A model for value based public relations education in a diverse and poly-contextual society

Azionya, Caroline Muyaluka; Oksiutycz, Anna; Benecke, Dalien René

doi:10.1016/j.pubrev.2019.04.001

Cited by 9 publications

(6 citation statements)

References 38 publications

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“…While in the 1990s and early 2000s some universities included philosophy, critical thinking and ethics in university courses, much of this has been lost in the drive for employability alongside the current university leadership emphasis on cost benefit analysis and internationalisation. This challenges the importance of embedding greater critical, societal and moral dimensions in Public Relations curricula despite its growing evidence in programmes (Azionya et al. , 2019).…”

Section: Discussionmentioning

confidence: 99%

“…• While in the 1990s and early 2000s some universities included philosophy, critical thinking and ethics in university courses, much of this has been lost in the drive for employability alongside the current university leadership emphasis on cost benefit analysis and internationalisation. This challenges the importance of embedding greater critical, societal and moral dimensions in Public Relations curricula despite its growing evidence in programmes (Azionya et al, 2019). • There is still a focus on coverage rather than engagement, and while social media is presented as the embodiment of Grunig's symmetrical communication model, few universities teach digital communication in a manner that supports a genuine understanding of what ethical engagement is.…”

Section: Discussionmentioning

confidence: 99%

“…Such an orientation does not give primacy to criticality and although critical theorising does exist, with notable scholars including Lee Edwards, Jacqui L'Etang and Derina Holzhousen, such ideas remain located within a functionalist curriculum (Mules, 2021) or are taught mainly at postgraduate level (Edwards, 2015). However, greater recognition is now being given to ethics and values in the curriculum (Bowen and Erzikova, 2013) while a more balanced approach to both conceptual and skills-based knowledge is starting to emerge in some programmes (Azionya et al. , 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

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Recognising a signature pedagogy for public relations teaching and learning in the last twenty years

Kinnear

Roberts-Bowman

2023

CCIJ

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PurposeThis study attempts to identify the drivers for change in Public Relations education and what assumptions are made about professional practice. The authors suggest signature pedagogy has the potential to deepen our understanding of the teaching and learning of Public Relations and what this means as the Public Relations curriculum adapts. The paper has theoretical and practical value. It forefronts the concept of signature pedagogy as a fresh way to look at Public Relations teaching and learning that can be developed.Design/methodology/approachThis paper aims to explore the historical and contemporary context of teaching Public Relations within a university setting, how it has evolved and the assumptions that underpin it both nationally and internationally. Using a mixed methods approach, the paper investigates how the curriculum has changed since 2000, how it interacts with industry and how it reflects educational historical and contemporary frameworks. It also explores the assumptions on which Public Relations education was and is based and whether signature pedagogy is evidenced.FindingsThis study concludes that, from a signature pedagogy perspective, many current Public Relations curricula emphasise surface structures of learning. Deep structures, focusing on critical engagement and conceptual approaches to problem solving, are more variable, disconnected and contested. The data indicate the existence of an Anglo-American, skills-based approach to Public Relations knowledge, alongside international nuances around multi-culturalism. From a practical viewpoint, the paper contributes to how Public Relations programmes can be designed, taught and adapted in the future.Originality/valueThe paper evidences fully unique, primary research.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Recognising a signature pedagogy for public relations teaching and learning in the last twenty years

Kinnear

Roberts-Bowman

2023

CCIJ

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“…A model of value-based public relations education in a diverse and multi-contextual society is being studied in (Azionya et al, 2019). This model is proposed for PR education, which is based on the experience of teaching 1000 students in South Africa.…”

Section: Discussionmentioning

confidence: 99%

Special Aspects of Effective PR Professionals’ Training in the Post-Truth Era

Kyrychok¹

2021

INT J INSTRUCTION

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In recent years, the post-truth era has become the new reality of the modern digital world, requiring changes in approaches to training public relations (PR) specialists. In such conditions, the classical image-based approach to education is not always effective when choosing professional competencies. The latter increases the need to involve relevant specialists to resolve complex controversies. This is the task today that should be entrusted to PR professionals. The objective of this article is to study the main aspects of effective organization of PR training. For this aim, the self-selection sampling technique is used. The sample population comprises people who responded positively to the proposal to engage in an online survey posted on a specially designed for this purpose website. The authors have conducted a sociological survey of experts in the field of PR, advertising, journalism, marketing and education (n = 100) in order to determine the main methodological aspects, approaches and principles of PR professionals' training. It has been identified that in the training of PR professionals the most effective methods of gaining practical knowledge are the case study method, the business game method and the project task method. All three methods are group methods, with the help of which a PR professional can develop almost all the necessary competencies. Such methods should be used in conjunction with other practical approaches, seminars, lectures, and mixed methods that combine qualitative and quantitative approaches and pragmatically draw on distinct research paradigms.

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“…Public relations in higher education institutions subtly promotes institutional interests, publicizes the positive aspects of higher education, uses the media to create and manage brand identities and promote competitive advantages (Cronin, 2016;Freberg et al, 2013). Various communication tools are used by educational institutions to establish different levels of relationships between the organization and the public (Azionya et al, 2019;Eger et al, 2019). Communication gaps sometimes occur due to the limitations of conventional media, so higher education public relations also uses social media.…”

Section: Introductionmentioning

confidence: 99%

Relationship Between The Student Registration Services Communication Process And Student Characteristics

Imran

Lubis²,

Sugihen³

2022

ijss

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Introduction/Main Objectives: Universities need effective communication with prospective students through various communication channels to attract them to their programs. Background Problems: Public relations universities need to provide maximum service to prospective students in accordance with student characteristics and university communication media. Novelty: Many previous studies have examined the public relations of universities with the theme of image or social media of universities. This study examines the relationship of individual characteristics with the public communication process in universities in terms of use, message content, and frequency. Research Methods: The method used in this study is descriptive correlation with quantitative and qualitative approaches. This study used a quota sample. Hypothesis tests were conducted using spearman rank correlation test. Finding/Results: The results of the study show that the use of communication channels, which has a great influence on the character of students is brochure, the content of the message, which has a great influence on student characteristics is the brochure communication channel. The frequency of communication channels that have a great impact on individual character are verbal messages, Facebook and banner. Conclusion: It is necessary to focus on the increased use of brochure communication channels, the content of brochures and the frequency of verbal messages, Facebook and banners.

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A model for value based public relations education in a diverse and poly-contextual society

Cited by 9 publications

References 38 publications

Recognising a signature pedagogy for public relations teaching and learning in the last twenty years

Recognising a signature pedagogy for public relations teaching and learning in the last twenty years

Special Aspects of Effective PR Professionals’ Training in the Post-Truth Era

Relationship Between The Student Registration Services Communication Process And Student Characteristics

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