No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
The place of public relations education in higher education: Another opinion
Abstract
This expression of opinion has been received by the Public Relations Review as a letter to the editor. We felt it should be published here in this discussion of public relations education.
... As a result, more advertising courses now exist in journalism or communication programs than in business schools. The logistics issue has continued to be an on-going one with discussions on whether advertising and PR education can be merged and whether these two disciplines should be removed from journalism or communication programs and turned over to business schools (Falb, 1991(Falb, /1992(Falb, , 1992Griffin & Pasadeos, 1998;Rose & Miller, 1994). ...
... As a result, more advertising courses now exist in journalism or communication programs than in business schools. The logistics issue has continued to be an on-going one with discussions on whether advertising and PR education can be merged and whether these two disciplines should be removed from journalism or communication programs and turned over to business schools (Falb, 1991(Falb, /1992(Falb, , 1992Griffin & Pasadeos, 1998;Rose & Miller, 1994). ...
... Many authors have discussed the need for public relations students to receive a broad liberal arts education in addition to the more specific public relations curricula. These authors suggested that public relations students ought to take courses in fields such as psychology, sociology, social and behavioural sciences, business and humanities (Baxter 1993;Caudill et al. 1990;Falb 1992;Gibson 1992-93;Kruckeberg 1998;McInerny 1995;Schwartz et al. 1992;VanLeuven 1989a;Wylie 1990). Caudill et al. (1990) argued that public relations is a profession 'requiring the broadest kind of education' that provides them a broad perspective. ...
... The need for management education was one of the most widely offered recommendations (Baxter 1993;Berkowitz and Hristodoulakis 1999;Caudill et al. 1990;Falb 1992;Gaudino and Vanden Bergh 1988;Gibson 1992-93;Griffin and Pasadeos 1998;Grunig 1989;Guiniven 1998;Heath 1991;Hunt and Thompson 1988;Kinnick and Cameron 1994;Lordan 1996;McInerny 1995;Petrook 1995;Pincus and Rayfield 1992;Sallot et al. 1998b;Schwartz et al. 1992;Sparks and Conwell 1998;Turk 1989;VanLeuven 1989a;Wakefield and Cottone 1992). There is little doubt that public relations is becoming more management-based and strategydriven, which requires students to be conversant in both communication and business. ...
This study attempts to evaluate the efficacy of undergraduate public relations programmes in the United States. The study surveyed 155 public relations educators and practitioners to determine their impressions on factors such as whether students are being imparted the knowledge and experience to become public relations practitioners, the knowledge and skills respondents thought students ought to possess to become successful professionals, the skills new graduates should possess, and the characteristics of the public relations profession. Results revealed agreement among educators and practitioners about the subjects that should be taught in undergraduate public relations programmes, including the knowledge and skills recommended by the Commission for Public Relations Education. Respondents did not agree on the best career plan for future public relations professionals. However, a majority felt that majoring in public relations with a minor in business was the best thing for students who want to work in this field. Respondents felt that not all of the subjects they deemed important were currently being taught in all public relations programmes. Both practitioners and educators agreed that graduates were well trained in the use of new technologies for public relations. However, the percentage of practitioners who felt that graduates were prepared to enter the public relations profession was considerably lower than educators.
... Many authors defend that PR students must receive a wide reaching education in social sciences and human studies, together with more specialized PR disciplines. Some researchers recommend that PR students receive education in psychology, sociology and human studies (Falb 1992;Kruckeberg 1998;Van Leuven 1989) and others emphasize the importance of a management, law, economy and history content (Heath 1991). In the opinion of Kruckeberg (1998) PR students must also have knowledge of technical skills in the journalism area and mass communication. ...
... The inclusion of management and economy disciplines in PR education is one of the most redundant recommendations (Berkowitz 1999;Falb 1992;Grunig 1989;Heath 1991;Kinnick 1994;Turk 1989;Van Leuven 1989). This fact is understandable since as Sriramesh and Hornaman defend, there is lit- ...
This article studies the Portuguese reality with regard to higher educa- tion in public relations, in order to define the strengths and weaknesses in the teaching given in the preparation of future practitioners, from a pedagogical perspective and also in the job market itself. As such, the study was divided into two principal moments. In the first place, a comparative analysis of curriculums currently in force in the offer of undergraduate studies in PR in Portugal was made and then in second place, the perception of practitioners and educators was investigated as to the teaching provided. Thus, the main objective of this article is to investigate if the bachelor degree in PR meets the primary target of preparing students for an entry-level position in PR and to ‘advance over the course of their careers into leaderships roles” (Commission on Public Relations Education, 2006: 43).
... The authors suggest studies in liberal arts fields such as psychology, sociology, social and behavioral sciences, business and humanities (Baxter 1993, Falb 1992, Gibson 1992, McInerny 1995, VanLeuven 1989a, Wylie 1990). Edward Caudill et al. (1990) argued that public relations is a profession "requiring the broadest kind of education." ...
