Over the last decade, the field of organization studies has been characterized by a proliferation of divergent perspectives. Using bibliometric techniques, this paper examines the extent to which this state of differentiation may be associ ated with regional differences in scholarly orientation, specifically, between North America and Europe. The study is based on citation and co-citation analyses of articles published by North American authors in Administrative Science Quarterly and by European authors in Organization Studies in the three-year period from 1990 to 1992. Results do show that there is divergence in the perspectives that are currently dominant in Europe and North America, and, to some degree between Britain and elsewhere in Europe. The discussion section elaborates on the nature of the differences in orientation and speculates on factors that may have fostered and helped to maintain this diver gence.

No abstract

This experiment investigates the effects of an advertorial message on 4 dimensions of reader involvement. The use of the advertorial format was found to have increased participants' perceived message relevance, attention to written message, message elaboration, and message recall over the use of a standard advertisement format. Responses to labeled and unlabeled versions of the same advertorial did not vary significantly. Although participants perceived both labeled and unlabeled advertorials to be advertisements, rather than editorial material, more than two thirds of the participants who were exposed to a labeled advertorial failed to recall the presence of the label. Our findings indicate that the advertorial format fools readers into greater involvement with the advertising message and that the presence of advertorial labels may not be particularly effective in alerting consumers to the true nature of the message.

No abstract

No abstract

No abstract

Advertising and public relations graduates often question their preparedness for employment. For its part, the two industies are often vocal in their assertion that educators are somehow failing to train effective, job-ready communicators. Many critics point to a growing practice in the advertising industry -integrated marketing communications (IMC) -as the solution for bringing current advertising and public relations curricula up-to-date. According to practitioners sold on IMC, what is good for business is good for the classroom. Conceptually, IMC suggests that advertising and public relations efforts achieve their greatest impact when coupled together and with other marketing elements such as direct marketing and sales promotion to communicate with consumers through multiple channels. In practice, IMC rejects past mass-media strategies by citing the increasingly segmented audiences of today (Schultz, Tannenbaum and Lauterborn, 1993).As more advertising and public relations educators examine IMC and evaluate its applicability in reshaping curricula, the need for attitudinal research among this population becomes vital. Although some insist that IMC is the new framework by which course sequences should be redrawn and developed, others charge that an IMCbased curriculum will undermine the educator's ability to provide in-depth instruction, thus leaving students ill-prepared for their careers. To date, IMC in education has been addressed using a macro perspective, relying primarily on anecdotal information, on general studies of communication teachers, and on testimonials of IMC advocates. While helpful in providing insights on IMC's role in instruction, these perspectives provide no specific examination of attitudes held by advertising and public relations educators. The present study is meant to supplement the contemporary literature on IMC. We report on a survey designed to ascertain the perceptions and opinions of advertising and public relations faculty members with regard to IMC and its impact on current curricula.

No abstract