a reporter, the more understanding and accom-
modating to your organization he or she will be” (p. 189). Newsom et al. (2013) made a
comparable argument, stating “The secret of success in placing publicity is to develop a
good working relationship by knowing and anticipating the needs of the media” (p. 271).
An analogous statement in Wilcox et al. (2015) added further support to this idea: “Es-
tablish a relationship. As one reporter said, ‘The best e-mails come from people I know; I
delete e-mails from PR people or agencies I don’t recognize’” (p. 379). The fact that each
introductory textbook discusses the importance of developing these relationships echoes
the shift in PR scholarship toward an emphasis on relationship building.
In addition to highlighting the importance of building relationships with the me-
dia, all of the introductory textbooks also provided tips and tactics for relationship build-
ing. Generally speaking, the texts offered advice for developing positive social interactions
and advice for meeting the technical and professional demands of journalists.
In terms of developing positive social interactions, one text suggested public rela-
tions practitioners should form a relationship with a journalist before pitching a story:
Call a journalist with whom you know you will be working. Introduce yourself.
Suggest a time to come to the newsroom and talk about some newsworthy story
9. Pettigrew & Heflin 44
ideas. Reach out through your Facebook pages and Twitter accounts to include
journalists in your networks – and follow them on their blogs and Tweets and
status updates. (Lattimore et al., 2012, p. 184)
Wilcox et al. (2015) expanded on this notion, arguing that public relations practitioners
should cultivate relationships with journalists over time, equating the process of relation-
ship building with courtship:
Don’t expect to get everything you want on the first date. If it’s the first time
you’re talking to a journalist, don’t expect them to write about the story the first
time. . . Just like dating . . . invest the time and energy in building your relation-
ships and you’ll get more out of it. (p. 380)
In a similar vein, two texts emphasized the need to behave in a way that was respectful of
journalists and their needs. Seitel (2014) plainly stated, “Treat the reporter as a client,” (p.
188), while Lattimore et al. (2012) stressed professionalism and living up to expectations,
as well as not asking reporters for favors.
While the examples above offer advice for social interactions with journalists, the
texts also offered advice on how to handle technical aspects of the relationship. One com-
mon tip was that practitioners should get to know the professional routines and practical
needs of journalists. For example, Newsom et al. (2013) stated “A good PR practitioner
knows newspeople’s [sic] jobs almost as well as the newspeople do” (p. 285). They also
contended that, “Whatever the circumstances, you have to be sensitive to media schedules”
(Newsom et al., 2013, p. 276). Broom and Sha (2013) expanded on this advice: “Knowing
about the media – knowing how to work with each medium, create content for each, ad-
dress each medium’s audiences, adhere to specific style requirements, and meet the dead-
lines of each – is a major part of many practitioners’ jobs” (p. 226).
Some texts suggested that public relations practitioners move beyond simply
knowing journalistic routines and preferences toward acting like a reporter.
In gathering information for a release, a publicity writer must act the way a re-
porter would with the same access. Start with secondary sources, finding out if the
company files contain anything written about the subject – any research or sales
reports, any memos. Then seek out the primary sources, interviewing people to
learn everything they know and are willing to share. (Newsom, Turk & Krucke-
berg, 2013, p. 275)
Finally, one text offered a piece of advice for improving both social interactions
and practical outcomes, arguing that the key to building relationships with journalists was
for PR practitioners to tell the truth. According to Lattimore et al. (2012), “Nothing will de-
stroy a relationship faster or more completely than an affront to the truth. Accuracy, integ-
rity, openness, and completeness are the basis for trust bestowed by journalists. Once trust
is broken, it can rarely be regained” (p. 185). While the quotes above provide an in-depth
look at the relationship building tips provided in these texts, Table 2 provides an overview
of the specific tips provided.