... The need for management education was the most widely-mentioned recommendation for improving public relations education. A majority of authors reviewed for this study recommended that public relations curricula include a management or business course (Baxter 1993, Berkowitz & Hristodoulakis 1999, Falb 1992, Gaudino & Vanden Bergh 1988, Gibson 1992, Griffin & Pasadeos 1998, J. Grunig 1989, Hunt & Thompson 1988, Kinnick & Cameron 1994, Lordan 1996, McInerny 1995, Petrook 1995, Pincus & Rayfield 1992, Sparks & Conwell 1998, VanLeuven 1989a, Turk 1989, Wakefield & Cottone 1992. Pincus & Rayfield (1992) argued that the practice of public relations is becoming more management-based and strategy-driven, and education is needed in both communication and business. ...
... No entanto, a maioria dos autores defendem que os estudantes de RP devem receber uma ampla educação em ciências sociais e humanidades em conjunto com disciplinas mais especializadas de RP. Alguns desses investigadores recomendam que os estudantes de RP recebam formação em psicologia, sociologia e humanidades (Falb 1992;Kruckeberg 1998;Van Leuven 1989a) e outros realçam a importância de conteúdos de gestão, direito, economia e história (Heath 1991). Na opinião de Kruckeberg (1998) os estudantes de RP também devem possuir conhecimentos e competências técnicas no âmbito do jornalismo e da comunicação de massas. ...
... A inclusão de cadeiras de gestão e economia na educação em RP é uma das recomendações mais redundantes (Berkowitz 1999;Falb 1992;Grunig 1989;Heath 1991;Kinnick 1994;Turk 1989;Van Leuven 1989). Este facto é compreensível uma vez que, tal como Sriramesh e Hornaman defendem, existem poucas dúvidas sobre o facto das RP se terem vindo a afirmar cada vez mais como "management-based and strategy driven" (Sriramesh et al 2006, 159). ...
Com esta investigação ambiciona-se analisar o estatuto da profissão de relações públicas em Portugal através da variável ensino superior em Comunicação/Relações públicas. A partir de um estudo empírico aplicado a profissionais e docentes pretende-se definir as forças e fraquezas do ensino ministrado na preparação dos futuros profissionais, não só numa perspectiva pedagógica-científica mas também do próprio mercado de trabalho. Nos resultados obtidos sobressai o consenso, entre professores e profissionais, sobre o perfil ideal de um licenciado em Comunicação/Relações públicas quanto às suas competências técnicas e características profissionais. Também é visível acordo na análise do elenco curricular, sobretudo na necessidade premente de atribuir maior relevo a determinados conteúdos programáticos. Por outro lado, apesar de concordarem sobre os principais critérios que podem permitir elevar o estatuto profissional das relações públicas a percentagem de profissionais que considera os licenciados preparados para entrar no mercado de trabalho é consideravelmente mais baixa do que a dos educadores. Palavras-chave: Relações públicas,ensino, profissão.
... These include financial and hudgeting skills, planning and organizing, problem solving, decision making, and analytical skills, much of which are grounded in public relations theory. Falb (1992) professed that public relations "is fast moving in the direction of being a part of the management process. Therefore, it must be based on a knowledge of business and management processes." ...
Reports results from a national survey regarding courses on public-relations campaigns. Examines predominant pedagogical strategies and course-management text techniques used; intentions for the course; theory/research elements; the role of management skill and/or interpersonal dynamics in the student campaign both internally and externally, and their influence in the grading process; and insights and innovations. (SR)
... In a study of 74 senior executives, Lindeman and Lapetina (1981) found that one of the weaknesses of public relations professionals is the lack of knowledge about business problems and lack of experience in business operations. Falb (1992) stated: "Public relations is in fact moving in the direction of being a part of the management process. Therefore, it must be based on a knowledge of business and management practices" (p. ...
The use of conflict resolution and mixed motives can empower public relations managers to become part of the decision-making group of an organization. The conclusions of this study were, first, that public relations will become a part of the dominant coalition if it has experience in the new model of symmetry to include tactics of conflict resolution. Second, top management directly affects the practice of public relations to operate according to its own agenda—in a two-way, mixed motive manner.
... In a study of 74 senior executives, Lindeman and Lapetina (1981) found that one of the weaknesses of public relations professionals is the lack of knowledge about business problems and lack of experience in business operations. Falb (1992) stated: "Public relations is in fact moving in the direction of being a part of the management process. Therefore, it must be based on a knowledge of business and management practices" (p. ...
Thesis (Ph. D.)--University of Maryland at College Park, 1995. Thesis research directed by College of Journalism. Includes bibliographical references (leaves 314-335).
This new text for students and practitioners in public relations has been built on the acclaimed Critical Perspectives in Public Relations, also edited by Jacquie L'Etang and Magda Pieczka, which is no longer in print. Many of the liveliest minds on the public relations scene have contributed fresh ideas and diverse perspectives: their locations on the margins, either geographically or intellectually, or both, allowed them to present a variety of compelling critiques. Contributors from Germany, Sweden, Spain, and Scotland join those from New Zealand and Australia in providing historical and political perspectives. Topics such as propaganda, religion, publics, expertise, transparency, and discourse are tackled in new and imaginative ways.
Surveys advertising and public relations faculty members with regard to IMC (Integrated Marketing Communications) and its impact on current curricula. Finds (1) areas of discontent with current course curricula; (2) evidence of "separate agendas" between advertising and public relations educators on this issue; and (3) evidence of a generation gap regarding level of integration of advertising and public relations. (RS)
ResearchGate has not been able to resolve any references for this publication.