Addressing Practitioner/Journalist Relationships in Writing Texts
Five writing texts discussed the importance of the PR practitioner-journalist rela-
tionship; one did not. However, only three writing texts provided a detailed discussion of
10. Vol. 3 (1), 2017 Journal of Public Relations Education 45
this relationship. One text referred to the “symbiotic” relationship between public relations
professionals and reporters, which is based on mutual respect for the other’s work (Wilcox
& Reber, 2013, p. 92). Wilcox and Reber (2013) stated, “one definition of public relations
is that it is the building of relationships between the organization and its various publics,
including journalists” (p. 92). That same text provided a detailed list of tips for pitching.
Table 2
Mentions of Tactics for Building Relationships in Introductory and Writing Textbooks
Tactic
Total
#
Introduction Books Writing Books
# Mentions # Mentions
Learning the reporter’s beat 7 4 1, 3, 5, 6 3 a, e, f
Developing mutual credibility 5 2 1, 3 3 a, e, f
Pitching only newsworthy events 5 3 1, 3, 5 2 a, f
Updating websites regularly 5 1 1 4 a, b, e, f
Being ‘on call’ 24 hours a day 4 2 1, 3 2 a, f
Blogs 4 2 1, 5 2 a, f
Developing mutual dependency 4 2 1, 3 2 a, f
Connecting on Twitter 3 2 3, 5 1 f
Tapping into media queries (such as
ProfNet/HARO)
3 2 3, 6 1 f
Updating websites regularly 5 1 1 4 a, b, e, f
Complimenting the reporter on
well-written stories about things other
than the practitioner’s organization
2 1 5 1 f
Introducing yourself before an actual
pitch
2 1 3 1 a
Treating the relationship like a dating
relationship
2 1 6 1 f
Attending press club/professional
group meetings
1 1 3 0
Connecting on Facebook 1 1 3 0
Introduction to PR Books Analyzed :
1) Broom & Sha, 2013;
2) Guth & Marsh, 2011;
3) Lattimore, Baskin, Heiman & Toth, 2012;
4) Newsom, Turk, & Kruckeberg, 2013;
5) Seitel, 2014;
6) Wilcox, Cameron, & Reber, 2015
PR Writing Books Analyzed:
a) Bivins, 2014;
b) Foster, 2012,
c) Newsom & Haynes, 2016;
d) Stovall, 2015;
e) Treadwell & Treadwell, 2005;
f) Wilcox & Reber, 2012
Another text cited the importance of getting to know journalists, explaining:
11. Pettigrew & Heflin 46
The media are a powerful force, and they can do a lot for you – or against you. The
determining factor may well be how much you know about the media profession-
als and how well you get to know them as people. (Bivins, 2014, p. 69)
While only three writing texts discussed the PR practitioner-journalist relation-
ship in-depth, four writing texts discussed specific tactics for building relationships. Table
2 gives a complete breakdown of the specific tactics suggested in introduction to PR and
PR writing texts for building relationships.
Bivins (2014) also placed the responsibility for relationships with the media
squarely in the laps of PR practitioners. Bivins (2014) said, “Journalists have a tough life –
I know – so do you. Most journalists, however, haven’t experienced public relations work
firsthand. Thus, it is often up to you to make the relationship work” (p. 69). He suggests
that “If you’re new to your job, the first step is to get out there and introduce yourself.
Call or e-mail first” (p. 70). Bivins (2014) also included “Guidelines for Dealing with
the Media,” with detailed instruction on negotiating relationships (pp. 70-71). Treadwell
and Treadwell (2005) also emphasized the importance of developing “close and mutually
respectful relationships with the media” explaining that such relationships “help to ensure
that your organization is always treated fairly by the media, especially in circumstances
where you have no control” (p. 227). However, while Treadwell and Treadwell address the
concept of forming ongoing relationships with key contacts in the press, unfortunately the
text stops short of explaining how to form those good working relationships, other than
mentioning trust and the importance of close and mutually respectful relationships. The
authors did acknowledge that, “There are times when even the best relationships in the
world are not going to get your release published” (Treadwell & Treadwell, 2005, p. 229).
DISCUSSION
This study sought to answer the question: How do public relations texts address
media relations and the journalist/PR practitioner interaction? As the section above de-
tails, the majority of writing texts and the majority of introductory texts addressed the
importance of relationships in the PR practitioner/journalist exchange. Wilcox and Reber
(2013) referred to the relationship as “symbiotic” (p. 92), Treadwell and Treadwell (2005)
called it “mutually respectful” (p. 227), and most other PR introductory or writing texts
gave some credence to the idea that both parties need each other to do their jobs. The find-
ing that the majority of these introductory and writing texts at least mention media relations
is comforting considering PR professionals reported that they spend anywhere from 30%
to 90% of their workweek devoted to media relations (Pettigrew, 2013).
Despite mentioning media relations, few of these texts went further to talk about
the human aspect of the reporter/practitioner interaction, which lends support for reject-
ing the hypothesis: When discussing media relations, PR textbooks focus on relationship
building more than specific communication tactics. While all of the introductory texts and
three writing texts discussed the importance of developing relationships with the media,
these texts were still primarily tactical in their approaches to media relations. Few texts
provided suggestions for forming and maintaining those relationships beyond basic funda-
mental instruction on “getting the word out” to journalists. There was no reference to the
nuances of relationship building like offering exclusives, providing news tips not related to
12. Vol. 3 (1), 2017 Journal of Public Relations Education 47
a practitioner’s client or company, or recognizing the value of an occasional e-mail just to
“check in” with a reporter, providing further support for rejecting the hypothesis.
CONCLUSION
This analysis updated the work of Cline (1982), in that today’s editions of texts do
address the functions and duties of public relations practitioners, at least in regard to media
relations. Although this study did not examine ethical matters as addressed in public rela-
tions texts, Pratt and Renter’s 1989 study may require updating, as there was an emphasis
on practicing media relations in an ethical manner in many of the texts.
This study also reveals that there is certainly room for improvement in how text-
books address media relations. First, because there is an increased focus on relationship
building in public relations scholarship, PR textbooks should incorporate the findings pre-
sented in this scholarship. In other words, at a time when public relations theory is increas-
ingly concerned with dialogic approaches to maximizing relationships, contemporary pub-
lic relations textbooks should address these issues. Second, if public relations practitioners
are spending anywhere from 30 to 90% of their time on media relations (Pettigrew, 2013),
then public relations texts should devote at least a full chapter to discussing the nuances of
relationship building as well as media relations tactics. This may be an unrealistic stance,
considering the constraints of space and the scope of information covered in these texts;
however, if the goal is to prepare students to be successful PR practitioners, it seems a
reasonable suggestion.
While textbooks provide a foundation for instruction in the classroom, they are
just one part of a student’s educational experience. While educators may rely on the text
for exercises, examples, activities, and assignments, they can also elaborate or expand on
the text to fill in any perceived gaps. Because the texts analyzed in this study typically
did not focus much attention on the relationship building practices associated with media
relations, it is up to PR educators to discuss the importance of these practices as well as
offer guidance for developing mutually beneficial relationships with journalists. One way
for educators to provide this information could be to create experiential learning exercises
to help students get more hands-on experience in how media relations is practiced. Anoth-
er option would be to get students out of the classroom whenever possible to visit news
stations or newspapers. If time does not permit outside activities, then perhaps bringing in
bloggers or journalists is a good alternative (whether in person or via Skype). The point
here is to increase students’ exposure to the people with whom they need to build relation-
ships—members of the media.
Limitations
Given the constraints of space and the scope of information covered in an in-
troduction to PR or a PR writing class, it is difficult for an introductory or writing text to
provide detailed information about every topic. As such, it is understandable that many of
these texts fell short in delivering detailed, nuanced guidance for developing relationships
with the media. It should also be noted that this study did not analyze all introductory PR or
PR writing textbooks. Therefore, it would be impossible to generalize these findings across
all introductory PR or PR writing texts. However, because our sample was comprised of
13. Pettigrew & Heflin 48
the top selling texts with multiple editions, this study does provide a strong a sense of how
introductory PR texts and PR writing texts address media relations.
The coding instrument for this study examined only specific topics and items.
Thus, a more holistic, thematic analysis of these texts could lend more insight into certain
themes and patterns that might be present. Additionally, what professors actually teach
about media relations is beyond the scope of this study.
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